LESSON PLAN Subject: Math

Trainee: Nawar Al Topic or Theme: Sequencing

Zaabi

Class: EY2 Date & Duration: 28 of Feb. 2019 – 45 mins

Trainee Personal Goals

I am working on:

- My classroom management and time management.

- My delivery of the topic and my personality.

Lesson Focus

- Students are going to review how to put things in sequences like morning routines.

Lesson Outcomes

- Students will be able to use ordinal numbers to describe the position of things in a
sequence.

Links to Prior Learning

- Students know how to count from zero to hundred.
- Students have some knowledge about ordinal numbers and sequencing.
21st Century Skills:
- Creativity: students are going to draw Reem’s routine.
- Collaboration: most of the lesson activities are group activities.
- Social skills: students are going to be communicating and working together
throughout the lesson.
Key vocabulary:

- Sequence – sequencing – first – last – next – finally – after – before – at last – then –
ordinal numbers.

Possible problems for learners: Solutions to possible problems:

Support group students can only The activities will consist of routines with only
recognize numbers up to 5 or 7. four steps maximum for support group students.
Resources/equipment needed:

A3 papers, A4 sheets, colours, routine cards, counting bears, dice, glue.

 TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will: Teacher will:
Sit on the edges of the carpet and Introduce the lesson by using the four
5 mins face the teacher, they will answer students sticks, she will ask questions
the teacher’s questions and help to raise curiosity.
Our four her predict the lesson outcome. Then the teacher is going to introduce
student sticks the learning outcome.
LO: is for the students to use ordinal
numbers to position things in a
sequence.

Resources
Main activities
& Time
Students will: Teacher will:
Listen to the teacher and ask The teacher is going to use an A3
5 mins questions if they have any. poster to introduce the vocabulary
Students will have the chance to that can be used in sequencing.
Samples of the share or talk about their She will model to them what they
groups work experiences with using should do in each group.
sequencing.
differentiation She will separate students into
activities will Students will circle around the four/five groups based on their level.
be 20 mins. groups if they finish early.

Differentiation activities (Support group)

- On the green table with the teacher, Aafiyah, Al Reem, Misha, and Elaina.
- There are going to be 4/5 sets of routine cards and an A3 sheet with a table and 1st,
2nd, 3rd, etc written on it.
- With the teacher the whole group will put these routines in order and discuss the
meaning of 1st, 2nd, 3rd, 4th or last
- Students will rotate around if they finish an activity early.

Differentiation activities (core group 1)

- On the round table, Aisha Georgia, Madelyn, Hamza, and Roy.

- The group will have 4 A4 sheet with a table on it, and 4 sets of routines.
- Individually they will go through one routine and put it in the rights sequence then
glue it on the A4 paper.
 - I will monitor them and ask the students to come and show me their work after they
finish.

Differentiation activities (core group 2)

- On the carpet, Fatimah Emir, Dana, and yule in a circle. Talia, Jack, Zac, and Wdeema
in another circle.
- This group is going to use the counting bears and dice to make a race between each
four group members.
- Students will take turn throwing the dice once each and move the counting bears on
the A3 sheet.
- After the first student wins, they will rank each other in sequence 1st, 2nd,3rd, and 4th.
- The learning assistant is going to monitor the race and make sure they’re doing it
right.

Differentiation activities (Stretch/ challenge group)

- On the long table, Mysha, Victoire, Zahra, Mohammed, and Rayan.

- As a group they will draw the morning routine of Reem (stick figure).
- They will have simple sentences that says the steps of Reem’s morning routine, and
they will have to put them in sequence.
- I will monitor this group and observe them and ask them to show me their work after
they finish.

Resources
& Time Plenary/Conclusion

Students will Teacher will

5 - 7 mins Sit on the edges of the carpet and
listen to the teacher’s instructions.
The students will help the teacher
write her morning routine in
sequence. Students will answer the
teacher’s follow up questions.
Homework
Assessment Formative assessment, I am going to ask question
Strategies:
Ask the students to sit on the carpet.
And then she is going to ask them for
help, she needs to put her morning
routine in sequence. The teacher is
going to ask some follow up
questions.
1- How do I start my sequence?
2- How do I end it?
3- What can come in the middle?
-
☐ Observation ☐ Student self- ☐ Oral ☐ Peer assessment
assessment questioning

☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback

presentation and feedback