Date: Monday Student: 23

Time: 8:45-9:25 School: Ajman Academy

Subject: Math Class: Grade 1
Student-
Unit: Transportation Aysha A
Teacher:

Prior Knowledge (What knowledge are you building on?) Material/ Resources: Vocabulary

Recognize number 0-20, addition and subtraction -20 Smart board Longer
Worksheet 23 sheet Shorter
Objects (different
vehicles- something
related to
transportation
Pencil
Colour
Math book
Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound
By the end of the lesson, students will be (better) able to
describe and compare length

Evaluation / Assessment: (How will you know your students have achieved the goal?)
(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for
evaluation?)
Walk around to observe and monitor students to check their understanding.
Provide appropriate feedbacks
Use formative assessment strategies such as checklist and questioning.

Note: Assessment strategies will be colure in blue to be clear and the comments showed the effectiveness

Essential questions:

- What does it mean measure something?

- What can you use to measure?
- Why would you need to measure things?
The Structure of the Lesson
Time Activity What the teacher does What the children do Comments:
Name
15 m 1. Greeting the children and 1. Children answer
Opening say Good morning.' "Good morning, The greeting will
(warmer 2. Remind children about Miss "They sit cross-
activity) the rules and praised children legged with hands in
Circle time who followed them. their laps.
2. Children will follow
3. Counting number from
the rules and listen to
1-20 with children.
the teacher.
4. Have two kind of vehicle on 3. Students will count
the childrens table and ask to and engaged to the Students will use
compare the two vehicles next step of the
according to the size. lesson.
5. Ask the students to come 4. Students will
back to the carpet; to guide observe the objects
and use the vocab they has and
longest/shorter, and tell them compared.
to explain to their colloquies 5. Students listen to
wither the objects shorter or the teacher command,
and use the
longer.
vocabulary shorter/
6. Ask questions what does
longer with colloquies.
mean measurement thing? 6. Students explain
What can you use to measure that we look length,
things? which means how long
7. Put a video in YouTube an object, students
explain the short and long respond to the
words, question and come up
8. Explain to children the with different tool to
instruction of the activity. measure length.
7. Students see the
video and drum the
concept to the brain.
8. Listen to teacher
while explaining the
activity
make children feel
welcomed and be
focused.
Teacher ensure all
students able to
count number from
1-20.
some science when
they observed and
compare.
Students use the
vocab words and
make connection
to the unit
transportation it
showed how
students extend
and connecter their
learning with
previous
knowledge.
Asking critical
questions extend
the student
knowledge,
encourage
participation
among students.
Putting Video will
help some students
to understand
what (short/long)
means if they
didnt understand
the opening
activity of the
lesson.
Clear and simple
instruction will
support students to
do the tasks without
facing a problem.
15 m Activity 1. The teacher will ask children 1. Children will move Monitoring children and
phase to sit in their chairs to do the from the carpet to asking them questions are
(students activity as well as disrupting their chairs. a helpful tool that teacher
the activity. 2. Children will do the can use it during the
will do the
2. While children are doing the activities and activities to gauge skill
activity) activity, the teacher will responded to teachers development or progress
observe and monitor questions. of each student about
children to check their specific outcomes from the
understanding. lesson.
3. Ask them different
questions
5m Closing 1. Ask children to move to the 1. Move from chair to
carpet to end the lesson. carpet. Closing activities will give
2. Students will reflect on their 2. Responded to the the teacher a clear idea of
work. teachers, count the students are achieving
3. Thank children for their backward, divide the learning outcomes.
working well today. Also, themselves into two
mention specific children who teams and do the
have done well and say why. activity.
4. Say bye to each child, look at 3. Children stand still and
them and smile. quiet and say
Goodbye Miss
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Description of activity 2:
It is a low-level activity. In pairs, student has worksheet to It is medium level activity. In pairs have the children
determine the objects shortest to longest. compare three things in box using the vocab longer
and longest/ or short, shorter, shortest. Students will
Description of activity 3: draw. And record their finding in their math book.
It is a high level activity, with the teacher have the children
measure things using a ruler, and order them in lengths shortest to
longest.

Reflection
Went well:
1. Using different activities with different levels challenged the student and bring interested to the class.
2. Putting video catch the students attention, and lead the students to ask critical questions.
Went worse:
3. I spent more time in warming up, the longest time should be used for doing the activity to ensure TTT
is less than STT.
Next step:
- Keep watching the oclock in the class, or ask my MST to remind me about the time I should spend in
each part of the lesson.