Assignment 1: Tiered Lesson

Name & Student Number: Amy Hawkins 2186538

Curriculum (Learning) Area of Lesson: Mathematics
Specific Topic of Lesson: The Base Ten System (Number and Algebra: Number and Place
Value – Australian Curriculum Strand)
Year Level/s: 1

Lesson Context
This lesson is a part of a larger unit on Place Value and the Base Ten System. The unit
is five weeks long and lessons occur three times per week for 40 minutes. This lesson will
occur towards the beginning of the unit, specifically the second week and the fourth lesson of
the unit. Students have begun this unit with some bundling and grouping counters and sticks in
tens. Prior to the commencement of this unit, students often begin the day with counting in
twos, fives or tens, more specifically relating to number and skip counting. However, this prior
knowledge will support students in beginning to partition numbers. Throughout the unit
students will work with bundling and partitioning numbers into tens and ones. Students will
show their understandings through drawing bundles or MAB blocks to represent a number and
vice versa. Students will also expand numbers and will be able to identify what a digits place
value is without the support of diagrams. Although, this would be after ensuring that those
students have met the learning outcomes for exploring tens and ones.
This also fits into a much larger concept of organisation and grouping which will be
implemented throughout the term and much of the school year. Some of these subjects
include, Health (balanced diet and food groups), Science (features of living things) and HASS
(Geography, features of different places).
This is a clear context statement. For Assignment 2, add in class numbers, gender ratio,
language backgrounds, and special needs/etc.

Learning Objectives
The following learning objectives are adapted from the Australian Curriculum and
Reporting Authority (ACARA), Year 1 Mathematics (2017).
As a result of engaging with the lesson, students will understand that (Concepts,
principles, “big ideas”):

Students will understand that the value of digits can change depending on their position,
their place value (ACARA, 2017). This is a broad ‘big idea’ that can be used in many
different maths (and other?) topics.
Students will understand that numbers can be partitioned and grouped in tens (ACARA, Commented [K1]: By limiting it to tens, you miss out on
2017). other possibilities. This is more ‘know’ than a ‘big idea’.

Know (e.g. facts, vocabulary, dates,
information that will be
introduced/reinforced during the
lesson, and that will help students to
engage with the bigger conceptual
idea/s)
Be able to (do) (Skills or processes that can
be assessed. Don’t just list activities that
students will complete during the lesson)
Students will be able to partition numbers into
tens and ones (ACARA, 2017).

Students will know what place value is.
Students will know that one digit
numbers are made up of ones,
whereas two digit numbers are made
up of groups of tens and ones.
Students will be able to recognise identify the Commented [K2]: You need to make it a skill that is
place value of numbers within two digit observable. You can’t easily observe ‘recognise’.
numbers and state what this value represents
e.g. in 35, the three represents 3 groups of ten
which is 30.
Suitable, assessable skills.

Students will know that a group of ten

is comprised of ten ones e.g. 5 groups
of ten is the same as 50 ones.
These are suitable facts.
Essential Questions

How can we organise objects?

In relation to Mathematics; how can we organise numbers?
How else can we organise numbers in ways that everyone can understand?
These are questions that can get students thinking!

Pre-assessment of Individual Student Readiness

See Appendix 1: Pre-assessment – Learning about Tens and Ones

The pre-assessment is a mini quiz, which will be administered on the Wednesday of
the first week of the unit, at the end of the lesson. Students will have been working on place
value, specifically tens and ones between Monday and Wednesday and will have been
primarily working on rolling dice activities and making groups of ten with counters, or
through bundling. Therefore, this will be used as a measure to recheck how students are
tracking before the next place value session on the following Monday.
In doing this in a timely manner, it will allow plans for the following week and the
three groupings to be reviewed and altered if necessary, supporting targeted and intentional
decisions for student learning (Jarvis, 2018a; Moon, 2005). This pre-assessment will
determine whether students may be moved to a different tier for the next activity or whether
they will remain in the same groupings as last lesson and therefore support more effective
teaching (Jarvis, 2018a; Moon, 2005). It is important that the groupings are constantly
reflected upon and remain flexible as students may develop conceptual understandings at
different rates. In having flexible groupings, the teacher ensures that students are
constantly placed in a group that is appropriate, yet challenges their readiness level
(Tomlinson, 2001).

