Student-Teacher: Fatima Ali

Date: 25-10-2016
Primary EPC 3403 Lesson Planning Template Year 3, Sem 1
Grade Level: Grade 2
Subject: Math
Strand: Medium level.
Learning Outcome (ADEC code and words):

Find even and odd numbers in number patter.

Resources

4 apples
Flowers
Different manipulative objects (sticks, cubes,
and counters).
Small board for each student
Markers
Question cards.
Baskets.
Flower and leaves or each student

Envelop
Orange cards.

The whole lesson follow ESA (engage, study, activate)

method.

Engage: tell students story

Study: opening (introducing the concept of
even and odd numbers.
Activate: Activities that encourage students to
use the knowledge and concepts they learned
in the lesson.

Preparation (what do you need to do/make before class?)

Prepare the PowerPoint slides.

Get the resources ready.
Review the lesson plan.

Key vocabulary/Target Language

Even
Odd
---------------------------------------------------------------------------Preparing differentiation activities depending on students
level are the key to support students in learning because we
know that each student learns in at different rates and in
different ways. As a consequence, differentiation activities
lead to promote student learning and enable them to
construct and incorporate new knowledge and skills. I
planned different activities but all of them designed for the
same purpose and it achieved the learning outcomes.

Time: 10 min

Whole

Opening (warmer activity + teacher introduction/demonstration of small group activities)

Task 1:
1. Tell students story and integrate the math problem within the story( engage and explore)
While telling students the story I will use TPR, engage students by asking them questions, and ask
them to solve the problems. As a result, students will pay attention and motivate to learn.
Reasons for choosing story:
Integrate various learning styles which help students to understand the lesson easily. For
example, visual by showing them the fruits. Also, auditory when students will listen to the

teacher while telling them the story and finally kinesthetic when students will act and use body
language.
Arouse students interest as a result, they will gain various vocabulary words and understand
better.
Help them to become problem solvers.
2. Introduce the term even and odd ( explain)
Even numbers can be counted by 2s, broken into pairs or divided into equal groups.
Odd numbers have 1 left over when grouped by 2s, broken into pairs, or divided into equal
groups.

Guided Experience (group working with the teacher)- whole class activities
Activity 1: Explore with your flower and leave the even and odd number
Instruction

Students will take one flower, look at the number that written on their flower and use the leaves to
determine if their number is even or odd.
After fishing that, students will share what they did among their classmates.
Activity 2: explore with cubes the even and odd number (that has two digits).
Instruction

Each group will have cubes, they will have a number card, and then they will use cube to determine
if it the number is even and odd.
After this activity the teacher will introduce alternative strategies for identifying even and odd number.

Time: min

Small

Such as,

drawing strategy
Looking at the ones.
Give students an activity to practice that.

Independent Experience (small group activity 1)

Find if the number even or odd by using manipulative objects. (low level)
Instructions:

Give each student an envelope and inside it, put the number cards.
Ask student to take one card from the envelop and look at the number that written on the cards
Student will find if the number is even or odd by using the various manipulative objects. Because
they are low students, I will add more ease numbers such as 7, 9, and 8. Also, other number such as
12 and 13 will be included. (3 cards will be ease numbers, 2 cards will be 12 and 13).
When students finish with one card, ask them to take another one and do the same steps.
Why I choose this activity for low level?
Students with a low level will practice more on exploring the even and odd numbers by using manipulative
objects. Furthermore, asking students about the ease numbers such as 7 and 8 will guide them to
recognizing the other numbers (two digits) as well such as 17 and 19. Also, providing low-level students

the manipulative object will facilitate them to understand the concept of even and odd better because they
cant construct their understanding unless they use concrete objects or get guidance the math problems
better. Using manipulatives is especially useful for teaching low achievers and students with learning
disabilities (Marsh and Cooke & OConnell, 2011).
Independent Experience(small group activity 2)
Classify the numbers (medium -level)
Instructions:

Give each student a baskets and different orange cards

Ask each student to take the cards and classify it either in the even or odd basket.
Student will classify the numbers (using the strategies they want) such as, drawing or looking at the
ones or use cubes. Because they are medium students, the cards will be numbers that have two
digits more than one digit.
When students finish with one card, ask them to take another one and do the same steps.
While students are doing the activity, I will correct their mistakes if they have and assess their
learning.
Why I choose this for medium level?
A medium level students have the ability to identify the ease numbers such as, 5 and 6 so, giving them
numbers that has two digit will be good for them. This activity will guide them to classify the even and odd
numbers by using the strategies they wants.
Independent Experience(small group activity 3)
Solve the sum and then determine if the sum is even or odd (High-level)
Instructions:

Give each student the sum cards and the cone of potato.
Ask a student to find the sum, circle it and determine if it even or odd.
Students will solve the problems by using their strategy .Because they are high students. When
students finish with one card, ask them to take another one and do the same steps.
While students are doing the activity, I will correct their mistakes if they have and assess their
learning.
Why I choose this activity for high level?

High-level students need challenging activity, and this activity will be a challenge for them because
the question is not straight forward question, it has two steps, where students have to find the sum
then discover if it even or odd.

Time: 5 min

Whole

Closing

Do a short review by asking the students to say the differences between even and odd numbers.
Play with students the game snakes and leader games (competition between groups).

Assessment

While students are doing the activity I will walk around to observe their working .Also, I will ask students Oral
questions, such as, how did you get that?
Moreover, I will provide appropriate feedbacks for them and improve their learning.
Also, I will use the checklist.

Reflection:

What went well:

I used fabulous techniques to help a student to understand the lesson well such as telling students a story; it
played a role in arousing student's interest and made them motivate to learn.
Integrate science and other subjects while teaching has a part to help students to make connections between
the subjects.
Reduce the teacher center role have a crucial role to support students to construct their understanding and
allowing students to discover and explore by themselves.
Capacity to manage the class, students were silent, participate and well behave.
The activities were productive and played a role to help students to construct their understanding. Also, it
designed to meet each student need which contributes to promoting student learning and enable them to
build and incorporate new knowledge and skills.
There was a various manipulative object; students could use whatever they wanted. Manipulatives allow
students to explain what they were learning and aiding them to clarify their thinking and demonstrate it to
others. Especially when I walked around and asked them how did you know that five is odd? Students used
the manipulative to show me that, there is a leftover cube. So, it is odd.
Even better if:

When giving students activity, take a quick look, assess how many were not understanding, then make it back
to a whole class activity.
Give students explicit instruction and model the activity for them because students faced problem to
complete the activity by themselves.
Make sure that all students understand what is going on by walking around and guiding them when
appropriate.

Next step in teaching and learning:

Monitor student while doing the activities.

Use different techniques to support students learning such as story, hand-on activities and integrate
learning styles.