Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Reem Khalifa Topic or Theme: Decimals

Add decimals

Class: 4E Date & Duration: 20 March 2019

Trainee Personal Goals

Managing learning: I would like to work on my classroom management skills and reduce behaviour
problem
Time management: I would like to use an alarm to remind me of each part of the lesson.

Lesson Focus
I am working on how to use place vale to add decimals.

Lesson Outcomes

Students will be able to add decimals.

Links to Prior Learning

Review how to add decimals.

21st Century Skills
Collaboration: students will collaborate to complete the activities and help other to understand
Critical Thinking: all the student will think how to get the answer.

Incorporate: using their skills to complete add decimals.

Key vocabulary
- Add
- Decimals
-Tenths
- ones
- place vale

Possible problems for learners Solutions to possible problems

Behaviour problem. Positive and negative reinforcement (reinforcement

chart, verbal phrase).
Resources/equipment needed

- Students Resources:
- cubic
- cards
- envelops
- colours
- funnel
- ring
- Teacher Resources:
Flash Cards
Markers
Wood Sticks
Checklist
smartboard

TASKS/ACTIVITIES
Resources
Introduction
& Time
The teacher will make review about adding fractions.
Tr: I will write in the smartboard 2 adding fractions and I will ask the students,
what will do here I will put my finger for the problem.

!" "'
#$$
+ #$$ =

Tr: I will explain who to do.

Tr: After that I will give each group one adding fractions to do.
__________________________

Tr: So today we going to learn something new and fun, the outcome is Add
decimals, SO we will learn how to do add decimals in two ways.
Tr: I will put example in the smartboard
((.!
"".#
Step 1: Line up decimal points.
.

Step 2: Add the digits in the same Place-value positions.

Step3: Bring the decimal point straight down in the sum.

Tr: model one or two example for them to be sure all students understand.

Tr: Now, I will put another example and I will use stick’s names to pike one or two
students to solved.
 - The teacher explains each activity for all students in class before going to
canters.

Resources
Main activities
& Time
The teacher explains each activity for all students in class before going to
canters.

Differentiation activities (Support)

Þ Emerging level, Activity 1
in this group they will do in pairs, so every 2 students have 9 cubs.
Þ First step: one student will through dice.
Þ Second step: The student will see the color back by throwing the dice.
Þ Third step: he \ she looks for this color and will take cubic carefully, after that she/he will look
for the question in the cubic and will writ in paper and solved.
Þ

(( this picture only example ))

Þ Developing level, Activity 2
in this group, 5 students will line up to do this activity. I will put some funnels in the carpet so
they will use a ring to throw it on the funnel if entered the students will go to funnel and open
it have question inside and he\she will go back to set to solved.

Þ Mastered level, Activity 3

- we have 4 groups every group has 3 students (Table 1,2,3 and 4)
Þ In this group, I have two part to do this activity.
Þ part 1: every 3 students in one group will work together. When they finish, I will give them
another independently activity.
Þ Part 2: I will give him small book have different questions.
Differentiation activities (Stretch) (extra activity)
I will give them a worksheet

Resources
& Time Plenary/Conclusion

Teacher will recap lesson with the students and check for understanding I
will use sticks names to pike some students to answer the question.
Homework

Assessment Exit ticket: End of this lesson I have exit ticket before finishing the lesson, every
Strategies: student will get one and solved, when they finish, they will put it in the middle of
the table and the teacher will come and take it.

2.54
2.17 +
6.57 + 1.2 =
___________

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

assessment

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

feedback