Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Bashayer Topic or Theme: using number lines to subtract

Abdulaziz

Class: Grade 1 Date & Duration: 5 march 2019 1th period.

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

Ø Collaboration: students will be working in groups and share their answers together.
Ø Communication: teacher will be questioning the students in the model part and the students will
be responding to her.
Ø 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 difficulties - Teacher will model each activity orally.
understanding the instructions of - Teacher will model in the begging how to use it.
the (activities).
 - 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

cubes

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 separate the students into 4 groups based on their level.
15 minutes Tr: will distribute some cards that have some scenario. Ex: Ahmed has 5 apples, he left
Cards 2 appals. How many apples are there?
 Cubes Ss: have to write the whole equation with the answer on their notebook
Dice Tr: will model how to do the first one she will say “ for the first scenario the equation is
Small pieces 5-2, so we will use our number line to find the answer”.
Strips 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.

Extra activity: worksheet.

Middle level activity:

Tr: will separate the students into 4 groups based on their academic level.
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.
Ss: will complete and will raise their hand when they finish.

Extra activity: worksheet.

Low level activity:

Tr: will separate the students into 4 groups based on their academic level.
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.
Ss: have to do the renaming by themselves.
Ss: will raise their hands when they finish.

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 Tr: will make a number lines on the ground.

Strategies: Tr: will have some cards than have some subtraction equation.
Tr: will ask the students to come one by one to take one card and stand beside the
10 minutes first number then they have to jumb backward based on the next number of the
equation.

☐ 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)