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Lesson Plan

Day: Friday Date: 28 Aug 2015 Time: 10:00 – 10:50 Year: 1

Learning Area: Mathematics Topic: Fractions and decimals

Curriculum content description: (from SCSA) (ACMNA016) Number and Algebra

Recognise and describe one-half as one of two equal parts of a whole.

Students’ prior knowledge and experience: (Outline what the students already know about this
topic). The students understand the concept of sharing a collection of readily available materials into
two equal portions.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
To identify representations of a Half. texts.

Learning objectives: Evaluation:

On completion of this lesson, students will be (Explain how you will know that lesson objective have
able to: (What will students know and be able to do at been achieved / monitor student learning)
the completion of the lesson – specific, concise and  Students will be asked a series of
attainable objectives) questions, and they will then be given an
 The students will be able to split an object exercise to complete.
into two equal parts and describe how the
pieces are equal.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required).
An apple and mandarin to demonstrate why we need to know about half and halves.
Paper shapes for folding and cutting.
A3 coloured cardboard.
Scissors and glue.

Catering for diversity (detail any adjustments considerations for educational/resource adjustments). No
adjustments required. Those children who are lagging behind in maths have specialist teachers that are
working to bringing them up to speed. This lesson is about the concept and representing it in an art
form way as opposed to problem-solving.
Timing: Learning Experiences:

5 min 1. Introduction: Students are on the floor and will be introduced to the learning area
of fractions in mathematics.

5 min 2. The sequence of learning experiences: Ask the students to recall what they know
about sharing. Asks the student what they remember about showing the weight of
something heavy and light and something of equal weight. Use the water example.

3. Show the students an apple and ask them how I can share the apple. Ask the
5 min
students why I want to share the apple. Discuss and demonstrate the relevance of
why they are learning about cutting things into two equal parts.

5 min 4. Give the students different shapes to fold in half, discuss the difference between
folding in half and folding. Discuss what can happen if things are not equal. Can
arguments occur? What can happen if whole pieces are not halved? For example
baking a cake requires half a cup of flour.
5 min
5. Demonstrate to the students what they will need to do when they return to their
desk. Fold, cut, glue, number and colour.
5 min
6. Ask the students to repeat the instructions of folding, cutting, gluing and
20 min
7. The students are to write their name and date on the coloured cardboard. They are
to fold the paper shape into two equal pieces and the cut along the fold. They then
glue the pieces next to each other on the cardboard. They number the pieces 1 and
2 and start to colour the halves if they have finished before time.

Lesson conclusion: Maths is fun, and students will learn how to share one whole object
equally, so there are no arguments. Students will also produce an A3 sheet of coloured
cardboard with shapes that are cut into two equal parts and describe how the pieces
are equal. Repeat that a half is one part of two equal parts of a whole.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
What worked – Being animated and happy, asking questions in which the students can engage, asking
questions about a previous lesson and allowing the students to show their knowledge. Giving real life
examples, moving the students from an authoritative position to a circle format on the flow was a
sharing experience.
What didn’t work – Perhaps not refocusing the students? The lesson went from stage 1 to 3
continuously. The mentor teacher said some students were not engaged. I did not notice this but was
grateful that it was picked up before anything escalated.
What would I change – Repeat the instructions again once the students have settled at their desks and
needed to produce work? This way the students can complete all the tasks successfully without
forgetting what they were asked to do.