Day: M T W T F

Year: 1

Date: 28/08/15

Learning Area: Mathematics

Mathematical Language

Time: 50-55 minutes

Topic: Tallying, Picture Graphs,

Curriculum content description:

(from ACARA)
(ACMNA015) - Represent and solve simple addition and subtraction problems using a
range of strategies including counting on, partitioning and rearranging parts.
(ACMSP069) Collect data, organize into categories and create displays using lists, tables,
picture graphs, and simple column graphs, with and without the use of digital
technologies.

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Basic understanding of mathematical terminology

How to read and interpret data from picture graphs
How to interpret what the question is asking
How to add and subtract
How to draw a picture graph
Can draw, use and interpret tallys

Learning purpose:

(May refer to the Elaborations of the curriculum content description

here)
- Develop a range of strategies for addition and subtraction problems
- Understand a vast range of addition and subtraction questions
- Exploring meaningful and increasingly efficient ways to record data, and representing and
reporting the results of investigations
- Collecting data to investigate features

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson objective

have been achieved / monitor student learning)
(What will students know and be able to do at - Walk around room while students are completing
the completion of the lesson specific,
the tasks making sure they fully understand what
concise and attainable objectives)
they are doing
- Students will be able to interpret a picture - Ask questions that will help identify if the
students are grasping what they are learning
graph and answer questions; as well as
create their own

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be
required)
- Whiteboard and marker
- Printed out sheets of work they will be using
- Pens, pencils, erasers
- Classroom
- Smarties (4 packets of 11)

Promethium board

Catering for diversity

(detail any adjustments considerations for educational/resource

adjustments)
- Students with differing capabilities: Have sums that all levels of student's will be able to do. Be
able to work with those students who need a bit more time and help.
- Students with dyslexia: Be able to read out the sums with the kids just so they aren't getting
mixed up or reading numbers incorrectly.
- Students with allergies: have a note handed out to parents before hand

Timing Learning Experiences:

:
10
mins

1. Introduction: (How will I engage the learners?)

Students come in and sit on mat.
Quiet down students and make sure they are listening: hands on head, shoulders,
over lips etc.
Show them the two worksheets they will be completing as revision of yesterdays
maths lesson: what is it about etc.
Tell them well be doing the first sheet together and send them back to their desks
Tell them to write their names on the sheets and when theyre finished to put their
pencils down and hands on heads

35
mins

2. Sequence of learning experiences: (What will you do to help the students

achieve the learning objectives? What tasks and activities will the students be
involved in to help achieve the learning objectives?)
Once facing the front direct their attention to the board
Get one student to read the statement at the top of the page
Ask them how many one box represents
Go through and answer how many each has then move on to answering the
questions
Tell them to take the second page and complete it themselves
Once finished put hand up and one of the teachers will come around and mark it
Them finally move onto the third worksheet reading and answering the questions
and once finished leave page for teachers to make and come sit on the mat
Explain that everyone will be getting one box of smarties each
Revise tallying
Before they open their box they have to guess how many is in their box (show
them)
Open up the box and count the exact numbers (write in tally form)
Draw the pictograph
Answer the questions
Send them back to their desks to do their own (remind them they cannot copy
others because not everyone will have the same amount
Once worksheets are completed teachers will check work
If everything is right they can eat their smarites: those who have it wrong must first
correct their answers before eating the smarties

5 mins

3. Lesson conclusion: (How will you summarise the learning and relate it to the
lesson objectives?)
Ask a few question: what did they learn in maths, why didnt everyone have the same
number of smarties, why didnt everyone have the all colours

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
This lesson was a fun and interesting lesson to do with the students. They were engrossed the
whole time and looked forward to it. They tired there very best to get all the answers right because
they looked forward to eating the smarties. The problem came with time as it was the day of book
week and there were continuous disruptions and the lesson had to be done faster than planned.
The whole lesson plan had to be differentiated to suit the new timetable fro book week and the
parade. Despite this, I was able to keep the students focused on their work with them only getting
off task a few times. I would change the day of my lesson and I would also change the length of my
lesson to be a bit shorter this way the students arent anxious much about when they get to eat the
smarites.