Lesson Plan Template

Name: Aisha Mohammed

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)
• Make the transition between the activities.
• Work in my sound tone during teaching.
2. Describe what you will do to help achieve your goal (Strategies Used)
• Using songs when coming to the class.
• Using bell.
• Using flash cards which shows that the students need to move from the explaining time to the activity time.
3. Describe how you can tell if you’re achieving your goal (Evidence)
• I think when I will use the transition songs in the beginning of the lesson or the transition cards and bell during
the class the students will understand that now it’s time for transition or moving.
Grade Level: Subject: Learning Outcome (ADEC code and words):
4.3.5.1
4 Math Use multiplication properties.

Resources (what materials/equipment will you and the Preparation (what do you need to make or check before
students use? Be specific) class?)

• Smart bored • Preparing the activities and the materials.

• Computer • Preparing the LP and copy of the activities for the

MCT & MST.
• Data show
• Give each student 3 cards of self-check “I got it”, “I am
• White bored not sure” and “I need help” to know they are in which
point.
• Small bored
Key vocabulary
• Student book
• Commutative Property of Multiplication
• cone biscuits cards
• Identity Property of Multiplication
• ice-cream format cards
• Zero Property of Multiplication
• Plickers cards

• Phone

Questions Remembering level:

using Bloom’s
Which property is this?
Taxonomy
levels
Understanding level:

If we have a same number but in different places in equations will be the property of?
 If we have a number 1 in equation it will be the property of?

If we have a zero in equation it will be the property of?

Applying level:

Let the students to solve the question that on the book.

Analyzing level:

Analyze the students understanding during doing the activities.

Evaluating level:

Evaluating the students by observing the student’s answers during doing activity 1.

Creating level:

Ask the students to write their own multiplication properties equations.

Introduction (warmer activity + teacher active engagement)

• The teacher will but four equations on the bored and the students must guess the properties of those
equations that related to the addition and write the answers on the small bored and show the teacher and
the students must to figure out the title of today’s lesson.
• The teacher will discuss the example 1 in page 161 with the students and they must tell the teacher which
property that we used in the question.
•
Time: 15 min

The teacher will explain the keywords with showing an example of each one. (I will discuss with the
students about the different properties between addition and multiplication during the keywords.)
• The teacher will ask the students to solve the 1 & 2 in page 162 individually then she will choose two
Whole

students to solve the two questions with explaining on the bored.

Independent Experience (small group activity 1) differentiation

• The teacher will divide the students into three groups according to their levels by saying “alwan” which
does it mean colors.

The emerging level: (red)

The students that in this level will solve questions 3 & 5 in page 163.
Time:20
The developing level: (yellow)
min
The students that in this level will solve questions 7 & 8 in page 163.

The mastered level: (green)

The students that in this level will solve questions 9, 10, 11 & 12 in page 163.

• The teacher will walk around the groups to observe them and help them if they need help.
 • Then she will ask one student of each group to write the answer on the bored which thy have to write on
kind of each multiplication properties.

Independent Experience (small group activity 2) group work

• The teacher will put three cone biscuits for each multiplication properties on the bored and she will give
each group an envelop for the different equations on ice-cream format.

• Then they must figure out the property of each equation and the leader of each group will put the
equation on the correct place. For example, they will have 5x2=2x5 on ice-cream format then they will put
it on the commutative Property of Multiplication cone biscuits that on the bored.

• The teacher will move around to observe them.

• The teacher will put questions on the bored using Plickers to assess each student understanding about
multiplication properties.
• She will give each student a color paper to write her understanding of the lesson and write 1 example of
each multiplication properties and give chance for the students to decorate.
Time: 10min

Plicker card that have 4 letters (A, B, C and D which the student will
Closing

choose a letter to show the teacher and scan it using phone to know
the answer of the students.

Assessment

• The teacher will walk around to check the students understanding by taking notes.

• Using self-check assessment cards.

AAWC Lesson Reflection (Completed after EVERY lesson taught)

Select (S):
Identify a lesson and what standards are you addressing
• The lesson was about multiplication properties which in the end of the lesson the students
were able to use multiplication properties and watch it with the correct equation.
Describe (D):
What were you trying to achieve in your lesson?

• Delivered the lesson in correct way and the students to understand the lesson.

What did the students do?

• The students understand the lesson and they were able to give examples of each
multiplication properties.

Analyze (A):
Why do you think the students responded the way that they did?

• The students were active in the lesson and they understand because, I give them many
examples that helped to understand more.

How well did your teaching relate to the students’ prior understanding?
• In the begging of the lesson I gave the students different equations which related to the
addition properties to know their knowledge about the properties.

How well did you engage the students?

• I engaged the students by using technology and I made a kinesthetic activity.

Appraise (A):
Did your lesson meet your teaching goals?
• Yes, when the students do the activity and put each equation on the right properties.

Transform (T):
How might you enhance student learning of this lesson in the future?
• When I will teach this lesson in the future, I will give the students the word problem
question so, they must solve it first then write the type of the properties.

What are the implications for your professional practice?

• In this lesson I used the differentiation with the students to do activities that will fit with
each level and this that helped me in my professional practice. Also, I used technology in
my teaching to engage the students.