Draft 1

- Unit 1: Numbers
- Grade: 3
Lessons:

- Even or Odd
- Positive and Negative Numbers
- Place Value models up to ones thousand
- Expanded& standard Numbers

Students name & ID Number:

- Aaesha Abdullah Alshehhi, H00303393

- Juwaher Ali Alnaqbi, H00255210
- Marwa Ali Hasan, H00225634
Cards Paired Unpaired Lesson 1:
0 .
Even or Odd
. . Tool 1: Pair of Shoes
. .
2- How to use it ?
. . This tool is used to teach the concept even and odd, particularly to teach them that
even is a number that can be divided into groups of two while odd cant be divided
exactly by groups of 2 because it leave one single reminder
1- Description of
tool: 1- You have to give each of your student nine cards of shoe with the table. Make sure
This tool contains 9 pictures of you have the same table presented on the board
shoe as cards given to each
student + a table with two 2- Ask them the question If I bought (number) shoes, how many pair do I have? so
columns labeled with paired they will pick the cards to see if all shoes are paired or not.
and unpaired provided for each *Each time you must choose numbers from 1 to 9
student (zero number is already
written on the paired section). 3- As they discover the paired and unpaired shoes, ask them to write the number on the
correct column. For example, if the question was about buying 3 shoes, they will pick 3
shoes and notice that 2 makes a pair together but 1 is still separated. So, they must
3- When to use it ? write the number 3 in the unpaired column
- This tool must be used in *Do the same thing with the rest of numbers
the building knowledge
4- After they finish filling in the whole blanks of table, tell students that the numbers in
stage when teacher paired section are called even and the ones in unpaired section are called odd
explains the concept of
even and odd as a new 5- Go back to the zero number and explain to them that it is even number because it is
lesson. next to an odd number which is 1.

6- For more than one-digit numbers: ask them to use the 9 cards with one example only
like 12. They would say that cards are not enough. At this moment, explain to them that
we cant do the same steps with big numbers and there is another way to solve it which
is looking at the first right number or the ones value. If it is even then the number will
 Lesson 2: positive and negative numbers

Tool 2: poster of positive and negative numbers

2- How to use it ?
1- Description of tool: This tool can be used to teach students the positive and
It is a poster explained by the teacher includes 3 negative numbers concept. Teacher can make those posters
multiple examples that enhances to deliver the of each example and present it on the white board. She will
concept of positive and negative numbers use them to make a compression that let the students find out
the meaning of positive and negative numbers. (with whole
1- The first picture is the sea level (above or class)
below) where above the see is considered for the After showing different examples the students will begin to
positive numbers while below see level for generalize the idea. Then the students will be asked to draw a
negative numbers. diagram or something that is relevant to this concept such as
buildings and hole in the ground that shows positive and
2- Having or owing in the line number picture: as negative, or just redraw their favorite example that the
having for(positive) and owing for (negative). teacher explained it. Then teacher asks sts to draw beside
their paints a line number and then ask them to point for
3- Boiling or below freezing: as boiling will be example number 3 or -5
above the zero, so it is for (positive), while
freezing under the zero, so it will be for (negative) 3- When to use it ?
- Teacher can use this tool while she is teaching positive
and negative numbers which are the integers numbers
lesson for grade 3.
- she will use it while building knowledge stage that to
expand and transfer the idea of integer numbers in
several methods that be helpful for students at the first
time. As those examples are connected deeply with real
samples around the students that they can see, feel and
touch them.
 . ..ones
Lesson 3:
. . ..tens - Place Value models up to
one thousand.
... ... ... ...hundreds

... ... ... ...thousands Tool 3: Place Value Cubes

2- How to use it?

1- Description of tool: This tool is used to teach students the concept of place value from
It is about giving students 4 dices of different ones to one thousands by forming numbers after rolling the four
place values. First dice has different ones on dices.
each side. Second dice has different tens on
1)Each student will have a laminated worksheet includes a table
each side. Third dice has hundreds on each side sectioned into ones section, tens section hundreds section and
and the forth one has ones thousands. ones thousand section.
In addition, there is a sheet where students can 2)This tool will be used as a group of four students, and each
write the numbers. student would have a specific place value dice.
3) Teacher will number the students in order of their dice for
example student number one has the dice of ones thousands, and
3- When to use it? student number two has a dice of hundreds, and so on.
3) Student number one who has one thousands place value dice
- This tool focuses on the place value from will roll it and then write the number of units that appeared. Then,
each student will write it under ones thousand section on their
ones-place value to ones thousands. so it
worksheets.
must be used after student learned the place
4)Each Student will have a chance to roll the other dices which
values of ones, tens, hundreds and thousands. are about hundreds, tens and ones, until they complete the
this tool is useful for building knowledge standard number.
about 4-digits numbers and their place values. 5)Then the students will try read their number in front of their
classmates by teacher helping.
6) Then T with sts will explore together the place value of each
digit.
 Lesson 4:
- Place Value: Expanded& standard Numbers

Tool 4: Expanded Form Cups

1- Description of tool: 2- How to use it:

Set of cups depends on place value periods. Lets suppose This tool is about spin the cubs to make any
that place value models up to thousand. number for example 3456, then show the
So we have four cups: students how to expand this number
A- The first one is for ones place and it is numbered on its through open the cups and see how many
up edges from zero to nine. ( it is named an A cup). zeros in front of each number, for example
for number 4 in 3456, if teacher open the
B- The second one is for tens place and it is numbered from cub that carried with number 4 they will
its upper edge to lower side the cup start with zero number
see two zeros in front of number four
and from 10 to 90 ( it is named B cup).
which is in hundred-place.
C- The third cup is for hundred-place and it is numbered
from its up edge to down the cup, stat with zero number 3- When to use it:
and from 100 to 900( it is named C cup). This tool is used to teach the concept of expanded and standard
numbers in grade 3, place value lesson.
D- The forth cup is for thousand place and also it is
numbered from its up edge to down the cup, start with It is used during building knowledge stage:
zero and from 1000 to 9000( it is named D cup). Where the teacher shows the students how can we expand
numbers and where zeros come from when the teacher writes this
When you write each number make sure to put a little number 5423 in expanded way 5000+400+20+3.
space between digits.
And when we put numbers together it gives us a standard number,
After you have finished all cups, you will put the cubs inside
for example: 5000+400+20+3 = 5423. We call this :
together in sequence and order from A cup to D cup, from
standard number
down to up. They are ordered from ones place cup then
tens place cub until thousand-place cup, then you will use Moreover, this tool it can be used as an activity in the post stage (at
them in horizontal way, where the zeros of all numbers will the end of lesson) as a practice. Where the teacher can give each
be not appeared while make any number. While you open student this set of cups and some standard numbers and they have
the cup you will see how many zeros in front of it. to expand them.
 Problem solving with Polyas 4 steps

Lesson 1:
Even or Odd
The problem solving:
Jeff reads numbers to test his little sister. She must clap each time she hears an even number. Jeff reads: 10, 5, 12, 7
and 8. For which numbers should his sister clap?

1- Understand the problem: 3- Carrying out the plan:

- Ask students some questions about the problem such as: - Provide students with blank papers where they can draw the
a) what information we have? They can say that Jeff reads the groups. Before they draw, tell them that they must write the
numbers 10,5,12,7 and 8. number from 10,5,12,6,8 and do the groups for it one by one. It
might be like the following drawing:
b) what do we have to find? We need to choose the even
numbers only from 10, 5, 12, 7 and 8. - 10: .. .. .. .. ..
c) try to tell the problem using your own word.
They have to say that there are
- 5: .. .. .
two sisters, one is reading the numbers 10, 5, 12, 7, 8 and the They have to continue drawing dots and circling each two for
other must clap for even numbers. the rest of numbers. They will notice that 10, 12, 8 are pairs
and dont have a left dot while 5 and 7 are odd because they
2- Planning a strategy: have a remainder so Jeffs sister will clap for only 10, 12 and 8
- Ask students to guess the appropriate strategy for solving this because they are even
problem and tell them to explain why they have chosen it.
4- Check the answer:
- They would think about the one that they always Ask students to write down the numbers from 0 to the biggest
practiced which is drawing groups of two for each number. number they have in the problem solving which is 12 to see the
sequence of even and odd numbers. They know that it must goes
like even, odd, even, oddetc. so it would help them to determine
the numbers of the problem solving 10,5,12,7,8

0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
even
even

even

even

even
even
even
odd
odd

odd

odd
odd
odd
 Graphic Organizer Lesson: even or odd number
Definition of :
1- Odd number: Any integer that cannot be divided exactly by 2
2- Even number: Any integer that can be divided exactly by 2

How do we know if the number is even or odd :

1- One-digit number (0-9) 2-Two or more-digit numbers

How to know if the answer is odd or even number: It will take long time to use drawing
1- Draw the number that you have as dots. circle strategy with numbers that has
2- Make a circle around each two dots. two or more digits. So the perfect
way to know if it is even or odd is to
look at the first right digit which is in
If you circle each two dots
if you circle all two dots together ones-place, if it is odd digit the
together but one dot still not
that means it is (even number( number will be odd, if it is even digit
circled with another, this means
Example: you have number 6: the number will be even.
it is (odd number) .
Example: you have number 7
Example:
.. .. .. .. .. .. . You have this number 546, find
out if it is even or odd number:
There is no alone dot so There is one dot Use this line to Look at
number 6 is even remained out of circle, check your 5 4 6 this digit
so number 7 is odd
answers
5 is odd number, so the
even odd even odd even odd even odd even odd number 645 is odd as well.
even
 Graphic organizer instructions :

This graphic organizer is about odd and even number lesson .

1- In the first box you have the meaning of odd and even numbers.
2-Next section you have two directions:

A. If you have number that consists of one digit you have to follow the left
direction, which includes the instructions to discover the type of number if
it is odd or even.
B. If you have number that consist two digits you have to turn right and
follow the instructions below it to know if the number is odd or even.

3- the last part in this paper you have a line number to check your answers.
 Differentiated Activity
Lesson : ordering numbers by looking at the place value
Learning objective:
Students will be able to order
numbers from greatest to smallest by
looking at the place values and
building towers using numbered
cubes.
Tool : Numbered Cubes
The idea of the activity:
Each students will be provided with
one card that has one question about
ordering numbers from the greatest to
the smallest or the opposite. They will
also have 5 numbered cubes for each
one.
Steps for the middle ability sts: for the high ability students:
1- First thing, they must look at the Students would have two
whole place values of each number to numbers with decimal point
see in which periods they are so they
and they have to know that
can choose the one with biggest or
smallest period. it doesnt affect the ordering
E.g. : 122 and 1025, they have to know that 122 is system. *numbers with
in ones period while 1025 is in thousands period
so the second number is bigger. decimal point must be far
from the other numbers.
2- Then they have to look at the first left e.g. : 12, 240, 122, 540.2, 5.6
digit for each number who locates in the
same period. 540.2 and 5.6 are not too close
e.g. : 123 and 345 are in ones period and has the
place values from ones to hundreds. They have
from the rest numbers so it
to look at the first left digit 1 from 123 and 3 from wont confuse them.
345 to see that 3 is bigger.
3- If the first left digits are same, then for the low ability students:
they have to look at the very next one.
e.g. 250 and 271. Both have place values from Students would only have
ones to hundreds and both have the left digit 2.
So they must to move to the next one which is 5 numbers with ones and
from 250 and 7 from 271 to know that 7 is bigger.
tens place value.
4- As they are looking for the numbers
and choose the bigger or smaller, they
have to build a tower with the numbered
cubes.
 When to use it How it is useful to students
Resources
Topic: Lesson: even or odd number 1- Makes them able to understand the
YouTube video: definition of even by showing them
It is a song that is used when teaching even pictures.
even song number.
(for example: can be applied during the 2- Focuses on even number with more than
warming up stage) one digit and shows them that they have to
https://www.youtube.com/watch?v=Ei19HMn1
BxM look at the ones ( first right digit)

Topic: Lesson: even or odd number 1- Makes them able to understand the
YouTube video: It is a song that is used when teaching odd definition of even by showing them
number. pictures.
odd song (for example: can be applied during the
warming up stage) 2- Focuses on even number with more than
https://www.youtube.com/watch?v=hMSd7 one digit and shows them that they have to
wGuTT4 look at the ones ( first right digit)
It is an application on iPad that can be used 1- Help students to practice and identify
Topic: MathBugs to teach student place values in expanded expanded form and standard form.
and standard forms.
2- Shows them place value form ones to
thousands which fits with their curriculum.
Topic: Lesson: Place Value models up to ten 1- This video can help the students to
YouTube video: thousand. remember the place values of digits and
how which period they are in as a story and
Place Value Street Story It is a story about the Place Value models up by linking to their real life.
to ten thousand, and it is used when
https://www.youtube.com/watch?v=e1uN6 teaching the periods.
SwVAiI we can use this story during building
knowledge stage because it explains the
place value meaning using pictures and
symbols.
 Draft 2
- Unit 2: Operations
- Grade: 3
Lessons:

- Two-digit Addition

Students name & ID Number:

- Aaesha Abdullah Alshehhi, H00303393

- Juwaher Ali Alnaqbi, H00255210
- Marwa Ali Hasan, H00225634
 23+15
71+28 13+20
Lesson 1:
Two-digit addition
+
=
Tool 1: Using place value
blocks
1- Description of 2- How to use it ?
tool: - This tool is used to teach students how to add
two-
- This tool contains ones and digits numbers using ones and tens blocks.
tens blocks with a laminated
sheet. It has also many different
cards with two-digits addition - 1- Have all students gathered around your
question
desk and show them how it works
3- When to use it ? - 2- Choose any question and stick it on the
upper side of the sheet. Ask someone to read
- Use this tool when you are
building a new knowledge about it.
adding two-digits numbers
- 3- Ask them to locate the ones and the tens.
because showing students real
concrete materials at the first - 4- Explain that we have to add ones with ones
time would help them to solve
many questions later in the and tens with tens.
symbolic stage. - 5- Start putting the blocks for each number
and write the sum of all ones and all tens.
- You can ask students to do the same steps with
different cards which have different questions.
 Problem solving with Polyas 4 steps

Lesson :
Two-digits Subtraction

The problem solving:

In the morning, 23 children played a tennis in the sport hall. Before the game was over, 11
children went home. How many children were left at the end of the game?

1- Understand the problem: 3- Carrying out the plan:

- Ask students some questions about the problem such as: - Provide students with blank papers where they
a) what information we have? can draw 23 children. They have to cross off 11
b) what do we have to find? children and count the remainders.
c) try to tell the problem using your own word
d) What operation do we have to apply? - Explain to them that this way can be applied
using symbols like what they were exercising:
2- Planning a strategy:
- 23
11

- Ask students to guess the appropriate strategy for

solving this problem and tell them to explain why they 4- Check the answer:
have chosen it.
- Remind students that addition is the opposite of
- Some of them would think about drawing the subtraction.
children and others would think of writing the
operation with symbols. - Ask them to find the sum of 11 and 12.
- Do the one that is more recommended by your
students.
 Resources When to use it How it is useful to students

Website: Adapted Mind Lessons: Two-digits Addition 1- This site allow students to create their own
monster character and it is a good idea to
Three-digits Subtraction
motivate them to do more practices.

http://www.adaptedmind.com/gradelist.php?grade=3
YouTube Video: The Steps to Long Division Lesson: Long division
https://www.youtube.com/watch?v=0uZiqk_ZdcA
- This site has games on addition and subtraction so 2- It has two games about both addition and
it is appropriate to be used in the beginning of the subtraction. It helps them to add numbers with
class as a warming up. two digits and subtract numbers with three-
digits.
- It has also some videos from Khan Academy so it
might be useful to present them to students 3- If the answer is wrong, the site shows the
during building knowledge stage. children a video tutorial from Khan Academy to
explain how it is solved.
- It has also worksheets that teacher can print and
give them to students to practice it in the class or 4- The site has many lessons as videos and it also
as homework. provides worksheets for them where they can
print it and solve it at home with parents
- This video helps students to
(Two-digit divided by one digit) remember the steps of solving long
division by naming the operations:
This video can be presented to teach students Divide, Multiply, Subtract, Bring down
how to divide two-digits number by one-digit as Daddy, Mummy, Sister & Brother
number with an easy way to remember the
steps.

YouTube Video: Learn Grade 3 - Maths - Dividing Lesson: Long division - The video show students the step of
a Two Digit Number (Two-digit divided by one digit) dividing 2-digits numbers by one-digit
This video tutorial can be used when numbers in details. It also teach them
https://www.youtube.com teaching division in the symbolic stage. the mathematical vocabs: dividend,
/watch?v=apjZscK6Bb0
divisor, quotient and remainder.
App: Grid Guru Lesson: Multiplication This app helps student to multiply big
(2-3 digits by 1-2 digits) numbers by making table. They must
- This app can be used when teaching write the expanded form of the first
students multi digits multiplication. number in the row and the expanded
form of the other number in the column.
Then multiply ones with ones, tens with
tens..etc. Finally, find the sum of them.

Lesson: 1-digit multiplied by 1-digit
Learning objective:
Students will be able to match a
multiplication problem with the
answer that is presented as
items or pictures.
Tool: multiplication puzzle
The idea of the activity:
- This activity is like a puzzle
game. Each group will have two
sections of puzzle, one with the
multiplication question and the
other has the answer (number)
as pictures. They have to match
the question with the right
answer and stick them on the
board below their group names.
There should be only one or two
students from each group who
can move to put them on the
board.
Differentiated Activity
Steps for the middle ability For students with low ability :
students:
Sts with low ability would get the same
1- Sts with middle ability will have the task to do but there will be an addition
multiplication questions puzzles, the formula beside the multiplication question
pictures puzzles, . so it would help
them to guess the correct
2- They have to work in group and try to answer easily.
match the problem with the correct
answer.
3+3+3+3
3x4
3- Ask them to choose one student who
can stick the puzzles on the board to * Remind them that there are two kinds of
avoid loud noise and mess 3x4 operations but both of them are same and
give us one answer.
For the high ability students:
Sts with high ability will have the exact work to do but it is a little bit more
challenged. Instead of looking for the puzzles of pictures directly, each one will have
an uncompleted answer and they have to draw more items on them to
make them matched.
They should draw 9 more cars to
make them all 12 3x4
* It doesnt matter which pictures they will choose, but it should have the correct
answer of its question.
 Draft 3
- Unit 3: Fractions, decimals,and percent
- Grade: 3

Lessons:
- Halves, thirds and fourths
- Relations between fractions and percent (1,
1/2, 1/4,) and (100%,50%, 25%)
- Identify and create equivalent fractions
- Relating all decimals, percent and fractions to
each other

Students name & ID Number:

- Aaesha Abdullah Alshehhi, H00303393

- Juwaher Rashed Ali Alnaqbi, H00255210
- Marwa Ali Hasan, H00225634
 Lesson :
Halves, thirds and fourths

Tool : play dough Helves, Thirds,

and Fourths

1- Description of tool ? 2- How to use it ?

- In this tool you need play 1- Take out the clays and tell students to
dough+ plastic knife. it is used to gather in front of your desk.
teach students Helves, 2- Then, make different shapes with clays :
Thirds, and Fourths. circles, triangles and squares. Tell them that
we have to divide them equally using a knife.
3- Then, divide the shapes into half and tell
3- when to use it ? them this is halves.
- This tool is used during 4- Then, divide the other shapes to thirds
building knowledge, when and tell them it is called thirds.
teaching students basic 5- Finally, divide the other shapes into
fractions which are halves, fourths and tell them that it is called fourths.
thirds and fourths by making
shapes with the clay.
 Lesson :
Relations between fractions and
percent (1, 1/2, 1/4,) and (100%,50%,
25%)

Tool :Double-Sided Magnetic

Fraction and percent Circles.

1- Description of tool ? 2- How to use it ?

- In this tool you will have magnetic 1- Stick the circles 1/1 and 100% next to each
fraction parts circle and percent other. Tell sts that they are equal and this is how
circles. it is used to teach students we represent them in a circle. Then explain on the
board how we get 100% from 1/1 using the
(1, 1/2, 1/4) and (100%,50%,
common method (multiplying by 100).
25%)
2- Stick the circles and 50% next to each other.
Tell sts that they are equal and this is how we
3- when to use it ? represent them in a circle. Then explain on the
- This tool is used during building board how we get 50% from 1/2 using the
common method ( multiplying nominator and
knowledge, when teaching students denominator by 50 ). 50% = 1/2 = 50/100.
that basic fractions which are 1/2, 3- Do the same steps with and 25%.
1/4) and (100%, 50%, 25%) are
related to each others.
 Lesson 3:
Identify and create equivalent
fractions

Tool 2: fraction circle

2- How to use it ?
This tool can be used in sequence lessons that related to fractions, firstly it can
explain the idea of fractions, secondly, it can explain the equivalent fractions,
thirdly, it can be used for solving addition and subtraction fraction problems.

1- Description of tool: The main objective for this instructions will be about how to demonstrate the
In this tool students would have a basic circle and concept of equivalent fractions specifically, fractions which equal 1 and 1\2 for
different parts that represent the several fractions example: (1/4+1\12+ 1/6=1\2)
(1\2,1/3,1/4,1/5, 1/6,1/8,1/10,1/12) that could or (1/4+1\12+ 1/6+1\2=1)
complete the whole circle.
- 1- Teacher will use this tool in front of students and she will complete the
circle with 1/2 , 1/4 and 1/4 that will give a whole circle which means number
3- When to use it ? one. Then she will write the equation in the board 1/2 +1/4 +1/4= 1.
- 2- Then T will provide each students with this tool and ask them to put parts
- This tool is beneficial when you are building a
that represent different fractions into circle to make a completed circle which
new knowledge about the concept of fractions and
find the equivalent fractions because linking the give 1.
new lesson with real example or something that - 3- Ask students to come and write their parts in right equations in different
students like it, such as circle as pizza, or a big
wheels in playground and so on, facilitate the way. Then T will check students answer with them together.
process of understanding and grasping that idea. - 5- The second step will be a little complex, which is find parts or fractions that
Moreover, that helps students to solve questions
equal 1/2, so T will show them another example about which fractions give us
and find the equivalent fractions easily with more
fun. 1/2 e.g. (1/6+1/12+1/4=1/2). and then ask them to write it in their worksheets
or in their small white boards.
 Lesson :
Fractions Relating all decimals, percent
Decimals and fractions to each other
Percent

Tool: The Spin

1 - Description of tool: 2- How to use it ?

-You can include this tool in different lessons:

-This tool is a spin has three forms of
numbers: decimals, fractions and
percentages with three holes. Those holes 1- When you teach conversion between decimals, fractions and
present the three forms for one number in percent, you can use the tool to show students the three forms
one time. of a number and then you can explain on the board the rule of
conversion to let them know how did we get each one.

3- When to use it ? 2- When you teach students the three terms by shapes, you can
first spin the arrow to see the three numbers and then explain
-This tool is used to teach whether the to students on the white board how to represent each one
conversion between all three terms or visually with shapes (you can simply draw them).
their visual representation with shapes.
 Problem solving with Polyas 4 steps

Lesson :
Subtracting decimals

The problem solving:

If a 10 foot piece of electrical tape has 0.037 feet cut from it, then what is the new
length of the tape?

1- Understand the problem: 3 - Carrying out the plan:

- Ask students some questions about the problem such as: - Provide students with blank papers where they
a) what information we have? can draw a plan. They have to draw a tape and
b) what do we have to find? 10 foot show the lengths
c) What kind of numbers do we have?
d) What operation do we have to apply? Underline the
word that points to the operation (cut from it = subtract)
0.037 foot ?
- Explain to them that this drawing can be written
2 - Planning a strategy: using symbols like what they were practicing:
*remind them that we must put
10.000

- Ask students to guess the appropriate strategy for

- 0.037
the decimal points in the same
line against each other.
solving this problem and tell them to explain why they
have chosen it.
4- Check the answer:
- Some of them would think about drawing
- Remind students that addition is the opposite of
a diagram of tape to understand it clearer
subtraction.
- Ask them to find the sum of 9.963 and 0.037
 Differentiated Activity

Lesson: Identify the fractions

Learning objective: The idea of the activity:

Students will be able to identify and
write the fractions - This activity is about having worksheets to write the correct fractions and know its matched
picture. However, each level would have different instructions.

Tool: worksheets, glue, scissors Tool: worksheets, color pencils Tool: worksheets, color pencils

For students with low Steps for the middle ability For the high ability
ability(individual work): students(individual work): students(individual work): :
Sts with low ability would get worksheet, but 1- Sts with middle ability will have
Sts with high ability will have
there will be colored parts and they have to worksheets and color pencils.
worksheet to do, but it is a little bit
cut the correct answer from the bottom side 2- Sts will write the correct fraction and then
more challenged. Instead of having
of sheet and stick it beside the right picture color the right parts in the circle. drawn pictures and ready fractions
that present the fraction. 3- Teacher will check the answers.
they will have a sectioned table and
they have to draw and write the
correct fraction.
 Simplifying Fractions
Graphic
Organizer
Lesson: Simplifying Fractions
means writing the fraction in lowest term
- To simplify a fraction :

List factors of both the

Step 1 -
-
numerator and dominator 6: 1,2,3,6
9: 1,3,9

Circle the greatest common factor6: 1, 2, 3, 6

Step 2 - which is the greatest? 39: 1, 3, 9

- Divide both numerator and 3

Step 3 dominator by the greatest
=
3
common factor
-

Two important points you have to know:

1- A fraction with no common factor other than 1 is in
simplest form

2- What you do to the bottom, you do to the top

 Resources
Website: A game called Fraction Splat
http://www.sheppardsoftware.com/mathgames/earlymath/fractions
_shoot.swf
YouTube Video: Converting Decimals to Percents Song Lesson: Decimals and Percent Conversions
by NUMBEROCK
https://www.youtube.com/watch?v=7vJUSpP74Zo
YouTube Video: Simplifying Fractions by
NUMBEROCK
https://www.youtube.com/watch?v=U-1KjlJAA6M
App: 4 Dice: Fraction Games
When to use it How it is useful to students
Lesson: When you want students to identify basic This game makes students able to recognize the
difference between equal and unequal parts. They
fractions (how it is written & represented visually)
have to choose the correct shape each time.
It includes: It also teaches them how halves, thirds and
equal and unequal parts fourths look like by clicking on their shapes.
Halves, thirds and fourths
some simple fractions
It has fractions from to and they have to
match between them and their shapes.
It allows them to choose the speed they want
based on their level and ability
Helps students to remember the way of
moving the decimal point two places
This song could be used when teaching students to right/left to convert between decimals and
convert between decimals and percent by moving the percent
decimal point. It also has the definitions of decimal and
percent and explains that they are just
fractions with a denominator of 10 or 100
Lesson: Simplifying fractions - It explains the method of simplifying fractions as
a song so it is easier for sts to remember. It has
three important mathematical terms which are
This song could be used when teaching students how
the greatest common factor, simplest form and
to simplify a fraction.
lowest form.
- It shows how simple fraction are same when
we represent them visually using items
- It shows more than one example
Lessons: Operations with Fractions It gives students the choice to choose the
operation they want to practice.
This app is used to teach adding, subtracting, dividing and It provides the answer and they have to guess the
multiplying fractions. two fractions of the question by classifying the
given numbers to nominators and denominators
 Draft 4
- Unit 1: Algebra
- Grade: 3
Lessons:
- Introduce and identify the pattern.
- Identify equations with using variables.
- write equations and expressions representing items and
their relationships.
- Introducing Variables.

Students name & ID Number:

- Aaesha Abdullah Alshehhi, H00303393

- Juwaher Rashed Ali Alnaqbi, H00255210
- Marwa Ali Hasan, H00225634
 Lesson 1:
Introduce and identify the pattern

Tool 3: worms tool

3- When to use it?

1- Description of tool:
1-Box of colored and different size of worms.
2- paper styled as a calendar, each one has a pattern of worms.
3- Blue gum stick to stick the worms.
This tool is used while building knowledge as it shows
a living example of sensible materials that can make
noticeable patterns. As well it is very beneficial to
clarify the gradation for students and motivates their
focusing to discover the sequence.

2- How to use it? Example:

1- Teacher will show the students the material then will give an
example like we have one orange worm then blue one, orange one,
blue one, orange one, blue one.etc.
that let the students identify the pattern.
2- Then teacher gives a little complex pattern such as one blue
worm then 3 green worms, one blue worm, 3 green wormsetc.
3- T will give another example that has a missing blank and ask the
students to find out the missing one.
4- Teacher will give materials for each group to complete the
calendar by stick the suitable correct worms in the missing blank.

What are coming next?

 Lesson 2:
- identify equations with =
using variables

Tool 3: The balance

2- How to use it?

1- Description of tool:
1-T will have balance has two hands, and on its
middle there is an equal sign.
2- Place value cubes.
3- When to use it?
This tool is used while building knowledge as it
makes intelligible of formation of equations and
how we have to maintain on two balanced sides of
the equation.
1- Teacher will write the equation on the board,
e.g( 20-x=13)
2- T will divide a balance for each group then T will ask them
to put in right hand of the balance 20 cubes, and on the left
side put 13 cubes.
3- T will tell Sts the answer is remain same which is (13
cubes) but we can change the 20cubes to become 13.
4- T will ask Students how many cubes we have to remove
from 20 cubes to have 13?, or how many cubes do we have to
take out from 20 to balance the scales.
5- students will find out the answer which is 7 then the
teacher will apply it on the board and tell them that:
so the x = 7.
6- rewrite the equation on its first formation which is
20-x=13 then T apply the variable value in the
equation so it will be 20-7=13
7- T will distribute a sheet for each group, for example find the
variable value in this equation: 6+x=30 then ask them to do
the same steps that she did.
 Lesson 3:
1-write equations and expressions representing items and their relationships

Tool 2: Ice cream theme

1- Description of tool: 2- How to use it?

1- It is about having ice cream theme.
2- set of numbered cones and there is a different
number on each one.
3- colored balls, it doesn't matter if all of them are in
same color.
4- small white boards for each group.
3- When to use it?
This tool is used while building knowledge as it
clarifies the relationship between numbers and
symbols that help students to come up with
equations. Step by step by using tangible tools
then drawing a table that shows the input and
output the students will be able to link the variable
with real example and comprehend the concept
then write the equations correctly.
2- How to use it?
10- Teacher will give each group these tools and a
question then she will ask them to find out the pattern
and then write the equation. For example : 2, 4, 6, 8, .
and Sts have to find the next and write this equation
x+2=y
Teacher will show the students an example on the board:
1- T will stick the numbered cones from one to four as you can
see in the picture.
2- T will say for the students (we have four ice creams cones ).
3- T will ask one student to come and stick a ball above cone that
has number 1, and then she will ask another one to come and
stick two balls above cone that has number 2 and so on for the
rest cones.
4-T will ask the students about their notices. some students will
notice that the balls are increasing, some of them will say the
balls become long when we raised the number value on
conesetc.
5- T will ask them that what is the different between first cone and
the second one, how much it changed?
6- T will write on the board how number one transferred to two,
then she will write +1 between each two cones that means we
add one each time.
7-T will draw a table for inputs and outputs and then the
difference between the sequenced numbers, as it is clear in this
table: +1 +1 +1
The number on cone 1 2 3 4
balls 1 2 3 4
8- T will symbol cone with (C) and balls with (B) then she will
convert it to math equation step by step: T will clarify that C+1=B
then she will write again by number and will compare it with the
numbers in the table C+1=B 1+1=2, and she will complete
for the rest.
9- T gives another example by using same tools.
 Lesson 4:
Introducing Variables
2- How to use it:
You must teach students the concept of variable with using concrete cards of pictures.
1- Description of tool:
- This tool has printed pictures of 1- First, open the PPT and present it on the board. It has a story of one girl walking in a garden.
different kinds of food and a The idea of the story is that there are many alphabetical letters laying on the ground all over the
PowerPoint file in a USB drive. The PPT place under the fruit trees. Each time, she sees two or more kinds of fruits fall on each letter.
would have a short piece of story with E.g. : an apple and a banana have fallen on the letter a .
pictures.
2- As youre reading the story, you have to move to the board to write and do some explanations:
3- When to use it: once you mention the first letter with the fruits, move to the board and tell students that you are
going to write what is mentioned in the story as a table. So if we go back to the example (an apple
- This tool is used to introduce the and a banana have fallen on the letter a), tell students that we can write this information on the
concept of variable with using some board like the following: Use the pictures of the fruits to stick a
concrete pictures them on the table and explain to sts
what are input and output

e.g: 1- write this expression (2x3)+a Write it with equal sign as well a= ,
2- Replace a with fruits
Then continue reading the story to the next letter and do the same steps.
(2x3)+ / (2x3)+ e.g. : a grapes and an orange fell on the letter h
3- ask them what they notice a h Do the same thing with the rest of
about the fruits, they must say that letters and fruits
we can change the fruit. Here at
this point, tell them the result that
letter a could be changed and we a= , h= ,
call it variable. Write many 3- After you finish reading the story and making the table, you need to move to write expressions.
expressions for the rest letters. write simple expressions on the board with the same letters of the story. Tell them that letters in an
4- Finally, move to numbers. Tell them expression means that they have values or points to something invisible, in ours, letter a has
what if we change the output into something hidden behind it and this thing equals a itself. Can you guess what is this thing from the
numbers and make another table. Then table we just did?. Then, they would name the fruits apple and banana. Tell them again that a
go back to the previous expressions but equals apple. Then write the same expression again but now put a picture of it instead of letter a.
now you have to put numbers not fruits. Tell them that a also equals banana so we could put it as well in the letter place.
 Problem Solving with Poylas 4 steps

Lesson: Finding pattern

The problem solving:

Maryam colors 2 flowers in the first row, and 4 flowers in the second row, and 6 flowers in the third
row. If she continues following this pattern, how many flowers she will color in the forth row?

