Lesson Plan Template 1 Primary & Secondary Unit/Topic: Key Learning Area: Number and Place Value-Doubling and

Halving Maths Date: 31 Aug 2013 Time: 12.05-12.35

Year Level: 1D Lesson: 8 ___________________________________________________________________________________________________________ Curriculum outcomes for the unit: Measurement and Geometry Location and transformation Give and follow directions to familiar locations (ACMMG023) Using units of measurement Describe duration using months, weeks, days and hours (ACMMG021) Tell time to the half-hour (ACMMG020) Number and Algebra Money and financial mathematics Recognise, describe and order Australian coins according to their value (ACMNA017) Number and place value Count collections to 100 by partitioning numbers using place value (ACMNA014) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Patterns and algebra Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)

LESSON OUTCOME:
(Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) Investigate doubling and halving in everyday situations eg rolling two numbers the same on two dice, sharing a biscuit between two people. Identify the language of doubling and halving eg double, twice as much, halve, sharing into two equal amounts, half as much.

LESSON STRUCTURE: Time 12.0512.07 Introduction (Set): Explain to the students that we will be practicing number games outside. Transitions need to be quiet and students need to be co-operative. Teaching Approaches

Time 12.0712.35

Main Content:

Teaching Approaches

Around the world Students sit in a circle, and a starting person is selected. The starting person stands up behind the student next to him/her. I will call out double and halving problems. The student to say the answer first moves on to challenge the next student. If a sitting student says the answer first, the students switch places. Continue until at least one student makes it completely around the circle Ball problems All students stand in a circle. The first student poses a doubles or halving problem then bounces the ball to someone to answer. If that student answers correctly they continue to pose a question and throw to another person. An incorrect answer results in students sitting down. Counting in 5s Two teams: two lines of students in each team one metre between. Students throw the ball in a zig zag fashion to the next student. If they drop the ball they need to start from the first person in the line again. The first team to get to the end of their line wins. Jumping number lines Draw two number lines. Two teams compete to answer number strategies correctly pacing the correct number of steps to the answer. The first student to succeed wins. Then onto the next student. Counting backwards by 2s from 20.

Repeat using other numbers that can be halved equally.

Post Reflection:

RESOURCES (Include equipment required for class and/or for teacher preparation) Balls Chalk

SAFETY CONSIDERATIONS/MATERIALS