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Lesson Plan Template 1 Primary & Secondary Unit/Topic: Key Learning Area: Number and Place Value-Doubling and

Halving Maths Date: 31 Aug 2013 Time: 11.35-12.05

Year Level: 1D Lesson: 7 ___________________________________________________________________________________________________________ Curriculum outcomes for the unit: Measurement and Geometry Location and transformation Give and follow directions to familiar locations (ACMMG023) Using units of measurement Describe duration using months, weeks, days and hours (ACMMG021) Tell time to the half-hour (ACMMG020) Number and Algebra Money and financial mathematics Recognise, describe and order Australian coins according to their value (ACMNA017) Number and place value Count collections to 100 by partitioning numbers using place value (ACMNA014) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Patterns and algebra Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)

LESSON OUTCOME:
(Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) Investigate doubling and halving in everyday situations eg rolling two numbers the same on two dice, sharing a biscuit between two people. Identify the language of doubling and halving eg double, twice as much, halve, sharing into two equal amounts, half as much.

LESSON STRUCTURE: Time 11.3512.05 Introduction (Set): Doubling: situations and language Make connections to doubling in everyday situations Doubling - rolling two numbers the same on two dice, sharing a biscuit between two people, double-decker bus, double ice-cream cone. Identify the language of doubling and halving eg double, twice as much, two equal amounts Time 12.001.00pm Main Content: Teaching Approaches Teaching Approaches

Focus questions: What doubles do you know? What other words do you know that mean the same as double? How could we show the doubles we find? How much more is double?

Use materials to model doubling with other numbers to ten. Identify the parts and the whole. Doubling: starts with the parts the parts are exactly the same Say the double fact, record in a part-part-whole model and as an addition number sentence. 4 8 part Double 4 is 8. part 4

4+4=8

Repeat using other numbers to ten. __________________________________________ Represent and describe halving Identify and discuss halving situations in everyday life e.g. sharing a sandwich between two people, cutting a piece of fruit in half.

_______________________________

Focus questions:

What does it mean when you halve something? What are some things you have halved? What are some other words you know which mean the same as halving? Identify and list the language of halving e.g. halves, sharing into two equal amounts, half as much. Present and act out a halving situation using materials (unstructured and structured) Ben has ten lollies in the party bag. He wants to give half his lollies to his sister. How many lollies will Ben get?

Identify the parts and the whole. Draw circle and shade in half?
Focus questions:

How many lollies in the party bag? Is this the whole or part? How do you know? How are you going to halve the amount of lollies? Can you do it a different way? Explain. How many lollies does Ben/his sister have? What do you notice about Bens and his sisters lolly amount? Are these the parts or the whole? Explain. What would we have to do to create the whole? Use materials to model halving using numbers under 20. Example: I have 10 counters and want to put half in each container. Ask students to demonstrate how to share out the counters one at a time, placing them into the jar.

Identify the whole, then after the sharing, identify the parts.

part whole Say the halve fact, record in a part-part-whole model and present as a subtraction number sentence. part 10 5 Half of 10 is 5. 5

10 - 5 = 5

Repeat using other numbers that can be halved equally. Halving: Reinforce: starts with the whole share the whole into two equal parts the parts are exactly the same _________________________________________ Making the connection between halving and doubling Use materials and model halving a collection or quantity e.g. six blocks. Determine how many in the half by counting. Demonstrate how the whole can be recreated by doubling the amount of the half.

whole collection (6)

half the collection (3)

If we double the half (3) we recreate the whole (6):

Double 3 is 6 Repeat with other Reinforce and Doubling state: a collection/quantity: gives twice as much increases the quantity Halving a collection/quantity: gives half as much decreases the quantity

Focus questions:

What have noticed about halving and doubling? How can they help you to work out number problems like (6 + 6)/ (8 4)? Explain.

If enough time.. Use the doubles/ halves Display an addition number sentence e.g. 4+5= Identify the double fact that could be used to solve the number sentence e.g. 4 + 4, then add 1 more to make up to 5. Think aloud: double 4 add 1 makes Double 9

Demonstrate and discuss using the double fact

5 + 5, and the need to take 1 away from the 5 to make the 4. Think aloud double 5 take away 1 makes 9

Repeat using other addition sentences e.g. 3 + 4, 6 + 7 Highlight the importance of knowing the doubling and halving facts to help solve number problems efficiently. Demonstrate how useful it is to know the doubles facts when solving a subtraction number problem e.g. 94= Think aloud: 9 4 OR 9 4 I know half of 8 is 4 so 9 is one more. I add 1 more to 4 to make 5.

I know double 4 is 8 so 9 is one more. I add 1 more to 4 to make 5.

Demonstrate using halving 10. Focus questions: What did you use to help you solve the number sentence: doubles or halves? Why did you choose that one? How did you solve the number sentence? Why do you think knowing the doubles/halves facts helps to solve number problems?

Time

Conclusion: Resources: Markers Butchers paper Counters Interlocking cubes Paddlepop stocks Lollies Work sheet Post Reflection:

Teaching Approaches

RESOURCES (Include equipment required for class and/or for teacher preparation)

SAFETY CONSIDERATIONS/MATERIALS

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