Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4

Students Prior Knowledge:

Time: 1.30pm 2.00pm

Date: 18/03/2015

Students count to and from 10 000.

Learning Area:

Recognise, model, represent and order

numbers to at least 10 000.

Strand/Topic from the Australian Curriculum:

Number and Algebra: Number and Place Value

Capable users of the iPad and its

touchscreen features.

Apply place value to partition, rearrange and

regroup numbers to at least tens of thousands
to assist calculations and solve problems
(ACMNA073)

Students can apply place value to partition,

rearrange and regroup numbers to at least
10 000 to assist calculations and solve
problems.

Mathematics

General Capabilities (that may potentially be covered in the lesson)

Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
Asia and Australias engagement with Asia
histories and cultures
Proficiencies:(Mathematics only)
Understanding, Fluency, Reasoning and Problem Solving.

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Apply mental strategies to identify place value

Demonstrate collaborative teamwork with a partner.

Teachers Prior Preparation/Organisation:

Prepared numbers for introduction

activity.
Select 8 place value questions. Create
QR codes for these 8 questions
(print/laminate).
Collect pirate themed props/costumes.
Example of Popplet answer format.
Teacher has stuck 8 QR Codes around
the classroom prior to the lesson.
Whiteboard and whiteboard markers.
iPads with QR Code Reader and Popplet
app download.

Provision for students at educational risk:

Enabling:
- Extra QR Codes with hints for each
corresponding question.
- Be provided with maths workbooks to
assist with methods of working out.
- Reduce number of stations.
- Assistants at each station.
Extending:
- Increase number of stations.
- More complex questions.
- Introduce a time limit must
complete in a specific amount of

iPads charged.

time.
Students who require assistive aids:
- Be selective with partner pair
students who require assistive aids
with stronger students to help them.
- Students who are limited with
movement can be provided the
codes in hand

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:


LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time

Motivation and Introduction:

Ask students to sit quietly at their desks with their attention

directed to the front of the classroom.

Resources/References
Align these with the
segment where they will
be introduced.

Revise place value by playing the place value clap game.

Explain game to students:
Write different four digit numbers on the whiteboard and split
class into groups of four assign a number to each group.
Decide who is to clap for thousands, who will clap hundreds,
tens and ones within their group.
Students line up in correct place for place value. Students
clap their digit or fold their arms (zero).

Whiteboard and
whiteboard markers.

The 'thousands' person then has to say the whole number

correctly. They then swap until all four children have had a
chance to be each digit.
Ask students to return to their seats and wait for further
instruction.
Lesson Steps (Lesson content, structure, strategies & Key Questions):

Divide students into pairs based on level of technology

capability and strength in maths.
Introduce next activity: Place Value Scavenger Hunt.
Students are to use iPads with the QR Code Reader app to
answer place value questions. Questions will be a mix of
multiple choice/true or false/closed questions.
1. What number rounds to 5,000?

iPad one between two

students. .
QR Code Reader app
loaded.

a. 5,601
b. 5,500
c. 4,487
d. 4,852
2. In the number 84739 what is the value of the 3?
a. 300


b. 30, 000
c. 30
d. 3,000
3. How would you break down this number 660,606?
a. 600,000+6,000+600+6
b. 600,000 + 60,000 + 600 + 6
c. 60,000 + 6,000 + 600 + 6
d. 66,000 + 6,000 + 60 + 6
4. The number 6 is in the hundreds place in 621.
a. True
b. False
5. Round 770,943 to the nearest hundred
a. 770,900
b. 771,900
c. 780,000
d. 770,940
6. Round .36 to the nearest tenth.
a. .036
b. .3
c. .36
d. .4
7. 9435 In which place value is the 9?

Pirated themed
props/costumes.

a. Ones
b. Thousands

Popplet app loaded.


c. Hundreds

Format displaying
Popplet example.

d. Tenths
8. What digit is in the ten thousands place 862,401,903?
a. 2
b. 4
c. 6
d. 0
As students progress through each station they must put on a
pirate themed prop/costume.
Students must answer questions using the app Popplet (one
student reads QR Codes, one student creates Popplet).
Teacher will demonstrate format before starting the activity
(title, name, answers).
Students begin activity. Teacher supervisors, helpers are
allocated to one QR Code station to assist students with their
maths and use of technology if needed.
Lesson Closure:(Review lesson objectives with students)

Once students have completed each station they are to return

to the mat. Students remain in costumes.
Select one pair to present their findings and students can
match their answers.
Transition: (What needs to happen prior to the next lesson?)

Students return props/costumes to the teacher. Return iPads

to teacher. Students return to their desks and await further
instruction.
Assessment: (Were the lesson objectives met? How will these be judged?)

Assess Popplet answers.

Screenshot each Popplet and add to one file.
Use rubric to assess each question on the scale of developed
and not yet developed.
Anecdotal and observational notes have been taken
throughout the scavenger hunt record misbehaving
students, students who work well collaboratively.