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Aboriginal Lesson Plan

Unit/Topic: Number Date: 03 Feb

Key Learning Area: Numeracy Year Level: Grade 1


Outcomes: Students learn to add and subtract in different ways and see how it applies to their daily
life.

LESSON OUTCOME:
ACMNA015 - Represent and solve simple addition and subtraction problems using a range of
strategies including counting on, partitioning and rearranging parts (ACARA, 2017).

LESSON STRUCTURE:

Time Introduction (Set): Teaching Approaches


Teaching Strategy: 8 Ways of learning
8mins Teacher to introduce the term The 8 ways of learning is used in this lesson to meet the
addition (+) and subtraction (-) diverse learning needs of the students. (Refer to the
with a simple casual talk and make image below for a quick understanding about the 8
students realise how addition and ways). This pedagogy uses Aboriginal perspectives
subtraction is linked to their life. with Aboriginal learning, as it can improve Aboriginal
Darri and Binda went for a walk in student’s participation, class attendance, engagement.
the bushes and picked some fruits
and took it home. Then one of their
friends came and asked for few
fruits. Help Darri and Binda to know
how much fruit they had in total and
how much they will be left with?

Teacher to stress the term altogether


or total means addition and how
much left with is about subtraction.

In this lesson the following 8 way learning methods are


used: Story sharing, Learning map, Non-verbal,
Symbols and images, Land links.
Time Main Content: Teaching
Approaches
1) First students watch the story “Dreamtime Stories - Biladurang
The Platypus” from this link: Throughout the
10mins https://www.youtube.com/watch?v=lDl5QwAR8DI&t=13s learning process
students will be
Then teacher ask students whether they could identify scenarios where observed to see how
addition and subtraction is used. Teacher to note of the students who they contribute to
could identify this correctly. Teacher to play the story again and pause the class
at different points and ask students to identify the mathematics problem discussions, how
involved. Teacher could specifically ask students how many ducks well they could
were there initially, when Eric joins them how many will be there? frame the
When Eric leaves how many is left? When two group of ducklings mathematical
come together how many is there?. problem and solve it
correctly etc.
2) Teacher to take students help here and discuss how a learning Students are also
5mins map can be developed and come up with something similar on a required to note
poster. Students will understand what happens with addition down the different
and subtraction. The poster can be used as for future reference. mathematical
problems discussed
in their book.

The combination of
watching online
videos, contributing
to class discussions,
hands on session
and outside
classroom sessions
are used wisely so
students can keep up
their engagement
and behaviours.

3) Non verbal method of addition involves setting up in the


classroom and students experience addition by passing different

10mins

number of marbles.

For subtraction, place some fruits on a table and ask students to


s287949 EST203 Assignment 2 Lesson 1
count them and then teacher remove some and ask students to
count again and see how many is left with. This can be tried
with different numbers.
4) Here some aboriginal symbol of fruits and nuts are used to
demonstrate addition and subtraction. Aboriginal students are
quiet familiar with these symbols so it can ease their learning.

5mins
Students to note
down the different
mathematical
problems they
practiced in their
book.

Time Main Content (Continued) Teaching


Approaches

5) Land links - Teacher could explain how rain occurs, where


5mins clouds come together (addition) and subtraction occurs with
loss of rain from the cloud.

Time Conclusion Teaching Approaches

5mins Students learned about addition and subtraction in many


perspectives and they also realised how it is connected
with their lives.

RESOURCES

Computer with internet, whiteboard, marker, cups, basket, marbles,fruits

SAFETY CONSIDERATIONS/MATERIALS
ASSESSMENT
Classroom discussions were used as a method to assess students understanding.
Formative assessment will be used here, so teacher knows the defect in her teaching and areas
where students are struggling.

Based on students performance in the class they will be assessed on their addition skills using one
of the following quizzes. They will be provided with some marbles or counters to help with the
counting.
1) based on pictures adds up to 5:
http://www.math4children.com/new%20quizzes/Kindergarten/Addition/add-with-pictures-
up-to-five.html
2) based on pictures adds up to 10:
http://www.math4children.com/new%20quizzes/Kindergarten/Addition/add-with-pictures-up-to-
ten.html
3) without pictures and adding up to 5:
http://www.math4children.com/new%20quizzes/Kindergarten/Addition/add-two-numbers-sum-up-
to-five.html
4) without pictures and adding up to 10:
http://www.math4children.com/new%20quizzes/Kindergarten/Addition/add-two-numbers-sum-up-
to-ten.html

Students will be assessed on their subtraction skills using this worksheet.

REFLECTION
This lesson was a good introduction about addition and subtraction. As the learning process was based
on aboriginal perspectives it was good in engaging students and help students relate to the situation.
Students enjoyed participating in the hands on session very much. The classroom discussions and
formative assessments were good to see some of the areas students struggle with, which the teacher can
focus in her next class. Students also learned how digital technologies can be used to enhance learning.

s287949 EST203 Assignment 2 Lesson 1