Lesson Plan Template

Name: Shaikha Abdulla date: 23- 10-2018

Professional Development Plan

(What do YOU need to work on in order to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal) by the end of TP I
would like develop and use at least 4 effective formative assessment instruments such as checklists, grading
scales, rubrics, etc. to evaluate students’ performance in a variety of activity types.

2. Describe what you will do to help achieve your goal (Strategies Used). I will observe the students during an
individual or group activities. And ask them meaningful questions. Also, I will take notes or pictures to record their
performance, behavior and progress.

3. Describe how you can tell if you’re achieving your goal (Evidence). Formative assessment will help be to know the
students better and it will make planning easier for me for the next class. Moreover, if the formative assessment
was successful it will tell me if the students achieved the LO or not.

Grade Level: 4 Subject: math Learning Outcome (ADEC code and words): by the end of
the lesson students will be able to multiply one-digit
number with three and four-digit numbers.

Resources (what materials/equipment will you and the Preparation (what do you need to make or check before class?)
students use? Be specific)
 Prepare the activates material
Introduction materials:
 switch on the smart board
-white board

-smart board
Key vocabulary
-marker
 place value
-PP presentation
 partial products
Activity 1:
 area model
-smart board

-Pencils

-worksheets

Activity 2:

-Worksheets

-Pencils
 Introduction (warmer activity + teacher active engagement)

 In the introduction I will state what we will be doing today and what the objectives are.
‘Today we will learn how to multiply one-digit number with multi-digit numbers. (I do, you
watch)

 I will be activating the students’ prior knowledge by reminding them about place value and let
the students discuss then solve a question about place. I may ask ‘what is place value? / can
you analyze this number?’(I do, you help)

 I will remind the students how we multiply one-digit number with two-digit number using the
area model and let the students solve a question about it ‘what are the steps to solve using
the area model?’.(I do, you help

 I will review regrouping with the students by solving a question.

 I will present a real life example about multiplication and how to solve it. using the area
Time: 15 min

model or/and the traditional way.(I do, you watch)

Whole

 I will give another example and let the students participate.(I do, you help)

Remembering level:

Do you remember what is regrouping?

Understanding level:

What strategy are you using? Does it make a difference?

Applying level:

Where can you use regrouping in real life? Give an example (when exchanging the ten coins with
10 Dirhams bill).

Analyzing level:

Why you used multiplication to solve this real life math problem?

Evaluating level:

Creating level:

Design a real life example (situation) that needs to solve by multiplication? (it can be an extra
question for students who finishes first)
 Independent Experience (activity 1): the area model (you do, I help)

This activity is more to help the students with practicing the area model which can make the students
active and have deeper understanding of the way or the method of multiplying one-digit number
with three or four-digit numbers.

 Students will work individually

 Each student will get one card(small worksheet)

 The question will be on the board

 The students with solve the math problem using the area model (box).

Question:

How you will analyze the four-digit number?

How do you use partial products to help you?

Independent Experience(activity 2): work sheet (you do, I watch)

 Students will work individually.

 They will have a worksheet.

 Students can use any strategy they want to solve multiplication questions.

 They will have a bonus question which is a higher thinking skill for the higher level students who
finishes quickly. (it is fine if not all the students answered this question).

Question:

How do you use regrouping?

What strategy you used?

In the closing time, I will retell what we have taken today ‘today we learned how to multiply one-digit
number by three and four-digit numbers’. ‘and we used regrouping and the area model’.
5 min

I will ask ‘what way you like better the area model or the traditional way? and way’
Closing

Time:
Assessment

Taking pictures.

Recording notes. and checklist ( +  mastered /  developing / -  emergent)

Observing the group work.(worksheet)

Asking questions

AAWC Lesson Reflection (Completed after EVERY lesson taught)

Select (S):
Identify a lesson and what standards are you addressing
The lesson was about multiplying one-digit number with three and four-digit numbers. Moreover,
students will use strategies like regrouping and the area model to achieve that.

Describe (D):
What were you trying to achieve in your lesson? To make students confidant and independent with
multiplying one-digit number with three and four-digit numbers. And have a better understanding of
regrouping and multiplication in general.
What did the students do?
 In the opening students activate their prior knowledge by solving multiplication problems
with the teacher. And make connection with the new concept.
 The students answered real-life problems on the board.
 The students then individually solved a multiplication problem using the area model.
 They were engaged individual worksheet that allows them to solve multiplication problem
using any strategy they want. (Area model and/or traditional multiplication).

Analyze (A):
Why do you think the students responded the way that they did? The students seemed to be bored at the
begging if the class. And I think that because I spent more time explaining which made the lesson more
teacher-centered.
How well did your teaching relate to the students’ prior understanding? I started the lesson by activating
the students’ prior knowledge (place value and area model). And that helped them making connection
and have a better understanding.
How well did you engage the students? I think using presentation and get the students solve real-life
problem on the board was engaging but because I spent more time explaining the students got bored and
lost a little. Overall the students were engaged during activates time and they were asking questions
about the lesson.
Appraise (A):
Did your lesson meet your teaching goals?
Yes, and that was shown when the students applied their understanding by solving the activities (the
students work). and when I asked some questions during independent work.

Transform (T):
How might you enhance student learning of this lesson in the future? I will make differentiated activates
and make the lesson more engaging and student-centered
What are the implications for your professional practice? I used GRRM throughout the lesson which
helped the students be more independents and it’s even helped me to organize my teaching.