As the students are only in Year 1, these questions will be read aloud, slowly and
clearly to the class to support those that may have difficulties with literacy. The questions
will also be displayed on a smart board to ensure that all the students are aware of which
question they should be working on. Questions one – five have visual cues. However,
questions six and seven are without visuals to gauge which students potentially require
work at a higher tier or otherwise further extension.

Number Ninjas (Group A – Needing the most support and scaffolding): Students were able
to only answer the first one – three questions correctly.

Star Solvers (Group B – Needing some scaffolding): Students were able to answer the first
four – five questions correctly.

Maths Marvels (Group C – Can work independently and may require extension): Students
were able to answer the first six questions correctly, or otherwise all seven.
*At this stage of the unit, it is likely that only a small number of students will be in Group C.
This is an excellent pre-assessment, Amy. The task is well designed, and you have clearly
explained how and why the answers will determine placement into tiered groupings.
Lesson Plan
Lesson Sequence Explanatory notes
It would be useful to include the Resources:
time allocation for the different  Video: ‘Place value grouping video for 1st
activities. and 2nd grade’ (Video source) (Math &
Introduction: Learning Videos 4 Kids, 2014)
Whole class introduction with students
sitting in front of the interactive
whiteboard.
 Watch video: ‘Place value
grouping video for 1st and 2nd
grade’
Pause the video at 0:33.
Ask: How could all of the straws
be counted? Does he just have
to count them one by one?
Pause the video at 1:20.
Ask: Does he have enough for a
bundle?
Pause at 1:52.
Ask: Does he have enough to
make another bundle?
Stop video at 2:55.
*Students will be directed to make a
circle before discussing the video.
 Ask the students what they
noticed about the video – How
much is in a bundle? Reviewing
how the straws were organised,
why this is a helpful way to
group things and what
happened at the end of the
video. This will then lead into
explicit teaching.
Explicit Teaching
 The teacher will explain that two
digit numbers are divided into
tens and ones. They each have
their own place. Students will be
shown some bundles with some
sticks left over.
 With a tens and ones template
(See Appendix 2) the class will
explore whether the bundles or
the left over sticks go in the tens
or ones places.
 The class will discuss concepts
such as if there are x (e.g. 4)
bundles of 10 how many groups
of ten are there? 4. How many
sticks altogether? 40. Where do
we put the 4 and the 0? This will
be repeated a few times with
some other numbers e.g. 63, 27
etc.
 Multibase Arithmetic Blocks
(MABs) will also be introduced,
showing comparisons between
the tens block and a bundle, and
https://www.youtube.com/watch?v=24ZVly-
n6G8
 Interactive whiteboard
Students will begin the lesson by sitting on the
floor together. Students will watch a video, which
will be paused at specific times to revise prior
learning and to reassess students’ current levels
of understanding, and to also ensure that
students are focused. The teacher will use
strategic questioning to ask students at different
readiness levels appropriately targeted questions
(Tomlinson, 2001). In providing all students with
opportunities to answer questions, an inclusive
environment is created and students can feel
successful in their learning endeavours (Jarvis,
2013).
After the video the students will be required to
move into a circle so that everyone will be able to
see the modelling and concrete examples, which
will be shown on the floor. This is done before
any in depth discussion takes place as to not
disrupt students’ focus in this time.
Resources:
 Tens and ones template A3 size (See
Appendix 2)
 Pop sticks – Bundles and singles
 MABs
As this is very early still in the unit, and
considering the students’ ages, there will be some
time for explicit teaching and modelling. Strategic
questioning will continue to be used to check for
understanding and to see whether the students
are grasping concepts or need further
explanation.
Bundles of and single pop sticks, and MABs,
along with the tens and ones template will also be
used as a means to provide a visual and more
concrete element to support developing
understandings leading to “meaningful
abstraction” in future learning (Tomlinson, 2001,
p. 46). Students will also have opportunities to be
involved in partitioning the numbers on the A3
template. Students will be able to place bundles
of and single pop sticks, and MABs on the
template. Again, reinforcing understandings
 the ones block and a single pop
stick.
 Students will have opportunities
to answer questions and also
place MABs, and bundles and
pop sticks into their
corresponding place values.
Tiered Activity
 The tiered activity will be
introduced to the class. The
students will be working on an
activity called Roll it! Make it!
Expand it! (See Appendix 3).
This is good: you can explain
the one activity to all students.
However, the Maths Marvels
have a different activity included,
so that needs to be addressed.
 Students will be required to roll a
number, then state which digits
correspond with the tens and
ones place values, draw it, and
then explain how many tens and
ones there are for each number.
 For the benefit of the whole
class, with relevance to Group
C’s task – Expanding numbers
will also be introduced e.g. if the
number rolled is 67 the
expanded form would be 60 + 7
= 67.
 Students will also be able to use
the MABs to visualise the
number that they are making
and to support them in drawing
the number. The activity will
have been modelled to the
class.
 The involvedness of worksheet
and the tasks given to students
will differ in accordance to how
