Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Year 2
Date:31st March 2016

Time:

9.20-10.00am

Learning Area: Mathematics

Strand/Topic from the Australian Curriculum
Group, partition and rearrange collections up to 1000
in hundreds, tens and ones to facilitate more efficient
counting(ACMNA028)

Students Prior Knowledge:

- Familiar with some forms of ICT
- Connect numbers and names of numbers
- Compare, order and make correspondences
between collections of numbers
- Confidence with number sequences to and from
1000
- recognise, model, read, write and orders
numbers
- Count collections to 1000 by partitioning
numbers using place value

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

Literacy
Numeracy
ICT
Critical and Ethical
competence creative
behaviour
thinking
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait
Islander histories and cultures
Proficiencies:(Mathematics only)
Problem solving
Understanding
Fluency

Asia and Australias

engagement with Asia

Personal
and Social
competence

Intercultural
understandi
ng

N/A
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:
Identify place value by determining the number of tens, ones, hundreds and thousands in a given
number
Verbally repeat the displayed number students have made with their ten base blocks
Successfully use a range of ICT equipment to work through place value activities
Teachers Prior Preparation/Organisation:
Teacher made QR code cards
Fully charged iPads
QR Code reader App downloaded on iPads
Assessment checklist
Base 10 Blocks

Provision for students at educational risk:

Student with vision impairment requires seating
close to whiteboard and magnification equipment
for viewing task.
Students with high functioning Autism will work
with the teacher assistant to complete the lessons
and activities.

Ensure behaviour management is put into place

prior to the lesson by the everyday teachers.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to determine:

Determine the number of tens, ones, hundreds, and thousands in a given number.

Use correct mathematic language when repeating the value of a number or whole numbers.

Able to use ICT effectively during place value activities.

Teacher self-reflection and self-evaluation:

Anecdotal notes will be kept for further planning and teaching methods.

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

Time
9.20am

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

Resources
Motivation and Introduction:
Children sit around in a circle. Each student has a card. The students with
the start card stands up and reads his/her card. The student
that has the next number stands up and reads and so on until

Teacher made cards

www.teaccherrecoursegalore.co
m

the last student reads his/her card and the number line is
complete.

Lesson Steps (Lesson content, structure, strategies & Key

9.30am

Questions):
QR Codes and Base Ten Blocks
1. Explain to students how to use the OR Codes, QR Code
IPads


Reader, and the base ten blocks.

Teacher made QR CODE

2. Students will then use the QR Code Reader, downloaded

cards

onto the iPad to scan the QR codes provided by the teacher.

QR CODE reader

3. These codes will produce a question or maths sum that the

9.35am

students will need to answer.

4. The students will answer these questions using the base
ten blocks.
5. While completing the activity they will be asked questions in

9.55am

relation to place value.

6. This activity will continue until all the QR codes have been
read and the sums have been completed.

Lesson Closure:(Review lesson objectives with students)

Students will come together as a whole and review the
10.00a
m

lessons. The teacher will ask some key questions about the
lesson to activate the students knowledge to see if children
were engaged in the activities

Transition: (What needs to happen prior to the next lesson?)

Students will be asked to move back to their own desks and
wait quietly until the school bell rings for recess time.
Checklist for assessment
Assessment: (Were the lesson objectives met? How will
these be judged?)
-

The teacher will assess groups using a checklist to

mark those students who could complete the task


appropriately.
Checklist will include
-

Ability to determine the number of tens, ones,

hundreds, and thousands in a given number.

Use correct mathematic language when repeating the

value of a number or whole numbers.

Able to use ICT effectively during place value activities.