Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: MATH

Trainee: Maitha Topic or Theme: Fraction

Class: 3-A Date & Duration:

Trainee Personal Goals

I am working on: classroom management, implementing learning

Lesson Focus

Fraction

Lesson Outcomes

Students will be able to use fraction

Links to Prior Learning

In the previous lesson, The students were able to use commutative property

21st Century Skills

Critical thinking skills in think and solving math problems.

Collaboration, Communication and Social skills in team activities.
Creativity skill in creating fun and enjoyable activities.

Key vocabulary:

Equal shares, how many or how much, same, same amount, equal, different, compare, more,
less, add, divide, half, share, number names.

Possible problems for learners Solutions to possible problems

Behaviour management
Resources/equipment needed

1. Whiteboard
2. Whiteboard markers
3. Character Props
4. Paper Cookies template
5. Puppet (Fofo)
6. 5 bananas (for each group)
7. 5 small cakes (for each group)
8. marshmallow, skittles, worm’s gummy, cookies and cakes (one kind for each group)
9. knife and plates.

TASKS/ACTIVITIES
Resources
Introduction
& Time
Introductio Teacher will: Students will:
n
Tr will introduce the lesson with a St will engage with the teacher.
5-10 short story. I will hold up the character
props and say, It’s snack time. Gracie
and Leo bought some cookies at the St will be quite listening to the teacher and
store. We’re going to share the cookies when the teacher will ask them they will
equally between Gracie and Leo. First, interact with her by rising their hands to
let’s count how many cookies Gracie answer the question or to participate.
and Leo have to share. I will hold up
the six
cookies and encourage the children to
count along with you.
Tr: if we want to share the cookies
equally, how many cookies does each
of them
get? I will call on individual children
for responses and use the paper
cookies to show
the distribution of cookies.

Tr will ask the st how they knew the

answer and then rephrase the response,
using explanatory math language such
as, So, Leo has three cookies and
Gracie has three cookies. They have
the same number of cookies. They
The students will work as a group to divide
shared the cookies equally.
the food equally.
Just then June walks by. They need to

share six cookies between three friends
now. If they want to share the cookies
equally, how many cookies does each
 of them get?
Tr will ask the children how they knew
the answer and then rephrase the
response, using explanatory math
language such as: So, Leo has two
cookies, Gracie has two cookies, and
June has two cookies. They have the
same number of cookies. They shared
the cookies equally.

_______________________________
_______

After telling them the story, Tr will

make a quick competition between the
groups (who is the best chaff)
Tr will use the puppet Fofo to make
more exited. The competition will be 3
rounds, in each round different kind of
food and different order.
Round 1, Tr will give each group small
cake and will ask them to divide it into
2 equal parts then 4 equal parts. Round
2, I will give each group banana and I
will ask them to divide it into 3 equal
parts then 6 equal parts. Round 3, I
will give each group different kind of
food and I will ask them to divide it or
share it between them equally.

Resources
Main activities
& Time
Teacher will: Students will:
Tr will support the low-level students follow the teachers instructions
in the practice worksheet by providing
trials for fraction and moving around
and scaffold if they need support.

Tr will support the mid-level students

in the practice worksheet by moving
around and scaffold if they need
support.

Tr will make the high-level students

improve and develop their critical
thinking in solve problems by make
the practice worksheet more
 changeable.

I will create extra worksheet for the

early finishers and the high-level
students.

If they finish both worksheets, they

will have another activity.
Differentiation activities (Support)

Tr will support the low-level students in the practice worksheet by moving around and scaffold
if they need support.
Differentiation activities (Stretch)

Resources Plenary/Conclusion
& Time : Recap
Teacher will Students will
Usually, at the end of the lesson, the will be active and they will enjoy it.
students asked to answer exit tickets as Students love games.
a formative assessment. I will change
the routine by make it enjoyable.
I will play with them (I have who has)
game.

Homework Assign a page in the math book

Assessment Exit ticket
Strategies:
✓ Observation ☐ Student self- ✓ Oral ☐ Peer assessment
assessment questioning

☐ Quiz ☐ Student ✓ Written work ✓ Verbal feedback

presentation and feedback

Reflection:
Teacher will:
Tr will support the low-level students in the practice worksheet by providing trials for fraction and
moving around and scaffold if they need support.

Tr will support the mid-level students in the practice worksheet by moving around and scaffold if
they need support.
 Tr will make the high-level students improve and develop their critical thinking in solve
problems by make the practice worksheet more changeable.

I will create extra worksheet for the early finishers and the high-level students.

If they finish both worksheets, they will have another activity.

Analyze (A):

 First, a teacher used introduce, model, practice. It showed the student the right
way to learn and gave them time to ask if they misunderstood anything.
Furthermore, nothing will be right for the first time because it’s new, the teacher
was positive about it.
 Every group did very well, a teacher support emergent group by manipulatives , a
developed group were enjoying the activity by drawing, a master group was
challenging each other by difficult questions.

The educator used hands-on activity to engage the students. According to Thankful, Fast
forward to the early 2000's, and increasing pressure for drastic improvements on national test
scores led to a nationwide shift in education. Schools were faced with the challenge of improving
test scores while also staying under budget. They were ultimately forced to cut programs
like sewing and home economics, and focus their attention on creating a more lecture based
curriculum geared towards improving test scores and decreasing spending. Later, after STEM
classes were deemed more desirable and ultimately affordable, arts programs, once part of
schools' core class offerings, were cut.

 The teacher used hands-on activity for the learner. Students were learning by
using manipulatives.

Appraise (A):
Mcleod noticed that, Bruner (1960) explained how this was possible through the concept of
the spiral curriculum. This involved information being structured so that complex ideas can be
taught at a simplified level first, and then re-visited at more complex levels later on. Therefore,
subjects would be taught at levels of gradually increasing difficultly (hence the spiral analogy).
Ideally, teaching his way should lead to children being able to solve problems by themselves.

 In my point of view, I think that student’s perspective in the lesson was great, they
were attending and focusing in the concept, which helped me to achieve my goal
when I used Show Me, that everybody was answering the correct answer. In
addition, students solved the questions by themselves.
 The lesson met my goal, so when I used the strategy of Show Me, I have noticed
that most of the students were answering right.
Transform (T):
In the future, I would like to introduce model learning in a way that I get everybody’s attention in
less time in centers.
As the Responsive Classroom argues that, “Interactive Modeling is a simple, quickly paced way
of teaching that can lead students to a stronger mastery of skills than traditional modeling. It’s
effective for teaching any skill or procedure that students need to do in a specific way, such as
filling out an answer sheet or talking with a partner about a reading selection. Interactive
Modeling works because, in contrast to lecturing or traditional modeling, it creates a clear mental
image of the expected behavior for students, fully engages them in noticing details about it, and
immediately gives them a chance to practice and receive teacher feedback[CITATION Res13 \l
1033 ].

 A teacher developing idea and practices about science performance assessment:

Successes, stumbling blocks, and implications for professional development.