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Date: Day: 4th Month: Nov Year: 2018 Name of Noor AlSuwaidi / H00370271

Student:

to: 11:55am minutes School:

MST:

the MST uses: Math Book Patterns -------

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the lesson that

they could not do before?

OBJECTIVES

List the colours in the pattern

Identify what a pattern is

Predict what should come next in patterns

Recognize the patterns

Create their own pattern

Describe the patterns

Solve the activities and worksheets

Arrange the cubes, clips, balls, etc... to make a pattern

Produce and extend a pattern using different objects

LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or write or read or

listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or is it a mixture?

- The students will sit on the mat and listen to the teacher.

- The teacher will practice the numbers they’ve learned before.

- My aim is to teach the students Math in Arabic language, I’ll teach them patterns as they build their

mathematical foundation.

- It’s a new concept for the students. I’ll introduce them to patterning in many attractive ways and make for

them many and different kinds of activities, then allow them to choose what they want.

- The students will learn how to create their own patterns and arrange things to make a pattern.

- The students will be able to understand the concept of patterning and create their own patterns.

- I’ll show them the videos and PowerPoint slides then I’ll give the students several activities on it at the end.

- The students will have to answer me with a full sentence for example: “yes I do understand”, “no I don’t

understand”.

- The students will ask me to re explain it when they don’t understand; the students will say: “may you explain

it again please?”

- If the students don’t know something, they’ll ask the teacher: “what’s this miss?”

Teacher will ask the students:

What did we learn today?

What’s the missing colour in this pattern?

What we understand from patterns?

How did you arrive with this pattern?

Who can create his own pattern?

What did we use to make a pattern today?

Ask the students to complete the pattern then check if they did it right. If the student completed the pattern

correctly, I’ll make sure I accomplished my goal.

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they need to do

to develop? - Include realia, books, handouts, multimedia, songs, games, et

- Patterning song

- Whiteboards and markers

- Worksheets and colored pencils

- Patterning cards and cubes

- “The Teapot and the Cups” patterns activity

- Application game about patterning to play on the tablets

- Real objects, colorful sticks, clips, pom poms balls and cubes

- Worksheet (creating their own pattern)

- PowerPoint slides about patterning

- Videos about patterning

- Online game about patterning

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities authentic

and purposeful?

2-PowerPoint slides about patterning.

3-This activity is called “The Teapot & The Cups,” the teacher will give the students two patterns to complete, and

she will provide the cups and teapots for the students to complete the missing part of the pattern. The students will

use the given teapots and cups to complete the patterns, they’ll finish the teapots pattern first, then the cups pattern.

4-There will be a game about patterning in their tablets to play.

5-There will be colorful sticks to make patterns with.

6-There will be colored dots on a card and the students will use the “pom poms balls” to make a pattern.

7-There will be colored clips and cards provided for the students, the students will use the clips to make a pattern.

8-There’ll be patterns learning worksheet, it’ll include two boxes, in the first box they'll make their own easy pattern

and in the other box they'll make a challenging pattern.

Activity Time Interaction Teacher (activity + exact instructions you intend Student (what they do + language you expect Purpose / objective of the activity MCT comments

to give) them to use)

Engage 2 T tells the student to sit on the mat. S sit on the mat quietly and listen to To make it authentic

minutes the teacher.

S-T T elicits prior knowledge

T welcome the students and ask them

Pre-Listening about the day and the weather. S will say what day it is and the

To engage them

weather.

T will distribute a smiley and a sad

face to each student and before

starting the lesson she will explain to

them that if they don’t understand To express their feelings and

S will listen to the teacher giving

3 understanding

something, they should raise the sad instructions about the smiley and sad

minutes face up and if they understand they face to know why and when to use

should raise the smiley face up. them.

S-S whiteboard and ask the students to

guess what they’re going to learn

about today. To make them think and

S will try to guess what they’re prepare

going to learn about today.

T will ask the students to tell her the

numbers they already know and To revise what they learned

practice the tens as well and ask them before

to say them as much as they know or S will count till the numbers they

learned before. know then they’ll start counting in

To expand their imagination

tens as much as they know.

and knowledge

T will introduce the numbers 1-20 to

the students.

To allow them sharing what

S will sit and listen to the teacher. they know

T will write some numbers on the

board.

