Appendix 1: Lesson Plan (template)
LESSON PLAN Subject: Math
Trainee: Maitha Topic or Theme: divide using equal groups
Abdulazeez
Class: 3-B Date & Duration: 18th March, 2019
Trainee Personal Goals
I am working on: classroom management, implementing learning
Lesson Focus on division using equal groups.
Lesson Outcomes
Students will be able to: divide using equal groups
Links to Prior Learning
Previously, students were learning division using equal groups
21st Century Skills
Collaboration: because they are working together
Critical thinking : Math
Social skills: questioning being quiet
Key vocabulary:
Equal groups
Division
Possible problems for learners Solutions to possible problems
Behaviour management
Coin behaviour management
Resources/equipment needed
White board
Kaboom
Cubes
Bones questions
TASKS/ACTIVITIES
Resources
Introduction
& Time
Introduction Teacher will: Students will:
5-10 Tr: Good Morning 3-B St: Good morning Ms.Maitha
Tr: today we will learn how to divide St are listening
using equal groups
Tr will show the students a video that
will show how to divide using equal
groups.
https://jr.brainpop.com/math/multipli
cationanddivision/makingequalgroups/
A teacher will choose randomly any
name from the box.
Tr: Shamma you will answer
Tr will stop the video and ask: Who
knows what does Equal group mean?
A teacher will pick a name randomly
Tr: I don’t want anyone yelling the
answer, okay?
Tr: Everyone will have a chance to
answer
St possible answer:
Teacher will use coin behavior
management. Same group
Tr: Shamma you answered right you
will earn 1 dh Points
Okay, so Equal group means: have
the same number of objects in each
group.
St: Okay
So the teacher will right it in the
board to show the student the
definition
Tr will continue the video
Tr: know I want you to think with me
I have to find
St: 7
Tr: will show the students what each
number represents
Tr: how about if I want to find 21
counters of 7 equal groups St: 7
Tr: Which number represents group? Tr and St will count from 1-21
A teacher will choose randomly any Tr and St: 1,2,3,4,5,6,,,21
name from the box.
Tr: Shamsa you will answer
Tr: Good Job
St: 3
Tr: first we have to make 7 groups and
we will put dots inside each group till
we reach to 21
Tr is counting: I want you all to count St: first we have make groups of 10
with me
Tr: know in each group how many dots
do we have? St: put dot in each group till we count
A teacher will choose randomly any 70
name from the box.
Tr: Sara you will answer St are counting with the teacher
Tr: Excellent
Tr will provide another example using
the students help
Tr: Find 70 ÷ 10 = ? St: we will count how many dots we
Or find 70 counters of 10 groups have in each group
A teacher will ask all the students to
answer the questions on the white
board so everyone is busy answering
St: I will make 10 groups and I will count
A teacher will choose randomly any 70 dots and appeal it inside the groups
name from the box. equally.
Tr: Nadra you will answer
Tr: Nadra tell me what do we do first?
St: I will count how many one group has
Tr: Good job Nadra, you will earn 1 dh
Tr: then what we will do?
St: 7
A teacher will choose randomly any
name from the box.
Tr: Maitha you will answer
Tr: Excellent, you will earn 1 dh
Tr: What is the answer?
Tr: Good job
Resources
Main activities
& Time
Teacher will: Students will:
(cubes activity) (cubes activity)
Tr will give each student in Low group St will have questions and they have to
an cubes and questions answer by using cubes
For example, student will have a question
like
Find 30 ÷ 5 = ?
Or find 30 counters of 5 groups
St must know that they have to make with
the cubes dots in 5 groups
(Kaboom activity)
(Kaboom activity) Middle group Students will solve by pairs
Middle group
Tr will give the students a Kaboom St will have Kaboom questions and they can
This Kaboom it has questions on it choose either to draw on the white board
or use a manipulatives to show the answer.
For instance, student will have question :
Find 24 ÷ 4 = ?
Student will make groups of 4 and fill them
eith dots till they reach to 24 and at the last
they will count how many in one group
At the end student will write the final
answer on the Kaboom
Finally each pair will assess their friends
and check their answer √
High group High group
(division bones and White board (division bones and White board activity)
activity) St will have questions and white boards
Tr will give each student a white To answer by drawing an equal groups if
boards and they will have questions needed and answer the questions
and they have to draw the equal
groups
Differentiation activities (Support)
Students in low level will find division using manipulatives to apply Equal group Strategy.
