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: 4 Nov 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:
Reflection

The lesson was for grade 1, It took place in Al shaheen 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)