LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 9:45 10:30 Date: 8/6/2017 Students Prior Knowledge:

Learning Area: Maths Students have previously researched background of

Australian notes and coins.
Strand/Topic from the Australian Curriculum Students have worked with concrete materials for
Represent money values in multiple ways and count the adding and subtracting with money and have
change required for simple transactions to the nearest five attempted financial word problems.
cents (ACMNA059)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only) Understanding, Fluency
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:

Demonstrate ability to skip count by 5, 10 and 20
Use concrete materials to count with coins and notes and to complete addition sums
Solve financial word problems requiring addition of money and correct change
Teachers Prior Preparation/Organisation: Provision for students at educational risk:
Student names jar Groups separated according to previous maths ability
Money Task Cards, Answer sheet, Recording Sheet and ability to work independently.
Plastic Australian currency (sorted into 3 lots) Tasks differentiated to suit ability level.
Magnetic Australian Currency Teacher focus on weakest ability group.
Whiteboard, Blackboard Opportunities for students to engage with concrete
Post it notes numbered by 5s materials to help solve problems.
Pandoras Palace worksheets and resource page
3 envelopes containing maths jokes

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)

Resources/References
Time Motivation and Introduction:
9:45 1. Students assembled on the mat, cleared desks
9:55
2. Link to prior learning the last few weeks you have done some
research about Australian currency. Did you find out anything
interesting about Australian coins and banknotes?
3. Think/Pair/Share: Is counting with money any different to Student names jar
counting/adding normal numbers? Draw 3 student names to share
what they discussed with their partner. (Looking for you might have
to count by 1,2,5,10,20, 50 and 100s. Cents and dollars have different
values eg when you move from $0.95 to $1.00 I dont keep counting
in 100s, I start counting in one dollar and x cents)

Lesson Steps (Lesson content, structure, strategies & Key Questions):

4. Assign students numbers counting in 5s around the circle from 5 to Post its numbered by 5s
9:55 60. Demonstrate skip counting by asking students to count by 5s by
10:05 calling out their number if they think they are next (should go in order
around circle). Repeat for 10s (every 2nd child should call out
number), What do we notice about counting by 10s compared to 5s?
Repeat for 20s (every 4th child). What do we notice about counting by
20s compared to 10s? Why do we need to be able to count in 5s,
10s, 20s, and 50s when working with money?

5. Separate students into 3 groups, group 1 and 2 work independently

10:05 seated at either side of classroom, group 3 with teacher in the middle
10:10 of classroom.
o 1) Milly, Shaan, Nina, Christian, Emily, Eliza
o 2) Saskia, Lewis, Areeb, Sachin, Elizabeth, Jarvis, Ariana,
o 3) Spoorthy, Oliver, Mahi, Pari, Lucah, Ethan, Phillip, Alfie

6. Set behaviour expectations Because we are working in groups with

lots of different materials I need you to be seated for the activity so
that I can easily see when someone needs my help. My expectations
are that you are sitting down working on the activity, that you work
together quietly and respectfully.

7. Introduce incentive/behaviour self-assessment. Each group has an

envelope. At the end of the lesson Im going to ask you to mark how Envelope per group
well you worked with your group and how much effort you put into
your learning and behaviour. If you think you performed well, we will
open the enveloped.

8. Transition group 1 to desks, give tray of materials + worksheets to Pandoras Palace

10:10 take with them - you are working independently have a series of worksheets group 1
10:25 maths word problems to solve. If you have a question ask at least two Task cards groups 2
of your teammates before you come and ask me. Repeat for group 2. and 3, plastic currency
in 3 lots
9. Check for understanding Does anyone have any questions about
what you need to do? You have 15 minutes to work on this activity.

10. Teacher attention focused mainly on group 3 students who struggle

with maths and/or need behaviour supervision. Task cards, currency

Lesson Closure:(Review lesson objectives with students)

11. Group alerting strategy Hands on heads eyes on me. Ok year 3s,
10:25
we have 5 minutes until recess I need all of the currency returned to
10:30
the correct boxes. I need one person from each group to collect your
worksheets with names on each and bring it up to me. I need one
person from groups 2 and 3 to collect up your task cards and place
them on my desk.

12. Once students have packed up reflection Think/Pair/Share: Are

there any other strategies that you use to add money? Looking for
start with the largest number first, holding the notes/coins in their
hand, drawing the notes and coins, write it out as a maths sum,
addition with regrouping

13. Self-assessment did we work well as a group and put effort into our
learning? Open envelope and share with class

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

14. Materials packed away, worksheets collected for marking, classroom

tidy for recess.

Assessment: (Were the lesson objectives met? How will these be judged?)

Work samples was the worksheet completed correctly? Did students show
consistent use of an appropriate working out strategy? Did students show
correct working but incorrect answers or vice versa?

Observations did students demonstrate knowledge of skip counting by

5/10/20? Could students offer strategies they use for adding money? Did all
students participate in discussion? Did group 3 students work independently
with task cards? Did groups 1 and 2 work independently with task cards/work
sheets? Did students choose to use concrete materials as an aide?

References:

Pandoras Party Palace Maths Activity. Retrieved from: https://www.teachstarter.com/teaching-

resource/pandoras-party-palace-maths-activity-lower-years/

Australian Money Task Cards. Retrieved from: https://www.teacherspayteachers.com/Product/Australian-

Money-Task-Cards-Notes-and-Coins-1068055