Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Fatima Obaid Topic or Theme: using number lines to subtract

Class: Grade 3 Date & Duration: 26,10.2020.

Trainee Personal Goals

- To work in differentiate between the student’s levels and activities.

- To divide the lesson equally and work on all parts I planned for.
- To use the time wisely and work equally in each part.

Lesson Focus

How to use a number line to subtract.

Lesson Outcomes

Students will be able to learn how to use number line to subtract.

Links to Prior Learning: students have studied counting number backword.

21st Century Skills

 Collaboration: students will be working in groups and share their answers together.
 Communication: teacher will be questioning the students in the model part and the
students will be responding to her.
 Communications: students will be communicating with their group members while doing
the activity.

Key vocabulary

Backward

Subtract

Number lines

Possible problems for learners Solutions to possible problems

- Students might face some - Teacher will model each activity orally.
difficulties understanding the - Teacher will model in the begging how to use
instructions of the (activities). it.
- Students might have some
problems while they are using a
number lines to find the answer.
Resources/equipment needed

Cards

Small objects

Stripes

Check list

Pictures

TASKS/ACTIVITIES
Resources
Introduction
& Time
Hook:
Tr: will open a video. It shows a rocket that is going up.
Tr: will draw a number line on the board. She will say “lets count backward so
the rocket goes up”.
15 minutes Ss: will count backward 10,9,8,7,6,5,4,3,2,1.
Tr: ask the students to tell her the date.
Video Tr: will say the outcome “I am learning to use a number line to subtract” she
will ask the students to repeat after her.
Book
Active engagement activity:
Tr: will introduce the vocabulary which is counting backward, number lines,
subtract. While she is teaching them. she will ask them if they have an idea
about the meaning.
Active engagement activity.
Tr: will display a page of a book on the board. There will be some subtraction
equation.
Tr: will model the first one how to find the answer using number lines.
Ss: will do the remaining.

Resources Main activities

& Time High level activity:
Tr: will distribute some cards that have some scenario. Ex: Ahmed has 5 apples,
15 minutes he left 2 appals. How many apples are there?
Cards Ss: have to write the whole equation with the answer on their notebook
Cubes Tr: will model how to do the first one she will say “ for the first scenario the
Dice equation is 5-2, so we will use our number line to find the answer”.
Small pieces Tr: will point to the 5 and then will jump backward 2 places to find the answer
Strips which is 3.
Tr: will write it on their PowerPoint
Tr: will ask the students to do the remaining.

Extra activity: worksheet.

 Extra activity: liveworksheet.

Differentiation activities (Support)

Stripes (number lines)

Using pictorial pictures

Concreter objects.

Resources
& Time Plenary/Conclusion

5 minutes Tr: will make a quick revision to the whole class.

Tr: will write one equation on the board which is 6-3=.
Tr: will ask the students how can we find the final answer? Then she will do it
by using number lines.

Homework Students have to complete page 288 and 289.

Assessment Formative
Strategies: Self assessment.

10 minutes

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

assessment

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

feedback

Reflection:
Appendix 2: MCT/MST Observation Feedback Form (template)

Course Code: EPC 3403

Trainee Name: Bashayer Abdul Aziz Saleh School: Shamma Bint

Almansouri Mohammad
MCT/MST Name: Sozan Saed Date: 3/5/2019

The MCT and MST will use this form to formally observe the trainee’s performance and to give
feedback based on the selected teaching competencies.
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments: Bashayer is committed to prioritizing the needs of the school and student,
consistently ensures that resources and the classroom environment are well prepared and
organized.

Planning for Learning F D C B A

Comments:

Lesson plans are well detailed to secure effective delivery and include testable learning
objectives and a variety of appropriate assessments and tasks
Consistently produces outstanding detailed lesson plans which are available to MST/MCT
Lesson plans consistently engage students and encourage maximum student participation
with a level of balance and a range of learning strategies and materials
Managing Learning F D C B A
Comments:

Positive reinforcement used throughout the lesson. Students were on task during the activities

We discussed using a reward system. I know it is the morning and students are well
behaved but we still need to include this.

Implementing Learning F D C B A
8:20 Comments: Good morning Grade 1 – how are you today? So now I am going to open a video
– we will count backward until the rocket go up. (what happened to using the story of the
astronauts) – Here would be a good time to ask a question about what they just did? Who know
what the date today? (also a good opportunity to ask what the date was yesterday – again
 reinforcing the using of going back) I am learning to use a number line to subtract. Who can tell
me what does subtract mean? Student in the back of the room answered minus. Subtract means
minus. Do you think that when we are subtracting do the numbers go up or go down (good time
to use turn and talk) Do you have an idea of what a number line is? (maybe use name sticks to be
fair and pick on different people) Number lines means (everyone has a number line on their desk
– you could have told them to look at it) I will count forward – no you count backward. Now I am
going to show you how we can subtract on the number line. To use the number line When we
have minus we will always go back. Picked student to come up and solve equation on the board.
What do you think class thumbs up or down? 8:30 – before starting to go over activities – ensure
to recap the lesson again - When you called on the students to go pick up the activities explain to
the class what you are doing, that you have picked someone who will be the leader of the group
and they will be responsible for making sure that everyone does what they are supposed to do.
(next time have instructions for each group) The high group was a little difficult for the students –
because they cannot read (the teacher taught them a strategy they can use. 8:50 Closing – Now
we will have an activity here (again using the sticks here can help students understand that you
are being fair and picking random students)

Assessment F D C B A
Comments:

Used a game at the end of the lesson to check for understanding – checklist used while walking
around to the different groups.

Reflection on Practice F D C B A
Comments:

Completes detailed reflections which consider situations from the perspective of a range of
stakeholders

Action Plan:
See above comments
 My Lesson Reflection 2
The lesson was for grade 1, It took place in Shamma bint mohammed school. The learning
outcome was “Students will be able to use number lines to subtract”. This is was linking to
the student’s prior knowledge, before they were able to count numbers forward and
backward. And in my lesson, they have to use number lines and count backward to find the
answer.I was trying to achieve my goal which is working in differentiate between the
student’s levels and activities, dividing the lesson equally and work on all parts I planned for,
to use the time wisely and work equally in each part. And as the I have notice, each group did
they activity, except for the high level, they have faced some challenging at they are begging
of doing the activity, but once they have got the direction, they were able to finish it. Each
part took time as I planed The student responded the way that I taught because the lesson was
step by step. First, I have opened a video and students were engaged by counting backward.
Then I explained what dose each vocabulary means. After that, we had an active engage
activity which is solving subtraction equation using number lines. Second, they had activities,
each group had different activity because not all the students are in the same level. Third,
they had a game. Students had to jump on the number line to find the answer. There are some
strategies I have used, and it worked well. Praising the good students. Use this strategy tr
“class,class,class”, ss” yes yes yes”. Using different level of voices. Using a bill in transition.
Using timing. my lesson meets my teaching goals, because As I noticed 3 from 10 students
were unable to complete the assessment, and this is means 70% of the learning have been
delivered. Most of the students were engaged and motivated and they did their activity well,
however, there were some students talking. In my next lesson there are something I will fix it.
I Will use classdojo, I will print out the direction visually, I will use the checklist while the
assessment part(closing)