Lesson Plan Template 1 Primary & Secondary Unit,Topic: Place -alue . Partitionin( num'ers /le&i'ly !

+ssociati e Principle$ 0ate: Time: 1ey Learnin( +rea: 3ear Le el: 10 Lesson: 4 55555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 Curriculum outcomes /or the unit: Num'er and +l(e'ra 4ra!tions and de!imals 5 3e!ognise and des!ribe one/half as one of two e6ual parts of a whole" &78M97:, * 9umber and pla!e %alue 5 8ount !olle!tions to ,:: by partitioning numbers using pla!e %alue &78M97:,.* 5 ;e%elop !onfiden!e with number se6uen!es to and from ,:: by ones from any starting point" 2kip !ount by twos, fi%es and tens starting from <ero &78M97:,'* 5 3e!ognise, model, read, write and order numbers to at least ,::" =o!ate these numbers on a number line &78M97:,3* 5 3epresent and sol%e simple addition and subtra!tion problems using a range of strategies in!luding !ounting on, partitioning and rearranging parts &78M97:,(* Statistics and Pro'a'ility 8han!e 5 Identify out!omes of familiar e%ents in%ol%ing !han!e and des!ribe them using e%eryday language su!h as will happen, wont happen or might happen &78M2P:'.* ;ata representation and interpretation 5 8hoose simple 6uestions and gather responses &78M2P' '* 2aths

LESSON OUTCOME:
&1ey 1nowledge and 2kills students should a!hie%e in the lesson taken from rele%ant !urri!ulum do!uments"* Partition a number in more than two parts 3earrange the parts to show a different arrangement 4ormally re!ord the representation as an addition number senten!e

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LESSON STRUCTURE: Time Metalanguage: Partition numbers: break numbers up into parts Introduce the lesson In the last lesson, you partitioned numbers into two parts a part of tens and a part of ones, for example, 3 !an be partitioned into 3 tens and ones" #his is !alled standard partitioning" In this lesson, you will partition numbers into more than two parts, not using tens as a part" #his is !alled flexible partitioning" Teachin( +pproaches

Represent associati ity !part"part"part"#hole$

$at!h the %ideo %le&i'le partitionin( &':()*"
In this %ideo, students learn that: ++partitioning numbers into a part other than tens is !alled flexible partitioning, for example, ,- !an be partitioned into three parts: ., - and &not tens numbers* ++the part/part/part/whole model shows numbers partitioned into three parts ++no matter how the parts are arranged, the whole remains the same" $rite the numbers ., -, and ,- on sti!ky notes and display them on Sheet ) * 0lank

part/part/

part/whole model,

>xplain #his is a part/part/part/whole model, ?ust like the model in the %ideo" #here are three parts &point to the three boxes in the top row of the model as you say part, part, part" #he parts are ., - and and the whole is ,- &point to the whole*" @" What will happen to the total (or whole) if you rearrange the parts? 7" e"g" the total &or whole* will stay the same 7sk students to: rearrange the parts &sti!ky notes* to !reate different part/part/part !ombinations" Ase a %ariety of materials to show ea!h arrangement" ,

Experiencing the known and the new (authentic pedagogy learning is situated, contextual and grounded in the real world and connects school learning with practical application in a real life context) Applying appropriately and creatively (functional pedagogy) Analysing functionally(critical pedagogy human purposes) onceptualising !y naming(didactic teaching metalanguage) "earning !y #esign $%nowledge processes& %alant'is ( ope, )*+))

@" $hat other three part numbers !ould you use to show the whole of ,-B 7" 7nswers will %ary eg )CDC', , C C ,,, . C (C) et! 7sk students to: 8hoose a teen number &eg , * $rite the !hosen teen number on a sti!ky note and atta!h it to the whole box on 2heet (

2how the number &, * using !on!rete materials"

7rrange the materials in three parts of their !hoi!e

$rite the three parts on indi%idual sti!ky notes and atta!h them to the part boxes on Sheet )

, 3earrange the parts &sti!ky notes* to !reate different !ombinations, for example:

Ase a %ariety of materials to show ea!h arrangement"

Record the parts arran(ements

;emonstrate how to write one of the !ombinations for the teen number in a part/part/part/whole model in the Maths exer!ise book" 3earrange the sti!ky notes on Sheet ) to refle!t this !ombination" >xplain: =ets re!ord the addition number senten!e for this arrangement of the parts and the whole for , " $hen writing the addition number senten!e, we use the addition &C* and the e6uals &E* symbols" #his part/part/part/whole model tells us that the parts are D, ( and ." #o write the addition number senten!e for this arrangement, we take the parts and write them in the same order in the number senten!e, so we write D C ( C ." $hen added together, these parts e6ual , , so we write E , &point to the addition number senten!e in the Maths exer!ise book*"

2ay: $e !an also show this flexible partitioning on a number line &draw a simple part/part/part/whole model, write the three parts and the whole, and a number line from : to ,D in the Maths exer!ise book*"

I will shade ea!h number, so we !an easily see how the parts and the whole !an be shown on the number line &use four different !oloured pen!ils to shade behind ea!h number on the model*

#he first part is D, so I will show that on the number line by drawing a ?ump from : to D" #he next part is (, so I will show that by ?umping ( more" #he other part is ." I !an show that by ?umping . more" #he total is , " 5 Ase the same !olours you used to shade ea!h part to show the parts in ?umps on the number line, for example:

7sk students to: rearrange the sti!ky notes on Sheet ) to !reate a different order of parts for the teen number &e"g" (, D and .* re!ord the parts and the whole on the part/part/part/whole model on Sheet 6 * My

flexible partitioning, in the +cti

ity 7oo8 re!ord the partitioning in ?umps on the number line on Sheet 6 write the mat!hing addition number senten!e using the C and the E symbols read the addition number senten!e"

: Use as assessment piece9 +ns#ers #ill ary9" @" What parts can you see? 7" answers will %ary, e"g" (, D and . @" ,ow did you use the parts to make a num!er sentence? 7" answers will %ary @" What can you say a!out the whole? 7" e"g" it is the total of the three parts

RESOURCES I$0/%ideo: 4lexible Partitioning &':()* Maths work book 2ti!ky notes 8on!rete materials to partition small numbers &et ': !ounters, linking !ubes, dried beans, pla!e %alue beads et!* 4our !oloured pen!ils &green, orange, blue, purple* 0lank part/part/whole model 2heet ( My flexible partitioning 2heet

Post Re/lection: