Mathematics FractionLesson Plan

Lesson Plan for the Week beginning of January 28-February 1, 2019
Subject: Mathematics
Duration: 1hr x 5 days
Strand: Number
Sub – theme: Addition and Subtraction of Fractional Numbers
Focus Question 2: How can I apply addition and subtraction to fractional numbers?
Attainment Target: Number Operation an Application
Use the basic operations, number relationships, patterns, number facts, calculators and
appropriate software to compute and estimate in order to solve real world problems involving
fractions, percentages and decimals.
Key vocabulary / concepts: Fraction, whole, reducing fractions, equivalent fractions.
Skills:
 Writing fractions
 Drawing
 Acquiring techniques for problem solving.
 Solving problems.
 Communicating ideas effectively in a group
Materials/ Resources: Texts: “The New Integrated Approach Mathematics Workbook 4”,
counters, fraction strips, blank sheets, fraction pieces.
Content:
• A fraction is an equal part of a whole.
• When adding or subtracting fractions with like denominators, the numerators are added
or subtracted and the denominator remains the same.
For e.g.2/13 +5/13 =7/13
4/5 −1/5 =3/5

How to add or subtract mixed numbers with like denominators:
• Add or subtract the numerators of the two fractions
• Place that answer over the common denominator.
• Add/subtract the whole number of the two mixed numbers
Example: 5 1/3 + 3 1/3 = 8 2/3 or 5 2/4 – 2 ¼ =3 ¼
Subtracting a mixed number from a whole number
Step 1: Take 1 from the whole number portion.
Step 2: Convert 1 into an equivalent fraction with same denominator to the given fraction.
Step 3: Subtract the given fraction from the equivalent fraction you converted.
Step 4: combine the result from step 1 and step 3 to arrive at the answer.
12 – 4 ½
12- 1
11 2/2 – 4 ½ = 7 ½
Procedures
Day 1
Topic: Adding Fractions with like denominators
Specific Objectives: Students will be able to:
 What is a fraction?
 Identify proper fractions
 Add fractions with the same denominators
Engage
Teacher will begin the lesson by asking; "What is a fraction?, How can we add fractions with
like denominator?" Students will be given a few minutes to think about the questions then
answer. Students will then say what they have learnt about fractions in term one.
Explore
Students will use observe fractions written on the board. They will give the names of fractions
(proper fraction, mixed fraction/number and improper fraction). Students will then use fraction
pieces to form these fractions and explain each.

Explain
Teacher will then write a problem on the board. Mary baked a chocolate cake. Jerry ate 1/5 of
the cake and Peter ate 2/5. How much cake did they eat in all? Students will be asked to
identify the clue words in this question that let us know which operation to use.
Teacher will explain to the students that in order to add fractions with like denominators, we
would just keep the denominator and add the numerator, which is the top number.
Teacher will refer back to the question to explain the steps in details. “In this scenario, the cake
has been cut into 5 pieces. If I take 1/5 and add 2/5, I will get 3/5. You do not change the
denominators because the cake was cut into fifths.”
Elaborate
Teacher will discuss another scenario using subtraction with the students. Jane has 5/6 of a
cake. She gives 3/6 to her brother. How much cake does Jane have now? Students will work
this problem using fraction pieces orally.
Teacher will also introduce whole and improper fractions (Mixed Fractions) for students to
solve. Students will model other problems involving addition using fraction pieces and on the
board. Teacher will walk around and check for understanding.
Evaluate: Students will complete exercises 1 and 2 in the Integrated Maths Workbook page 42.
Example: 1/5 + 1/5 5/6 – 1/6
Teacher’s Evaluation
KEY: 1 – UNSATISFACTORY 2 – SATISFACTORY 3- GOOD 4 – EXCELLENT
Areas: 1 2 3 4
Effectiveness of Strategies
Students’ Participation
Effectiveness of Instructional Materials
Objectives were met
Students:
Behaviour during lesson
Work independently
Complete task on time
Comments:
Lesson was modified
Teacher will assist students
_____ Percent grasped the concept taught
_____ Percent did not grasp concept taught
Lesson was not taught due to: ………………………………………………………………….

