Lesson Plan Activity Description

(Describe how you will teach the guided math All got Most Some I need
it! got it! got it! to
reteach
Ready
for the
next
level up

*
Lesson 1: High group level:
29-2
Tr distributed some cards that have some numbers
LO: greater from 50-100, and some shapes which are <,>, =.
than, less
Tr: said “now we have to compare numbers using
than, equal
they shapes to show which one is bigger that the
too.
other, the smaller that other, and equal to each
other.

Tr: will model how to do the first one. she will pic
any 2 numbers and will ask the students which
“shape do you think will appropriate?”. Teacher will
complete all of them with the students.

Middle group activity:

Tr: distributed some cards that have some pictures.

And some shapes which are <,>, =.

Tr: said “now we will compare these pictures so we

can know which one is bigger that the other, the
smaller that other, and equal to each other.

Tr: will take to cards that have pictures and will ask
the group “which shape do you think is
appropriate?” then she will put the shape between
the pictures.

Tr: will complete all with the students and will give a
chance for each student to do it.
Low group activity:

Tt: will distributed some cards, concrete objects and

some shapes.

Tr: will tell the students that she will pick 2 cards and
and they have to tell her which one is bigger that the
other, the smaller that other, and equal to each
other using the shapes.

Tr: will ask the students to put the objects based on

the number in the card.

Tr: will do all with the students by taking 2 cards, put

the shape between then, and put the numbers of
the objects beside the number.
 *
Lesson 2:
1-3 High group activity:
Tr: will distribute some big cards and some small.
LO ten The small cards have number and the big card have
more and one sentence and two spaces. The sentence (10 less
ten less. than) or (10 more than) and then empty space
students have to put one of the cards on it, and
there will be one more space, students will write the
right the answer by marker.
Tr: will model how to it. She will take one big card
and one small card. She will put the small card which
is a number 31 in the first empty space, then she will
read the sentence which is “10 less than 31 is” she
will write 21 on the second empty space.
Tr: will ask the students do the remaining in group.
Ss: will do the activity.
Middle group activity:
Tr: will distribute some cards. Some of the cards are
numbers and the other pictures of cubes.
Tr: will ask the students to match the number with
the picture.
Tr: will model how to do one of them. She will take
the two cards and the once that has cubes, she will
count it then she will say “here it says 10 more than
31, so we will add 10 more”. Then she will present
cubes to help them understand

Low group activity:

Tr: will distribute some cards. Each card has one
question and 3 multiple choices.
Tr: will ask the students to read the question and put
the clips on the correct answer.
Tr: will model the first one. she will pick one card
and will say “the question is what is ten more than
15” she will be using some cubes to help her by
adding 10 then she will count the whole to find the
answer.
 Tr: will ask the students to start. And will follow each
one.

*
Lesson 3: High group activity:
7-3
Tr: will distribute some cards that have some
LO using scenario. Ex: Ahmed has 5 apples, he left 2 appals.
number How many apples are there?
line to Ss: have to write the whole equation with the
subtract answer on their notebook
Tr: will model how to do the first one she will say “
for the first scenario the equation is 5-2, so we will
use our number line to find the answer”.
Tr: will point to the 5 and then will jump backward 2
places to find the answer which is 3.
Tr: will write it on their notebook.
Tr: will ask the students to do the remaining.
Middle group activity:

Tr: will distribute some big cards, dice, and some

small pieces. The paper has a roll. The roll has some
subtraction equation.
Tr: will ask the students to put the small piece in the
begging of the roll.
Tr: will ask students to throw the dice then move
and find the answer of the equation.
Tr: will ask them to write the whole equation on
their notebook.
Tr: will model the first one she will say “first put the
small piece on the begging of the roall, then throw
the dice, move the steps, and finally I am in this
equation which is 3-2, lets use our number line”
teacher will point how to get the answer from the
number lines. And then she will write it on their
notebook.
Tr: will ask the students to do the ramming.
low group activity:

Tr: will distribute some cards that have a subtraction

equation and some cubs.
Tr: will ask the students to use the number line to
find the answer.
Tr: will say “this is 4-1,” she points to 4 in the
number line and will say “this 4, so we will go back 1,
and the final answer is 3.
Tr: will put 3 cups beside the number 3
Tr: will ask the students to use marker to write the
final answer on the card.
 *
Lesson 4: High group activity:
17-3
Tr: will give each student a paper, they have a row
LO ordinal
with ten cars.
number
Tr: will model one example to the students.
Tr: you have ten cars, so you must choose a car and
write a sentence describing their place.
Teacher has already 3 examples to the students in
the paper.
Ss: must write the sentences by their own, by
looking to the cars and the order of cars.
ss: will have the ordinal numbers name at the board,
and the colours so they won’t face any difficulties
writing the sentences.

Middle group activity:

Students will be having a number line from 1-10, of

different items.
Teacher will put a picture of any items and ask the
students to write the item position number.
Teacher will model one example to the students. For
example, teacher will have a flower picture, she will
look to the number line, read the position and write
it.

Low group activity:

Ss: must follow the order given in the paper to color

the ice cream corn.
Tr: will model one example to the students. For
example: teacher will read the first sentence (first
scoop red) and she will color the first scoop red.
Tr: will provide the colors in the board, so it will help
the students in coloring the correct scoop.