Students in middle level will have questions on division bones and draw using white board to
apply Equal group Strategy.
Students in high level will find division using white boards to apply Equal group Strategy.
Differentiation activities (Stretch)
(cubes activity)
(Kaboom activity)
(division bones and White board activity)
Resources Plenary/Conclusion
& Time : Recap
Teacher will Students will
Tr will recap by saying: Today we
learned how to divide using equal
group strategy
Who will tell me what does Equal group
means?
Equal group means: have the same St: Equal group means: have the same
number of objects in each group. number of objects in each group.
Tr: repeat after me
Equal group means: have the same
number of objects in each group.
Tr: how about if I want to find 42
counters of 6 equal groups
St: 6
Tr: Which number represents group?
A teacher will choose randomly any
name from the box.
Tr: Haila you will answer
Tr: Good Job
Tr: first we have to make 7 groups and St: first we have to make groups of 7
we will put dots inside each group till
we reach to 21
Tr is counting: I want you all to count St are counting with the teacher
with me
Tr: know in each group how many dots
do we have?
A teacher will choose randomly any St: we will put dot in each group till we
name from the box. reach 21
Tr: Sara you will answer
St are counting with the teacher
Tr: Excellent
Tr: how about if I want to find 21
St: we will count how many dots we
counters of 7 equal groups
have in each group
Tr: Which number represents group?
A teacher will choose randomly any
name from the box.
Tr: Shamsa you will answer
Tr: Good Job
Tr will provide another example using
the students help
Tr: Find 70 ÷ 7 = ?
Or find 70 counters of 7 groups St: first we have to make groups of 7
A teacher will choose randomly any
name from the box.
A teacher will ask all the students to St: put dot in each group till we count
answer the questions on the white 70
board so everyone is busy answering
Tr: Nora you will answer St are counting with the teacher
Tr: Nora tell me what do we do first?
Tr: Good job Nora, you will earn 1 dh St: we will count how many dots we
have in each group
Tr: then what we will do?
A teacher will choose randomly any
name from the box.
Tr: Maitha you will answer
St: 10
Tr: if you finished raise the board on my
count
Whole class will raise the board
1,2,3 Show Me
Teacher will assess the students by
looking at the answers.
St: 10
Tr: Excellent, you will earn 1 dh
Tr: What is the answer?
Tr: Good job
At the end the teacher will put online
quiz for the students to answer
randomly to check for comprehension
https://jr.brainpop.com/math/multiplic
ationanddivision/makingequalgroups/
Tr will give each student note to draw
happy face if they understand and sad
face if they didn’t understand.
Homework Assign a page in the math book
Assessment Online Quiz
Strategies:
☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment
☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback
presentation and feedback
Reflection:
The lesson was about divide using equal groups. I taught the lesson in
the classroom. The previous lesson the students learned divide using
number line.
A teacher was trying to achieve goals, like Implementing Learning and to
go through the learning outcome and always look for where the student has
trouble and work on it to make it improve by a variety of strategies.
In the starter, the teacher starts with : today we will learn how to divide using equal
groups
Tr will show the students a video that will show how to divide using equal groups.
Also, repeat what does the equal group mean.
I think that students responded to this activity the way that they did because a
teacher introduces and model then practice divide using equal group. So, the
learner did understand the concept and answered the right answer. For example,
Tr: how about if I want to find 21 counters of 7 equal groups
Tr: first we have to make 7 groups and we will put dots inside each group till we
reach to 21
Tr is counting: I want you all to count with me, and they found the answer.
The learner answer: 3
I think that students responded to this activity the way that they did because
a teacher introduces and model then practice for reading the story. So, the
learner did understand the concept and answer the right answer.
In the main activity, each group of Emergent, Developed, Master had an activity.
low group will (cubes activity)
Tr will give each student in Low group an cubes and questions
(Kaboom activity)
Middle group
Tr will give the students a Kaboom
This Kaboom it has questions on it
High group
(division bones and White board activity)
Tr will give each student a white boards and they will have questions and they
have to draw the equal groups
St will have questions and they have to answer by using cubes
For example, student will have a question like
Find 30 ÷ 5 = ?
