Bellaire Primary School

Practicum Lesson Number

Topic and Focus

Time of Lesson

11.30

Duration of lesson Year Level Prep

60 mins? Supervisor

Class Size Jo Barry

21

Numeracy- Place value- ordering

Learning Focus:

For Children to be able to order from smallest to largest.

Domains Dimensions Key elements of standards to which lesson is focussed Compare, order and make correspondences between collections, initially to 20, and explain reasoning

AusVELS Strands Level:;Foundation

Discipline based learning

Numeracy

Number

Physical, personal and social learning

Interpersonal development

Students describe basic skills required to work cooperatively in groups

Assessment Criteria and Method of Evaluation

Standards Compare, order and make correspondences between collections, initially to 20, and explain reasoning

How will you identify what they have learnt and how will you record or note this
Evidence How will you identify what they have learnt and how will you record or note this

Assessment Criteria (Ability to: )

Students can show they can order numbers correctly from 0-20 with no assistance.

Whilst participating in the tuning in activity use a checklist to go through students who have shown an ability to do this, note down any observations of children finding this difficult.

Students Background Knowledge

What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing knowledge?

Students have been learning about numbers to 20 and have been practicing placing numbers in correct orders. This lesson will build on the last lesson helping them develop the concept of place value.
Resources and Materials
Google Maps 100s charts Crayons. Numbers to ten cards Numbers to 100 cards (extension group) Uni fix cubes Counters

What materials and resources will you need to have prepared?

Interactive whiteboard; Mult-e-maths 100s chart.

Student Teacher Focus

What will you concentrate on yourself?

Ensuring the lesson flows and is within time. Maintain classroom management; strong clear voice, step on naughty behaviours early to ensure children do not feel they can walk all over me. (5Ls) Give clear instructions (short and sweet) Assessing each childs capabilities

Stage of lesson
Stage 1 Introduction How will you engage and stimulate the interest of the students? Include possible questions that you may choose to use Demonstrations etc

Tasks/ Activity/Challenges/? Tuning in; Settle the students after recess with a quick game of Mr C says. Sit the students in a circle model the game from Monday quickly, asking children to help explain the game. (Mr C lost his memory last night who can remember how we play it). Children grouped in 3s with a set of cards 0 to 10 or 0 to 100 depending on level. (advanced group Zane, Jaxon, Tayla, Brodie, Rikki, Thomas, Elise.) Pick a card each, as a group work out whos is biggest, smallest etc, winner is child with middle number who then earn one unifix cube. Pack up; one student brings the cards, one student brings the unifix and the other student brings the counters.

Time 15

Student action Tuning in, (turning our maths brains on) Cooperating well in groups.

Teacher action Settle the students down. Modelling activity. Assessing children through the checklist.

Stage 2 Body of lesson Describe each distinct task in the order to be undertaken. Start a new task each time the teacher or students behave in a different manner. State an estimated length of time for each task. Ensure that there is some form of prompt or reinforcement available for students

25 Bring the students to the floor once everything is packed away; Using Mult-e-Maths 100s chart, (each child is given their own smaller 100s chart) discuss what we can notice about the different rows of numbers. You could prompt children with questions such as What can you see in the first row? What do the numbers in the second row look like? Whats the same/different about them? etc. As a whole group, using the Smartboard, colour in the numbers that are similar the same colour (so the 1-digit numbers could be green, teen numbers could be orange). Reinforce the fact that the 1-digit numbers are smaller, which is why theyre in the first row, teen numbers are the second smallest group etc. Children grouped up in pairs go back to their tables with their 100s chart Children can also colour in their own 100s chart in a similar manner to what was done on the board. Children now use their 100s charts. Taking it in turns, one person covers a small section of the chart. The other child then works out which numbers are hidden. Repeat.

Listening attentively. Watching the smart board. Involved in discussion.

Prompting various students. Positive feedback. Standing near the smartboard. Modelling activity

Colouring in numbers that are similar. Walking around challenging childrens thinking observing Working cooperatively in pairs children. Peer teaching

Stage 3: Conclusion How will you draw the findings of the lesson together so that the students can evaluate what they have learnt? Stage 5: Closure Do you need to prepare the students for handing over to another teacher, or another subject PRAISE? Have the students done well? Worked hard?

Children share their thinking- could prompt with questions such as How did you know what the numbers were? What did you look at? etc.

15

Listening attentively doing the 5Ls Contributing to discussions

Providing positive feedback to each childs work (pick out one thing they did really well). Positive reinforcement to those children sitting nicely.

Sit students down ready to listen to Mrs Barry, congratulate students on a good lesson.

Sitting ready for Mrs Barry

Focus on 3 or 4 students who did an exceptional job and provide praise.

Reflection on Student Learning

What did you observe about student learning? Report evidence of students learning , map to the skills and concepts listed in the lesson plan

Comments on Future Lesson Directions

Make a comment about your assessment of the lesson. Are there areas you need to go over or move beyond?

Reflection on Lesson

How was the timing or the flow of the lesson? What other observations did you make ? Did you manage the learning environment effectively? Did you explain the science concepts clearly?

Reflection on Student Teacher Outcomes

Did you meet your own focus objectives? Could you still improve in that area? Were there other areas you feel you could concentrate on in the future? What were the positive points of your lesson?

Pedagogical Teaching Activities/Strategies; to engage, to challenge prior understandings, to promote questions POE (Predict observe explain), MORE (Model Observe Reflect Explain), SCAMPER (SCAMPER is an acronym for useful list of words that can be applied as stimuli to make you think differently about the problem area.), PMI (Plus-minus interesting), OPV (Other People's Views), Thinking Hats, Think-pair-share, role model, jigsaw, inquiry, problem solving. Examples of Science Skills and Processes- Observing, Classifying/comparing, Measuring/Using Numbers, Predicting , Inferring, Experimenting, Communicating ,Collecting, Recording, and Interpreting Data, Identifying and Controlling Variables, Making and Using Models etc Critical Thinking Skills- Analysing, Generating Ideas, Evaluating, Applying, Synthesising, Expressing Ideas, Solving Problems .