Student-Teacher: Aisha Ahmed Yahya H00272762 Date: 19/10/2016

Primary EPC 3403 Lesson Planning Template Year 2, Sem 1

Grade Level: Grade 3

Subject: English
Strand:
Learning Outcome (ADEC code and words):
Be able to estimate the numbers by rounding them to the nearest ten and hundred.
Be able to find the estimation difference by subtraction operation.
Be aware of the purpose of using the estimation difference.
Resources

Preparation (what do you need to do/make before

class?)

Small
Time: 10 min Whole

Mr. intelligent (Bear)

Boards
Markers
cards (related to activity one buying the cheapest
dress)
Bags
Cards (subtraction operation)
place value chart
Fake money
Blocks

Print the cards and the paper

Place the boards and the markers on the groups
Key vocabulary/Target Language
Difference
Estimation
Round
Nearest ten
Nearest hundred

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

activities)
Activate the prior knowledge:
I will make to the groups with making them rounding the numbers to the nearest tens or
nearest hundreds.
Guided Experience (group working with the teacher)
I will do the question of finding the difference to make them understand the lesson more.

Time:20 min

Independent Experience (small group activity 1)

Activity 1:
I will be the good seller I will ask them to buy the cheaper dress to their friend. But they
should estimate the difference between the two dresses.
I will give them the cards and I will ask them to figure out which is cheaper by putting the
circle on it.
Then they will round each number to the nearest ten and nearest hundred.
High ability:
They will do the activity without place value chart and objects.
Activity 2:
The students will search to the their related bag which has the group name in it. In the bag
there will be question that checks their understanding.
High ability:
They will find the difference by writing it on the board.
They will do the activity without place value chart and objects.
Independent Experience(small group activity 2)
Activity 1:
I will be the good seller I will ask them to buy the cheaper dress to their friend. But they
should estimate the difference between the two dresses.
I will give them the cards and I will ask them to figure out which is cheaper by putting the
circle on it.
Then they will round each number to the nearest ten and nearest hundred.
Medium ability:
They will do the activity with place value chart.
Activity 2:
The students will search to the their related bag which has the group name in it. In the bag
there will be question that checks their understanding.
Medium ability:
They will find the difference by using place value chart.

Independent Experience(small group activity 3)

Activity 1:
I will be the good seller I will ask them to buy the cheaper dress to their friend. But they
should estimate the difference between the two dresses.
I will give them the cards and I will ask them to figure out which is cheaper by putting the
circle on it.
Then they will round each number to the nearest ten and nearest hundred.
Low ability:
They will do the activity with place value chart and fake money.
Activity 2:
The students will search to the their related bag which has the group name in it. In the bag
there will be question that checks their understanding.

Time: 2
Whole
min

Low ability:
They will find the difference by using place value chart and the blocks.
Closing
At the end of the lesson they will discuss what they learned in the lesson.

Assessment:
Walk around the class to see:
Are they able to estimate by rounding to the nearest ten or hundred?
Are they subtracting correctly?

Reflection WWW (Why do I think it went well) EBI (If I gave the lesson again, what would I change
and why?)
WWW:
I engaged all the students to think together while I revise for them.
I introduced the lesson very well with putting all the steps as words so they can remember the steps.
I used puppet and my voice intonation to explain the lesson.
I was brief to take a risk and give them wrong answer with no one know which made know what difficulties
they have.
I tried to do differentiation by giving and removing support with different abilities.
Able to manage the behaviour management after class noise.
EBI:
It was teacher centered because I explained the class so much and I tried to ask for a respond but the students
didn't interact. If I set the guided experience by make one student come to the board and the rest work they
will learn more.
If I wait for the student to answers.
If I assigned job for them they can know what they need to do.