Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Sabha Topic or Theme: Multiply 3 factors.

Class: 3 Date & Duration: October 19, 2020

Trainee Personal Goals

I am working on: time management by give the students for each part of the lesson 1 minute to
think and answer the question.

Lesson Focus

How to solve multiple 3 factors by using the bracket and drawing array.

Lesson Outcomes

Students will be able to: Draw an array to solve multiply 3 factors.

Links to Prior Learning

 In Grade 2 students used repeated addition as a way to calculate “how many” for groupings
of numbers other that 2, 5, or 10 and repeated subtraction to subtraction to determine “how
many” when objects are shared equally. In Grade 3 students develop this technique to
include repeated addition of larger numbers and to larger totals
 Students should be using a mental strategy to find the answer, developing methods to
mentally “track” repeated addition or subtraction of numbers – This is likely to be a finger
count – using one or both hands.
 Initially students may use multi link cubes, counters or arrays to represent repeated addition
or repeated subtraction to check their answers or to “count” their additions.
E.g.; Representing 7 × 4 using multi link cubes –

 To move students towards a mental strategy – Form arrays with strips of stars or animal
strips. Turn the cards upside down but turn one card over to allow students to recognize one
of the factors. Ask the student to write what the multiplication shown would be and let them
 use the image to help find the answer. Example for 4 ×3

21st Century Skills

 Collaboration: The students will work together in the canters.

 Communication.
Key vocabulary

 Multiplication
 Array
 Factors
 Rows
 Column
 Group
 Account

Possible problems for learners: Solutions to possible problems

 Difficulty understanding the  Put the multiplication table on each centre in

multiplication table. the classroom and help the students to use
 Make mistakes like adding the hand in counting.
numbers and reflections in  •Put a poster in the classroom that includes
writing numbers. numbers 1 to100.
 Difficulty writing large numbers.
 The difficulty of the left and right
direction.

Resources/equipment needed

 Nearpod
 Wordwell
 Picture
 TASKS/ACTIVITIES
Resources Introduction
& Time The teacher will start a review of the previous lesson by presenting on the
smart board equation. For example, the equation is 3 ×2=. Then the teacher
asking the students. How can we get the answer? The students answer by
drawing array the form circles and put all of them in one group then the
students account the circles to get the correct answer.

Resources Main activities

& Time
The teacher will start the new lesson about multiply three factors. Then the
teacher will explain the lesson by show them the equation on the Nearpod
program then begin the teacher explain the equation to students. For example,
the equation is ( 4 ×3)× 2. So, here we have 3 factors. The start teacher asks
the student. How to multiply all of them all? the teacher gives the student time
to think and talk with partners. The student responds with the teacher then the
teacher will explain to students.

First, we will put the bracket between two numbers and then re-read the
equation. she start from the first number 3 and draws array under equation
like rows then we continue reading the equation and stand at the second
number is 4 We draw the array on the form of a column and then put all the
circles in one group. Third, complete the equation and ask for the drawing of 2
groups of arrays. We draw one group before we need one more
and put all the circle in one group here we have 2 groups to complete the
equation. Finally, the teacher asks the students to count with some to get the
answer.

Differentiation activities (Support)

Emergent activity:
This activity is for low levels. The teacher will give the students instructions to solve this
activity. First, the teacher will give the students a set of the puzzle by using wordwell program.
Second, each student takes one equation and read it then try to get an array appropriate to the
equation. Thirdly, the teacher asks the student to account all the circles in the array to find the
answer. finally, the student arranges all the equation together.

Development Activity:

This activity for development level. The teacher will give the students instructions to solve this

activity. First, the teacher will give each student a card and work individually by using wordwell

program. Second, the teacher asks the students first to read the equation and then ask them to

draw the array according to the equation with him. Thirdly, the students will use the pencil to

draw the array on wordwell program. Finally, the students start to account to get the answer and

write it on the card.

Master activity:

This activity for high level. The teacher will give the students instructions to solve this activity.
This activity is a matching of the written equation and digital equation by using wordwell. First,
the teacher will put students in groups and work individually. Second, the teacher will give
students a set of equations. Third, the teacher asks students to read each card and than written
equation than students try to get the digital equation between the set of cards and match them
together.

Resources
Plenary/Conclusion
& Time
Nearpod The last 5 minutes the teacher will give the students a quiz for the whole class.
Each student will have 5 equation and ask them to get the answer by drawing
 an array or direct answer. For example,(2 ×3)× 3.
☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment

☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback

presentation and feedback

Reflection:

My lesson was about multiply three factors. This lesson was for grade 3 boys and girls and the lesson was
explained in the Math classroom in four groups of five students. The student was able to solve multiplication
problem by draw array to find the answer. I start my lesson to do a review of the previous lesson by presenting
the equation on the smartboard. For example, the equation is 3 ×2=. Then the teacher asking the students. How
can we get the answer? The students respond with a teacher and solve the equation together. The aim of the
lesson was the student able to solve the multination problem and respond activity with prior knowledge so in
this lesson, I use John Dewey theory that says the prior knowledge affect the learning process. Then I move to
the second part I will start with students the new lesson about multiply three factors. I explain the lesson by
writing the equation on the whiteboard then begin the teacher explain the equation to students. For example, the
equation is ( 4 ×3)× 2. So, here we have 3 factors. The start teacher asks the student. How to multiply all of
them all? The students respond with me. some student says draw an array and some give me a direct answer. I
start with a student to solve this equation by using step by step. After that, I move to the third part of its
activities canter. The teacher divides the student three levels Emergent, Developing and Master. Then I start to
explain the three activity for different levels. I give the 15 minute to do this activity. I think the students'
response was very effective when I explained the activities to each group and each group was doing its activities
quickly. Actuality, students responded to the lesson in the right way and showed engaging when using the
activity and interest to learn more. I was trying to help some students to solve multiplication problem I help
them to use an array to find the answer or hand to account. however, this is an enjoyable experience in using the
classroom environment to learning and it was enjoyable as the students showed interest in the topic of the lesson
and enjoyed sharing and interacting with me. The lesson achieved my educational goals by adding students to a
skill that is appropriate for the students' learning levels and increased their knowledge. In the future, I will
develop my skills and improve my abilities in the preparation of activities and dealing with students to better
understand the subject of the lesson as well as contribute to the development of the field of education. This
experience has had a great impact in improving my skills both in the field of preparing activities. Also, dealing
with students as well as learning environmental education directly and dealing with teachers and get experience
from them.