Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: MATH

Trainee: Maitha Topic or Theme: Repeated subtraction

Class: 3-B Date & Duration:

Trainee Personal Goals

I am working on: classroom management, implementing learning

Lesson Focus on division using repeated subtraction

Lesson Outcomes

Students will be able to divide using repeated subtraction

21st Century Skills

Collaboration: because they are working together – not in centers- whole
class
Communication:
Creativity: making something creating
Critical thinking : Math
Technology: iPad White board iPhone
Leadership: somebody in the group is a leader (writer-reader-presenter-
keeps track of time) what they are doing
Flexibility:
Social skills: questioning being quiet
Key vocabulary

Possible problems for learners Solutions to possible problems

Behaviour management

Resources/equipment needed

TASKS/ACTIVITIES
Resources
Introduction
& Time
Introductio Teacher will: Students will:
n

5-10
Tr: Good Morning 3-B
St: Good Morning Ms. Maitha
Tr: today we will learn how to
divide using repeated
subtraction

Tr will show the students a

video that will show how to
divide repeated subtraction

https://jr.brainpop.com/math/additiona
ndsubtraction/repeatedaddition/

A teacher will choose randomly

any name from the box.
Tr: Shamma you will answer

Tr will stop the video and ask:

Who knows what does repeated
subtraction mean?
A teacher will pick a name
randomly
Tr: I don’t want anyone yelling
the answer, okay?
Tr: Everyone will have a chance
to answer Shamma: to divide by subtract

Teacher will use coin behavior

management.
Tr: God job Shamma you
answered right you will earn 1 St will repeat after the tr:
dh
subtracting equal groups together. To
So repeated subtraction mean: solve a division problem, we
subtracting equal groups together. repetitively group and subtract the
To solve a division problem, we same number again and again to find
repetitively group and subtract the the answer.
same number again and again to
find the answer.

So tell me together what does

repeated subtraction mean?

Tr: God job

So the teacher will write it in

the board to show the student
the definition
Tr will continue the video St will tell what each number
represents
Tr: know I want you to think
Turn and talk
Think with your peers what
does each number mean? St will turn and talk to find what
does each number mean?
24 / 6 = 4
Tr: will show the students what
each number represents

Tr: how about if I want to find

12 divide by 4

St will help the tr with the steps

Teacher will show the students

how did she found the answer
A teacher will provide another
example of division using
repeated subtract with students
help

Students are excited to learn

St took the white-board and start

Tr will give all of the students a to write the answer.
white-board and marker to
solve with her individually.

Tr will use Show Me strategy

Tr if you finish I will count 1,2,3
then raise your whiteboards

1,2,3 Show Me
St will raise the boards on the Tr
Good job everybody you are count
working hard….
Resources
Main activities
& Time
Teacher will: Students will:
(Division bones) (Division bones)
Low level group teacher will St will answer the division bones
give them a division bones and in the whiteboard
white board to answer.

At the end, st can check their

answer as self assesment.

(A1 repeated subtraction) (A1 repeated subtraction)

St will answer and write the
Tr will give the students an A1 answer on the A1 paper.
paper and question on it

(Kaboom division)
Tr will give the students an (Kaboom division)
Kaboom division and St will compete each other to
whiteboard to answer in it and finish as many as Kaboom sticks
 it will be challenge for the as they can.
students in high group to finish
as much as they can and it will
be a competition

Differentiation activities (Support)

Students in low level will find division using division bones game and
answer using white board and teacher will monitor them and answer if
they have any questions.

Students in middle level will have questions on A1 paper and student

have to answer and teacher will give them first example of how did she
solve it

Students in high level will find division using white boards to apply Equal
group Strategy.

Differentiation activities (Stretch)

games (bones division- kaboom division)

Resources Plenary/Conclusion
& Time : Recap
Teacher will Students will
Tr will open online game for the St will answer the quiz individually
students and each student will
have their turn to answer one
question in the quiz
https://jr.brainpop.com/math/ad
ditionandsubtraction/repeateds
ubtraction/easyquiz/

Tr will use the online game as

formative assessment.

Homework Assign a page in the math book

Assessment Online game
Strategies:
☐ Observation ☐ Student self- ☐ Oral ☐ Peer assessment
assessment questioning

☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback

presentation and feedback

Reflection:
Teacher will:
(Division bones)
Low level group teacher will give them a division bones and white board to
answer.

(A1 repeated subtraction)

Tr will give the students an A1 paper and question on it

(Kaboom division)
Tr will give the students an Kaboom division and whiteboard to answer in it and
it will be challenge for the students in high group to finish as much as they can
and it will be a competition

Analyze (A):
First, a teacher used introduce, model, practice. It showed the student the right way to learn and
gave them time to ask if they misunderstood anything. Furthermore, nothing will be right for the
first time because it’s new, the teacher was positive about it.
Every group did very well, a teacher support every group.

Students in low level will find division using division bones game and
answer using white board and teacher will monitor them and answer if
they have any questions.

Students in middle level will have questions on A1 paper and student have
to answer and teacher will give them first example of how did she solve it

Students in high level will find division using white boards to apply Equal
group Strategy.

The educator used hands-on activity to engage the students. According to Thankful, Fast
forward to the early 2000's, and increasing pressure for drastic improvements on national test
scores led to a nationwide shift in education. Schools were faced with the challenge of improving
test scores while also staying under budget. They were ultimately forced to cut programs
like sewing and home economics, and focus their attention on creating a more lecture based
curriculum geared towards improving test scores and decreasing spending. Later, after STEM
classes were deemed more desirable and ultimately affordable, arts programs, once part of
schools' core class offerings, were cut.

 The teacher used hands-on activity for the learner. Students were learning by
using manipulatives.

Appraise (A):
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals?
Mcleod noticed that, Bruner (1960) explained how this was possible through the concept of
the spiral curriculum. This involved information being structured so that complex ideas can be
taught at a simplified level first, and then re-visited at more complex levels later on. Therefore,
subjects would be taught at levels of gradually increasing difficultly (hence the spiral analogy).
Ideally, teaching his way should lead to children being able to solve problems by themselves.

 In my point of view, I think that student’s perspective in the lesson was great, they
were attending and focusing in the concept, which helped me to achieve my goal
when I used Show Me, that everybody was answering the correct answer. In
addition, students solved the questions by themselves.
 The lesson met my goal, so when I used the strategy of Show Me, I have noticed
that most of the students were answering right.

Transform (T):
In the future, I would like to introduce model learning in a way that I get everybody’s attention in
less time in centers.
As the Responsive Classroom argues that, “Interactive Modeling is a simple, quickly paced way
of teaching that can lead students to a stronger mastery of skills than traditional modeling. It’s
effective for teaching any skill or procedure that students need to do in a specific way, such as
filling out an answer sheet or talking with a partner about a reading selection. Interactive
Modeling works because, in contrast to lecturing or traditional modeling, it creates a clear mental
image of the expected behavior for students, fully engages them in noticing details about it, and
immediately gives them a chance to practice and receive teacher feedback[CITATION Res13 \l
1033 ].

 A teacher developing idea and practices about science performance assessment:

Successes, stumbling blocks, and implications for professional development.