Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Mariam Topic or Theme: Unit fraction

Mohammed

H00292379

Class:3 Date & Duration: March,3

Trainee Personal Goals

I am working on: Implement learning

I will let the students to practice before they go to their centre to make sure they understand the
concepts.

Help students to learn: The students will be able to do their activities correctly with no need
more help from the teacher.

Lesson Focus

Unit fractions

Lesson Outcomes

Students will be able to: use fraction to represent numbers and their parts.

Links to Prior Learning

The students learned half, second, third and so on.
In Grade 2, students sorted a collection of money into different denominations, counted the
groups and found the total amount. They only did this for 1 AED coins and a variety of UAE
notes. In Grade 3, students have been introduced to one half and one quarter in their fractions
work and so they are ready to use 50 fils and 25 fils when determining the total amount.
21st Century Skills
Critical thinking: The students will analyse the numerator and the denominator numbers to be
able to make the model of the fraction on the rectangle.
Key vocabulary

Fraction
One-half

One-third

One fourth

Numerator

denominator

Possible problems for learners Solutions to possible problems

Maybe the students will get confused
between the word numerator and
denominator.
Resources/equipment needed
The teacher will present these two words in a
different way. The teacher will ask the students to
remember the word numerator as their hair which
they can change it and the word denominator as
their legs which they can’t change it.

Chocolate bar

PowerPoint (present the modelling of the lesson)

Marker (for the students to write on their white boards)

White boards (to practice and write and draw the model of fraction)

Fraction cards (students use them in the closing)

Puzzle fraction (Emergent level)

Dice and laminated rectangle (developing level)

Fraction words (Master level)

TASKS/ACTIVITIES
Resources Introduction
& Time
In the beginning of the lesson the teacher will display a chocolate bar.
- Chocolate bar T: I love chocolate who love chocolate? I have this bar chocolate, let’s
- PowerPoint count how many pieces do I have. The teacher will count with the
students how many pieces of chocolate. We call the whole number of
pieces a denominator. T: But I’m going to share two pieces with Mitha
and Rouda, so we call it numerator. The fraction for this model is 2
over 12.
 Main activities

- PowerPoint The teacher will tell the students that they going to learn today about
- Marker fraction. Then, she will explain the meaning of the word fraction which
- White boards is a number that represents an equal part of a whole. Next, the teacher
will display three different fractions. One-half, one-third and one-fourth,
and she going to explain each one and how to make the model on the
rectangle of each fraction. Then, the teacher will display a model
fraction on the rectangle of one- fifth. Next, the teacher will ask each
three students from each group to work together to write the fraction for
that fraction model on their boards, and they will have one minute to
find the answer and they will show me their answer. Finally, the
students will have one over three and they have to draw the rectangle on
their board and start to draw the model of one-third fraction, and after
one minute they will show me their answer.

Differentiation activities (Support)

Emergent level.
To do this activity the students will have a puzzle to make. First, the
students will have to look at the model of the fraction to know what is
the nominator and the denominator of the model fraction. Next, the
students will match the fraction with the suitable model number. For
example, if the fraction is one-fourth. The students need to find the
model that shows a rectangle that has four pieces and one piece is
shaded.
Question:
What is the numerator and denominator?
Developing level
To do this activity the students will have dice and a big laminated
rectangle and beside it, there is an empty box to write a fraction. First,
the students have to know the dice have 6 sides, so that means every
time the denominator is 6. The students will divide the rectangle into 6
pieces. Then the student needs to roll the dice to know how many
pieces are going to shade. Finally, the students will write the fraction in
the right of the card. For example, the student will divide the rectangle
into 6 pieces. Then, if the student roll the dice and she/he got 3 the
student going to shade 3 pieces. Finally, the student will write 3 over
six in the right of the card.
Question:
What is the numerator and denominator?
 master level
To do this activity the students will have a card that has
on its words for the fractions. The first step, read the
word to know what the fraction is. Then, the students
will have two boxes. In the left box the students going to
draw the fraction on the rectangle, and in the right box,
the students will write the fraction.
Question:
What is the numerator and denominator?

Plenary/Conclusion
Resources
The teacher will display a model of the fraction on the rectangle on the
& Time
board. The students will have different and random fraction cards at
- White board their tables, and they going to work in three students together. The
- Fraction cards students have to analyze the model that’s on the board, and they have
one minute to know what fraction they going to hang on that match with
the model of the fraction on the board.
Assessment The teacher will ask the students some oral questions that display on the
Strategies: board and the students have to hang on the right cards to check the
understanding of the students for the lesson.
☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment

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

feedback