Vous êtes sur la page 1sur 4

Lesson Plan Template

Name: Aisha Mohammed

Professional Development Plan


(What do YOU need to work on in order to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
• Make transition to move between the activities.

2. Describe what you will do to help achieve your goal (Strategies Used)
• Using songs when coming to the class.
• Using bell.
• Using flash cards which shows that the students need to move from the explaining time to the activity time.
3. Describe how you can tell if you’re achieving your goal (Evidence)
• I think when I will use the transition songs in the beginning of the lesson or the transition cards and bell during
the class the students will understand that now it’s time for transition or moving.
Grade Level: Subject: Learning Outcome (ADEC code and words):
4.4.1.1
4 Math Multiply multiples of 10, 100, and 1,000 using basic facts and
patterns.
Resources (what materials/equipment will you and the Preparation (what do you need to make or check before
students use? Be specific) class?)

• Smart board • Preparing the activities and the materials by putting


them on the box on each group.
• White board
• Preparing the LP and copy of the activities for the
• Computer MCT & MST.

• Data show Key vocabulary

• Student’s book • Multiples


• Numbers cards • patterns
• Symbols sheet

• Bingo sheet

• Envelops

• Color pencils

• Dice

• Worksheet

Questions Remembering level:


using Bloom’s
How many zeros will be here?
Taxonomy (for example, for the 10s “1” zero, for the 100s “2” zeros and for the 1,000s “3” zeros)
levels
Understanding level:

This answer is multiplied by how much?

(for example, if they had 60 so, it multiplied 2 by 10 (3x20=60))

Applying level:

Let the students to solve the questions on their books in page 199.

Analyzing level:

How did you know that it’s an equation multiplied by 10 or 100 or 1,000?

Evaluating level:

Evaluating the students using checklist.

Creating level:

Students will create their own equation in closing activity.


Introduction (warmer activity + teacher active engagement)

• The teacher will put for each group a sheet of letters and symbols and they will have a word created by
symbols which each group must figure out the title of the lesson using the sheet.

• The teacher will ask the students if we can multiply numbers


with zeros then she will listen to their answers and make a discussion with the students then she will
explain how we can multiply the numbers with zeros by using cubes of place value. For example, she will
make an equation 2x3=6 with cubes of place value then she will explain for them how we can solve an
Time: 15 min

equation with 10, 100 and 1,000 or pig numbers.


Whole

The will give the students an example of the multiples of 10, 100 and 1,000 with explaining how we can
solve it in easy way. (teaching them about moving the zeros).

Independent Experience (small group activity 1) differentiation

Time:20 • The teacher will divide the students into three groups according to their levels by saying “alwan” which
min does it mean colors.

The emerging level: (red)


The students that in this level will solve questions 5, 6 & 8 in page 199 which they will have all the pattern of
multiples that will help them to have to answer.

The developing level: (yellow)

The students that in this level will solve questions 11, 12, 13 & 15 in page 199 which they will have just the equation
with pig numbers then write the answer.

The mastered level: (green)

The students that in this level will solve questions 17, 19 & 21 in page 199 which they will have an algebra’s
equations with missing numbers and they must to figure out the missing numbers and write them.

• The teacher will walk around the groups to observe them and help them if they need help.

• Then she will ask one student of each group to write the answer of the question that on the book on the
board with explaining why she write this answer.

Independent Experience (small group activity 2) pairs work bingo

• The teacher will give each 2 or 3 students a bingo sheet with small envelop of equations cards which they
must to read the equations and find and color the answer in the bingo sheet.

• This activity will be challenging between two small groups in one pig group and the first small group in
each pig group that will have 2 vertical lines, and 2 horizontal lines will be the winner.

• The teacher will make a differentiation in this activity by put pattern multiples equations for the emerging
level and equation with pig numbers for developing level and words questions for the mastered level.

• The teacher will give each student a dice with worksheet which they will have on this sheet two question
of three equations for each without the first number so, they must to throw the dice to write the first
number for the three equation of each question one for 10s, 100s and 1,000s then write the answer. For
example, the student will throw the dice and she will get 4 so, she will go to the sheet and write number 4
Time: 10min

for the three equations (…4…. x 10 = ……., ……4…. x 100 = ……. and ….4…. x 1,000 = …….) the she will
solve those equation and write the answers
Closing

This activity will help the teacher to know if the students understand the lesson or not.
Assessment

• The teacher will use the checklist during the activities to put comments about the students with putting tick for their
understanding level.

AAWC Lesson Reflection (Completed after EVERY lesson taught)


Select (S):
Identify a lesson and what standards are you addressing
• The lesson was about multiples numbers of 10, 100 and 1,000 which in the end of this
lesson the students were able to multiply multiples of 10, 100, and 1,000 using basic facts
and patterns.
Describe (D):
What were you trying to achieve in your lesson?

• Students be able to multiply numbers with 10s, 100s and 1,000s using the strategy of
moving the zeros then solve the equation.

What did the students do?

• Students understand how they can multiply numbers with 10s, 100s and 1,000s by using
the strategy of moving the zeros.

Analyze (A):
Why do you think the students responded the way that they did?

• The students were active with me because I explain the lesson in good way that the
students were able to solve the other equation and the word problems.

How well did your teaching relate to the students’ prior understanding?

• In the begging of the lesson I gave the students an equation without zeros to solve it first
so, they used their knowledge to solve the equation that without zeros.
How well did you engage the students?

• I engaged the students in the begging of the class by tell them to figure out the title of the
lesson also, I engaged them during the activities by making them like a games.

Appraise (A):
Did your lesson meet your teaching goals?
• Yes, when the students where solving the equations using the basic facts and patterns and
the strategy of moving the zeros.

Transform (T):
How might you enhance student learning of this lesson in the future?
• When I will teach this lesson in the future, I will give the students big numbers with more
zeros like 10,000.

What are the implications for your professional practice?


• In this lesson I used the differentiation with the students to do activities that will fit with
each level and this that helped me in my professional practice.

Vous aimerez peut-être aussi