Lesson Plan

LESSON PLAN: Maths Class

Grade level/Age Number of Students Subject Time Date
of students:
10 Years 21 Mathematics 40 Mins
Strand Sub-Strand Mr.
Learning Outcomes: By the end of the lesson, the learner shall be able to

 Define the term relative speed as used in Motion

 Explain the importance of relative Speed in moving bodies both in same and opposite direction
 Apply the concept of Relative speed to solve problems
 Create their own real-world problems involving two or more moving objects and be able to offer their solutions

Time Phase of the Lesson Activities

5 Minutes Starter Student to watch a short clip (1 minute) of two objects moving in the same direction
at different speeds.
Students share their observations and thoughts about the relationship between the
objects' speeds.
5 Minutes Introduction The learner defines the term Relative Speed
The Learner explains what Relative speed means to them and how important the
concept is by considering the speeds of the two objects.
20 Minutes Development and The learner is Presented with problems and scenarios involving two or more moving
Consolidation objects in same and opposite directions.
The learner explains the steps for calculating relative speed, with regard to the
direction of motion.
The students ask questions and engage in group discussions.

5 Minutes Conclusion The students summarize the main points discussed during the lesson, emphasizing the
concept of relative speed and its application in solving problems.
 They highlight the importance of considering the direction of motion when calculating
relative speed.
5 Minutes Plenary Engage students in a quick reflection activity, i.e., solving a related problem
individually
The learners discuss their approaches and solutions as a class, addressing any
questions that arise.
Provide feedback and reinforcement of the main concepts covered in the lesson.

Students Assessment:
Formative Assessment: observe students’ participation and contribution to the group discussions. Are they curious and exited about
the concept of Linear Motion?
Peer Assessment: Are Learners able to give feedback and guidance to their peers? This demonstrates their understanding.
Competencies Communication, Collaboration, Thinking and Imagination
LESSON PLAN SAMPLE
Teacher’s Name: Subject: Grade Level/Age of Students:
Mr. Oj Mathematics 4 9

No of Students: 22 Time/Duration: Date:

Topic: Fractions
Student Learning Objectives:
Standard: NC.4.NF.2
By the end of the lesson;
 The student will/shall be able to compare two fractions with different numerators and
different denominators, using the denominators 2,3,4,5,6,8,10,12 and 100.

 Recognize that comparisons are valid only when the two fractions refer to the same whole.
Record the results of comparisons with the symbols , and and justify the conclusion by:
 Reasoning about their size and using area and Length models
 Using benchmark fractions 0, 1/2 and a whole
 Comparing common numerator or common denominator

I can statement:
I can compare and order (no more than four) fractions with different denominators by comparing the
number of parts
I can use symbols , and to compare fractions.
Materials:
a) Tablets/Laptops
b) Manilla paper
c) Markers
d) Notebook
e) Interactive whiteboard
f) Worksheet
g) Fraction tiles
h) Small whiteboards

Activities/Procedures: I remind my learner about the class expectations

Introduction (10 Minutes)
Teacher Input:
Warm up/Starter: Students to do warm up questions on Quiziz as an introduction to fractions.
Data collection on previous knowledge(prerequisite) on fractions done at Grade 2 and grade 3.
For students — Enter a Quizizz Code

a) Review procedures and expectations from students.

b) Discuss I can Statement and objectives for the lesson.

Guided practice (Class practice): (20 Minutes)

Step 1: Introduce students to the concept of comparing and ordering fractions.
Highlight vocabulary words that suggests comparison and order.
a) Denominator
b) Numerator
c) Symbols

Less than ( ), Greater than ( ) and Equivalent ( )

Step 2: Let students watch a video on comparing fractions. https://youtu.be/Tuzn9WOoKQg

4
Compare the fraction 3/4 and /6 for the whole class.
Discuss the method used, which might include:
a) (I do…..) Use of Circular Models like a Pizza/Cookie
Two cookies divided into 4 and 6 parts of a whole respectively. The first case 1 out of 4 parts is eaten
while in the second 2 out of 6 parts are eaten; compare the fraction of the whole left in each case.
 ¾ 4/6 because 3 parts is a bigger cookie left than 4 parts left in the second case.

b) (We do…) Using A fraction Bar Model/Fraction tiles

2 equal size chocolate bars will be used to illustrate and equal pieces of Manilla papers
 Guide the students to compare the following fractions with a shoulder partner using fraction Bar
Models (Fraction tiles) or we can improvise and draw on Manilla paper:
(a) 2/3? 2/5 (Bar model/Manilla paper)
(b) 3/5? 2/3 (Use of Laptop by dragging the fractions in the space provided)

c) Number line Model

Watch a video https://youtu.be/aacFMhtUosg as I explain and guide the Students, after which in
groups of 5 to compare the following fractions (number 1 and 2):
I will emphasize that students choose the best strategy for working out the answer.
Assessment:

Individual Practice (You do…)- (15 Minutes):

Students to do a quiz on: https://quizizz.com/embed/quiz/6419c930b30c88001e97f186

Check (Conclusion/ Closure) – (5 Minutes)

I will go through the main points of the lesson and use an exit ticket to review questions with the
students and clarify any misunderstanding.
 Extended work:
Work sheet for homework.

THE END
Lesson Planning
Lesson planning in the British National Curriculum (BNC) involves a systematic approach to ensure that teaching is effective,
engaging, and aligned with national standards.

Key Components of Lesson Planning

1. Learning Objectives:
Define Clear Goals: Establish what students should know, understand, and be able to do by the end of the lesson.
Align with Curriculum: Ensure objectives are consistent with the National Curriculum standards for the subject and key stage.

2. Curriculum Content:
Select Relevant Material: Choose topics and content that meet the curriculum requirements.

3. Assessment Criteria:
Formative Assessment: Plan for ongoing assessments to monitor student understanding during the lesson.
Summative Assessment: Prepare for end-of-lesson evaluations to measure whether learning objectives have been met.

4. Differentiation:
Adapt for Diverse Learners: Modify activities and materials to cater to different learning needs and abilities.
Challenge and Support: Provide extensions for advanced learners and additional support for those who need it.
Differentiation Strategies:
For Advanced Learners: Challenge them to write similes using more complex adjectives and nouns, or to create similes for
abstract concepts like emotions.

For Struggling Learners: Provide a list of adjectives and nouns to help them construct similes, or pair them with peers for
collaborative learning.

Reflection and Next Steps:

After the lesson, reflect on student engagement and understanding. Note any students who struggled with the concept and plan for
additional support in the next lesson.
Use the homework assignment to gauge how well students can apply similes independently and adjust future lessons accordingly.

Steps in Lesson Planning

1. Identify Learning Objectives:
Start with the specific outcomes you want to achieve, referencing the National Curriculum guidelines for clarity.

2. Plan the Introduction:

Engage Students: Begin with an activity or discussion to capture interest and introduce the lesson’s topic.
Set Context: Relate the lesson to prior knowledge and real-world applications.
3. Develop the Main Activities:
Direct Instruction: Provide clear explanations and demonstrations of new concepts.
Interactive Activities: Incorporate group work, hands-on experiments, or problem-solving tasks to reinforce learning.
Use of Technology: Integrate digital tools and resources to enhance learning experiences.

4. Plan for Differentiation:

Tailor Tasks: Design activities at varying levels of difficulty to meet different student needs.
Provide Resources: Ensure all students have access to necessary materials and support.

5. Design Assessment Opportunities:

Questioning: Use open and closed questions throughout the lesson to gauge understanding.
Quizzes and Tests: Include short assessments to check for comprehension and retention.
Peer and Self-Assessment: Encourage students to evaluate their own and each other’s work to develop critical thinking skills.

6. Plan the Conclusion:

Summarize Key Points: Recap the main ideas covered in the lesson.
Reflect on Learning: Have students discuss what they have learned and how it connects to future lessons.
Assign Homework: Provide tasks to reinforce learning and prepare for the next lesson.
Practical Considerations
1. Time Management:
Allocate Time Wisely: Ensure each part of the lesson has enough time for thorough exploration without rushing.
Pace the Lesson: Balance instructional time with activities and assessments.

2. Classroom Environment:
Organize the Space: Arrange seating and resources to facilitate interaction and engagement.
Set Expectations: Clearly communicate behavior and participation expectations to students.

3. Resources and Materials:

Prepare in Advance: Gather and organize all materials needed for the lesson.
Use a Variety of Resources: Include textbooks, digital resources, manipulatives, and visual aids.
Continuous Improvement

1. Reflect on Practice:
Review Lesson Outcomes: After teaching, evaluate what worked well and what could be improved.
Seek Feedback: Obtain input from students and colleagues to refine teaching strategies.

2. Professional Development:
Stay Informed: Keep up-to-date with best practices and changes in the National Curriculum.
Collaborate: Work with other teachers to share ideas and resources.