Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Shamma Topic or Theme: Subtracting using different manipulatives

Class: 2/D Date & Duration: 25/02/2020 (10:15-11:00)

Trainee Personal Goals

1. Explore and search for hands-on activities.

2. Use technological tools in the lesson (ppt).
3. Integrate of subject for example English with Math.

Lesson Focus

Student’s will be able to subtract 2-3 digit.

Lesson Outcomes

Students will be able to:

Student’s will be able to subtract using different manipulative.

Links to Prior Learning

Student’s already know how to subtract using 1-2-digit numbers.

21st Century Skills

 Collaboration: students will be working in groups and share their

answers together.
 Communication: teacher will be questioning the students in the
model part and the students will be responding to her.
 Communications: students will be communicating with their
group members while doing the activity.

Key vocabulary

 Subtract
 Minus
 Decrease
  Difference
 Take away
 Smaller

Possible problems for learners Solutions to possible problems

Students may add rather than subtract. Student’s will follow an instruction’s in order to
subtract correctly.

Resources/equipment needed

 Group1 activity: subtracting 2-digit numbers cards using blocks.

 Group2 activity: subtracting 3-digit number with regrouping.
 Group3 activity: subtract 3-digit numbers without regrouping.
 Group4 activity: smashing the playdough.
 Number line
 Ppt
 Video
 Dice
 Markers
 Check list

TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will:
15 minutes  Students will come to the
carpet.
 Students will raise their hands
and answer the questions.
 Students will interact with the
teacher while watching the
video.
 Students will go back to their
seats.
 Students will solve the
question and raise their
boards up to show the teacher
the answer.
Teacher will:
 Ask the students to come to the
carpet.
 Teacher will ask the students about
subtracting
- who knows what does
subtracting means?
- what is another word for
subtraction?
- what do you think the number
gets bigger or smaller?
 Teacher will show a video for the
students about the subtraction
 Teacher will pause and ask the
student’s
  Teacher will solve 2 examples at
the board.
 Teacher will ask the students to go
back to their seats.
 Teacher will put a question at the
board and ask the students to take
out their while board and solve the
question. (Show me strategies)

Resources
Main activities
& Time
Students will: Teacher will:
 Group 1:  Teacher will show the student’s a
- Students will pick a card ppt about the different activities
and solve the question
they will do.
(using blocks)

 Group 2:  Group 1: activity: solving 2-digit

number cards
- Students will pick a card
and solve the question by
using the (H, T and O)
chart
(using Hundred charts)

 Group 3:

- Students will pick a card

and solve the question by
using the (H, T and O)
chart
(using Hundred charts)
 Group2 activity: subtracting 3-digit
 Group 4: number with regrouping.

- Students will pick a card

and make small balls and
then smash it as they
subtract.
(using number line-100)
  Group3 activity: subtract 3-digit
numbers without regrouping.

 Group4 activity: smashing the

playdough.

Differentiation activities (Support)

- Number line
- Hundred chat
- Blocks
Differentiation activities (Stretch)

- Extra activity (worksheet)

- Extra activity (group 2) high ability students flash cards (students will match the cards with
the correct number)

Resources
& Time Plenary/Conclusion

Students will Teacher will

- Teacher will ask the students
- Students will turn and talk
to discuss (what do they
understand from the
lesson).
- Students will solve the
question from the board.
questions (what do they did in
the activities? What do they
understand from the lesson?)
- Teacher will choose 2 students
using the name sticks so they
can roll the dice and get (2
subtraction equations) 1
equation for 2 digit and the
other one for 3-digit.
 - Teacher will write the 2
equation at the boards and
students must solve it using
the white boards.
Homework -
Assessment - Exit ticket (formative assessment)
Strategies: Students will get one question in a small card and they have 2 minutes
to solve it.

☐ Observation ☐ Student self- ☐✓ Oral ☐ ✓Peer assessment

assessment questioning

☐ Quiz ☐ Student presentation ☐✓ Written work ☐✓ Verbal feedback

and feedback

Reflection:

The lesson has started at 9:25, I asked the students to come to the carpet group by group.
Students were very quiet on the carpet. I asked the students (what did we learned yesterday?)
(what is another word for subtraction?) I let the students use (turn and talk strategy) so they will
share their thought and answers, this discussion was giving me an idea about the student’s prior
knowledge and what they already know.

After that I read out the learning outcome to the student from the ppt and the key vocabulary
and I let the students read after me. And then we watched a video about subtraction 2-digit
number. The students were engaged, and they were interacting with me. I paused every
important point to check the students understanding and to check it they know what is
happening.

At the modelling part, I opened a black squared paper, I asked the student’s (what is the 3 place
value we learned?) student’s answer ( hundred, tens and once) I show the student’s 3 different
equations ( 2-digit number) ( 3-digit numbers without regrouping) ( 3-digit numbers with
regrouping). And then I sent the student’s back to their seats, students solve 3 different
examples using the white boards (show me strategy) the students were solving flipping the
board and when I said (show me) student’s raise the board.

Before the student’s start their activities, I showed every group what they need to do, by present
every activity in ppt slide with instructions. Students understands the what they need to do, and I
used the timer so it will help the students to know how many minutes left. Group 1 were
working very quietly, and they enjoyed the activity. Group 2 were working in pairs and they get
little bit loud, I kept saying that you are loud. Group 3 were doing the exact thing of group 2,
and I realized that student’s were misunderstanding the numbers, so when they roll the dice they
just write the numbers but they didn’t think about the number if they need to regroup or not
( they get confused).

Group 4 were doing the playdough smashing; some student’s gets the activity and they were
working but some students need more time to do and understand. Think this group as they are
low ability, they need to do more hand-on activities in the class in order to get use to it. Group 5
were doing the subtracting 2-3 digit using regrouping, students were misunderstanding the
activity because they but the tens in the hundreds place.

At the closing I asked 2 students to roll the dice, one student roll the dice of 3 digit and one
student roll the dice of 3 digit. Students was recapping the lesson by solving with me. And the
formative assessment was an exit ticket one question to check the student’s understanding of the
lesson.

The positive points of this lesson are (the time management) I worked toward dividing the
lesson equally. Second point is (social interaction) as the students used turn and talk. Third point
is using technological tools (ppt, video and smart board). The negative points of this lesson were
(the behaviour management) students was little bit laud, second point is (the activities) student’s
get little bit confused.

the action that I will do to improve the lesson is (I will use more behaviour management
strategy) for example (CHAMPS) which stand for Conversation , help, activity, movement,
participation and success. This strategy will increase the students on-task management and its
establish the student’s social interaction. With both classmates and teacher. and I will used
different ideas while planning lessons.