S will say what number the teacher To allow them say what they

is writing on the board. know

T will ring the bell to attract the S listen carefully To obey the teacher’s rules

student’s attention and to announce

Transition T-S S prepare for starting the lesson

that it’s time to move from the carpet

2 to the disks. To check the understanding

minutes

T will start teaching the lesson by S will sit in silence, look at the

Building showing the students a flashcards of flashcard and listen carefully to the

5 T-S To attract their attention

the numbers 1-20, on the flashcard for teacher saying the numbers in order,

Knowledge minutes

example it’s written (one 1) - (two 2) then they’ll try to say the number

… and the teacher will say the written they see, so later they’ll be able to

numbers 1-20 loudly and slowly so the say the numbers in order and arrange

S-T students can follow with her the order them.

of the numbers and learn how to say

During the number and how it looks like, then

Listening she’ll ask them to say the number they

see.

T will play for the students the

the played music.

numbers song.

5

minutes

T will use flashcards of numbers and

put them on the mat in the middle of S will raise their hands till the

the circle, she’ll use the cubes to show To scaffold students to

teacher chooses them to use the

the students the amount of the number, understand the quantity of

cubes and count loudly till they

for example: she’ll put one cube on the number

reach the right quantity of cubes

the number 1 flashcard... the flashcard needed as written on the flashcard.

includes the symbol and the word as

(one 1) - (two 2) ... the teacher will do

some then she’ll ask the students to

raise their hands to come and put the

5 right quantity of cubes on the number

minutes flashcard.

T will make a number line on the S will follow with the teacher while To keep them focused,

whiteboard using the markers and will she’s writing the numbers in the concentrated

keep some numbers missing, then number line and will try to tell her

she’ll ask the students to tell her what what number to write in the missing

number is in the missing part? part. If the students don’t know what

comes next, they’ll ask the teacher:

“what’s the missing number miss?”

T will make another number line and S will raise their hands till the To engage the students

will ask the students to raise their teacher chooses them to come up to

hands if they want to come and write her and complete the number line.

the missing number in the number

line, she’ll choose some students to

come and try completing the number

line.

S will sit politely and watch the

T will show the students the slides, they’ll have time to think To keep them focused

PowerPoint slides of numbers, before raising their hands to answer

pictures of items of the same amount the teacher when she asks them

and examples then the teacher will ask about the displayed number, what

them what number do you see, or how number do they see and how many

many items do you see in the picture? items do they see in the picture?

The teacher will give them time to

think and count first, then she’ll ask

them again and will choose the

students who are raising their hands.

T will show the students videos about say what do they see in the video and knowledge

numbers. and count with it.

S will interact with the teacher to To make the lesson more fun

T will play with the students an online play the numbers game on the

game on the computer. computer.

T-S T will ring the bell to attract the S prepares for the other activity To obey the teacher’s rules

Transition students’ attention and to announce

To check the understanding

that it’s time to move to another

2 activity S will listen to the instruction To end the reading part and

minutes move to the activities

To attract their attention and

T will finger clap

make them look at her

S will finger clap as well

T will sing “one by one” song

To make them sit quietly and

S will sit quietly and fold their hands for the teacher to choose

them first

S-S T will divide the students into groups S will sit down quietly till the To play with the activities in

to make the activities, each group will teacher divides them, then they’ll groups

Transformation 5

sit on a table to make the activities. move to where the teachers tells

minutes

them for the activities. They'll sit in

groups and finish the activities.

Post Listening

T will tell the students to match the S will match the right amount on the To make them understand

right fish contained amount with its fish with its fishbowl. and identify that the number

fishbowl depending on the amount of could look in many different

the number. ways

T will give the students a basket filled S will use the numbers in the basket

To make sure the student

with mixed numbers from 1-20 and to arrange them and stick them on

knows how to arrange the

will tell the students to arrange the the number line on the wall.

numbers in order

numbers in order from small to big

and stick them on the number line on

the wall.

