Math - Quantities Number - 3.2
On this page, you can see the lesson plan, a reflection, and photos.
Grade Level: KG2E
Learning Outcome (ADEC code and words):
(K2SN3 , K2SN4)
Representing quantities of numbers with different materials, ordering, numbers, writing, finding number in stories, matching numbers to pictures quantities.
Theme: My Natural Environment
Subject: Math
Professional Development Plan
(What do YOU need to work on in order to grow professionally?)
Resources (what materials/equipment will you and the students use? Be specific)
Powerpoint, math resources, clay, board, marker
Card, animals, dice, gloves
Preparation (what do you need to make or check before class?)
Key vocabulary
Numeracy, shapes, counting, matching, reading, making numbers
Whole focus
Introduction (warmer activity + teacher active engagement)
Introduction (warmer activity + teacher introduction/demonstration of small group activities)
Students will: Write their name in Arabic and English in their book. 5 minute then I will count down from 5 to 0
The teacher will: Explain the behavior chart.
Teacher will: Review the rules with: (eyes are watching – ears are listening - brine on - sitting propels)
-The teacher will: What we are learning in the numeracy? Thinking peer share question
- Students will answer: Numbers, pattern, tall and short.
- The teacher will ask: Why we learn about numbers? Thinking peer share question
- Students will answer: Because I want to go grade one, to call policeman….
- The teacher will: Today we will learn about (Ordering numbers, Writing numbers, Finding numbers and matching numbers) that’s mean how to match numbers with the quantities.
* For example, number 3 needs 3 objects and I will count on them then I will ask them to show me 3 with their fingers.
Active engagement: Power point compete and splat the numbers called by teachers turn in English and turn in Arabic
For example in this slid there is a table. The teacher will: Pick one or two students and ask? What number is this (4)? / How many
Students will answer then I will ask other students if the answer right thumps up or not thumps down, then I will ask whole class to show me 4 with your fingers.
Students will splat the number. (Individual or compete with other students) Formative students (checklist and comment) if the students identify the numbers and what this student need for next step.
Emerge (1 – 5) Develop (1 – 10) Master (1 – 13)
Independent Experience(small group activity 2)
Exploring quantities numbers
Materials: gloves include sand, dice, number cards, A4 papers, colors
Student will:
1- Throw the dice and read the number.
2- Find a number card matching with the dice number.
3- Make the same number that matching to the dice number from the gloves.
4- Draw their hands and write the number in each finger.
Comments on the students work and through asking them when I walk around the class. Formative (checklist and comment)
Teacher will observe, ask and write comments students
The purpose of these activities focuses on reading, counting and make quantity numbers.
There are free choice activities in the class to do when they finish their main tasks.
Independent Experience(small group activity
Review and learn how to read, write, match, find numbers then assess them and see what each student identify and needs for next step. Formative (checklist and comment)
Material: Number cards, pen, colors, cubes, papers
1- Teacher will: Review the numbers (1-10) with students.
- Students will: Learn how to read, write, make numbers (8 -11) with the teacher.
- The teacher will: Ask each student (one by one): What number is this? - Show me 10? Formative
2- Splat games: Work with the teacher to splat the numbers that called. All students have the same card include numbers from 8 to11 Formative (checklist and comment)
- The teacher will call the number from the number cards.
- Students will splat on the number.
3- Each student will build a tower according to each number in the number cards. In this time I give them this task to walk around the class to see other students to ask and assess them Formative (checklist and comment)
4- Create a book numbers (8 -11) in this step students were copy the number from the number cards – (the students work I will pasted in the math book) Formative (comment)
Summative: Ask students to write a number without copying numbers (1 – 10)
If they finish there are free choice centre in the class.
Corners
Independent Experience(small group activity 3)
Matching number to picture quantities
Materials: A3 papers, colors, color papers, stamp, markers, scissors, glue
Students will:
1- Make a table and write numbers in each column.
2- Cut and pasted the quantities of color papers to each column number (10 -13)
For example, in the column number 10, they will cut 10 pieces of color paper and paste them under column 10
Through observing them, I will ask them
What number is this (12)? Students respond 12
What will happen if we put 13 quantities of colour paper in this column? Students respond, because it will pain in his back.
Formative students (checklist and comment) if the students identify the numbers and what this students need for next step.
Summative: Ask students to write any number without copying from the cards (1 – 13)
Independent Experience(small group activity 3)
Emerging group
Matching numbers (1-5)
Materials: Palm tree includes number, rocks, markers, colors.
Students will:
1- Read numbers cards and matching.
How many rocks do each palm tree needs?
For example, palm tree number 3 need 3 rocks; I will count and take 3 rocks to match with the palm tree number 3
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Draw what did you do in this center?
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Formative
Through observing them, I will ask them
What number is this? / Why you put two rocks in this palm tree?
These activities are extra activity and free choice.
Students will learn better through hands-on activities; these activities are differentiation students will read, count, find make and match numbers.
Students know these centers because it repeated.
First Observation Reflection - Kesha – kesha – 19th, February 2017 (Year, 3.2)
Select
My event is how to manage time on the carpet.
When my MCT was
observe me for the first time in (KG 2 – E) at “AL Taqwa Kindergarten.”
Outcome: (K2SN3, K2SN4)
Representing quantities of numbers with different materials, ordering, numbers, writing, finding a number in stories, matching numbers to pictures quantities.
Theme: My Natural Environment
Describe
I Chose this event because it is too difficult to have an observation in the second week. The class, which I work with boys are too active. I do my best to manage and deal with them quickly. This situation takes time, and the school routine is students have the freedom the way which they are learning so not things on my hand.
I need to practice the poem to save time.
Analyze
I learned from my event for next time I should manage myself.
How: For example, put a timer, praise other students and be more confidence while I am delivering the lesson.
Why: To deliver the lesson in a short time.
Appraise
I learned from my event for next time I should manage myself.
How: For example, put a timer, praise other students and be more confidence while I am delivering the lesson.
Transform
In my next teaching, make sure to ignore anything that annoying me, remind them the rules and praise other students to encourage misbehave students.
This is a math lesson "Quantities Number" which I taught at AL Awaeel Kindergarten for KG 2 students. The important thing that I learned from my mistake is how to manage my time on the carpet.
 Ordering and matching numbers |  Emerging group work in this activiti |  m4 |
|---|---|---|
 Students create a graph to quantiti | m3 |  Splat game in whole focus |
 Teacher check students understand th |  Math senter for quantities number |
1- Choose and describe an aspect from a teaching competency that you need to work on (Goal)
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Planning for learning – focus in differentiation centers, lesson introduction, active engagement.
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Language delivery.
2- Describe what you will do to help achieve your goal (Strategies Used)
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Discuss with my MST to choose the right activities that linked with the outcome for the lesson, share ideas for activities.
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Language delivery, Practice before hands on. The vocabulary, pronunciation.
3- Describe how you can tell if you’re achieving your goal (Evidence)
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Planning for learning _ notes from planning meeting with MST/MST.
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Get feedback from MCT / MST language delivery and pronouns.
Closing
These activities are extra activity and free choice.
Students will learn better through hands-on activities, these activities are differentiation students will read, count, find make and match numbers.
Students know these centers because it repeated.
Reflection time after clean up time.
Students will share their work on the project and other students will ask them
What do they learn today?
Students will try to ask Yousef different type of bloom’s question. (Three Questions)
What did you learn today?
Which center do you work in?
Why you put two things on number two?
Students assess each other, thumbs up if they did right and thump down if not.
Students thanks, Yousef and praise hem by saying “Up, up very good”
