Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Maitha Topic or Theme: divide using equal groups

Abdulazeez

Class: 3/5 Date & Duration: 23 february

Trainee Personal Goals

I am working on: classroom management, implementing learning

Lesson Focus on division using equal groups.

Lesson Outcomes

Students will be able to: divide using equal groups

Links to Prior Learning

Previously, students were learning division using equal groups

21st Century Skills

Collaboration: because they are working together
Critical thinking : Math
Social skills: questioning being quiet

Key vocabulary:

Equal groups

Division

Possible problems for Solutions to possible problems

learners
Behaviour management Coin behaviour management

Resources/equipment needed

White board

Kaboom

Cubes
Bones questions

TASKS/ACTIVITIES
Resources
Introduction
& Time
Introducti Teacher will: Students will:
on
Tr: Good Morning 3-B St: Good morning Ms.Maitha
5-10
Tr: today we will learn how to St are listening
divide using equal groups

Tr will show the students a

video that will show how to
divide using equal groups.

https://jr.brainpop.com/math/m
ultiplicationanddivision/making
equalgroups/

A teacher will choose randomly

any name from the box.
Tr: Shamma you will answer

Tr will stop the video and ask:

Who knows what does Equal
group mean?
A teacher will pick a name
randomly
Tr: I don’t want anyone yelling
the answer, okay?
St possible answer:
Tr: Everyone will have a
chance to answer  Same group
Teacher will use coin behavior  Points
management.
Tr: Shamma you answered
right you will earn 1 dh

Okay, so Equal group

means: have the same St: Okay
number of objects in each
group.
So the teacher will right it in
the board to show the
student the definition

Tr will continue the video

Tr: know I want you to think

with me
I have to find

St: 7

Tr: will show the students what

each number represents

Tr: how about if I want to find

21 counters of 7 equal groups
St: 7
Tr: Which number represents
group? Tr and St will count from 1-21

A teacher will choose randomly Tr and St: 1,2,3,4,5,6,,,21

any name from the box.
Tr: Shamsa you will answer

Tr: Good Job

St: 3
Tr: first we have to make 7
groups and we will put dots
inside each group till we reach
to 21 St: first we have make groups of
Tr is counting: I want you all to 10
count with me
Tr: know in each group how
many dots do we have? St: put dot in each group till we
A teacher will choose randomly count 70
any name from the box.
Tr: Sara you will answer St are counting with the
teacher
Tr: Excellent

Tr will provide another St: we will count how many

example using the students dots we have in each group
help
Tr: Find 70 ÷ 10 = ?
Or find 70 counters of 10
groups
St: I will make 10 groups and I
A teacher will ask all the will count 70 dots and appeal it
 students to answer the inside the groups equally.
questions on the white board
so everyone is busy answering

A teacher will choose randomly St: I will count how many one
any name from the box. group has
Tr: Nadra you will answer

Tr: Nadra tell me what do we

do first? St: 7

Tr: Good job Nadra, you will

earn 1 dh

Tr: then what we will do?

A teacher will choose randomly
any name from the box.
Tr: Maitha you will answer

Tr: Excellent, you will earn 1

dh

Tr: What is the answer?

Tr: Good job

Resources
Main activities
& Time
Teacher will: Students will:
(cubes activity) (cubes activity)
Tr will give each student in St will have questions and they
Low group an cubes and have to answer by using cubes
questions
For example, student will have a
question like
Find 30 ÷ 5 = ?
Or find 30 counters of 5 groups
St must know that they have to
make with the cubes dots in 5
groups

(Kaboom activity)
(Kaboom activity) Middle group Students will solve
Middle group by pairs
Tr will give the students a
Kaboom St will have Kaboom questions and
This Kaboom it has questions they can choose either to draw on
on it the white board or use a
manipulatives to show the answer.
 For instance, student will have
question : Find 24 ÷ 4 = ?
Student will make groups of 4 and
fill them eith dots till they reach to
24 and at the last they will count
how many in one group

At the end student will write the

final answer on the Kaboom

Finally each pair will assess their

friends and check their answer √

High group
(division bones and White
board activity)
Tr will give each student a
white boards and they will
have questions and they have
to draw the equal groups
High group
(division bones and White board
activity)
St will have questions and white
boards
To answer by drawing an equal
groups if needed and answer the
questions

Differentiation activities (Support)

Students in low level will find division using manipulatives to apply

Equal group Strategy.