5 T-S To engage them and make it

minutes more exciting and interesting

T will hide the animals’ toys around search for the hidden animals,

the class before the students come to collect them and put them in the

class. The teacher will tell the students basket. Then the teacher will use the

that there are hidden animals in the animals’ toys to count. Students will

class and will tell the students to move count the animals and put the needed

around the class to search for the amount as shown in the card in the

hidden animals' toys, collect them and basket.

put them in the basket. Then the

teacher will use the animals’ toys to

count. Give the students two baskets

7

and a number card with each basket

minutes

and ask the students to count the

animals and put the needed amount as

shown in the card in the basket.

To practice more how to

count

T will group the objects in the basket

and ask the students to count how S will count the objects in the basket

many objects are there in the basket, loudly, say how many is in there in

say how many is in there then write it total, then write down the amount on

the paper. To express what they know

down on the paper. and understand about

numbers

T will give the students gumballs S will read the written number

machines with numbers below, and below the machine, then starts

5

tell the students to read the written counting from the provided

minutes

number below the machine, then starts gumballs card which are on a

counting from the provided gumballs separated white card and stick the

card which are on a separated white right amount of gumballs in the

card and stick the right amount of machine, “for example: the number To share the puzzle pieces

gumballs in the machine, “for 2 written below the machine, so together to solve it

example: the number 2 written below they’ll stick two gumballs in the

the machine, so they’ll stick two machine.”

gumballs in the machine.”

T will explain to the students that they To make sure that the

S will fix the puzzle by matching the

have to match the amount of sweets in students understand the

amount of sweets in the picture with

the picture with the right number to fix lesson and the amount

the right number.

the puzzle.

To check the understanding

for the student, the teacher will show S will say what’s the number they

the student a flashcard of a number see on the card, then collect the right

and will ask the student to say what amount of balls and put them in the

number is it, then she’ll explain to the basket.

students to put the amount of balls

needed in the basket.

Transition T-S T will ring the bell to attract the S will tidy up and clean the To obey the teacher’s rules

student’s attention and to announce classroom for the closure.

To check the understanding

that it’s time to take the stuff and tidy

2 up and clean the classroom. To know that the activities

minutes time is over and it’s time to

T will switch on and off the lights

S will know that activity time is over sit back on the mat politely

T will play the “clean up” song To attract their attention and

S will start cleaning up, and finish

before the song finishes notifies them that activity

T will count down from 10 to 1 for the time is over

students to get back and sit on the mat To make the students starts

S will sit on the mat quietly before

quietly cleaning up

the teacher finishes counting down

To make the students return

to the mat and sit quietly

Reflection T will ask the students to stand up and S will say the numbers in orders To wrap up the lesson and

say the numbers in order from 1-20, loudly and together first, then say exit quietly

Wrap Up 7 T-S

then she’ll ask them individually to them individually when the teacher

minutes check if they know how to count in asks them.

order.

T will make sure that they know how To check if they know how

S-S S will build the train by arranging the

to order the numbers by examining to arrange the numbers in

numbers in order. Once from small to

them, the teacher will give the order whether from small to

big and the other time from big to

students a numbers train and will ask big or from big to small

small.

the student to build the train by

arranging the numbers in order. Once

from small to big and the other time

from big to small.

T will ask the students to tell me what S will raise their hands to answer the

they have learned today, and who teacher.

would like to tell me the numbers in

order as they built the train and in the To share their thoughts and

number line. S will write the number they see on understanding

the flashcard, then will write the

T will give the students a small quiz,

numbers they learned today in order

she’ll give each student a paper and a

for the teacher to check.

pencil then ask the students to write

the number they see on the flashcard, To check if they understand

then ask them to write the numbers the lesson well

they’ve learned today down in order to

could check who can write the S will write the numbers they’ve

numbers correctly and in order. learned 1-20 in the boxes.

T will give the students writing the To check what are the

numbers learning worksheet, it’ll numbers they know how to

include twenty boxes, the teacher will S will write and complete the

write

tell the students to write the numbers number line by filling the blanks.

they’ve learned in the boxes to check

their understanding. To check the understanding

S will raise the smiley face up if they

T will give the students a number line understand and the sad face if they

written on the worksheet with some don’t, then they’ll raise the smiley

missing numbers and will tell the face if they know how to count 1-20

students to write and complete the and a sad face if they don’t know how

number line by filling the blanks. to.

To express their feelings and

understanding and for the

T will ask the students if they teacher to know how they

understood the concept of counting feel

and if they know how to count the

numbers

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