Lesson Plan Template

Name of Student Teacher __Anood Saleeh________________ School

_____________________________

Please note: You need to refer to the MOE/Abu Dhabi Education Council (ADEC) curriculum
documents for the Cycle 1 learning outcomes and explanatory notes, where there are
ideas for activities. You will note that some examples have been added to this lesson plan
template.

Date & Duration of lesson Number of Students Grade & Age

9-10-2017 23
Grade 1
Personal Learning Aims:
In the end of the lesson student will be able to recognize the sign of subtraction and
adding , equal.

In the end of the lesson students will be able to answer subtraction questions.

In the end of the lesson students will be able to answer subtraction questions with
whole and zero

Subject Strand
Math Subtraction

Learning Outcomes (refer to MOE/ADEC Resources

document) 1- Flash cards
2- Spinner game
3- Objects ( fruit, vegetable)
4- Ball + question sheet
5- student book
Opening
Learning Outcome: (ADEC)
Students will be able to Activity 1 Activity 2

Activity 3 Activity 4
 Closing

Supporting activities based on grouping considerations ( See MOE/ ADEC document)

Opening: In the opening I will be reviewing with student the sign of addition and
subtraction and equal, where I will asking them which sign is this ?
The next is reviewing with them the previous lesson which is subtraction, where
students will be playing the spinner game which is they will get two spinner and they
have to spin them and the number that they will get it in two spinner , they will
create from them subtraction question .
Time: _____________________
(consider prior learning, motivation, overview and the presentation of the learning outcome)

Practice Activities (use groupings as required) Time:__________________

Describe the activities and what the students will be doing. Consider differentiated
activities.

Teaching area : Activity while :

I will be dominating for them the lesson The while activity that I will do with the
by telling the story, using the objects. students after illustrating the lesson is.

1- I will ask students to estimate 1- Each group will be participating in

what is inside the shopper. the activity (passing the ball).

2- Letting students to put their 2- Group by group will be paling

hands and feel what is inside the
shopper 3- First group will be passing the ball
between them and other group
3- Take out the objects and count will be counting until 10.
with students.
4- When the students will reach to

4- Letting students to model the
number on their fingers.
5- Telling the story that represents
the answer 0.
number 10 I will say stop, and the
ball that will be in girl hand, she
will answer to the question that
other girl from other group will
ask her about zero subtraction.

6- Telling the story that represents

the answer whole number.

Activity 3 Activity 4

I will be doing will them the first page -

from the book as an activity, and ask
some students to come over the board
and answer the question.

Closing/ Conclusion: Time: ______________________

Consider a review of what the students did during the practice activities and ensure
that all students are assessed for learning.

The end of the lesson there is a page that named Depend on myself where students
they have to work with the questions by themselves, consequently I will be using this
page as an assessment page. When then will done from the work I ask them to come
and check their work, and form checking I will know who get the lesson and who
doesnt, and thus students have more than 4 wrong, write their names I will reteach
for them in quicker way. Moreover in the assessing area I motivate them to work
hard and finish the work quickly, and who will do this will get full mark and sticker on
the work page .
 The Process of the Lesson
Comments
Teaching 1- Using objects 1- Showing objects for the
Strategies during delivering students aid me in delivering
the lesson the information swiftly and
2- Telling story for for student is that they can
describing the earn the information clearly
concept too.
3- Estimating 2- Using story in the lesson aid
4- Molding the me to grape student
numbers on the attention, because its one of
hand. the favorite thing for the
5- Flashcard sign student.
3- Using estimating strategy
with the students goes well
and they were enjoying it ,
because they were
unpension they want to know
what is inside the shopper.
4- Asking the and modeling the
number on the hand is my
favorite stagy for this
semester and its goes well
done , because most of the
students they are not familiar
with the numbers , so using a
lot this stagy will help student
to know the numbers .

Classroom 1- Modeling for 1- Modeling the finger strategy

Management them when they for the students was perfect,
Strategies have to answer because they are used too for
what they have to it, so I found it effective and
easy to follow it.
do I what to
see your finger if
you what answer

Transitions 1- Between activity 1- This strategy I dont found it
to activity, asking affective and well done,
them question because l think students
for example become bored of listing it in
okkyy know are very lesson.
you ready for
doing something
especial and fun.
Assessment 1- Letting students 1- The way of pulling them to
Strategies to come to the the board was effective as
board and answer assessment, so I can know if
the question + do they understand the concept
the depend on or they need more practice
myself page , ask before they start working by
students to come themselves.
and get check, 2- Get students name that have
and thus students more then 4 and reteach
have more than 4 them was also too effective,
wrong , write because I realize that some
their names I will students they need more
reteach for them illustration time, then the
in quicker way. other students .
General Comments

Recommendations / future personal targets / areas of focus

The lesson that I delivered it was for grade 1 math subject, the length of the lesson
was 40-45 mints. The lesson was about subtraction with zero and whole, and the
lesson content with prim and sub outcome, so the prim was at the end of the lesson
student will be able to subtract with whole and zero, and the sub has identified the
sign of subtraction and adding and equal. These outcomes get fits in the parts of the
lesson, which man the lesson was divided into parts and they are engaging, teaching
area, and while activity, post.

Initial I open my lesson with the signs, so I show them and ask the question, for
instance, which sign is this? What we do in this sign, the student was active with the
questions, and they start to respond confidently, because they are used too with
these symptoms and also the way that I was asking them was attractive. After we get
done with the signs, I did with them an engaging activity which was spinner, where
there are two spinners, one has 1-5, and another one has 6-1, and all they have to do is
spin them and the numbers that will appear they have to do with them a subtraction
question , and then answer it, for example 5-10 =5 , the reason that I elect this activity
is to check their knowledge of the last lesson, so I used here strategy of learning by
fun, and If the learning isn't fun, it wont be effective. In this part student were active
too and the students that come to the board they do the activity as tell them in
instructions, during that activity some students start to misbehave because they want
to join the activity, so her I used the modeling stagey were I show them my finger,
and then they realized that she would pick only the student that is rising her finger.
Moreover, this strategy worked because my partner and I made them use too with it.
After engaging part I start with teaching area, in this zone, I used objects to convey
the information, because in my point of viewability of manipulative to aid directly in
the cognitive process, manipulatives have the additional advantage of engaging
students and increasing both interest in and enjoyment of mathematics. So I used
fruits and vegetables for the lesson and they are in shopper, I ask them to estimate
what is the shopper and how many things are in there, and they start to do it, this
action was additional for configure, after that I ask them to count with me how many
objects I have, then I create a story based on the LO of the subtraction of zero and
whole . Students were with me entirely, because when I was asking them during the
demonstration, they were responding me, for example, I ask them if I dont use these
all ten vegetables, how many I will be having? And respond 10. The while activity
comes afar illustration part , where they play passing the ball were the ball will be
passing in the group and to avoid the misbehavior from other groups while the
group is playing I ask them to count tail 10 and the ball will stop to the student she
will have to answer to the question that other student will ask, and in this form other
groups will do the same , and this activity gives me a strong sure that students get
the concept, because they answer the questions correctly. In the end students work
in their book, where I did with the first 4 question, and from each group I select girl
to answers on the board, and then they work by themselves, moreover in the last
part of the lesson I used positive learning environment strategy, where I side first 10
girls will be done with the work and the answers will correct they will get sticker and
full mark, but during the lesson I used moral motivation .