students performed on the pre-
assessment. Group A will work
with the teacher. Where Groups
B and C will work individually.
 As the teacher will be working
with Group A for part of the
lesson, an SSO has been
arranged to help observe and
provide minimal support to the
rest of the class.
 *Students must make sure that
they do not work on the same
through concrete and visual element to explicit
teaching, as well as involving students in a
hands-on way.
Resources
 Worksheet (See Appendix 3)
 1 Die up to the number 3 for each student
in Group A (See Appendix 4)
 1 Die per student
 MABs
 Pencils
 Glue sticks
 Mathematics work books
In this tiered activity, all students are working on
partitioning tens numbers and separating the tens
and the ones. As such, all students are working
towards the same understandings, knowledge,
and skills (be able to do), commonly referred to
as KUDs (Tomlinson, 2014). Through having the
same KUDs the purpose and intentions behind
the lesson have greater clarity and therefore,
differentiating the curriculum becomes more
directly linked with students’ learning outcomes,
supporting them to form essential understandings
(Tomlinson & Moon, 2013; Tomlinson, 2014).
Therefore, although the tasks for students have
been gradually scaffolded and vary, this has been
done to support students in achieving the
common learning outcomes (Brown, 2010).
Additionally, rather than naming the groups as
Groups A, B and C, or otherwise 1, 2 and 3 which
states a hierarchy, the groups have been given
Maths related names. This is important as if the
language in the classroom implied that there are
‘tiers of cleverness’ this could pigeonhole
students into thinking they can only achieve at a
certain level and therefore impact student
readiness, sense of belonging and motivation in
the classroom (Jarvis, 2013). Therefore, this
language is much more inclusive and respectful
of learners at a variety of readiness levels
(Brown, 2010; Jarvis, 2013). Great! Fun names,
too!
Furthermore, the SSO is not there to provide
support for students that cannot do the task Commented [K3]: Good thinking! I was just wondering
independently (Jarvis 2018b). The SSO is there about that aspect!
more so to provide clarity to students if they are
 number twice. They need to
record different numbers each
time.
Number Ninjas (Group A)
 Students will be given
Worksheet 1 (See Appendix 3).
This will again be gone through
explicitly with the group, prior to
students attempting the task on
their own.
 The teacher will guide the
students through the activity
step by step to ensure that the
students understand the task
and concepts. The teacher will
guide the group through the first
sheet.
 Additionally, rather than using a
die with the numbers 1-6 on it,
students will begin with a die
with the numbers 1-3 on it.
 If time permits, students that are
grasping the concepts will be
given another copy of
Worksheet 1 to attempt
independently.
 The teacher will decide whether
any students use a standard die
when repeating the worksheet.
Star Solvers (Group B)
 Group B will also be given
Worksheet 1 (See Appendix 3)
also. However, students will
work individually, without being
prompted by the teacher.
 If time permits, students may be
given Worksheet 1 or 2
depending on the teacher or
SSO’s review of their work. This
review will influence whether
students are able to move onto
the next worksheet or are
requiring further consolidation of
concepts.
 If the student is requiring further
support, then conferencing and
questioning will take place to
stuck on a single step or have questions that the
teacher may not be able to answer due to working
with the small group. If students are unable to
complete the tasks allocated to them
independently then this feedback would be
delivered to the teacher. Who will presumably
leave the current group to attend to the issue?
Group A will initially work with the teacher, and
therefore have less independence in completing
the task (Tomlinson, 2001). The students will
work at a slower pace by going through each
component of the task together, step by step
(Brown, 2010; Tomlinson, 2001). Additionally, the
task has been simplified in providing students
with a die that only has numbers from 1-3 on it.
Additionally, if time permits there will be an
opportunity for all of Group A to attempt
Worksheet 1 independently. This will provide
students with the opportunity to stretch
themselves and achieve greater competency and
confidence in such skills (Tomlinson, 2001). At
the teacher’s discretion and from their
observations, some students will continue to work
with the die with numbers 1-3 on it, where some
may be given a standard die to work with. This
will provide those that are progressing more
quickly in understanding such concepts to take a
small leap and work at an appropriate level of
challenge (Jarvis, 2010; Tomlinson, 2001).
Alternatively, those that continue to work with the
simpler die will continue to work on consolidating
their understandings at a slower pace (Tomlinson,
2001). Good activity, good support, and good in-
built flexibility.
Group B will also complete Worksheet 1, however
they will do so independently, rather than being
dependent on the teacher (Tomlinson, 2001). By
having provided less scaffolding, the teacher will
be able to analyse whether students are grasping
concepts or need more support.
Once Worksheet 1 is completed, there will be an
opportunity for students to work on Worksheet 2.1
and move onto the next step of expanding two
digit numbers. However, this will depend on the
teacher or SSOs observations and students’ work
and whether the student is showing that they are
ready to move onto the next step in expanding
two digit numbers. This allows the teacher to
respond and therefore differentiate in accordance
to each student’s needs at that moment in time
(Thompson, 2010).
 support this.

Maths Marvels (Group C) As opposed to Group A and B’s Worksheet 1,

 Students will be given which looks at discussing how many groups of
Worksheet 2. Rather than ten and how many ones, Group C has been given
writing how many groups of ten the challenge of expanding numbers; Worksheet
and how many ones, this group 2.1 and therefore has provided students with
will work on expanding the rolled taking a greater leap in their learning (Tomlinson,
numbers through partitioning the 2001). Based on the pre-assessment, students
tens and ones, e.g. 50 + 2 = 52. were given this challenge as to continue to stretch
 If time permits, students will their thinking about place value and therefore not
complete Worksheet 2.2 to lose student engagement and motivation through
further consolidate their lack of extension (Jarvis, 2013).
learning. Very well differentiated tasks, all based on the
one set of KUDs and the same essential task.
 Lesson Closure/ Check for Understanding
Conclusion:
 Ask students to pack up equipment, to place their Mathematics books in a pile on the
teacher’s chair and then to sit in front of the teacher’s chair.
 Teacher will do a quick-fire round of questioning to review student understanding.
This will include showing the students a number e.g. 57 and asking how many
groups of ten there are? Which number goes in the tens place? Which number goes
in the ones place? And also drawing the tens and ones. Commented [K4]: You can’t check every child in the class
 This information will be recorded in anecdotal notes with the ongoing assessment in this manner. You need to consider a way to cover all of
them: eg. hold up fingers for how many bundles / then for
template (See Appendix 5). This template will also be used to assess the students’ how many singles.
bookwork from the lesson against the relevant assessment criteria, as a means of Thumbs up if the numbers are in the right place, thumbs
formative assessment. Good. down if it is not right.

 Additionally, the teacher and SSO will conference after the lesson and discuss
whether there are any students that may be needing any extra support or may not be
in the right readiness group. Good!

Explanation: Commented [AH5]: For a more detailed explanation see

pages 6-9.

Firstly, this lesson and the tiered activities have been guided by ongoing assessment,

therefore informing teaching and planning (Moon, 2005). In “deliberately and systematically”

(Jarvis, 2013, p. 56) assessing students’ understandings or levels of readiness, these

differences have been acknowledged in order to enhance student learning at the most

“appropriate level of challenge” (Jarvis, 2010, p. 3). Additionally, in having all students,

including those that are at the lower end of the readiness scale working towards the same

KUDs, as teachers we are treating all students with respect and showing them that we know

that they are capable of achieving success and growth (Tomlinson & Eidson as cited in

Tomlinson, 2003; Tomlinson & Moon, 2013). In creating more appropriate access points for

students in relation to their readiness, we allow them to participate in the classroom in more
meaningful ways, enhancing students’ sense of belonging and feelings of inclusivity (Jarvis,

2013).

In creating the tiered tasks, it was important to ensure that the tasks were not too easy or

not too difficult, yet provided sufficient challenge for students to maximise learning (Sousa &

Tomlinson, 2011). The certain aspects of the task that were particularly altered and focused

upon as explored by Tomlinson’s Equalizer [sic] (2001) includes small leap to great leap,

dependent to independent, slow to fast and simple to complex.

For Group A, the teacher scaffolded the task by working with the group, step by step, to

slow down the pace, as well as providing the students with a simpler die with only the number

1-3 on it to reduce the size of the numbers the students were working with (Tomlinson, 2001).

This allows students to work with some smaller numbers, therefore taking a smaller leap, while

they familiarise themselves with the concepts and understandings of the topic (Tomlinson,

2001). In regards to the slow pacing of the activity, if it is noticed that students are grasping the Commented [K6]: This was a great idea!

concepts the teacher will allow those students to work at their own pace, therefore avoiding

hindering students’ readiness and also motivation to learn, providing opportunities to move

further along (Jarvis, 2010). After the students complete the first worksheet they will be

challenged to work independently and some students may also work with a standard die.

However, this is at the teacher’s discretion. It is important that the students do not move

forward to a new level of competence prior to being ready for this as when a task is too difficult

then students’ motivation and confidence can often decline (Sousa & Tomlinson, 2011).

Learned helplessness can also become a factor in which students will believe that every task is

too difficult and they then become dependent on teacher or SSO support, therefore hindering

the development of independent skills and understandings (Jarvis, 2010). Hence, it is important

that scaffolding is removed in a timely manner in order to support students in moving to that

next level of competence and understanding (Sousa & Tomlinson, 2011). Good! For Group B,

the students completed the same task as Group A, however this was to be done completely

independently, again stretching students’ understandings and determining whether they are

able to “get themselves ‘unstuck’ when necessary” (Sousa & Tomlinson, 2011, p. 87). This
group will begin the lesson working with the simpler language, e.g. 3 groups of tens and 7

ones. Following on from this, students will then move towards expanding and partitioning

numbers without putting it into words, e.g. 30 + 7 = 37. Again, whether students consolidate

their understandings by repeating Worksheet 1 or move onto Worksheet 2 is at the discretion

of the teacher and SSO. If the student were struggling with Worksheet 1, it would likely not be

feasible or beneficial for the students’ motivation and future readiness in Mathematics, to move

onto Worksheet 2.1 (Jarvis, 2013). However, if the student is showing firm understandings of

Worksheet 1, then the student should be provided with the opportunity to be challenged and

extended further by completing Worksheet 2.1 (Jarvis, 2013; Tomlinson, 2001). In regards to

Group C, students have been provided with extension by taking a greater leap from the last

lesson to the current learning activity (Tomlinson, 2001). This greater leap provides students

with a challenge in which they are required to expand two digit numbers without having the

scaffolding of the additional wording (e.g. groups of ten and ones) to support them (Tomlinson,

2001). The lesson states that if time permits that students in this group will repeat the same

worksheet again. Sometimes this is considered to not be appropriate as students have already

completed the work therefore more of the same work does not require any further challenge

(Jarvis, 2018b). However, in considering that this is the first time that students have expanded

numbers and there are only four free spaces on Worksheet 2.1, it was decided that students

would complete Worksheet 2.2 to ensure the consolidation and understanding of such

concepts. Seems fair.

