Student-Teacher: Maryam Juma Date: 4-11-2018

EPC 2903 Primary Lesson Planning Template Year 2, Sem 2

Grade Level: 5D
Subject: Mathematic- compensate strategy division
Learning Outcome: By the end of this lesson students will be able to
 round numbers and divide to estimate calculation answers.
 Practice compensate strategy for division.

Resources Preparation (what do you need to do/make before

class?)
Pre:
Prepare and connect the laptop with smart board
 Smart board
 Board marker
Key vocabulary/ Target Language
While:
 Split strategy vocab: split, divide and add.
 Smart board for the lesson explanation
 Board marker  Compensation strategy: add, benchmark numbers,
Students math book to practice the strategy estimate, near to, divide and take away.

Post:
 paper

Opening (warmer activity + teacher introduction/demonstration of small group activities)

Pre:
 Review the split strategy:
Time: 10 min

Choose two students to distribute the math books.

Whole

Ask St: what is split strategy? Explain how? What is the benefit of learning different strategies of
division and other calculations?
Show four calculation sentences, let students to choose to solve it using the split strategy and explain
what split method in their math books.

Guided Experience

While:
 Introduce compensate strategy:
Write the outcome, I can solve division problem using compensate strategy. And let students to write
on the top of their math books.
What is compensation? How do you think we might use compensation to solve division problems?
T: write the problem 87 divided by 3 on the board.
ask students: give a number near to 87 and easy to divide it with three or round it up or down.
Time: 40 min
Whole

T: to build 87 to 90 you must add one lot of 3.

what do you think is the next step?
T: now solve the problem using the rounded number (90 divided by 3 is 30)
Do you think this is the final answer? Why not?
T: we've added 3 into 87 so this time we must to take away what we've added which is 1 lot of 3. So
take of one or subtract one from the final answer (30-1=29)
Let students to write an explanation of what is compensation strategy?
 Independent Experience

Post:

 Present the schedule of the problems and ask students to solve them using the compensate
strategy for division.

Model one problem (problem b) and let them to solve the rest.

students who needs scaffold

 T, scaffold them individually, and askes the questions to progress for example:
Teacher cover the whole problem using a paper except the first number and ask student how to
round?
Then take the paper away and ask student what is the next step? What are the rest things of the
problem? And ask them to write them down again with rounded number.
T: what are you going to do? you have the whole problem ready and easy to solve. Ask him to divide.
T: now we have the last step, you rounded the first number and you added more numbers on it from
outside the problem so what might you do to return it back? Let student to take off 1 and write the final
answer.

 Teacher club and let students to complete the clubs and then to stop and to share their answers and
write the mon the board.

Closing (review learning -LO)

 Revision activity: teacher divide students in five groups and distribute paper for each, students must
listen to the question and write it down in the paper, when they finish the whole group must cross their
hands and just one student who will raise the paper.
5 min
Whole

 Questions:
 Round the number 1354 to the nearest hundred.

Time:

What is the name of new strategy that we've learned today?

 What is the first step of competence strategy?
 (87 divide by 3) then (90 divided by 3 equals 30) what is the next step?
 Write the steps of the strategy (round to the nearest ten, divide, subtract one from the answer)

Assessment (to be done during activity time, who and what will be assessed?)
Pre:
Assess student's prior knowledge of split strategy
While:
Asses all the students understanding by asking questions and involve them to share and answer.
Post:
Asses high and average level student's ability to round and solve the competency strategy.
Assess low level student's ability to round numbers and divide.
Reflection WWW/EBI WHAT WENT WELL, WHAT I LEARNED, WHAT I WILL ADD
 Brief Description of the lesson:

The lesson is about teaching students to divide by different strategies and focus on
solve dividing problems using compensate strategy

What went well

Measuring student's prior knowledge about the split strategy by seeking from
students to solve problem with split strategy on the board.
Ask students about the purpose of learning different strategies for dividing and what
is compensation so that gave them the benefit of learning different strategies to
divide.
It was clear for the students and purposeful to introduce and write in the board the
learning objectives and tell students what they are going to learn and to do during the
class.
Model one example of the activity.
I made the process easy to understand and shows students clear steps to solve,
students prove that when they answer and when I asked them: did you understand.
Introduced class craft management tool and use it when students were moving or
showing negatives behavior.
Assess students understand during the explanation by solving a problem in a whole
class on the board and that showed me their understanding. It was a good insurance
to go around and check students' progress. Keep eyes connecting around the whole
class to check students following.

Even better if

Even better if introduced the meaning of compensation because students couldn't

know the meaning of compensate.
Did not accept students to come to me for asking questions or check answers, and to
do not move, if they need something.
It is better if I made a sheet, so students answer the questions immediately rather
than copying questions in their books.

Behavior management

There was time where I couldn't manage student's behavior of talking and walk
around.
Tried to apply class craft system to motivate positive behavior and control negative
behavior.
Negative reinforce for repeated negative behaviors, to stand up and that worked
effectively to stop interrupting.
Grouping/differentiation

Implement differentiation where I left high and average students to solve problems
independent.
Explains and scaffold more students who face difficulties to understand the process
of solving.

What I learned

To do not accept students interrupt, walk around or to come to me to askes for

permission or anything else.
Apply management tool after the lesson or before few minutes of the lesson to prove
it for the students.
Engage students more in activity at the begging of the lesson or a video related to
the learning.

Next steps in learning and teaching

Elaborate compensate concept with real life to understand it and to extend the
learning, by displaying pictures and give examples (if I crash a car what would
happen? I should compensate the guy by fixing his car) or (if you waste time during
class, you'll compensate that by giving teacher you're break time)
Say clearly for students that they are not allowed to come to me move, but to raise
their hands and askes their needs, otherwise they may lose points in class craft
system.