Students in middle level will have questions on division bones and

draw using white board to apply Equal group Strategy.

Students in high level will find division using white boards to apply
Equal group Strategy.

Differentiation activities (Stretch)

(cubes activity)
(Kaboom activity)
(division bones and White board activity)

Resources Plenary/Conclusion
& Time : Recap
Teacher will Students will
Tr will recap by saying: Today
we learned how to divide using
equal group strategy
Who will tell me what does
Equal group means?
Equal group means: have St: Equal group means: have
the same number of objects the same number of objects in
in each group. each group.

Tr: repeat after me

Equal group means: have

the same number of objects
in each group.

Tr: how about if I want to find

42 counters of 6 equal groups St: 6

Tr: Which number represents

group?

A teacher will choose randomly

any name from the box.
Tr: Haila you will answer

Tr: Good Job St: first we have to make groups

of 7
Tr: first we have to make 7
groups and we will put dots
inside each group till we reach St are counting with the
to 21 teacher
Tr is counting: I want you all to
count with me
Tr: know in each group how
many dots do we have? St: we will put dot in each
A teacher will choose randomly group till we reach 21
any name from the box.
Tr: Sara you will answer St are counting with the
teacher
Tr: Excellent

Tr: how about if I want to find

21 counters of 7 equal groups St: we will count how many
dots we have in each group
Tr: Which number represents
group?

A teacher will choose randomly

any name from the box.
Tr: Shamsa you will answer

Tr: Good Job

Tr will provide another example

using the students help
Tr: Find 70 ÷ 7 = ?
Or find 70 counters of 7 groups St: first we have to make groups
A teacher will choose randomly of 7
 any name from the box.
A teacher will ask all the
students to answer the St: put dot in each group till we
questions on the white board count 70
so everyone is busy answering
Tr: Nora you will answer St are counting with the
teacher
Tr: Nora tell me what do we do
first?

Tr: Good job Nora, you will earn St: we will count how many
1 dh dots we have in each group

Tr: then what we will do?

A teacher will choose randomly
any name from the box.
Tr: Maitha you will answer St: 10

Tr: if you finished raise the Whole class will raise the board
board on my count
1,2,3 Show Me

Teacher will assess the

students by looking at the St: 10
answers.

Tr: Excellent, you will earn 1 dh

Tr: What is the answer?

Tr: Good job

At the end the teacher will put

online quiz for the students to
answer randomly to check for
comprehension
https://jr.brainpop.com/math/m
ultiplicationanddivision/making
equalgroups/

Tr will give each student note

to draw happy face if they
understand and sad face if they
didn’t understand.

Homework Assign a page in the math book

Assessme Online Quiz
nt
Strategies
:
☐ Observation ☐ Student self- ☐ Oral ☐ Peer assessment
 assessment questioning

☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback

presentation and feedback

Reflection:

 The lesson was about divide using equal groups. I taught the
lesson in the classroom. The previous lesson the students learned
divide using number line.
 A teacher was trying to achieve goals, like Implementing Learning
and to go through the learning outcome and always look for where
the student has trouble and work on it to make it improve by a
variety of strategies.
In the starter, the teacher starts with : today we will learn how to divide
using equal groups

Tr will show the students a video that will show how to divide using equal
groups. Also, repeat what does the equal group mean.

I think that students responded to this activity the way that they did
because a teacher introduces and model then practice divide using equal
group. So, the learner did understand the concept and answered the right
answer. For example, Tr: how about if I want to find 21 counters of 7 equal
groups
Tr: first we have to make 7 groups and we will put dots inside each group
till we reach to 21
Tr is counting: I want you all to count with me, and they found the answer.
 The learner answer: 3
 I think that students responded to this activity the way that they did
because a teacher introduces and model then practice for reading
the story. So, the learner did understand the concept and answer
the right answer.

