LESSON PLAN Subject: Math

Trainee: Razna Topic or Theme: Fruit

Class: KG1E Date & Duration: 4.11.2019

30 Minutes

Trainee Personal Goals

I am working on: I will work on classroom management and incorporating different strategies to use in

the classroom.

Lesson Focus

Counting the numbers from 1 to 10.

Match the numbers in correct order.

Count objects by using one to one correspondence.

Lesson Outcomes

K1NS3: count sets of up to 10 concrete objects using one to one correspondence accurately without
under or over counting.

Links to Prior Learning

Math: counting the numbers from 1 to 10.

Counting the objects.

21st Century Skills

Critical thinking: The students will throw the dice then they will count the number of dots in the dice
after that they will think how to make the number by using play dough after that they will put cotton
beside it depends of the number that they make it.

Creativity: The student will create a supermarket by using blocks and put the fruits on it.

Collaboration: The student will work in pair and help each other when they are doing the activity that I
give it to them.

Communication: The student will talk with each other and share their ideas when they will finish the
activity about what did they learn.
Technology literacy: The student will use a computer to write the numbers.

Media literacy: I will play a song of numbers by using the data show

Key vocabulary

Watermelon, fruits, apple, banana, dice, playdough.

Possible problems for learners Solutions to possible problems

1. Student didn’t pay attention. 1. Raise my voice without shouting, show the sticker
2. Student didn’t understand English very and give it to the student who sit nicely and be
well. attention to the teacher.

2.Translate to the student some words in Arabic.

Resources/equipment needed

10 boxes- with numbers on it, fruits “in box” (banana and apple), dice, playdough, cotton, card of photo
of watermelon, clothespin.

TASKS/ACTIVITIES
Resources
Introduction
& Time
One of student will come in front and
count the number of kids in the
10-15 Minutes. classroom and the other student will
count as well.
One of student will write the number
of students is absent in the board.
Students will say what is the theme in
this week. Our theme is fruit.
Student will say their favorite fruits.
Student will say fruit is healthy food.
Student will sing the song of numbers
from 1 to 10.
Teacher will pick one of student to come
and count the number of students in the
classroom. Teacher will ask: How many
students is here? How many students is
absent? - Bloom’s taxonomy,
remembering the numbers.
Bloom’s taxonomy, applying: Teacher will
write the number of students is here in the
board and will let one of student to write
the number of students is absent.
Teacher will say: Who remember what is
our theme? Our theme is fruit, did you like
to eat fruit? what is your favorite fruit?
Teacher will say do you think fruit is
healthy or non-healthy food?

Student will say the number in the Teacher will play song of numbers; teacher
box, then they will think how many will sing with students the numbers from 1
fruits the teacher should to put in to 10.
each box.

