Learning Experience Plan 1 (LEP) Week 1 Thursday

Year level(s)
2

Duration
45 mins

Prior knowledge:
Count in 1s to 100
Count backward from 100
Recognise numbers to 1000
Count in 2s
Count in 5s
Count in 10s
Writing numbers.

Focus
Number Patterns

Implementation date(s)
2015

Curriculum area(s)
Mathematics

LMQ1 - What does the learner already know?

Learning outcomes/standards:
DOL 2
Knowledge & understanding:
(declarative)
How to effectively count to large numbers
What a number patterns is

LMQ2 - Where does the learner need/want to be?

Skills:
(procedural/do)
Read number patterns
Create number patters
Count in 1s, 2s and 10s
ACARA: Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point,
then moving to other sequences. (ACMNA026)
Learning processes:
DoL1 Focus DoL1: Structure opportunities to work with peers
Students can help each other learn and practice their understanding.
By working with peers the usual routine is changed, making learning
fun.

LMQ3 - How does the learner best learn?

DoL5 Focus DoL 5: Creative thinking: Push the limits of your abilities and
knowledge.
As the students are used to working as a class for skip counting,
students will have to push their abilities to skip count individually and
problem solve to work out number patterns

Time

7mins

Learning procedures
LMQ5 - What will constitute the learning journey?
LMQ6 - Who will do what?

5mins

10mins

Intro
Have students seated at desks. Teacher asks students
what is a number pattern? Give an example of
number patterns, we have been working on (2s, 10s).
Teacher will list answers and examples on board
Explain to the students we are going to play a game
called Stand up, sit down. All students are to start
standing up, teacher will say random number patterns
in 2s, or 10s but will leave out a number. Students
have to sit down when they hear a number being
skipped. Aim of the game is not to be the last one
standing.

Body
While students remain seated. Teacher will bring up
100s board on IWB. The teacher will then pose
questions to the students.
What pattern do you think we would have if we
coloured in every second number? Where would we
start colouring?
Allow time for children to discuss their answers and
prompt.
Skip Count: Ask children to skip count by 2s, and 10s
referring to a 100s and 1000s number chart starting at

Dimension
Learning
(DoL)
strategies

of

Resources
LMQ4
What
resources
do I have
at my
disposal?

Whiteboar
d
Whiteboar
d pens
Chairs

DoL 1: Use a
variety of ways
to engage
student in
classroom
tasks.

DoL 1:
Frequently and
systematically
use activities
that involve
physical
movement.

Blindfold
Pointer

Worksheet
Pens

DoL 1: Respond
positively to
students
incorrect
responses or
lack of
response.

IWB:100s
Board

Assessment & feedback

LMQ7 - How will I check to see
the learner has achieved the
learning outcomes?
LMQ8 How will I inform others?

Question students-Can you do

that same number pattern
backwards?

What if it started at a different

number?

Can students think quickly and

accurately?

Do students have understanding

of the 100s board when starting
at different points or going
backwards?

Does zero count as a number

when counting on?

Will children go out of their

comfort zone and choose
different number patterns or do
they stick to 2s and 5s?

15mins

8 mins

different points. Teacher will call out different students

to take turns.
Students need to say what number pattern they would
like to count in and if they are to go forwards or
backwards. Place blind fold on student and give a
pointer, spin student 3 times and instruct him to put
pointer on the board, where ever it lands together as a
class students will count forwards or backwards in
desired number pattern.
.
Give each child a sheet of paper with 1-100 or 100-1 on
it and let them pick a number out of a hat. On their
strip of paper they need to colour in the numbers in the
pattern that they picked out of the hat. Can be any
number from 1-10. Once they have coloured their
number pattern in they will swap with someone in the
class and try work out what the other persons number
pattern was.

Reflection:

Conclusion
Discussion: Teacher will discuss with the students that
in different circumstances it is not always practical to
count in 1s so you need to use number patterns to find
the answer in a quicker way.
Question students when would you use each number
pattern and why? (2s, 10s). What other number
patterns might we use and why?

Do students understand the

task?
Are they able to work
independently?

Do students understand number

patterns and list other types?

DoL 5: Creative
thinking: Push
the limits of
your abilities
and
knowledge.

DoL 4: Problem
solving

LMQ9 Why has the learner (achieved/)not achieved the learning outcomes (standards)?

Do students understand the task?

Are they able to work independently?
Can students identify and count in counting patterns of 1s, 2s, 10s?
Can students do count on number patterns using 100s board?