First lesson plan

Name:

Fatima Rashed (h00226316)

Grade Level: 1

CCSS Math Strand:

Counting and Cardinality

CCSS Standards:
Count to tell the number of objects.
Main Lesson Aims (Concepts, Procedures, & Processes):
Student has the ability to count and recognize the correct number
Materials:
teacher books

None

student book(s)

Page 50

worksheets/ papers

worksheet

teacher materials

IPad

student materials/

A3 paper which includes some objects the students should to count and

manipulatives

write the answer down

Technology

Data show, PowerPoint, computer

other

None

Key vocabulary with definitions (and pictures if appropriate):

word

glossary definition

It is the shape of people and have a different

Person

colour.
I use the person shapes to let the students
count together and write the answer down on
the board

image

Students Prior Knowledge:

The students have the ability to count

Possible Problems and Misconceptions:

May the students will feel confuse when I stick the person on the board and tell them count and tell me
the answer.

Solutions:
I will point on the person, and we will count together.

Long Lesson Plan for 2 observed lessons

Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language
Engage (warm up, review prior knowledge):

Time:

In this stage, I will do a review of the last lesson which about counting from 1 to 20
5 min
Core (introduce and practice new concepts & procedures):
-

I will present some objects on the PowerPoint and choose students to count.

Then I will stick on the board the person, and we will count together to find the answer.

After that, I will give each group A3 paper and have the picture of the birds, cats, cubes,

30 min

dirhams, coins and sticks and give the students count and write the answer under each
object. Then I will see their work.
-

Then I will let them open the students book page 50 and solve the exercise by them
self.

Then I will present the page on the data show, and I will choose the students to count
and write on the board.

Close (wrap up, discussion, brief review activity or assessment):

-

Finally, I will give the students worksheet to solve in the class, and I will monitor and
correct their answer if they finish.

Attachments:

Copy of original lesson from a teacher resource book or website (original versions)

Copy of all resources given to students; Reference page with all books, journals, and websse

10 min

Second lesson plan

Name:

Fatima Rashed (h00226316)

Grade Level: 1

CCSS Math Strand: Operations and Algebraic

Thinking

CCSS Standards:
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking
from.
Main Lesson Aims (Concepts, Procedures, & Processes):
Student at the end of the lesson will be able to fill the blank. For example, they have able to solve 2+.....= 8.
Materials:
teacher books

None

student book(s)

Page 90

worksheets/ papers

worksheet

teacher materials

Board which tree, about two wheels

student materials/

Animal House contains animals with the problem, balloons with the problem, cubs

manipulatives

and stick with problem, a board which about fill the blank. Finally, an example of
hamburger and fries with the problem.

Technology

Data show, PowerPoint, computer and time

other

None

Key vocabulary with definitions (and pictures if appropriate):

word
Stick

glossary definition
It is made of wood the teacher use in education,
especially in math to teach kids addition and
subtraction

Small cubes containing different colours can be

Cube

installed over other help the students to count.

image

I use this in my class to let the students discover

how many animals in the farm and house. This

Animal House

house made from cork.

The students can use to help them to find the

answer in an easy way. This is too effective for
Dirham

the children because the students like something

like money especially coins.

I will use to tool to help the students easy

understand the new lesson by telling them a
Person

story or something interesting.

The students can use the balloons to count and

find the answer (this way can help the students
Balloons

to enjoy)

Students Prior Knowledge:

The students have the ability to follow my instruction and stick the apple on the trees also; they can count the
apple and write the math problem and solve it.

Possible Problems and Misconceptions:

May the students will feel confuse when I give them the activity for group work.

Solutions:
I will give them a clear instruction even I can avoid this problem.

Long Lesson Plan for 2 observed lessons

Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language
Engage (warm up, review prior knowledge):

Time:

In this stage, I will do a review about the last lesson which about addition. I will do a review
and use a tree board. For example, I will stick on the two trees an apple and let the students

5 min

count and write the math problem and solve it.

Core (introduce and practice new concepts & procedures):
-

37 min

I will present one slide in data show and tell the students a story to discover the name of
the lesson.

Then I will use a dirhams and people stereo to give the students more example to help
them understand the lesson.

Then I use a group work, for example, I will give each group different tools, and I will
tell each group a clear instruction and give them time to solve it.

I will let them open page 90, or it is better if I print the page because they lose the time
when opening the appropriate page, so I think this way save the time of my class.

Then I will open the page in data show, and I will chose the students to solve on the
board.

Close (wrap up, discussion, brief review activity or assessment):

-

Finally, I will give the students worksheet to solve in their home.

Attachments:

Copy of original lesson from a teacher resource book or website (original versions)

Copy of all resources given to students; Reference page with all books, journals, and

Third lesson plan

Name:

Fatima Rashed h00226316

Grade Level: 1 CCSS Math Strand:

Number and

Operations in Base Ten

CCSS Standards:
Work with numbers 1119 to gain foundations for place value.
Main Lesson Aims (Concepts, Procedures, & Processes):
Student at the end of the lesson will be able to solve the worksheet by them self (classify which number under
ones place value and which number under tens place value.
Materials:
teacher books

None

student book(s)

Page 151

worksheets/ papers

worksheet

teacher materials

The book, iPad, small ducks, a small basin, and candy.

student materials/

Students book, cubes, sticks, mask, small board, small yellow box contain same

manipulatives

think like clip, money, cover of the bottle.

Technology

Data show, computer

other

None

Key vocabulary with definitions (and pictures if appropriate):

word

glossary definition

Small cubes of different colors can help the

Cube.

students distinguish between ones and tens

place value

Can the teacher use this tool to help the

students count. In fact, I use this in my class to
cover of the bottle

help the students to count and find the correct

answer.

image

This an effective tool to take the attention of the

Money

students especially, dirhams. I use in my

teaching even I can help the students to find the
answer in an easy way.

Students Prior Knowledge:

The students have the ability to count the materials that they have and add the numbers and solve it.

Possible Problems and Misconceptions:

May of the students ignore me and do not listen to my instruction when I give them materials to work with their
group.

Solutions:
I will tell them clear instruction before I give them the materials.

Long Lesson Plan for 2 observed lessons

Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language
Engage (warm up, review prior knowledge):

Time:

In this stage, I will do a review of the last lesson which about addition fill a blank. I will give
each students animals masks then I let each one to see at the back of their mask. If they have

5 min

a question or not. Then who have a question in their mask they will write the question on the
board and solve it.
Core (introduce and practice new concepts & procedures):
-

I will present a PowerPoint, which about the new lesson ones and tens place value. The
PowerPoint include an explanation for tens and one's place value and more example of
the lesson.

Then I will use more materials to help the students understand. For example; I will put
in the small basin ten ducks and out the basin three ducks. Then I will choose one

35 min

student to count the number of the duck inside the basin and outside the basin then
solve the math problem, for example, 10+3 =13 and answer which number under tens
place value and which number under one's place value.
-

Then I use a group work, for example; I will give each group different materials, and I
will tell each group a clear instruction and give them time to follow my instruction and
solve it.

I let them open the book page 151, or it is better if I print the page because they lose
the time when opening the appropriate page, so I think this way save the time of my
class.

Then I will present the page in data show, and I will choose students to solve on the
board.

Close (wrap up, discussion, brief review activity or assessment):

-

Finally, I will give the students worksheet to solve in the class if we have time but if we
do not have a time I let them solve as homework.
Attachments:

Copy of original lesson from a teacher resource book or website (original versions)

Copy of all

resources are given to students; Reference page with all books, journals, and website

I teach grade one math lesson on Zamzam School my MST was Ms. Moza Al Taboor.

First lesson plan

In fact on the first lesson, I do not have more experience about how I can teach math lesson because
this is the first time I teach math subject. Also, I do know how I communicate with the students
because there are grade one, and it is a challenge for me to deal with them. In first lesson plan, I not
use more object also just I use boy shapes so may if I use a more real object the students will
understand more. Also, I do not use differentiation activities, so I think I should use differentiation
activities for each level. Also, I did not use effective strategy to control on noise students so I not the
students make more noise and do not care about my instruction.
Second lesson plan
I try to use more object to let the students understand more, so I note the students was active and
want to answer my questions. Also, I try to use differentiation activities for the low, middle and high
level. In this class, I think my lesson was amazing, and my voice was clear and loud also; I have
good control of the students (see Appendix 1 and 2). But Ms. Fatima gives me just one weakness
which is, explain the activity for the group before distributing the material even they listen to me and
avoid their noise. I will follow their advice in next class even I can develop myself.
Third lesson plan
In fact, I use differentiation activities I give each group different materials (see Appendix 3). I try to
give the students the instruction before I give them the materials and use the timer to help them to
finish on the time (see Appendix 2). In fact, I try to develop my weakness which Ms. Fatima tell me
in first observation. On this class, I have good control of the time and me achieve all my object.

Appendix 1

10

Appendix 2:

11

Appendix 3

12