Or find 30 counters of 5 groups
St must know that they have to make with the cubes dots in 5 groups
St will have Kaboom questions and they can choose either to draw on the
white board or use a manipulatives to show the answer
For instance, student will have question : Find 24 ÷ 4 = ?
Student will make groups of 4 and fill them eith dots till they reach to 24
and at the last they will count how many in one group
At the end student will write the final answer on the Kaboom
Finally each pair will assess their friends and check their answer √
(division bones and White board activity)
St will have questions and white boards
To answer by drawing an equal groups if needed and answer the
questions
(cubes activity)
Tr will give each student in Low group an cubes and questions
(Kaboom activity)
Middle group
Tr will give the students a Kaboom
This Kaboom it has questions on it
High group
(division bones and White board activity)
Tr will give each student a white boards and they will have questions and
they have to draw the equal groups
St will have questions and they have to answer by using cubes
For example, student will have a question like
Find 30 ÷ 5 = ?
Or find 30 counters of 5 groups
St must know that they have to make with the cubes dots in 5 groups
St will have Kaboom questions and they can choose either to draw on the
white board or use a manipulatives to show the answer
For instance, student will have question : Find 24 ÷ 4 = ?
Student will make groups of 4 and fill them eith dots till they reach to 24
and at the last they will count how many in one group
At the end student will write the final answer on the Kaboom
Finally each pair will assess their friends and check their answer √
(division bones and White board activity)
St will have questions and white boards
To answer by drawing an equal groups if needed and answer the
questions
Analyze (A):
Why do you think the students responded the way that they did?
How well did your teaching relate to the students’ prior understanding?
How well did you engage the students?
First, a teacher used introduce, model, practice. It showed the student the right
way to learn and gave them time to ask if they misunderstood anything.
Furthermore, nothing will be right for the first time because it’s new, the teacher
was positive about it.
Every group did very well, a teacher support emergent group by manipulatives , a
developed group were enjoying the activity by drawing, a master group was
challenging each other by difficult questions.
The educator used hands-on activity to engage the students. According to Thankful,
Fast forward to the early 2000's, and increasing pressure for drastic improvements on
national test scores led to a nationwide shift in education. Schools were faced with the
challenge of improving test scores while also staying under budget. They were ultimately
forced to cut programs like sewing and home economics, and focus their attention on
creating a more lecture based curriculum geared towards improving test scores and
decreasing spending. Later, after STEM classes were deemed more desirable and
ultimately affordable, arts programs, once part of schools' core class offerings, were cut.
The teacher used hands-on activity for the learner. Students were learning by
using manipulatives.
Appraise (A):
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals?
Mcleod noticed that, Bruner (1960) explained how this was possible through the
concept of the spiral curriculum. This involved information being structured so that
complex ideas can be taught at a simplified level first, and then re-visited at more
complex levels later on. Therefore, subjects would be taught at levels of gradually
increasing difficultly (hence the spiral analogy). Ideally, teaching his way should lead to
children being able to solve problems by themselves.
In my point of view, I think that student’s perspective in the lesson was great, they
were attending and focusing in the concept, which helped me to achieve my goal
when I used Show Me, that everybody was answering the correct answer. In
addition, students solved the questions by themselves.
The lesson met my goal, so when I used the strategy of Show Me, I have noticed
that most of the students were answering right.
Transform (T):
How might you enhance student learning of this lesson in the future?
What are the implications for your professional practice?
In the future, I would like to introduce model learning in a way that I get
everybody’s attention in less time in centers.
As the Responsive Classroom argues that, “Interactive Modeling is a simple, quickly
paced way of teaching that can lead students to a stronger mastery of skills than
traditional modeling. It’s effective for teaching any skill or procedure that students need
to do in a specific way, such as filling out an answer sheet or talking with a partner about
a reading selection. Interactive Modeling works because, in contrast to lecturing or
traditional modeling, it creates a clear mental image of the expected behavior for
students, fully engages them in noticing details about it, and immediately gives them a
chance to practice and receive teacher feedback (ResponsiveClassroom, 2013).
A teacher developing idea and practices about science performance assessment:
Successes, stumbling blocks, and implications for professional development.