………………………………………………………………………………………………….
Time:
Late start Started on Time Ended on Time Ended Early Went over Time
Plan of Action:
Re-teach Reinforce Concepts Teach in small group Advance to next topic
Day two
Topic: Subtracting Fractions with like denominators
Specific Objectives: Students will be able to:
 Subtract fractions with the same denominators
 Subtracting Mixed Fractions

Engage
Teacher will review the preview lesson and write some fractions for students to add before the
lesson of subtracting of fractions is being taught. Students will be asked to share their views
based on information given about adding fractions of like denominations and how would they
treat subtracting fractions with like denominations. Students will be given a few minutes to think
about the questions then answer. Students will then share with the class. .
Explore
Students will be given a few exercise of subtracting fractions to do. Then teacher will introduce
mixed fractions. Students will then use fraction pieces to form these fractions and explain each.
Explain
Teacher will then write a problem on the board. Miss Brown bought a large pizza and divide it
up into 16 equal slices. She shared the pizza for 10 students and 2 adults. How much pizza
was left after everyone has eaten. Students will be asked to identify the clue words in this
question that help them to solve the problem.
Then teacher will explain the steps in subtracting fractions with like denominators, we would
keep the denominator and just add the numerator, which is the top number.
Teacher will refer back to the question to explain the steps in detail.
Elaborate
Students will watch a video on Subtracting Fractions with like denominators and Mixed
Fractions.
Teacher will discuss another scenario using subtraction with the students. Students will work this
problem using fraction strips.
Evaluate: Students will complete exercises 1 and 2 in the Integrated Maths Workbook page 42.
Example 2

Example: 5/6 – 1/6
Areas: 1 2 3 4
Objectives were met
Students:
Work independently
Comments:
Lesson was modified
………………………………………………………………………………………………….
Time:
Plan of Action:
Day 3
Topic: Subtracting Mixed Numbers
Objectives: students should be able to:
 Subtract mixed numbers with like denominators.
 Solve problems that require subtraction of mixed numbers
Engage
Students will review the steps to add mixed numbers using the problem; 7 4/9 + 3 2/9=
Explain

Students will work with real-world scenarios to subtract mixed numbers with like denominators.
Students will be guided through questioning to build understanding of subtracting mixed
numbers. Teacher will walk around the classroom and question students to find out how they
solve the problem. Any misconceptions will be addressed at this point, as well as at the end of
the activity.
Explore
Each group will be given a Subtracting problem to answer. The students will answer questions
such as;
1. How many pieces will you divide the whole into?
2. Does your model prove your answer? How?
3. Which mixed number represents the total in the problem?
Elaborate
Students and teacher will review the answers to the problems as a class to give students who still
do not understand another opportunity to learn it.
Students will use fraction cards in their group to play addition and subtraction games.
Evaluate: students will solve the following problems.
2 2/5 – 1 1/5= 7 ½ - 3 ½ = 6 ¾ -1/4= 10 7/8 – 4 2/8=
Areas: 1 2 3 4
Objectives were met
Students:
Work independently
Comments:
Lesson was modified
………………………………………………………………………………………………….
Time:
Plan of Action:

Day four
Topic: Subtracting fractions from whole numbers
 Subtract a proper fraction from a whole number or mixed number
 Differentiate between a proper fraction and a mixed number
 Work independently to solve problems
Engage
The students will view teacher demonstration of subtracting proper fractions from a whole
numbers using fraction pieces.
Students will read a number sentence on the board 6 3/4. Students will work in their groups and
try to solve the problem.
Explain
Students will be question to find out how they would solve the problem. Teacher will first use
pictorial representation so that students have a clear understanding of the problem. Students will
be question as teacher demonstrates how to change a whole number into a mixed number.
Explore
Students will work in pairs to solve two problems. Selected students will be called to the board to
work out these problems. They must explain each step to the class as they solve. Students will
then solve problems as a class for a better understanding of the concept.
Elaborate / Evaluate
Students will complete activity on page 56 of the New Integrated Maths Workbook 4.
Example 15 – ½= 5 – 7/8= 2 – ½= 19 – 3 2/5 =
Areas: 1 2 3 4

Objectives were met
Students:
Work independently
Comments:
Lesson was modified
………………………………………………………………………………………………….
Time:
Plan of Action:
Day five
Topic: Adding and Subtraction Fractions
 Subtract a proper fraction from a whole number or mixed number
 Differentiate between the use of addition and subtraction
 Solve fractional problem which require the use of addition and subtraction
 Work cooperatively in groups
Engage
Students and teacher will review the week’s lesson on fractions.
Explore
The students will be placed in groups and given blank sheets. They will formulate 3 subtraction
and 2 addition problems including mixed and whole numbers; for example 5 – ½ = or 6 ½ +2 ½.

They will exchange worksheet with other groups to solve. Teacher will collect these worksheets
for marking.
Explain
The groups will discuss and solve some of these problems orally with teacher’s help and
misconceptions will be clarified by the teacher.
Elaborate
Students will solve these problems independently. Teacher will assist students who have
difficulties.
1. Mark ran 2 1
/3 km and Shaun ran 3 1
/3 km. Find the difference in the distance that they
ran.
2. Brandon and his son went fishing. Brandon caught 13 3
/4 kg of fish while his son caught
12 1
/4 kg of fish. What is the total weight of the fishes that they caught?
3. For the school’s sports day, a group of students prepared 21 1
/8 litres of lemonade. At the
end of the day they had 2 5
/8 litres left over. How many litres of lemonade were sold?
4. Darren spent 2 1
/2 hours on his homework on Monday. On Tuesday, he spent 1 ½ hours
on his homework. Find the total amount of time, in hours, that Darren spent doing his
homework on Monday and Tuesday.
5. Brian has a bamboo pole that was 6 m long. He cut off 1 1
/4 m. What is the length of the
remaining bamboo pole in metres?
6. Lydia bought 2 3
/4 kg of vegetables, 1 1
/4 kg of fish and 2 1
/3 kg of mutton. What is the
total mass, in kg, of the items that she bought?
7. A tank has 82 3
/4 litres of water. 24 4
/5 litres were used and the tank was filled with
another 18 3
/4 litres. What is the final volume of water in the tank?
Areas: 1 2 3 4
Objectives were met
Students:
Work independently

Comments:
Lesson was modified
………………………………………………………………………………………………….
Time:
Plan of Action:
Subject: Social Studies
Grade: 4W
Theme: The physical environment and its impact on human activities.
Duration: 90 minutes
Focus Question: How do I locate places on maps and what are the main physical features of
Jamaica?
Attainment Target: Understand the processes and forces that have influenced the physical and
built environment.
Specific Objectives:

 Define and use correctly the following concepts: highlands, lowlands, physical features, mountains
hills, valleys, plains , plateau , rivers,
 Develop an awareness of the various landforms that make up the Jamaican landscape
 Classify physical features in a variety of way
 List the importance of highlands
 List the importance of lowlands
 Locate and name Jamaica’s highlands
 Locate and name Jamaica’s lowlands
 Make a collage of highlands
 Write a friendly letter about the importance of lowlands
Skills: defining key concepts, classifying, developing awareness, listing, locating places on a
map of Jamaica, making collage, writing friendly letter
Key Vocabulary: plains, mountain, rivers, highlands, lowlands, physical features, hills, valleys,
plateau,
Resources: pictures, Social Studies textbook, dictionary, Language Arts text book,
supplementary text (Carlong Social Studies Year 4 and GSAT Social Studies Workbook), atlas,
map of Jamaica
Prior Learning: Know the parish and county that they live in.
Day 1
Engage
Students and teacher will recap previous week’s lesson on Physical Features. Teacher will ask
students to provide the name given to hills and mountains. Expected answer “Highlands”.
Students will talk freely about what they know about highlands based on previous lessons done.
Explore
In groups of four, students will be given Carlong Social Studies text books to write off the
importance of highlands. This will be done in bullet format so that students can practice how to
use text features learnt in Language Arts class. The teacher will guide them as to what to write
and where they will stop.
Explain
Students will give feedback based on activity done and explain what they have learnt about the
importance of highlands. The teacher will explain further the importance of highlands.
Elaborate

Students will use supplementary texts provided by the teacher to gather further information on
the highlands. They will use GSAT Social Studies Workbook along with their atlases to locate
the different the hills and mountains and the parishes in which they can be found. This activity
will be guided by the teacher. They will record this information in a table format.
Evaluate
Students will create a collage of highlands in class. They would have already been told to take
newspaper and other materials to do such activity in class.
Areas: 1 2 3 4
Objectives were met
Students:
Work independently
Comments:
Lesson was modified
………………………………………………………………………………………………….
Time:
Plan of Action:
Day 2
Engage: Students and teacher will recap previous day’s lesson on highlands. They
will tell the teacher what plains and valleys are classified as (lowlands).
Elaborate: Students will record information about the importance of lowlands from
the board written by the teacher. Teacher and students will discuss this
information given on lowlands.
Explain: students will discuss what they learnt about the importance of lowlands
and try and identify buildings they think were built on lowlands.

Extend: Students will use their atlases along with GSAT Social Studies Workbook
to identify lowlands and the respective parishes to which they belong.
Evaluate: Students will write a friendly about the importance of lowlands.
Areas: 1 2 3 4
Objectives were met
Students:
Work independently
Comments:
Lesson was modified
………………………………………………………………………………………………….
Time:
Plan of Action:
Content Page
Mountains and hills are highlands. The hills and mountains stretch from east to west across the
island. The highest mountain in Jamaica is the Blue Mountains. The Blue Mountains peak is
approximately 2256 metres high.
Importance of Highlands
• Encourage rainfall

• Provide wood for lumber, making furniture, charcoal
• Natural habitat for birds, insects, and animals
• Trees trap dust, provide shade, absorb noise, slow down the wind in hurricane ,prevent
soil erosion
• Hiking and camping by locals and tourists
• Plants crops such a coffee, strawberry and cocoa since these plants love the cold
Parishes Mountains Hills Plains Valleys
St. James Cockpit
Palmyra
___________ __________
Trelawny Cockpit, Dry
Harbour
___________ Queen of Spain
Hanover Dolphin Head
Cacoon Castle
___________ Great Valley
Westmoreland Montpelier Georges Deans Valley
St. Elizabeth Cockpit
Country, Santa
Cruz
Pedro Nassau Valley
Manchester Don
Figuerero,
Carpenters,
May Day
__________ ___________
Clarendon Mocho, Bull
Head
Vere _________
St. Catherine Juan de Bolas,
Montpelier,
Mount Diablo
St. Jago Lluidas Vale
St. Ann Dry Harbour,
Albion
_________ Cave Valley
St. Mary ___________
_
___________ __________ Agualta Vale
Kingston __________ __________ Liguanea
St. Anderw Blue
Mountain
Liguanea __________
Portland John Crow
Mountain,
Blue
Mountain
__________ Rio Grande
Valley
St. Thomas Blue
Mountain
Morant,Yallahs
River Valleys
Lowlands

Plains and valley are lowlands. A plain is a large area of low level land. Plains are found mainly
on the Southern side of Jamaica. A valley is a long narrow area of lowland between mountains
and hills. Most valleys form the path for rivers and therefore referred to as river-valleys.
Importance of Lowlands
• Plains and valley are used for building homes, schools, hospitals, factories, government
and commercial buildings
• For farming since is usually more fertile. ( plain )
• Plains are used to build roads, some roads are built alongside valleys
• Many rivers find a natural path in valleys.
Subject: Language Arts
Grade: 4W
Theme: Jamaica’s Landscape
Duration: 1hr × 5 days
Focus Question: How do we communicate information about our Jamaican landscape?

ICT ATTAINMENT TARGETS:
COMMUNICATION AND COLLABORATION-use technology to communicate ideas,
information and understanding for a variety of purposes
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND DECISION MAKING-
students will use technology to develop a logical process for decision making and problem
solving
Vocabulary: landscape, Jamaica, summarization, adverb, narrative
Skills: listening and speaking, formulating questions
Materials: Student journals, Language Arts Workbook, internet, Primary English 4
Content Outline:
Adverbs describe or modify verbs, adjectives and other adverbs. Adverbs often tell how, when,
where, how often and to what extent something happens. There are three kinds of Adverb:
1. Adverb of manner
2. Adverb of time
3. Adverb of place
Adverb of Place
Adverbs that change or qualify the meaning of a sentence by telling us where things happen are
defined as adverbs of place. Some instructors refer to these words or phrases as spatial adverbs.
No matter what they are called, these adverbs always answer one important question: Where?
Eg. I was standing there when the accident occurred.
In the sentence, above, there tells us where I was standing.
Context Clues
Part of reading comprehension involves using the other words in a sentence or passage to
understand an unknown word. An author often includes hints, or clues, to help the reader expand
vocabulary and grasp the meaning of the passage. Skill in using context clues enables a reader to
comprehend advance texts.
Letter Writing (Friendly letter)
Parts of a friendly letter

Text Features
Text features include all the components of a story or article that are not the main body of text.
These include the table of contents, index, glossary, headings, bold words, sidebars, pictures and
captions, and labelled diagrams.
Antonyms
Antonym- a word that means the opposite of another word:
Eg. Two antonyms of "light" are "dark" and "heavy".

DAY 1
Strands: Reading with Fluency and Recognition (Word Recognition & Vocabulary)
Attainment Targets:
o Use a variety of word recognition clues to identify new words
o Build Vocabulary through various strategies
Students will
o Identify and use antonyms in context
Activities:
Engage
 Students will sing antonyms song followed by questioning and discussion
What are Antonyms?
What are Antonyms?
Words that are
Words that
Opposite in meaning
Opposite in meaning
Rich and poor
Long and short

Plenty and scarce
 Students will be asked to supply other pairs of antonyms not mentioned in the song
followed by discussion.
Explore/Explain
 Students will go through an antonyms anchor chart followed by discussion. They also
role play pairs of antonyms seen on chart
 Students will read information on Jamaica’s landscape and identify pairs of opposite
encountered. Eg. The land is divided into two categories-highlands and lowlands. In
Jamaica, mountains stretch from east to west: as a result, rivers flow from north to south
etc. followed by discussion
Expand
 A mystery box will be sent around, students will clap and sing song 1, 2, 3, 4… whenever
it reaches a multiple of ten, they will stop clapping and the person who has the box at that
time will pick a word from it and give the meaning and the opposite.
 Each word will be placed on the board with its meaning. Students will later use the pair in
sentences followed by discussion.
 Have discussion on antonyms that are formed by adding prefixes eg. clear….unclear
Evaluation (students)
Students will complete page 95 in “The Integrated Language Arts Workbook, where they will
write the opposite of given words.

Teacher Evaluation
Areas: 1 2 3 4
Objectives were met
Comments:
Lesson was modified
………………………………………………………………………………………………….
Time:
Late start Started on Time Ended Early Went over Time
Plan of Action:
Re-teach Reinforce Concepts Advance to next topic
Additional Comments: …………………………………………………………………………

Day 2
Strand: Reading for Meaning and Enjoyment (Comprehension)
Topic: Comprehension Skills- Context Clues
Attainment Targets
o Read for meaning, fluency and enjoyment of texts, using a variety of clues to gain
information and identify ideas and events.
o Use deductive and inference to interpret information and ideas and to predict outcomes
Students will:
o Differentiate between explicit and implicit ideas in text.
o Construct graphic organizers to summarize texts read/heard
o Use context clues to clarify understanding during reading
o Willingly participate in group discussion and activities during reading activities
o Students will watch online a video on context clues
Activities
Engage
 Students will watch online a video explaining what are context clues and the five types
(https://www.youtube.com/watch?v=0TeeqtFuX5s.) followed by questioning and
discussion.
 Students will also go through examples of how each type is used.
Explore
 Students will read the passage on Jamaica’s landscape “Rivers in Jamaica” page 52 in
“The New Integrated Approach Social Studies Workbook 4” to predetermine stopping
points.
 Students will participate in the game “I Spy” where a word, phrase or sentence will be
identified and they will search for clues that can aid them in clarifying its meaning. Then
shout “I Spy” and direct the class to that portion of the text that provides a clue that may
help the class to clarify understanding.
 Students will observe as teacher utilises the think aloud strategy to model using context
clues to clarify meaning during reading. Engage in a discussion to highlight the processes
engaged in.
Expand/ Explain
 Students will be given sentence strips in their groups. They will read each sentence
identify the context clues that helped them to arrive at the meaning of the unfamiliar
word and say which of the context clues strategies they used. The groups will exchange
their sentence strips until they have gotten all.
 Each group will do its presentation followed by critiquing

Evaluation (Students)
Students will complete page 141 in The New Primary English 4
Evaluation (teacher)
Areas: 1 2 3 4
Objectives were met
Students:
Work independently
Comments:
Lesson was modified

Lesson was not taught due to: …………………………………………………………………………..
………………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Time:
Plan of Action:
Other Comments
……………………………………………………………………………..................................
Day 3
Strand: Language Structures (Grammar & Convention)
Topic: Adverb of Place
Attainment Target
o Use and adapt a range of sentence structures according to context, distinguishing between SJE
and JC
Specific Objective:
Students will:
o Identify and use adverb of place in context
Engage
 Students will watch on adverbs of place (https://www.youtube.com/watch?v=wyr1m8WpxrY.)
 They will then give the definition for adverb of place and give examples seen in the video.
 Students will draw conclusion based on discussion that adverb of place answers the question
‘where’.
Explore/ Explain
 Students will be given sentence strips in groups with adverb of place; they will identify the
heading in which the adverbs used in the sentences.
 They will share and give reasons for their answers.
Expand

 Students will also be given adverbs of place on word cards where they will construct sentences
with them then share them with the class.
 Students will complete worksheet on adverb of place
Evaluate
Students will complete page 200 from The New Primary English 4 book where they will
complete the following sentences by writing the correct adverb of place on the line.
Teacher Evaluation
Areas: 1 2 3 4
Objectives were met
Comments:
Lesson was modified

………………………………………………………………………………………………….
Time:
Late start Started on Time Ended Early Went over Time
Plan of Action:
Re-teach Reinforce Concepts Advance to next topic
Additional Comments: …………………………………………………………………………
Day 4
Strand: Communication (Writing)
Topic: Letter Writing
Attainment Target
o Develop approaches to the writing process to enable them to organize their ideas into a
coherent structure including, layout
Specific Objective
Students will:
o Apply the writing process to compose letters for a variety of purposes
Engage
o Students will watch YouTube video (https://www.youtube.com/watch?v=w_EV1omh8jM) on
the writing of friendly letters, followed by questioning and discussion
Eg. 1 a. What are the 5 parts of a friendly letter?
b. Name the parts and give their purposes
Explore/Explain
o Students will be shown various friendly letters to identify the parts and purpose of the letters.
They will say if each letter was written(content) based on the scenario given
Elaborate

o Students will read information on Jamaica’s landscape and they will also review materials read
in previous weeks such as the passage on Jamaica’s landscape. Gary’s Facebook message
describing Jamaica’s landscape and highlands and their importance.
o Students will write to friends sharing details about aspects of the Jamaican landscape which
might be particularly appealing to tourist. They will write their pieces paying particular attention
to:
- The use of the writing process to ensure high quality pieces
- Use of appropriate format (including the five parts)
- Inclusion of content relevant to the task given
Evaluation (students)
Students will present their letters followed by critique
Areas: 1 2 3 4
Objectives were met
Students:
Work independently
Comments:
Lesson was modified
………………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Time:
Plan of Action:
Other Comments

……………………………………………………………………………..................................
Day 5 (Continuation from last week’s lesson)
Strand: Reading for Information (Research & Study Skills)
Topic: Text Features
Attainment Targets:
o Research activities on issues and interests by generating ideas and exploring texts using a range
of strategies
o Identify and use text features to support navigation of texts, retrieving and synthesize
information gained from a range of sources
Objectives:
o Extract information from graphs and tables
o Analyze the effects of text features in locating information
o Begin to use on-line sources to locate information
Engage
o Students will be asked to give a dentition for ‘feature’ and also to give their facial features eg.
Eyes, nose, ears etc.
o Let students become aware that just as how our faces have features so does a book, a map, a
table etc.
Explore/Explain/Expand
o Students will observe a variety material such as books. They will be asked to say what is
common among all the books (expected answer such as title, table of content, glossary etc. is
present).
o Students will go through a text feature chart and have discussion on the purpose of and
importance of each text feature.

Expand
o Students will peruse text before reading to observe the photographs/illustrations, charts, or
maps and discuss in their groups what they observed.
o Students will read edited text on ‘landform with text features removed. Engage in a discussion
on how difficult it was in comprehending the text without the text features.
o Read original text and note the differences in understanding the text with and without the text
features. They will note points in their notebooks and share with class
Evaluation (Students)
Students will be given a handout where they will use it to complete the worksheet overleaf
Areas: 1 2 3 4
Objectives were met

Students:
Work independently
Comments:
Lesson was modified
………………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Time:
Plan of Action:
Other Comments
………………………………………

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