Lesson Plan Template

Date: 8/11/17 Student: Aisha Ahmed Yahya

Time: 10:45 School: Wesgreen International School

MST: Ms. Wendy Wei Class: Grade 3

Unit: Addition and subtracting No. Ss 25

Prior Knowledge (What knowledge are you building on?)

Know how to add 2 digits (from grade 2.)

Know how to add 1, 10, 100 (Place value unit)
They know how to add several small numbers (From the previous 2 lessons)
Know number bound strategy (From previous 2 lessons)

Lesson Activities: (What will students do in the lesson?)

1) Opening: Addition with small several numbers with using cards (on the carpet)
2) Activity 1: Arranging the letters to make a word
3) Working in their books (Page 28)
4) Plenary: Is it the same total?

Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound

By the end of the lesson, students will be (better) able to:

Students will be fluent in adding several small numbers.

Evaluation / Assessment: (How will you know your students have achieved the goal?)

(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for
evaluation?)

Monitoring students work:

It will happen in all parts of the class to see if the students are fluent in adding small several numbers without
teaching the concept again. When the students work in the main activity I will look at the total and how they add
the numbers. In the closing, I will check students adding and the sticking place (in the cup- besides the cup) If it is in
the cup it should match the number in the cup that means they are fluent in adding the several numbers.

Is it the same total?

Games are ongoing assessments which determine students understanding in a fun way.
Specifically, in this game, probably group activity doesnt tell the teacher exactly how far the students understand.
Hence, I provide for each student a specific task to see how the students will quickly find if the total fits the number
on the cup or not which can figures their fluency. Finally, as a group, they need to show how many sticks match
the total in the cup.

Personal focus (related to PDP): In this lesson I am working on my

Improve students dialogue skills through discussion

Students centered:

Providing resources to make the students actively learn.

 Math lesson ( 40 minutes)

Activity Name Activity objective/ Time Inter Teachers words & actions Childrens words and Resources
purpose actions
action

Introduce the lesson+ 1 min Teacher with Discuss with them the lesson title, Student will listen to the Classroom board+
make them clear about student LO. instruction Markers (To write
Opening the lesson content. LO, date and the title
of the board.

Reviewing adding Activate students prior 5 min
and subtracting knowledge (How to add
several small several numbers).
numbers.
Teaching the main
context of the lesson.
Giving instruction about
their main lesson
activity.
Modelling the students
the activity.
Students and I will put three cards letters in
students different order to arrange a word.
Then I will say How do we spell Car?
I will arrange the word.
I will look again at the cards with
asking the students did you noticed
there is a number down each letter?
How do you think we will use the
numbers? You can relate your answer
to the LO
1 student will arrange the 3 cards (arrange
letters to Car word by them in the board)+
saying the spelling. Classroom board+
Marker (Write the
1 student will predict the addition and total in
usage of the numbers on a the board).
card.
1 student will add the
numbers.

Improve students Ok lets add the numbers

thinking skills.

Students Improve students 2 min Student with Giving the instruction I have a Students will listen to the -
discussion dialogue skills. the student question for me and you instruction.

Sharing techniques and How did we get the answer, I think After listening each
tricks to add several we used a strategy, what is this student will discuss
numbers. strategy? together the technique
they used.
 You have one minute to discuss with
your partner about the strategy.

Discussing the Announce the 2 min Students with What strategy or technique did you Three students will say the Board (To show how
answer techniques with whole teacher use to get the total? strategy. we work the problem
class to help the out)
students to apply them Picking 3 students.
in the addition.

Working on their To assess students 25 Group work I will say to them open page 28 Students will listen to the Students text book+
text book understanding+ extend min when they Write the date instruction. cards letter and
their learning creating a numbers to make
word+ As you arrange the cards, now add Each student will arrange addition.
Improve collaboration Individual the numbers in your books the cards to create a word.
skills. work (doing After you add the numbers switch He/she will swap the cards
Fun activity that the addition) the cards with your partner (in order) with the
improve their thinking students who are next to
skills (How we can HA: 3 question Adding 3 digits to two him/her.
create a word) digits. 3 questions (adding several
numbers) two digits with 1 digit. The student will add the
numbers.
MA: 3 questions (adding several small
numbers) adding 2 digits to 2 digits. 3 After swapping the cards,
questions 2 digits with one digit. the students will have 5
calculation.
LA: The questions, adding 2 digits to
1 digit. 3 questions adding small Students will write the
several numbers. biggest and the smallest
total.
After they finish:

After that I will ask them to write the

biggest total and the small total
 To assess students 5 min Individual I will give each student an operation Students will listen to the Cup (Total)
understanding if they work with modeling the activity. I will say instruction.
Is it the same are able to add. to them Depend on your operation 6 Sticks for each
total? you will see if it is equal to 500, 100 or After listening, they will table (Addition)
50 I will hold the first stick which add the numbers with
belongs to the right answer If it is, seeing if it has the same or
equal you will put the numbers in the different total
cup Withholding the first stick which If it belongs to the number
belongs to the right answer if its that written in the cup
different you will put it beside the they will put in.
cup.
Each group leader will
Finally, each leader will read for the read aloud the operation
whole class the operation that has that has the same total on
the same total. the cup.
The number in the cup:

HA: 500

MA: 100

LA: 50