In the main activity, each group of Emergent, Developed, Master had an

activity. low group will (cubes activity)
Tr will give each student in Low group an cubes and questions
(Kaboom activity)
Middle group
Tr will give the students a Kaboom
This Kaboom it has questions on it
High group
(division bones and White board activity)
Tr will give each student a white boards and they will have questions and
they have to draw the equal groups
St will have questions and they have to answer by using cubes

For example, student will have a question like

Find 30 ÷ 5 = ?
Or find 30 counters of 5 groups
St must know that they have to make with the cubes dots in 5 groups
St will have Kaboom questions and they can choose either to draw on the
white board or use a manipulatives to show the answer
For instance, student will have question : Find 24 ÷ 4 = ?
Student will make groups of 4 and fill them eith dots till they reach to 24
and at the last they will count how many in one group

At the end student will write the final answer on the Kaboom

Finally each pair will assess their friends and check their answer √
(division bones and White board activity)
St will have questions and white boards
To answer by drawing an equal groups if needed and answer the
questions
(cubes activity)
Tr will give each student in Low group an cubes and questions
(Kaboom activity)
Middle group
Tr will give the students a Kaboom
This Kaboom it has questions on it
High group
(division bones and White board activity)
Tr will give each student a white boards and they will have questions and
they have to draw the equal groups

St will have questions and they have to answer by using cubes

For example, student will have a question like

Find 30 ÷ 5 = ?
Or find 30 counters of 5 groups
St must know that they have to make with the cubes dots in 5 groups
St will have Kaboom questions and they can choose either to draw on the
white board or use a manipulatives to show the answer
For instance, student will have question : Find 24 ÷ 4 = ?
Student will make groups of 4 and fill them eith dots till they reach to 24
and at the last they will count how many in one group

At the end student will write the final answer on the Kaboom

Finally each pair will assess their friends and check their answer √
 (division bones and White board activity)
St will have questions and white boards
To answer by drawing an equal groups if needed and answer the
questions

Analyze (A):
Why do you think the students responded the way that they did?
How well did your teaching relate to the students’ prior understanding?
How well did you engage the students?
 First, a teacher used introduce, model, practice. It showed the student the right
way to learn and gave them time to ask if they misunderstood anything.
Furthermore, nothing will be right for the first time because it’s new, the teacher
was positive about it.
 Every group did very well, a teacher support emergent group by manipulatives , a
developed group were enjoying the activity by drawing, a master group was
challenging each other by difficult questions.

The educator used hands-on activity to engage the students. According to Thankful,
Fast forward to the early 2000's, and increasing pressure for drastic improvements on
national test scores led to a nationwide shift in education. Schools were faced with the
challenge of improving test scores while also staying under budget. They were ultimately
forced to cut programs like sewing and home economics, and focus their attention on
creating a more lecture based curriculum geared towards improving test scores and
decreasing spending. Later, after STEM classes were deemed more desirable and
ultimately affordable, arts programs, once part of schools' core class offerings, were cut. 

 The teacher used hands-on activity for the learner. Students were learning by
using manipulatives.

Appraise (A):
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals?
Mcleod noticed that, Bruner (1960) explained how this was possible through the
concept of the spiral curriculum. This involved information being structured so that
complex ideas can be taught at a simplified level first, and then re-visited at more
complex levels later on. Therefore, subjects would be taught at levels of gradually
increasing difficultly (hence the spiral analogy). Ideally, teaching his way should lead to
children being able to solve problems by themselves.
 In my point of view, I think that student’s perspective in the lesson was great, they
were attending and focusing in the concept, which helped me to achieve my goal
when I used Show Me, that everybody was answering the correct answer. In
addition, students solved the questions by themselves.
 The lesson met my goal, so when I used the strategy of Show Me, I have noticed
that most of the students were answering right.

Transform (T):
How might you enhance student learning of this lesson in the future?
What are the implications for your professional practice?
  In the future, I would like to introduce model learning in a way that I get
everybody’s attention in less time in centers.
As the Responsive Classroom argues that, “Interactive Modeling is a simple, quickly
paced way of teaching that can lead students to a stronger mastery of skills than
traditional modeling. It’s effective for teaching any skill or procedure that students need
to do in a specific way, such as filling out an answer sheet or talking with a partner about
a reading selection. Interactive Modeling works because, in contrast to lecturing or
traditional modeling, it creates a clear mental image of the expected behavior for
students, fully engages them in noticing details about it, and immediately gives them a
chance to practice and receive teacher feedback[CITATION Res13 \l 1033 ].
 A teacher developing idea and practices about science performance assessment:

Successes, stumbling blocks, and implications for professional development.