Lesson Planner

Learning Area: Mathematics

Topic Focus: Extending number strategies (Addition)
Year Level/s: Reception/ year 1
Lesson date: 6th September 2018

Australian Curriculum Links:

Strand: Sub-Strand:
Number and algebra Number and place value
Descriptor: Achievement Standards:
§ Reception: Represent practical situations to model addition Year 1: ‘They carry out simple additions and subtractions using
and sharing (ACMNA004) counting strategies.’
§ Year 1: Represent and solve simple addition and subtraction
problems using a range of strategies including counting on,
partitioning and rearranging parts (ACMNA015)

Learning Focus:

§ Students will be able to use concrete materials or visual strategies to add small groups of numbers
Learning Intention: § Students will develop a range of mental strategies to solve addition
§ Students will understand and use the language of addition
Lesson Objective: § To extend student’s ability to use the counting on strategy when adding numbers together

Learning Experience:

Structure/Time
Process: Differentiation Resources:
:
Introduction: § Begin lesson by talking to students N/A § Dice
10 minutes about the counting on strategy that we § Whiteboard
used in the previous lesson (rolling dice § Whiteboard
two times, choosing the larger number markers
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 and counting on to add each roll
together).
§ Demonstrate how we used this strategy
in previous lesson in order for students to
make connections: ask a student to roll
the dice and draw the dice dots on the
board. Then ask another student to roll
the dice again and draw the dots on
the board again. Ask another student to
choose which number from the two rolls
is the biggest number and demonstrate
counting on to add the two dice rolls
together.
§ Discuss how using this strategy can help
us to add numbers together.

Learning § Students will practice counting on by Differentiation for student who require additional § Dice (1 each)
Experience: completing the roll to 100 activity. support: § Dice with
30 minutes Students will start at 1, roll a dice and § Ask these students to stay on the floor and use numbers 1-4
move a counter the amount of dots on the addition mats to help them to practice § Copies of the
the face of the dice. Students will then addition. roll to100 grids
write the number that they land on in § In order to give students more practice and recording
the box as well as the number they students will complete activity from the sheet
started on plus the number they rolled previous lesson. (attached
on the line (e.g. if they started on 1 and § Students will roll the dice and then put the below)
rolled a six they would write 7 in the box amount of counters equivalent to the dots on § Copies of
and write 1+6 on the line). the dice in the first circle. blank vertical
§ Students will then continue doing this § Students will then roll the dice again and put addition sheet
until they reach 100. the amount of counters equivalent to the dots (attached
§ Ask students to stick their work into their on the dice in the second circle. below)
maths books when complete. § They then need to pick the larger number, find § Laminated
§ If finished early students will practice it on the number line at the bottom of the mat addition mats
counting on by continuing the activity and count on the smaller amount using a (attached

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 from the previous lesson where they
rolled the dice however many times
they like (more rolls= more challenging)
and add up the total. Students can
either draw the dots from each roll and
add them together or they can write it
as a number sentence and add it
together.
Conclusion/Re § Ask students to pack up their materials
flection Time: and glue their sheets into their maths
5 minutes books and put them in a pile at the
front of the room.
§ When students are sitting back on the
floor talk to them about the too hard,
too easy and just right student
feedback sheet that students have
completed in the past. Talk about what
it might have felt like if the task was too
easy, too hard and just right and ask
students to choose one bowl to colour
in.
whiteboard marker to show the jumps they below)
made on the number line. § Counters
§ They then need to record their final answer in § Whiteboard
the equals box using the whiteboard marker marker
and record their sum in their book.
§ Get students to do as many as they can in the
time that they have.
Differentiation for students who require extension:
§ Demonstrate vertical addition for students to
recap learning from previous lesson.
§ Students will roll the dice with numbers 1-4 on it
four times. First they will put a number in the
tens column (e.g 4) and then a number in the
ones column (e.g. 2) and then complete this
for the next row. Students will then have to
solve the problem by adding the ones column
and then the tens column and record their
answer in the boxes below the line.
§ Students will complete this process until they
complete the sheet.
N/A § Coloured
pencils
§ Too hard, too
easy, just right
student
feedback
sheet
(attached
below)
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 § Collect students’ feedback and file for
data analysis.

Lesson evaluation:

During previous lessons I This lesson focused on extending the student’s ability to count on in order to solve addition problems. In
previous lessons I had noticed that students had a wide range of abilities therefore, in order to effectively differentiate my teaching
to suit the needs of students I chose to split students into three groups. Most of the students completed the roll to 100 task and I also
planned a task to support students who required additional support to use the counting on strategy, as well as an extension activity
for those who I believed needed a further challenge.

I started the lesson by explaining and modelling what the students needed to do for each of the three tasks. Once I had done this
students began working independently however, I found that many of the students who were doing the roll to 100 activity were
unsure of what they needed to do which showed me that I needed to give more explicit instructions. I think that I should have spent
more time modelling the task in order to ensure that students had a clearer understanding of what they needed to do. Once I had
provided further instruction to those students who didn’t understand the task they were highly engaged and were able to practice
the strategy of counting on.

During the previous lesson I noticed that some students were unable to show their ability to count on in order to solve addition
problems. I believe that getting some students to complete the same activity as they did in the previous lesson, but with addition
mats to aid them, effectively promoted their ability to use the counting on strategy. One student in particular who I believed needed
further support really benefitted from using the addition mat and was able to show that she could confidently count on using
concrete materials and a number line.

Two students completed the extension activity and showed that they understood how to solve vertical addition problems however,
they completed the activity very quickly and required further extension. Although these students could solve the vertical addition
problems they did not understand that having a four in the tens column and a 3 in the ones column makes 43 therefore, in future
lessons this is something I will highlight in my teaching.

Overall I believe that the learning experiences were engaging and effectively promoted the use of the counting on strategy whilst
also catering for the range of abilities in the class. If I were to teach the lesson again I would provide more explicit instructions for the
students completing the roll to 100 task and would have an extra activity for the students who finished the extension activity quicker
than expected. I would also emphasise the place value of numbers when teaching students to solve vertical addition problems.
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