Lesson Plan.

Year Level: Year 2

Disability: Mild intellectual Learning disability

Example Characteristics:
“ Lacks an ability to:
 Remember information or steps
 Reason abstractly
 Demonstrate understanding with models
 Construct arguments
 Trouble with computation and problem solving ” (Jimenez & Richardson, 2013)

The lesson is designed to allow students to use strengths based, differentiated approach to teaching that is planned for using a Universal Design for
Learning to foresee issues relating to students with Mild Intellectual Disabilities access content, learn in the process and produce understanding through
various products (Ashman, 2014). As students with intellectual disabilities are often unable to understand the task instructions and how the task has to
be solved (Tiekstra, Hessels & Minnaert, 2009). Throughout the lesson, the content will be given through multiple ways to present content (concrete
models) and the Education Assistant under teacher direction will support this process through step by step breakdown of how to do a task with simple
demonstrations including verbal and written instructions; if they can read (Scherer, Beswick & DeBlois, 2016). Finally, the student will be given many
ways in which to demonstrate the concepts (visual/audio/tactile/kinaesthetic) and due to age and written abilities, will be given opportunities for an EA
to scribe verbal answers (Scherer, Beswick & DeBlois, 2016).

Title of experience or the Investigate pattern - sequences

focus question:
Outcomes (WA Curriculum)
Yr 2: Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any
starting point, then moving to other sequences (Australian Curriculum, Assessment and Reporting Authority [ACARA],
2014, ACMNA026)
 recognising patterns in number sequences, such as adding 10 always results in the same final digit (ACARA, 2014,
ACMNA026)

Objectives (2- 3 objectives).

Observable behaviours or Students will be able to:
products you can collect and 1. Identify patterns visually and use mental strategies in adding 10 in a number sequence. (i.e. pattern identification
assess. 7, 17, 27, 37, 47 and tens place addition strategy)
What children - 2. Explain their thinking about the identified pattern through various modes of transmission. (I.e. through spoken
 Do language and visual pictures or numbers, acting out with concrete models or any combination.)
 Say
 Produce
Hook:
Display images of patterns on the smartboard and pass around objects that have patterns (ie sea shells and fabric prints).
Time allocation 5 minutes Purpose: These images will be from various parts of our everyday life and extended to the world to make connections to
the idea that patterns are all around us, therefore maths is too.
Ask:
1. What do we notice about the pictures on the whiteboard? (They are all repeating…)
2. What do they all have in common? (They are patterns)
3. What can we say about where ______ are? (everywhere)

“Patterns are an important part of our world. We see patterns in nature, man made things like in your home and there is
even patterns in how we do things like walking and our habits like when we sleep, and eat.”

What Adaptations will be used:

 Both visual and tactile representations of pattern to engage all students and those with memory retention issues.
 Discussion to trigger auditory involvement and listening to other students ideas.
 Check in to see if the student with a mild intellectual disability is able to repeat what important concept was just
said. (Aides in retention and on track listening/looking).

Difficulties that you foresee:

Student may not know what the word pattern is? Ensure that pattern is shown extensively
(visual/audio/tactile/kinaesthetic modes) and check for understanding (thumbs).

How will you Modify for it:

Use visual/audio/tactile/kinaesthetic modes of transferring pattern concept to mathematics.

Introduction
Time allocation: 10 minutes
What are we doing: “Today we will explore patterns in addition and think about why some mental strategies work faster
when adding in our head.”
Why are we doing this: “Seeing patterns and using our mind to solve them is an important skill for the future to make
maths easier”.
Achievements for today:
All of us will… find patterns with our eyes and use mental strategies for addition and draw our thinking.
Most of us will… explain how they found patterns visually and use mental strategies for addition
Some of us will… explain how they found patterns visually and use mental strategies for addition. Explain why the
strategies work.
Expectations:
Remember everyone must:
 Use listening ears and eyes.
 Be prepared to share your ideas.
Tracking understanding: Note: Instil a value of honesty and acceptance in not understanding something.

Lesson sequence/strategies
(List the sequence – what will
happen and in order. List the
thinking strategies you will
use. List 1 or 2 key questions
you could ask)
Time allocation 30 minutes
Show differentiation
Pictures/print/verbally
 Thumbs up if you understand.
 Thumbs sideways if you’re not sure.
 Thumbs down if you need more help.
Modification Note: Break lesson into steps – reference on whiteboard or personal mini whiteboard.
Whole class instruction: 15 minutes
Location: Students sit on the floor in front of the smartboard and whiteboard.
 Say: “Let’s look at some patterns in maths.”
 As a class students choral recite 2 times tables as the teacher writes it down on the whiteboard (note: break
columns into rows of ten until the 12th).
Students say: “2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22 and 24”.
Teacher writes:
2 12 22
4 14 24
6 16
8 18
10 20
Choral speaking will assist students who do not know the 2 times tables very well as they can join in to copy what
students are saying and helps to improve further retention of the pattern orally.
THINK PAIR SHARE:
 Think:
Ask: “Does anyone see any patterns? Think about what patterns you see, turn to the partner next to you and
share what you think the patterns are?” (Encourage turn taking and adding to what was already shared).
 Pair: Ensure students are listening and looking: Students share together and teacher observes.
Assists students that need the thinking process broken down. “What number pattern do we see in the 2 times
tables?”.
o If still struggling, get EA to help by asking the student to draw or use counters next to the numbers using
circular representations of numbers.
2 ** 12 ************ 22
4 **** 14 and so on… 24
6 ****** 16
8 ******** 18
10 ********** 20
 Share: Students are called upon to share with the class what they discussed and invited to show what they mean
to the class through many ways of transmission.
Through visual/audio/tactile/kinaesthetic/scribed discussion with EA).
 Discuss the increasing pattern (+2 more than before) and then then the (+10) connection to (2+10 = 12) and (12
+10 = 22).
Aide: use magnetic counters (concrete models) on the whiteboard when showing the
 Review concepts showing place value: “when adding 10, you must think about the 10’s place always being
added to and the ones number remains the same”.
Use visuals when talking in simplistic terms.
Whole class instruction: 10 minutes
Together students will check the concept above:
 Students predict the pattern for (+10 from the 2’s)
What will be the last number before 100? 92, because there is only 8 left to 100.
 Students use the pattern to choral skip count by 10’s and stop at 92 then continue past 100.
 Ask: What number would come after 92 in this pattern? 102 (uses +10 concept)
Note: the use of a hundreds chart to help students skip count in 10’s with a visual aide.
 Discuss the (+10) strategy and reinforce why this mental strategy works in reverse (-10) (adding/taking 10 always
results in the same final digit).
 EA/TEACHER: Assists students that need the thinking process
broken down or concept displayed with more visuals or if needed
uses counters to 1 to 1 count to the next 10.
 Check on understanding (thumbs).
Next
 On their own, try skip counting 10’s from the 7.
Aide: Those who still need the chart can use it.
 Students share: How do you know you are right? Example
response: Because… I’m only adding in the 10’s place, the ones
place stays the same. (Draws example on whiteboard).
__________________________________________________________________________________________________
In mixed ability pairs (high/low) or (medium/high) at desks:
Play game: 20 minutes
 Assign student pairs.

Conclusion (Review and
reflection of the main ideas.
List a question you could ask)
[What will you say, do or ask
to conclude and review the
experience/lesson?] List 1 or
2 key reflective questions you
could ask.
Time allocation 5 minutes
Resources (Just the
equipment/staff you would
not usually have in the
classroom)
Target questions:
List some key target
questions specific to the
content, skills or knowledge –
 Go over the activity with a mock game and put the pre prepaired instructions on the smartboard.
 Check for understanding (thumbs).
 Each use a game sheet (see below) and have clear structured instructions.
(note: students with difficulties…. To check on and EA to hover around and and help, however tries to increase
independence with less and less help when student is able to)
1. Partner 1: Roll the two dice to create a tens number (8 +
4 represents 84).
2. Partner 1: Put the number in the middle box for your
partner to solve.
3. Partner 2: solves the missing boxes in the cross. (use the
hundreds chart if you need to)
4. Partner 1: Checks the answer is correct.
5. Swap and start again.
 Come together and write on the back of the worksheet: Explain
with words, drawings or discuss with teacher (EA: to help scribe
answers).
1. Write a +10 pattern?
2. How did you use the strategy? (counting or repeated addition)
3. Explain why the strategy worked?
Once the activity is complete, name and date and give to teacher.
Extension activity may be given if students finish early.
__________________________________________________________________________________________________
Extension: Increased difficulty: On their own
Activity: (see example)
Three choices will be available (easy/medium/hard).
 Students complete the activity on their own.
 Clear instructions are included.
1. Fill in the missing numbers
2. Cut out the boxes
3. Glue onto a piece of paper to make a 100’s chart.
100’s chart is available for identified (mild intellectual disability)
students to use if they think they need it after giving it a go first.
 Ask students: “Think about 2 things you learnt today about number patterns?”
 Turn to the partner next to you and share (1min).
 If you think your partner has a great answer. Share with the class. (2min)
 Sum up lesson with visual whiteboard examples: (2min) (ask for students to show thumbs)
1. “Today we all learnt to….find patterns using our eyes (+2 more than before) and use the mental
strategy of (+10) for easier addition.
2. Most of you were able to explain how you did this when seeing the repeated pattern (+2 more than
before and how you used the mental strategy (+10) for addition.
3. Finally, some of you also were able to explain why the strategies worked on the back of your game
worksheet because when adding 10, you’re thinking about the 10’s place always being added and
see the ones number remains the same.”
If they haven’t understood: (thumbs, observations and student work sample will show this)
Next lesson use:
 Use more concrete manipulative visuals to review concepts showing place value: “when adding 10, you must
think about the 10’s place always being added to and the ones number remains the same”.
 Peer tutoring activities.
 Focus on students who are not attaining the objectives in an EA lead group activity (scaffolded extension).
 One on one assistance if necessary.
EA
Place value chart
100’s charts x15
Counters
Mini whiteboards
Activity sheets
Whiteboard markers
PowerPoint
Mini assessments - questions to ask to check learning is on track:
1. What are patterns?
2. What number pattern do we see in the 2 times tables?
3. What will be the last number before 100?
these should relate to your
objectives
Key language:
List key words you want to
teach/reiterate
Strategies for assessment
and evidence collected.
[Identify how you are
collecting/capturing
evidence] - e.g. Photographic
images, observations,
anecdotal notes, work
sample (tally, drawing)
Assessment indicators
• [List each learning
area and each Assessment
Indicator]. What will the
children ‘do, say or produce’?
Give actual examples of what
you expect the children to
‘do, say or produce’? Criteria
for assessment.
4. What number would come after 92 in this pattern?
5. What strategy did you use?
6. How does it work?
7. Why does it work?
8. Think about 2 things you learnt today about number patterns?
Language used – vocabulary of maths or literacy
Give vocab ahead of time (new words).
 Place value: ones, tens, hundreds
 Mental strategies: in our mind
 Addition/ plus
 Subtraction /minus / takeaway
 Patterns/repeating
Strategies
Diagnostic:
 Observations: Hook: show of thumbs for understanding, multiple student answers and sharing activity.
Formative Assessment:
 Anecdotal notes: Introduction: listening to student discussions, one on one assistance and reasoning.
 Checklist against objectives: Body of lesson: responses to target questions or on the spot discussions during pair
activity.
Summative Assessment:
 Work sample: body of lesson: students will show objectives in the physical work they produce.
 Observation/anecdotal notes/checklist: Conclusion: listen to students sharing who you have identified may
need more assistance.
Evidence: Recorded observations, anecdotal notes, checklists against objectives, work samples (drawings and written
activities).
Children will do, say or produce: Rubric/checklist
What you might hear/see the students do/say/produce:
1. Finds patterns using eyes (+2 more than before): (discussion/sharing – “it repeats… or again and again”.)
2. Use the mental strategy of (+10) for easier addition: (correct class work/work samples)
3. How students used the mental strategy (+10) for addition: Student says or shows “When adding ten, I need to
go to the tens place and write in the next number (7 changes to 8)”.
4. Explain why the strategies worked: “when adding 10, I’m thinking about the 10’s place always being added to
and the ones number remains the same because it’s the ones place. I can add it onto there but it takes longer”
(probably uses a combination of modes to transmit understanding).
Objective 1: Rubric
Identify patterns visually and use mental strategies in adding 10 in a number sequence. (i.e. pattern identification 7, 17,
27, 37, 47 and tens place addition strategy)
Does the student:
Name Identify Use 1/1 Repeated Quick in using Anecdotal Notes
patterns repeat counting addition mental
(Hook). pattern. strategy for
addition (+10
(tick or cross) Developing Developed (tick or cross)
concept concept
Student 1
Student 2
Objective 2: Rubric
Explain their thinking about the identified pattern through various modes of transmission. (I.e. through spoken language
and visual pictures or numbers, acting out with concrete models or any combination.)
Can the student explain their thinking? By:
 Drawing (pictures with arrows or numbers)
 Writing (description of how to they did it, step by step)
 Showing (demonstrate to class or teacher with models or charts)
 Speaking (scribed) (demonstrate to class or teacher using words)
Or
 A combination of the above.
Name Drawing Writing Showing Speaking Level of Anecdotal Notes/Observations
(pictures (description (demonstrate (scribed) correct
with of how to to class or (demonstrate detail in
teacher with to class or explanation.
 arrows or they did it, models or teacher using 1/2/3
numbers) step by step) charts) words)

Student 1

Student 2

Level of attainment:
1. Found patterns with their eyes and used mental strategies for addition (1/1) and demonstrated their thinking
simply with a lack of understanding in the detail.

2. Found patterns visually and explained how they use mental strategies for addition (used repeated addition) with
correct details for how to use this strategy only.

3. Found patterns visually and explained how they use mental strategies for addition. Explained why the strategies
worked using repeated addition, could use it quickly and with correct conceptual detail.
 References

Ashman, A. (2014). Education for Inclusion and Diversity 5th Ed. Australia: Pearson

Australian Curriculum, Assessment and Reporting Authority [ACARA] (2014). Mathematics. Retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/mathematics

Jimenez, B. A. & Richardson, K. (2013). Math for learners with disabilities and other learning challenges. Modules Addressing Special Education and Teacher
Education (MAST). Greenville, NC: East Carolina University. Retrieved from http://mast.ecu.edu/modules/ssid_ma

Scherer, P., Beswick, K., DeBlois, L. (2016). Assistance of students with mathematical learning difficulties: how can research support practice?. 48: 633.
Retrieved from https://doi-org.dbgw.lis.curtin.edu.au/10.1007/s11858-016-0800-1

Tiekstra, M., P., Hessels, M. G., & Minnaert, A. E. (2009). Learning Capacity in Adolescents with Mild Intellectual Disabilities. Psychological Reports, 105(3),
804–814. Retrieved from https://doi.org/10.2466/PR0.105.3.804-814