1- Understand the problem: 3 - Carrying out the plan:

- Ask students some questions about the problem such as: - First tell them that they must make a table like the following:
a) what information do we have? And underline it row Number of flower
She colors two flowers in the first row, 4 in the second and
Row 1 2
6 in the third. +2
b) what do we have to find? And circle it Row 2 4
The number of flower in the forth row. +2
Row 3 6
Row 4 ? +2
2 - Planning a strategy:

- Ask students to guess the appropriate strategy for solving this

problem and tell them to explain why they have chosen it. When you reach to the fourth row, tell them that this is what we need to
find: number of flower in the forth row and they can answer it if they look
- Tell them that we use two strategy to solve it. Frist we have to for a pattern from the table.
make a list or a table to put the number of the flower in a column They have to figure out that each time it grows two more times. Draw
and the rows in other column. Then, we need to guess the arrows between each two numbers and the expression (+2) So they have to
pattern to find the number of flower in the row number four. add 2 to number 6. 6+2 equal 8
The result: Maryam will color 8 flowers in the forth row.
4- Check the answer:
- To check the answer, they can make the hundred board to see all
numbers but in this problem it is not necessary to write till
number 100. they can just write till number 10 or 20. Then they
do skip count to see how many steps between 2,4,6,8

1 2 3 4 5 6 7 8 9 10
 Differentiated Activity

Lesson: variable value

Learning objective:
Students will be able to find a variables value in the simple equations.

Tool: worksheets, balance, place value cubes. Tool: circle worksheets, clips with x
Tool: worksheets
value.

For students with low ability(work in Steps for the middle ability students For the high ability
group of 3students): (work in group of 3students): students(individual work): :
1- Sts with low ability would get worksheet 1- Sts with middle ability will have a circle
that includes 5 equations. worksheet that is divided in eight pieces each 1- Sts with high ability will have
one has an equation and they also have clips,
-

2- And then students have to represent worksheet to do that includes 5

equation by using the scales and place value each clip has a variables value. questions, but it is a little bit more
cubes. 2-students have to try several clips in the challenged. Instead of having variables
3- Then students have to change the (x) by equation to find the matched answer, then value they have to find it by answer the
any number that give a right equation, so sts stick the clip on the right piece. equation in mathematical way,
will try several cubes until the balance be for example: 2 Then they have 3 multiple choices to
x=63
equal. match their answer with one of the
multiple choices.
for example: 13+ X= 50 1-you have to
= Step 1: 13+ X= 50
transfer 13 to the
other equation
Step 2: X= 50-13 side and change
Step 3: X= 37 its sign from - to +

2- subtract 13
from 50.
3- then you will
have the
variables value
 Equations
Graphic
Organizer
Lesson:

1- What is Equation?
It is a statement when two things are equal.

2- What should the equation have?

It must have two important things which are:
1- two equal sides. Each side can have numbers and operators such
as (+, , , -). With the equal sign (=) between them.

2- A Variable or Unkown: it is a symbol for a number that we dont know yet

so we just call it with a letter from the alphabets A-Z.

3- Lets see how does equation look like with

numbers, operators, equal sign and variable?
1) Think of a number 2) Double it (multiply by 2) 3) Add 4
in you mind. Then call
this number a
a a X 2 (a X 2) + 4
If a was 2, then: (a X 2) + 4 = 8
Operators (multiplication and addition)
variable equal sign
(a X 2) + 4 = 8
numbers
 Graphic Organizer Instructions

1- This organizer provides you with some information about

equation:
a) It has the definition of equation
b) It shows what equation consists of

2- You have to start from the yellow box. It is a short statement

which defines equation in simple words.

3- Then, move to the grey box. Here you will find two important
things that equation must has.

4- in the blue box, try to do the steps on your mind or use a blank
paper to know how those two important things looks like in the
equation.

5- Finally, in the white box, there is the final equation with some
labels. You need to know what each part represents and study
those words.
 When to use it How it is useful to students
Resources
Website: A game called Stop the Lesson: This game makes students able to
Machine from Cyber Chase site. recognize the meaning of input and output in a
it is a game to teach students how to find the
fun way which is having numbers in a machine
http://pbskids.org/cyberchase/math-games/stop- rule by having inputs and outputs in a table. in the factory. Some levels have negative
creature/ numbers which is a little bit challenged so you
can skip over and move to the next one.

The game helps them to understand

how to classify the inputs and outputs in the
table.

And finally the main point is to make

them able to find and guess a rule. The game
provides them with to clicks: one to choose the
sign of operation (-,+,,) and the other is to
choose the correct number.
YouTube Video: Sesame Street - Guess Lesson: Finding Patterns The video is about a conversation
what's next between two characters trying to find patterns
of different thing.
https://www.youtube.com/watch?v=pO9b7 This video can be presented when teaching
student the basics of pattern as an introduction to It encourages students to make and
BTOIOU extend patterns from their surrounded
algebra.
environment in their real life because it shows
patterns with small concrete items and with
real animals standing in line.

Lesson: Growing Pattern You can ask students these questions:

YouTube Video: The Napping House who comes next? They must mention the
This story actually doesnt have numbers or any
storybook
mathematical terms but it has characters patterns. They character name. What do you notice? It goes
https://www.youtube.com/watch?v=YAoofBO higher or it looks like a stair. What will happen
hPHw appear in the story in sequence one by one. You can
next? It will grow.
present their photos and ask students some questions
These kinds of questions open sts
on it.
minds on the concept of growing pattern.