Lesson Plan

LESSON PLAN Subject: Math

Trainee: Reem Munssir Topic or Theme: Whole Number Operations

Alkarbi

Class: 3D Date & Duration: 11th March 2019 – from 9:20 to 10:00 (40m)

Trainee Personal Goals:

I am working on time management and supporting the low-level students. I will manage my time by
playing a timer to remained me during the lesson and I will support the low-level students by observe
them and scaffold them during the lesson.

I want to do the full lesson with the all parts which they are opening, activity and ending as I planned
but with great teaching from me and full understanding from the students.

Lesson Focus: The order of the four operations (×, ÷, + and –)

Lesson Outcomes:

At the end of the lesson the students will be able to perform operations in order when there are no
parentheses.

Links to Prior Learning:

The students already done with Division, Multiplication, Addition and Subtraction.
Last week they learn how to divide by 8, 9, and 5.
21st Century Skills that will develop at the end of the lesson:

 During this lesson the students will develop:

Critical thinking skills in think and solving math problems.
Collaboration, Communication and Social skills in team activities.
Creativity skill in creating fun and enjoyable activities.
Key vocabulary

The four operations, Division, Multiplication, Addition and Subtraction, divide by, multiply by,
Subtract or take a way, Add or plus.

Possible problems for learners: Solutions to possible problems:

While teaching the order of operations some of the students
will understand that multiplication should be performed first
because they think that multiplication is the strongest but it is
wrong. The order of operations requires that all multiplication
and division be performed first, going from left to right in
the expression. The order in which you compute
multiplication and division is determined by which one comes
first, reading from left to right.
After multiplication and division has been completed, add or
subtract in order from left to right. The order of addition and
subtraction is also determined by which one comes first when
reading from left to right.
I can fix this misconception by
explaining order of operations rule in
creative, clear and enjoyable way. I
wrote a story about the four
operations and I will tell them the
story by acting it with expirations and
characters to make it fun. After that, I
will show them examples and I will
solve them as a class to let the
student think and participate.

Resources:
 1. Laptop to use the online spinner https://www.online-stopwatch.com/random-name-pickers/name-picker-wheel/full-
screen/?r=sqCTihk2hb
2. Whiteboard
3. Whiteboard markers
4. Puppet (Fofo), car, (×, ÷, +, –) characters.
5. Puppet Theatre
6. 5 paper cars (for each group)
7. 5 envelops include (the four operations (×, ÷, + and –) (for each group)
8. Timer
9. 28 copies of practice worksheets (for each student)
10. 28 Sticky notes (for each student)
11. Glittery bottle to make the student calm down (in the opening)

TASKS/ACTIVITIES
Resources
& Time
Introduction

10m Teacher will: Students will:

Whiteboard I will introduce the lesson using the puppet Fofo to The student will engage
make it more fun. with the teacher.
Laptop (online
spinner)
I will start the lesson with a competition between The students will work as
Puppet (Fofo), car, (×, the groups, I will give each group a pizza and a box a group to solve the
÷, +, –) characters. of counters. I will spin the spinner that contains problem using the
different division facts focus in divide by 8. Each counters.
Puppet Theatre group should solve the equation using the counters
as fast as they can to get a point. There will be three
rounds to see who is the winner. There will be a
simple gift for the group winners.
5 boxes of counters
(for each group)

Resources
Main task
& Time
20m Teacher will: Students will:
After the worm up activity I will explain what The students will be
Whiteboard strategy the students will use to divide by 8, which quite listening to the
is repeated subtraction strategy. teacher explaining, when
28 practice I will show them the repeated subtraction strategy the teacher will ask them
worksheets and how to use it. they will interact with
I will show them 3 examples, the first one they will her by rising their hands
28 small boards focus on me, the second one I will solve it with to answer the question or
with markers them as a class and the third one I will ask each to participate.
student to answer it using their small board. I will
ask them to raise the board to let me see their
answers if there are mistakes I will show them how
to solve it, then I will ask them to solve another one
until they get it. "Learning and teaching take time,
but it does not waste time".
-------------------------------------

After teaching coming practice and applying. They will glue the paper
I will give each student a practice worksheet. and they will answer the
I will ask them to glue the paper on their notebook worksheet.
and answer it in 5m and I will play a timer.
Differentiation activities (Support)

I will support the low-level students in the practice worksheet by making the answering process
easier.

I will create different worksheet, as it shows I will help the

students to answer the questions by tracing the places for
numbers to answer the fact that include different operations.

I will also support them during the lesson by moving around

and scaffold how need support.

Differentiation activities (Stretch)

I will make the high-level students improve and develop their critical thinking in solve problems by
make the practice worksheet more changeable.

I will create different worksheet, as it shows I help the

students to answer the division facts by tracing the places for
numbers in the first question only as an example of how to
solve it. Also, if they finish there are more questions in the
back of the paper.

Resources
& Time Plenary/Conclusion

10m Teacher will Students will

Usually, at the end of the lesson, the students The students will write their
asked to answer exit tickets as a formative name and the division fact on the
Whiteboard
assessment. I will change the routine by make sticky note then they will answer
28 Sticky notes it enjoyable. it by using the repeated
I will make an EXIT QUESTION board that subtraction strategy. Lastly they
Exit question board will be paste on the classroom wall. I will will stick it on the exit question
give each student sticky note. Then I will board.
write a question with more than one operation
on the whiteboard then I will ask the students
write their names and solve the question using
the order of operation rule. After they finish I
will ask them to stick it on the exit question
board.

Homework -
Assessment Observing the students during the lesson and correct their sticky notes answers.
Strategies:

✓ Observation ☐ Student self- ✓ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student presentation ✓ Written work and ✓ Verbal feedback

feedback