Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Shamsa Topic or Theme: One to one corresponding ,plant

Class: Kg2 Date & Duration:9,march 2022

Trainee Personal Goals

My goal in this semester to let the student respect each other’s, and to do a lot of fun assessment
activity.

Lesson Focus

By end of the lesson 80% of the student

Student well able identify one to one corresponding and machine for example I will show student different
Fruits ( Banana ,Apple ,Strawberry, Orang and potato) then student well a count how many Fruits their .

Lesson Outcomes

Students will be able to:

Mastered: represent and determine 'how many?' when objects are put together or taken away in
practical, everyday situations.

Developing: represent and determine 'how many?' when objects are put together in practical,
everyday situations.

Emerging: represent 'how many?' when objects are put together in practical, everyday situations.

Links to Prior Learning

New the number1 t0 20

21st Century Skills

Critical thinking.
Creativity.
Collaboration.
Communication.

Key vocabulary

How many, plant, numbers, fruit.

Possible problems for learners Solutions to possible problems

Student cannot no one to one Teacher give the student different toys like apples
corresponding and some student cannot and different number in box and she well show
now the some numbers . student for example number 5 it like 5 apples .

Resources/equipment needed

White papers A2.

Bink papers A2

White boards.

Picher of apples, banana, potato and orange.

Toys of apples, banana, potato and orange.

Green papers A2.

Cotton.

Stick

Glow
 TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will:
Student well set in the carpet then
well.
First activate Teacher well give each
student crown in each crown how
different fruit like apple, orange,
mango and watermelon and student
will count how many mango,
watermelon and how many
strawberry.
The second activity teacher well show
student toys of fruit and they account
and will write the number.
Resources
Main activities
& Time
Students will:
Group 1: Each student how big paper
apple in each hove a number also they
hove seeds and glow and toys
numbers . student must flow the
paper apple for example student well
see which numbers they hove and
they must take a seeds and glow and
write how many seeds and picking the
numbers .For example , if in the
apple hove number 7 the must take 7
seeds and glow it in the apple then
they must picking the number 7 and
pastes.
Teacher will:
Teacher
Student well set in the carpet then well do
normal routine well account how many
student in the class, the calendar, day of
week and what month it is
First activate teacher well give each
student grown with different Picher’s of
fruit and then she well tell to student to
account how many grown banana ,
strawberry ,watermelon and mango .
The second activity teacher will bring
different toys of fruit like apple ,orange,
mango and watermelon and different
numbers then teacher well tell student to
account the mango and different fruit and
she well show student how to write the
numbers in the boards the and well tell to
student to write the numbers in numbers
.
Teacher will:
Teacher will go let the student set in the
carpet and she will explain for each center
what they have to do the teacher will say “
if anyone need help please raise your
hand” . While the student work in their
activity she will go around and see the
student work
Critical thinking: student will think
about the number in the pictures.
Collaboration: each child can help the
other child.
Communication: student can share
with each other’s

Group2: student well have a big paper,

pictures of apple and stick . student
well flow the directive they must see
the paper in each paper hove different
pictures of basket in the basket hove
number they must take the apple and
paste for example the hove in the
basket number 6 the must take 6
apple and paste in .

Critical thinking: student will think

how many apple I must but in the
basket ..
Collaboration: each child can help the
other child.
Communication: student can share
with each other’s

Group3: (well used visual art teachings

finger panting). Student well have a
paper A4 , oil colors . in each paper
hove number student, must make
finger panting with this number. for
example they hove number 5 they
must take a oil colors and put their
hand with the clear and pasted in the
paper .
Creativity: student well using visual art
finger panting they well using they
hand to show the numbers .
Critical thinking: student will think
how what this numbers

Group4: student well create a plant

they well a cup, papers flowers ,black
paper and stick .in each cup hove a
number they must take a flowers and
stich in cup for example they in the
cup hove the number 4 student must
take 4 flowers and stick in the cup .

Creativity: student well create a plant

Critical thinking: student will think
how many flows I must but in each
cup .

Group5:student well hove a plate and

a paper tree and glow .in each tree
hove different number student must
 take a ……and stick it in the tree .for
example , in tree hove number5 they
must take a 5….. and stick in the tree.

Critical thinking: student will think

which number in the tree and how
many cotton i put
Collaboration: each child can help the
other child.
Communication: student can share
with each other’s

Differentiation activities (Support)

Group 3: I must be with her to don’t mess the classroom.

Differentiation activities (Stretch)

With group 5 I help them to account how many cotton they must put in tree (Emerging).

Resources
& Time Plenary/Conclusion

Students will Teacher will

Student well go to the carpet with her Teacher will distances with the student
activate and well discuss what they do what they do in each activity and well see
and what they learn . how understand.
 Critical thinking: student well think
what they to .
Communication: student will able the
talk and discuss with each other.
Homework

Assessment
Strategies:

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

assessment

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

feedback

Reflection: