Mathematics lesson plan

(Adapted from Gervasoni & Parish, ACU Ballarat Campus)

Lesson opic!
Addition - Partitioning
"ate!
14-6-13
#ear Level(s)!
1
Lesson
duration!
50mins
Mathematical $ocus! The partitioning of numbers from 0-20
Australian Curriculum (AC)!!
#ear level! 1
Content strand! Number and Algebra
Proficienc% strand(s)! Fluen!" #easoning
Content description(s)! #epresent and sol$e simple addition and subtration problems using a
range of strategies inluding ounting on" partitioning and rearranging parts
Bac&'round to the students( current learnin'!
The students understand%&no' alread!(
)e$elop onfidene 'ith number se*uenes to and from 100 b! ones from an! starting point+
,&ip ount b! t'os" fi$es and tens starting from 0
The students understand%an do mathematiall!(
#epresent )ata 'ith ob-ets and dra'ings 'here one ob-et or dra'ing represents one data
$alue+
.ount olletions to 100 b! partitioning numbers using plae $alue
Learnin' )*+ectives,)utcomes!
Mathematics content/concept/idea learning outcome
At the end of this lesson" the students 'ill demonstrate understanding of(
Partitioning of numbers - The different ombinations of numbers that an form 20
Mathematics strategies/processes/ways of working and thinking mathematically outcome
#ealling pre$ious &no'ledge % Trial and error
Assessment strate'ies!
(Brief description of the strategies you will use to assess student learning. This must link directly to the
objectives/outcomes. What are you going to observe and/or listen for in order to identify understanding? What evidence
of learning (e.g. work samples photos video audio! will be collected by you for further analysis?!
What assessment strategies will you use in this lesson?
/bser$ation" 'or& sample 0of flo'er1
What will you look for, and analyse, in the evidence found in the assessment?
The number of petals of eah olour add together to orretl! represent the number 'ritten in the
entre of the flo'er
-esources!
(Brief description of the resources that are needed to support teaching and learning" include physical and technological
if appropriate!
eacher .tudent
2hiteboard 3Flo'er3 0,tem and 4od!1
5an! 2 different oloured 3petals3
)r'anisation for learnin'!
(Brief description of how the room will be organised" include #grouping for learning$ details e.g. pair work triads small
group whole class" teacher roving etc.!
2hole lass disussion - floor
6ndi$idual 'or& 7 tables
/e% 0uestions to 'uide learnin' and prompt student thin&in'!
(%ist &'( key )uestions that will be used to support stimulate provoke and probe thinking that helps students to describe
e*plain justify connection'make generalise evaluate etc.!
2hat is another 'a! 'e an ma&e 8889
:o' did !ou get that9
6s that all the different ombinations 'e an ma&e9 :o' do !ou &no'9
Lesson actions!
+n the cells below list the actions that you and the students will do during each phase of the lesson.
e1! 23GAG2, 24PL)-2
Lesson introduction (5hole U363G 63)!
04uild a'areness of and lin& to prior%urrent &no'ledge; introdue ne' learning%ati$it!; <tune= the students into the mathematis; build moti$ation and
engagement; stimulate uriosit!; establishing understanding of the problem to be in$estigated; establishing lear e>petations on 'a!s to 'or&
mathematiall!1
.ounting ba&'ards b! 13s from 100
?outube lip
6ntrodue ho' a number an be made of different ombinations of numbers
:o' man! 'a!s an 'e ma&e 59 0@ist them1
:o' man! 'a!s an 'e ma&e A9
:o' man! 'a!s an 'e ma&e 109
e1! 24PL)-2, 24PLA63, 2LAB)-A2
"evelopment,investi'ation (Part 7 6382.6GA63G)!
0,tudents engage 'ith the mathematial tas&%game%ati$it!%learning e>periene to e>plore%e>plain%elaborate upon the mathematial
ideas%onepts%strategies%'a!s of 'or&ing mathematiall!; engagement 'ith lass%small group disussions; possible $ariations introdued for students
'ho are e>periening diffiult! or re*uiring e>tension; 'a!s of ad-usting the lesson for students; teaher ro$ing and olleting assessment information
'ith attenti$e listening and obser$ation1
Flo'er Petals(
,tudents hoose a number bet'een 1 and 20 7 'rite in the entre of the flo'er
The! then add petals around the flo'er that add together to represent their hosen number
0e+g+ B green petals and B red petals add together to ma&e 14 C 14 'ould be 'ritten in the entre of
the flo'er1
Ad+ustin' the lesson 0strategies !ou 'ill use to ad-ust the lesson1!
2na*lin' prompt! Dse an 3eas!3 number e+g+ 10 and another number
e1! 24PLA63, 2LAB)-A2, 28ALUA2
Plenar% and conclusion (5hole -2$L2C63G and G232-AL6.63G)!
0,tudents disuss%e>plain%elaborate upon strategies%produts%mathematial thin&ing; teaher leads a disussion to highlight and summarise the important
mathematial idea0s1; enourage student e$aluation of their learning%strateg! use%'a!s of 'or&ing mathematiall!; *uestions to pose to students should
support refletion on the important ideas and strategies learned1
)isussion of their 'or&( pi& out a fe' e>amples
An! students ha$e the same number in their entre9
)id !ou hoose the same number of oloured petals9
6s there another hoie of olour ombinations !ou ould ha$e used instead9
Post7lesson revie9 and evaluation (to *e completed once the lesson is tau'ht)!
Student Achievement
(Brief description of what students achieved as a result of your lesson. This should link directly to the
objectives/outcomes of the lesson and link back to the evidence that was collected during the lesson. ,*pected and
une*pected achievements should be described here!
Teacher Effectiveness
(Brief description of elements that were successful in relation to the teacher$s practice. This should link directly to
evidence of student learning. -eflection on teaching should focus on what will be further refined in teaching practices or
ideas for improving teaching strategies!