Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2. Time: 12-1pm Date: 25th June 2018 Students’ Prior Knowledge:
 Students have been introduced to solving word
Learning Area: Mathematics – Number and Algebra problems using the cubes method

Strand/Topic from the Australian Curriculum

Solve problems by using number sentences for addition or
subtraction (ACMNA036)

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

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
✓ ✓ competence
✓ competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only) Problem Solving, reasoning
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:

 Represent a word problem as a number sentence
 Recognise that word problems can be turned into number sentences to be solved

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Word problem cards  Prompt quiet students to participate in
 Sheets with space for each aspect of the activity classroom discussion
 Play dough  Ellie can use her iPad to write the answers to
 Counters each section but still use play dough/counters
 PowerPoint to work out the answer.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
 The objectives gave students a chance to work with number sentences and word problems interchangeably
to see how when given a number sentence they can make their own word problem and when given a word
problem they can discover the number sentence.
 The lesson was mainly focused on finding the number sentence from the word problem and making it with
play dough and counters to visually show the problem. At the end during discussion we had a go at creating
our own word problems based on simple number sentences and students (Hayley and Maya) gave the class
good examples of how you can use them.
 The interactive activity worked well to repeat the information in a different way. Students need the constant
repetition with a topic like this so finding different ways to teach the same information is effective. I tried to do
this by using the study ladder activity.

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Teacher self-reflection and self-evaluation:
 Throughout the lesson I had to constantly stop students who were either distracting others or messing around
with the play dough (this showed me the students that were being silly to avoid working out the answers).
 This simple activity allowed for some students to extend themselves by choosing the bigger word problems
and helped students who were struggling as they could work together with a partner to do one task each
(drawing, making) then solving themselves.
 I set a noise limit which took a few reminders to get students to follow, but eventually they worked diligently to
get their work done. I also had to take the play dough away from some students and have them use counters
instead because they were simply playing around. This was beneficial and got them to focus on the task
being asked of them.
 In the rush I forgot to get Ellie onto her iPad but luckily Jorja was working with Ellie to scribe her answers onto
the sheet.

[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:
12pm  Students will begin seated on the front mat. Tell them that today the
WALT is solve word problems with numbers sentences.

 Remind students of our lesson on Friday where we looked at different

problems that required us to take different steps to work them out.
In this lesson we will be focusing on simpler problems and trying to
work them out with addition and subtraction number sentences.

 Give students a question/problem and ask them how they would work
12:10pm out the answer. Tell them that with simple word problems we can
write them as number sentences to make it easier to find a clear Whiteboard marker
answer.

 Write an example on the board.

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

 As a class, complete this number sentence activity to expose

students to different word problems and to show them how to convert
it to an equation.
12:20pm https://www.studyladder.com.au/games/activity/representing-word-
problems-as-number-sentences-21366?lc_set Activity loaded

 Give students their instructions for the next independent activity. They
will go back to their desks and on each desk will be a bunch of word
problem cards. Using the sheet, I give them, they will start by reading
the card then they will draw it, make it with counters/play dough and
work it out.

12:30pm For example: “Miss Langer has 5 oranges and Mrs C has 6 apples.
How many pieces of fruit do they have all together?”

First the students will draw five oranges and six apples. Then, they Worksheets

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 will use play dough or counters to separate five orange counters and
six pink counters. Finally, they will use their drawing and the tangible
materials to write down a number sentence and solve it.

 Send students off to work through the problems. Each student will get Counters and play
a sheet to fill out, counters/play dough and problem cards on each dough
desk.

12:40pm  Have some extension word problems for students who get through
the given cards easily. Extension problem
cards
Lesson Closure:(Review lesson objectives with students)
 Bring students back to the mat to review their learning.

First reiterate what they have been doing individually and read them a
word problem. Ask a student to give the corresponding number
12:50pm
sentence to that problem. Next, hold up a card with a number
sentence and ask a student to make up a simple story/word problem
to match.

Do this a few times so that students get a chance to make up their

own number sentence.

12:55pm  Tell students we will be doing more of this on Wednesday.

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

 Students will make sure their books, iPads and other materials used
are put away then sit back on the mat for their lunch prayer.

1pm Assessment: (Were the lesson objectives met? How will these be judged?)
Take notes on students work and student participation during classroom
discussion.

CP = constant classroom participation

Good progress = ✓

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Keelie I will work with her to gauge her understanding in the next lesson
we do on this topic.
Cohen CP - Got through many problem cards, completing each section
correctly.
Taylan Got very frustrated by the activity and was playing with the play
dough. I got him to use counters to set out the problem more
clearly.
Izzy
Bella Good understanding but was distracted/distracting throughout the
lesson
Casey CP
Lawrence CP
Maya CP
Skye Got two of the problems done correctly in all areas (drawing,
making and changing to a number sentence)
Hayley CP
Shiloh Good addition once she changed the problem into a number
sentence
Jordi ✓
Millie Worked out the first part of the problem but did not show the
second part. Will work with her in the next lesson
Chloe Changed her word problems into play dough but not number
sentences. Will work on this in next lesson
Carla CP – Correct number sentences and drew her problem out neatly
to distinguish the different parts of the problem
Mia Worked together with Maya and Hunter Rubi through a few of the
word problems. Once she realised that the answer was in front of
her (after making with play dough) something clicked!
Hunter Found it difficult to distinguish the two numbers in order to make
them with play dough. Needs work on converting to number
sentences
Rebecca Competent in adding the two numbers so didn’t focus on
visualizing/making the problem
Brodie Helped out in classroom discussion to explain his reasoning for his
answer during the interactive game ✓
Ellie Worked well with Jorja to make and draw the different parts of the
word problem.
Hudson
Gabriel Correctly represented the word problem as a drawing and with
counters, then transformed it into a number sentence