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)
• Using tools for 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):
4.4.3.1
4 Math Explore multiplication using models.

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
• Place value word flash cards MCT & MST.

• Place value cubes • Write the title and LOC on the board on English.

• Small boards Key vocabulary

• Student’s book • Place value

• Circle color papers • Ones
• Glue • Tens
• A4 papers • Hundred
• Small eyes • Addition
• Small ears • Multiplication
• Color pins • Multiplication sentence (…...x…...=……)
• Checklist sheet • Addition sentence (……. +……..+……..=…….)
• Green gum
 Questions Remembering level:
using Bloom’s
Taxonomy This model is for which unit?
levels
(for example, I will show them the shape model of tens units so, they have to say “for tens
units”)

Understanding level:

For the multiplication we start from tens unit or one’s unit?

Applying level:

Draw a model of this number.

(for example, I will write number 23 so, they must draw three of ones and two of tens)

Analyzing level:

Why do you think you get this answer?

(for example, they will have an equation 23 x 3= 69 so, they must say that they get 9 when
they multiply 3 by 3 and they get 6 when they multiply 3 by 2)

Evaluating level:

Creating level:

Students will create their own worm insect that they will have a place value number process on
it by drawing the model and write the number and do the equation.
Introduction (warmer activity + teacher active engagement) (I do, you watch) / (I do, you help)

• The teacher will start the lesson with question, she will ask them to figure out the title name from the
flash cards of the place value names (ones, tens and hundreds).

• The teacher will put the shapes of the place value on a table then she will have a discussion with the
students about the shape of each place value by asking them (which shape is for this place value?) then
the teacher will write the title and the LOC on Arabic on the board when they will figure out the name of
the title.

• The teacher will model a 2-digit number using the cubes of place values on the table then she will ask
each group to write on the small board the number of the modeling that the teacher did it. When they will
finish writing the number the teacher will ask them to multiples the number that they wrote it by 3 and
draw the model of the number with the multiples and tell the teacher how many ones and tens they have
with telling the teacher the final answer.
Time: 15 min

• The teacher will make a discussion how they get the answer after multiplying them and she will explain
the easy way to multiply number with 2-digit by starting with the ones then ones and tens. For example,
Whole

14 x 2 they must multiply 2 by 4 to get 8 then multiply 2 by 1 to get 2 so, the answer will be 28. Here the
teacher will give them more then one example to understand it more.
 Independent Experience (small group activity 1) (you do, I help) / group work / differentiation

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

The emerging level: (red)

The students that in this level will solve question 4 in page 211 which they will have to solve the question by model
the equation first, then write the answer.

The developing level: (yellow)

The students that in this level will solve question 7 in page 211 which they will have an algebra’s question and they
must find the missing number then model the equation.

The mastered level: (green)

The students that in this level will solve question 10 in page 212 which they will have a word problem question.
Time:20
min • 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 and how she solves it.

Independent Experience (small group activity 2) (you do, I help) / pair work / (make a worm insect)

• The teacher will divide each big group into two small groups which 2 or 3 students will work together to
create a worm insect.

• The teacher will give each small group an A4 paper, 4 circle color paper, glue, small eyes, small ears and
color pins which they will have one circle for the modeling the number by drawing it and one for the
writing the number and one for the multiplication equation and the last one for the answer then they
must glue each circle on the A4 paper to create a worm insect.

• The challenging will be in this activity that they have to draw their own modeling of place value which is
mean that they will write their own number even of its 2-digit or more.

Then the teacher will put the students work on the class and some of them she will put it out of the class.

(you do, I watch)

• The teacher will put a challenging question on the board also, she will give them the question sheet which
they will have a 3-digit number crated by cubes of place value and they must know the number
Time: 10min

individually by write it on the question sheet then they must to multiply the number by 3 and find the
Closing

answer.
• When each student will finish the teacher will go and see the answer then she will ask one student to
come out to the board and explain for the other students how she solves the question.
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 using models for multiplication which in the end of the lesson the
students were able to explore multiplication using models.

Describe (D):
What were you trying to achieve in your lesson?
• That the students will explore multiplication using models and learn how to multiply
using models.

What did the students do?

• The students understand the lesson and they get the idea of the lesson and they were able
to give examples of equations and drawing the models with 2-digit number and some of
students gave me examples of numbers with re-grouping.

Analyze (A):
Why do you think the students responded the way that they did?
• Because, I explained in a clear way and gave examples of how to get the answer of
equation using models.

How well did your teaching relate to the students’ prior understanding?
• In the begging of the lesson I gave the students an example of one-digit number
multiplied by one-digit number using models to know their knowledge in multiplication
of one-digit number.

How well did you engage the students?

• I made a manipulative and colorful activities for the students.

Appraise (A):
Did your lesson meet your teaching goals?
• Yes, because the students were able to answer the question on the book.

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 to solve equation with 4
to 5-digit numbers.
What are the implications for your professional practice?
• In this lesson I used GRRM model to organize my lesson and I used the differentiation
with the students to do activities that will fit with each level and this helped me in my
professional practice.