Lastly, the lesson concludes with opportunities for further ongoing assessment in which

the teacher will review students’ bookwork and understandings through questioning. This will

continue to influence the groupings in Mathematics, ensuring that students are always placed

in a group that is suitable for their readiness level and provides an appropriate level of

challenge (Jarvis, 2013; Moon, 2005; Tomlinson, 2001).

Very clearly explained, with suitable references.

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Mathematics.

Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics

Brown, L. (2010). Differentiation – What is it and how to implement it? SERUpdate, 20(2), 16-

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Jarvis, J. (2010). Differentiation for the many, not the few. SERUpdate, 20(2), 3-6.

Jarvis, J. (2013). Differentiating learning experiences for diverse students. In P. Hudson

(Ed.), Learning to teach in the primary school (pp. 52-70), Port Melbourne, Victoria:

Cambridge University Press.

Jarvis, J. (2018a). EDUC9406: Differentiation and Inclusive Educational Practices, Assessment

in a differentiated classroom [PowerPoint slides]. Retrieved from

https://flo.flinders.edu.au/pluginfile.php/2958487/course/section/979870/Lecture%203%

20Assessment%202018_rev_handouts.pdf

Jarvis, J. (2018b). EDUC9406: Differentiation and Inclusive Educational Practices,

Differentiating in response to student readiness [PowerPoint slides]. Retrieved from

https://flo.flinders.edu.au/pluginfile.php/2958487/course/section/979871/Lecture%204%

20Handouts_Readiness%202016_9406.pptx.pdf

[Math & Learning Videos 4 Kids]. (2014, Dec 16). Place value grouping video for 1st and 2nd

grade [Video File]. Retrieved from https://www.youtube.com/watch?v=24ZVly-n6G8

Moon, T.R. (2005). The role of assessment in differentiation, Theory Into Practice, 44(3), 226-

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Sousa, D.A., & Tomlinson, C.A. (2011). Differentiating in response to student readiness. In

D.A. Sousa, & C.A. Tomlinson (Eds.), Differentiation and the brain: how neuroscience

supports the learner-friendly classroom (pp. 85-109), United States: Solution Tree

Press, Bloomington.

Thompson, L. (2010). Teaching for effective learning. SERUpdate, 20(2), 7-9.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.).

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Tomlinson, C.A. (2003). Deciding to teach them all. Educational Leadership, 61(2), 6-11.

Tomlinson, C.A. (2014). Good curriculum as a basis for differentiation. In C.A. Tomlinson (Ed.),

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Tomlinson, C.A. & Moon, T.R. (2013). Assessment, grading and differentiation, In C.A.

Tomlinson, & T.R. Moon, Assessment and student success in a differentiated classroom

(pp. 120-140), Virginia: ASCD.

Extensive and suitable list of sources, with good use of APA 6th format.

Checklist of assignment components:

 Completed lesson context explanation ✓
 Completed clear learning objectives and essential questions for the lesson ✓
 Complete, step-by-step lesson description, with brief notes explaining how the lesson
represents an example of a tiered lesson to address readiness ✓
 Explanatory paragraphs clearly linking your lesson planning decisions to the topic
content (and citing sources as appropriate) ✓
 Supplementary materials (e.g., copies of directions, handouts, etc. provided to students)
✓
 Copy and/or description of pre-assessment task used to assign individual students to
appropriate “tiers” ✓
 Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of
student work) ✓