Student will count with teacher while
she puts the fruits in the boxes.
Student will say the name of fruit
(banana/apple) when teacher ask
them, and they will say the color of
the fruit.
Resources
Main activities
& Time
Student will say the classroom rules.
“Eyes looking, Ears listening, be quiet,
good sitting”.
20 minutes
Focus group: Student will observe
teacher while she instructs them to do
the activity.
Student will throw the dice, student
will count the number of dots in the
There is will be 10 boxes in front of the
classroom in each box there is will be a
number on it “boxt1, boxt2, box3” until
box 10. Beside the teacher there is will be
a fruit in a box (this box without number)
Teacher will take box 1, teacher will say:
What is this number? So now I will take
only one fruit and put it in box1 because
this is box number 1, we have here number
1 so I put one fruit. Let’s try another box, I
will take this box what is the number in
this box? Box 2, so how many fruits do we
need to put it in box 2? lets count with
each other. Before teacher will put the
fruits in the box, teacher will ask the
student: what is this fruit? What is the
color of this fruit? After that teacher will
put the fruits in box 2 and count with
student while she puts the fruits in the
box.
Teacher will repeat doing this putting the
fruits in the boxes depends in the number
on it from box1 until box 10. Student can
join the teacher while putting the fruits in
the boxes.
I used content by playing a song of
number, and the next activity I used
process by let the students do as I did by
putting the fruits and count it to match
with correct number card. My expectation:
emerging students will match the number
with fruits from 1 to 3 correctly, master
and developing students will be able to
match the fruits with card numbers from 1
to 10 correctly.
Teacher will remined the student of the
classroom rules and the student will say
what is the classroom rules.
“Eyes looking, Ears listening, be quiet, good
sitting”.
Teacher will let the student to go to
different centers.
dice, then they will take the playdough
and make the number depends of the
dots in the dice. After that, they will
take cotton and put it beside the
playdough. For instance, when they
will throw the dice if the number of
dots is 2 so they will make number
two by using playdough, then they will
take cotton and put it beside the
playdough, while they put the cotton
they will count as well.
writing centre: Purple group then
rotation with blue.
Student will have 1-5 numbers on the
card, they will pick any number card
then they will draw fruits. For
example, if the student has card
number 3 so the student will draw 3
apples/bananas.
Art centre: Yellow group
Student will follow steps that the
teacher will put it in front of them.
1. Frist student will have a tree and
there is will be a number above the
tree they will say what is this number.
2. They will draw apples in the tree
depends of the number above the
tree.
3. Student will count how many apples
did they draw.
4. Student will write the number.
For example, if the student has a tree
and there is number 5 above the tree
so, he/she will draw 5 apples then
count how many apples did they draw
and writ the number.
Building centre: Pink group
Focus group: Blue group then rotation
with purple group.
Teacher will introduce the activity for
student, first teacher will have dice, cotton
and playdough. Teacher will throw the dice
then teacher will count the dots with
student, teacher will say: how many dots in
the dice? Teacher will make the number
depends of the dots in the dice, then
teacher will say: how many cottons did I
have to put it beside the number? Teacher
will do it another time to make sure that
the student understands what did they
have to do. Teacher will let the student to
touch the playdough and count the cottons
while she put it beside the playdough.
After that student will start do the activity.
When the student finish counts the dots
teacher will say: what is the number do
you have to make it with playdough?
Bloom’s taxonomy, understanding:
Teacher will ask students, can you make
number 3?
In pair: Teacher will give each two of
student a dice, then teacher will say: Now
you will throw the dice then count how
many dots in the dice after that I want you
to make the number by using playdough
then put the cotton beside the number and
count it.
When they will finish, teacher will say: All
of you share and talk about the numbers
you make it with playdough, and count
with each other the number of dots with
your friends.
Additional:
There is will be a card of numbers the
student should say what is the number on
the card after that they will pint apple on
the card. For example, the student will
have a card of number 5 so they will take
the oil color (Red) to pint 5 apples on it.
Teacher will say: What is this number on
the card? If I want to paint apple in this
card how many apples did I have to pint? I
have to paint 5 apples because there is
Two students will build a supermarket
for fruits, they will have fruits in box,
they will count fruits while building.
Computer centre: Pink group
Two students will have a card of
numbers 1-10. Student will pick a card
then draw apples in the computer
depends of the numbers that they
have it. For instance, if the student has
card number 2 so, student will draw 2
apples and count it.
number 5 in the card. Now you will pint
apples in each card, but you have to see
the number then count while you are
painting.
writing centre: Purple group then rotation
with blue.
Student will have 1-5 numbers on the
card, they will pick any number card
then they will draw fruits. For example,
if the student has card number 3 so the
student will draw 3 apples/bananas.
Art centre: Yellow group
Student will follow steps that the teacher
will put it in front of them. 1. Frist student
will have a tree and there is will be a
number above the tree they will say what
is this number. 2. They will draw apples in
the tree depends of the number above the
tree. 3. Student will count how many
apples did they draw. 4. Student will write
the number.
For example, if the student has a tree and
there is number 5 above the tree so,
he/she will draw 5 apples then count how
many apples did they draw and writ the
number.
Building centre: Pink group
Two students will build a supermarket for
fruits, they will have fruits in box, they will
count fruits while building.
Computer centre: Pink group
Two students will have a card of
numbers 1-10. Student will pick a card
then draw apples in the computer
depends of the numbers that they have
it. For instance, if the student has card
number 2 so, student will draw 2
apples.

Differentiation activities (Support)
recognize written numerals from 1-5 in Arabic and English
Differentiation activities (Stretch)
recognize written numerals from 1-10 in Arabic and English.
Resources
& Time Plenary/Conclusion
5 minutes Student will sit in the carpet.
Student will take a card of watermelon
then will count the number of seeds in
the watermelon, after that student will
put the clips on the watermelon
depends of the seeds in the
watermelon.
Student will count while they are
putting the clips in the watermelon.
Student will write the number in the
card.
All of these activities are process
differentiate because they are doing one to
one corresponding in a different way.
Focus group, when they throw the dice and
count the number of dots, they make a
number by using play dough depends of
number of dots, then they put cotton
beside it.
Writing center, students will pick any card
of number then they have to draw a some
of fruits depends of the card number they
have it.
Art center, students will have a tree in
each tree there is a number above the tree
then they have to draw apples depends of
the number in the tree.
So, all of students making one to one
corresponding but they all have a different
activity and different result.
Teacher will play song cleanup and hold
the sticker to manage the student to clean
and sit in their places.
Teacher will say: Cleanup, who is will clean
and sit nicely I will give him/her a sticker.
Bloom’s taxonomy, evaluating: Teacher
will have card of watermelon and
clothespin. Teacher will take the card of
watermelon then teacher will ask the
student how many seeds in this
watermelon? Student will count the
number of seeds on the watermelon. Now
 One student from each group will
come in front and say what did they
did when they were in the center, then
student will say what did she/he
learned.
Student will sing the song of colors and
numbers.
let’s think how many clips you need to put
it in the watermelon?
Teacher will pick names of students
randomly from the box. Then one of
student will come in front and take one
card of watermelon. After that student
will count the number of seeds in the
watermelon. Teacher will say: Now how
many clips do you need to put it in this
watermelon?
For example: if the student has 3 seeds,
then the student will take 3 clips and put it
in the watermelon card. When the student
will put 3 clips teacher will say: why did
you put 3 clips? Because there are three
seeds in the watermelon. Teacher will give
the student a sticker.

Teacher will let student to write the

number on the card.

I used product differentiate by let the

students doing the same activity. My
expectation that Emerging students will be
able to match the clothespin with number
of seeds from 1 to 3, developing and
master students will be able to match the
clothespin with number of seeds in the
watermelon from 1 to 10 correctly.

After that, teacher will let one student

from each group to say what did they did
when they were in centers, then they will
say what did they learn.

Teacher will play a song of colors and

numbers.
Homework

Assessment Teacher will assess the students to count the number of objects and match it with
Strategies: correct number.

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

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

Reflection: