LESSON PLAN FORMAT

The following is a sample of the lesson plan format used by the University.
Lesson Topic/Focus:

Cookie Sharing

Date:

25/11/2014

AusVELS Domain(s):

Mathematics

Year level(s):

Foundation

AusVELS strand (s):

Number and Algebra

Lesson duration:

50 mins

AusVELS sub-strand(s):

Number and place value

AusVELS Dimension(s) or
Religious Education
Guideline:
Content Descriptor: Represent practical situations to model addition and sharing (ACMNA004)
Learning Standard(s)/Outcome(s)/Objective(s): We can share items into equal groups. We use the word sharing to describe distributing items into
equal groups..
At the conclusion of this lesson, the students will know/understand that:

That items can be shared into equal groups

Use the term share to describe the distribution of items
Record mathematical findings using pictures and numbers

At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
Assessment:
Through questioning techniques of strategies and students reasoning; observing conversations between peers; through viewing work sample record of findings.

Assessment criteria for analysis:

1. Can Share items into equal groups

2. Uses the term share or sharing when discussing distribution of items

3. Records findings using picture and or numbers
Teaching focus:
A.
the pre-service teacher's teaching skill for observation by Associate Teacher;
or
B.

teaching skills that the pre-service teacher would like to personally develop.

Behaviour management during teaching time on the floor.

Background to the learning:
A.
References for teacher background knowledge
B.

Identify students current knowledge

This is the first lesson students have about sharing.

Lesson resources:

The Doorbell Rang by Pat Hutchins (book or YouTube clip http://www.youtube.com/watch?

v=ESHLF92_rBw )
Cookie and children cards
Sharing table worksheet
Pencils
Manipulatives (counters)

Lesson content:
A.
Introduction

5 mins

Introduce the idea of Sharing and ask students what they think this is. Write some ideas on the board to reflect upon later.
Read or View the story The Doorbell Rang by Pat Hutchins.
Pause the video after each time the doorbell rings and work together to share out the cookies evenly between the characters.

B.

Development

15 mins

Model how to fill in the Sharing Table on the board. Select the first two character token and model how to share the cookies out evenly by lining them up next to the
characters. Together count how many cookies each character has and record. Record by drawing the cookies, the number.

FQ: How many groups of cookies are there?

FQ: How many cookies will they each have if two more children arrive at the door?
C.

Consolidation, practice, extension

25mins

Students continue to model (in table groups) how they would share the cookies out as more characters arrive at the door. They must record their
results in the table.
Focus group: Students who are not confident will remain on the floor and work through a few more examples before joining their table groups.
D.

Closure

5 mins

Discuss with students their strategies. Ask students to explain how they were able to share the cookies fairly and how they were able to check
that all groups were equal amounts.

FQ: Can you tell me how you worked that out?

FQ: How do you know they are equal groups?
Post-lesson review and evaluation:
Student achievement:
To what extent were outcomes achieved? How did the students demonstrate this?

Teaching effectiveness:
What have you learnt from the lesson?
Students really enjoy having videos and using role play to act out the sharing process which was shown in the story When the doorbell rangwas
very effective. It allowed the students to be actively part of the sharing process and gave them a new perspective, as they would share anything they
may have come across in their lives, such as lollies, marbles or cards.
What do you recommend for future lessons?
I needed to have a seperate focus group once I had given task, this was because there was a group of students who didnt quite understand and
needed further scaffolding.
Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your self-development focus for the lesson, referring to both
strengths and areas to be addressed.

Behaviour management was good, but the student were a little noisy at times, but this was due to engagement in the tasks. All students
stay of task during these lessons.
Associate Teacher comments:
Your maths lessons this week were fantastic! You introduced the topic of sharing and the use of YouTube with the story When the
doorbell rang was great. Any time you can physically get the children involved with role play or manipulative really keeps the children
interested. The noise level was a little high but this was because the children were enthusiastic about this lesson.
The follow up work sheet showed how the children understood the concept of Sharing and this was because of your well planned
lessons.
Lesson/activity transition: 10 mins
This is the activity required to terminate the first lesson/activity and to initiate the next lesson/activity. A lesson/activity transition is not to be confused
with a lesson/activity conclusion.
The maximum recommended time is 3-4 minutes. Activities may include collecting used materials, tidying the room, returning materials to shelves, a
song, a jingle/action rhyme, a stretching activity, reorganisation of furniture, distribution of materials for the next lesson/activity.
The following format should be used to present the lesson/activity transition:
Step 1: Pack up all books into basket, all desks clear
Step 2: Standing behind chair when task is complete
Step 3: Lunch time

ASSESSMENT GRID
Outcome/Standard/Objective

That items can be shared into equal groups

Use the term share to describe the distribution of items
Record mathematical findings using pictures and numbers

Student name
(three focus students
for this lesson)

Dylan

Bianca

Nic

1. Can Share items into

equal groups

Assessment criteria
2. Uses the term share
or sharing when
discussing distribution
of items

3. Records findings
using picture and or
numbers

Yes, uses counting

one by one strategy.
Then by twos.

Yes, Sharing,
divided, equally

Yes, Sharing one at

a time

Sharing/Shared
Equal

Yes, used images to

record

Yes, but needed one

on one to know
clear instructions

Share

Needed guidance in
recording strategy.
Used images after
extra instruction.

Purpose of assessment

Used images, was

correctly recorded

To inform future
lessons and student
learning

To ensure
coverage of
AusVELS
standards

To discuss with
parent

To inform 1:1
conference with
student
including
setting future
learning goals

Evidence for school

report

The Doorbell Rang Sharing Table

Number of People at the Table

Victoria & Sam

Victoria, Sam, Tom

& Hannah

Victoria, Sam, Tom, Hannah,

Peter & Little Brother

Victoria, Sam, Tom, Hannah,
Peter, Little Brother, Joy,
Simon & 4 cousins

Draw the Number of Cookies each person receives

Sharing Problem