Math – Numbers 61-70
Name: Mahra Al Qassimi
Student ID: H00330597
Course: EPC 3903 – Practicum 3b
Instructor: Robin Ogdol
(Technology, 2017)
Name: Mahra Al Qassimi
Professional Development Plan
(What do YOU need to work on to grow professionally?)
1. Choose and describe an aspect from a teaching competency that you need to work on
- Classroom Management
2. Describe what you will do to help achieve your goal (Strategies Used)
- I will keep the students engaged.
3. Describe how you can tell if you’re achieving your goal (Evidence)
- I will know I achieved my goal if by the end of the lesson all the students have grasped the lesson
content, I will also have documentation of their work and pictures.
Grade Level: Subject: Learning Outcome (ADEC code and words):
- Students will be able to recognize numbers
KG-2B Math – Numbers 61-70 61-70.
- Students will be able to identify the missing
numbers.
- Addition up to 15.
Resources (what materials/equipment will you Preparation (what do you need to make or check
and the students use? Be specific) before class?)
White Board I need to ensure that the worksheets, and materials
are available and ready.
Laminated papers
Markers
Key vocabulary
Worksheets
Order – Stick - Write
Colour pencils
Flash cards
Glue
Introduction (warmer activity + teacher active engagement)
Time: 15 min
The teacher will ask students if they’re ready for the lesson, then ask a few students to come up and
Whole
solve an equation of Addition up to 15.
I would use the strategy that Ms. Roopa taught them when counting, they begin by spotting the
bigger number and keeping it in their mind, then find the smaller number and lift their fingers and count
forward from the number that they have in their mind and they will get the total of the equation.
Students will be actively engaged.
The teacher will stick the numbers 61-70 flashcards on the whiteboard, and with every number she’ll
spell it out and ask the students to repeat after her. E.g. “6 and 3 is 60” “/s/, /i/, /x/, /t/, /y/ - /t/, /h/,
/r/, double /e/ – sixty-three”. If there was enough time, each table in turns will be given a plain white
laminated paper and markers and have them write down the number name “sixty”.
For the group activity, 10 students who are sitting nicely will be called out and handed a number.
Teacher will ask students to work together and stand from least to greatest, and the activity will go
on until each student got a chance to participate.
Independent Experience (small group activity 1) HOTS questions:
Each student will be given a skip counting puzzle, “How do you know that 62 is less than 65?”
and within this activity the child has to put the
numbers in order and write the missing numbers. “How did you get that answer?”
There are 6 students in every table, and each will get
a different worksheet.
Independent Experience (small group activity 2) HOTS questions:
Each table will be given an A3 paper with the “Can you explain what you’ve done so far?”
number 60 outline along with different number cut-
outs. Students have to work together to sort out only
the numbers 61-70 and stick it inside the number 60
picture.
The teacher will ask the students what they learned today and ask questions to ensure they have
understood.
5 min
Closing
Tim
Teacher will choose random students and ask them to spell out the number name “sixty”.
I will assess the students by asking them questions. I will take pictures of them working as evidence
Assessment
of their understanding.
