Mathematics lesson plan

(Adapted from Gervasoni & Parish, ACU Ballarat Campus)

Lesson opic!
Addition - Partitioning recap
"ate!
20-6-13
#ear Level(s)!
1
Lesson
duration!
50mins
Mathematical $ocus! The partitioning of numbers from 0-20
Australian Curriculum (AC)!!
#ear level! 1
Content strand! Number and Algebra
Proficienc% strand(s)! Fluenc! "easoning
Content description(s)! "epresent and sol#e simple addition and subtraction problems using a
range of strategies including counting on! partitioning and rearranging parts
Bac&'round to the students( current learnin'!
The students understand$%no& alread'
(e#elop confidence &ith number se)uences to and from 100 b ones from an starting point*
+%ip count b t&os! fi#es and tens starting from 0
The students understand$can do mathematicall'
"epresent (ata &ith ob,ects and dra&ings &here one ob,ect or dra&ing represents one data
#alue*
-ount collections to 100 b partitioning numbers using place #alue
Learnin' )*+ectives,)utcomes!
Mathematics content/concept/idea learning outcome
At the end of this lesson! the students &ill demonstrate understanding of'
Partitioning of numbers - The different combinations of numbers that can form 20
Mathematics strategies/processes/ways of working and thinking mathematically outcome
"ecalling pre#ious %no&ledge $ Trial and error
Assessment strate'ies!
(Brief description of the strategies you will use to assess student learning. This must link directly to the
objectives/outcomes. What are you going to observe and/or listen for in order to identify understanding? What evidence
of learning (e.g. work samples photos video audio! will be collected by you for further analysis?!
What assessment strategies will you use in this lesson?
.bser#ation! &or% sample /of flo&er0
What will you look for, and analyse, in the evidence found in the assessment?
The number of petals of each colour add together to correctl represent the number &ritten in the
centre of the flo&er
-esources!
(Brief description of the resources that are needed to support teaching and learning" include physical and technological
if appropriate!
eacher .tudent
1hiteboard 1or% sheet /see attached0
)r'anisation for learnin'!
(Brief description of how the room will be organised" include #grouping for learning$ details e.g. pair work triads small
group whole class" teacher roving etc.!
1hole class discussion - floor
2ndi#idual &or% 3 tables
/e% 0uestions to 'uide learnin' and prompt student thin&in'!
(%ist &'( key )uestions that will be used to support stimulate provoke and probe thinking that helps students to describe
e*plain justify connection'make generalise evaluate etc.!
1hat is another &a &e can ma%e 4445
6o& did ou get that5
2s that all the different combinations &e can ma%e5 6o& do ou %no&5
Lesson actions!
+n the cells below list the actions that you and the students will do during each phase of the lesson.
e1! 23GAG2, 24PL)-2
Lesson introduction (5hole U363G 63)!
/7uild a&areness of and lin% to prior$current %no&ledge8 introduce ne& learning$acti#it8 9tune: the students into the mathematics8 build moti#ation and
engagement8 stimulate curiosit8 establishing understanding of the problem to be in#estigated8 establishing clear e;pectations on &as to &or%
mathematicall0
-ounting bac%&ards b 1<s from 100
=outube clip
"e#ie& doubles' 3>3! ?>?! 5>5***
e1! 24PL)-2, 24PLA63, 2LAB)-A2
"evelopment,investi'ation (Part 7 6382.6GA63G)!
/+tudents engage &ith the mathematical tas%$game$acti#it$learning e;perience to e;plore$e;plain$elaborate upon the mathematical
ideas$concepts$strategies$&as of &or%ing mathematicall8 engagement &ith class$small group discussions8 possible #ariations introduced for students
&ho are e;periencing difficult or re)uiring e;tension8 &as of ad,usting the lesson for students8 teacher ro#ing and collecting assessment information
&ith attenti#e listening and obser#ation0
@odel sheet b e;ploring &as to ma%e a certain number'
e*g* 1?' A>A! B>6! 5>C
+tudents to complete sheet' For each number! list 2 &as in &hich that number can be partitioned into
Ad+ustin' the lesson /strategies ou &ill use to ad,ust the lesson0!
2na*lin' prompt! Dse an <eas< number e*g* 10 and another number
e1! 24PLA63, 2LAB)-A2, 28ALUA2
Plenar% and conclusion (5hole -2$L2C63G and G232-AL6.63G)!
/+tudents discuss$e;plain$elaborate upon strategies$products$mathematical thin%ing8 teacher leads a discussion to highlight and summarise the important
mathematical idea/s08 encourage student e#aluation of their learning$strateg use$&as of &or%ing mathematicall8 )uestions to pose to students should
support reflection on the important ideas and strategies learned0
(iscussion of their &or%' pic% out a fe& e;amples
- (id people choose the same partition combination for each number
1hat did ou learn5
Post7lesson revie9 and evaluation (to *e completed once the lesson is tau'ht)!
Student Achievement
(Brief description of what students achieved as a result of your lesson. This should link directly to the
objectives/outcomes of the lesson and link back to the evidence that was collected during the lesson. ,*pected and
une*pected achievements should be described here!
Teacher Effectiveness
(Brief description of elements that were successful in relation to the teacher$s practice. This should link directly to
evidence of student learning. -eflection on teaching should focus on what will be further refined in teaching practices or
ideas for improving teaching strategies!