Lesson Plan (Comprehensive)

Title:

Addition Introduction & Rotations

School of Education
Professional Practice (Primary)

Duration of
lesson:

50 Minutes

Class
Size:

25

Topic and Focus:

Area: Addition
Year Level:
Grade 4
Mathematics
Learning Focus: Addition
Assessment Strategies: How will you identify what they have learnt and how will you record or note this?
Students contribution
Observation
Students Background Knowledge: What is your starting point what do the students already know, what have
they done before, how does this connect to or build on their existing knowledge?
They have done an Addition pre-test
Resources and Materials:
Dice
Mathematic Work Books
Stationary
Rotations ( 1 group world map handout, 2 dice , 3 mathematic books for teacher focus group each)
Teacher Focus:
Building strategies for addition especially in the higher groups with 3 digit + 2 digit and also 2 digit + 2 digit + 2 or
3 digit numbers (multiple additions)
Objectives:
Building strategies for addition especially in the higher groups with 3 digit + 2 digit and also 2 digit + 2 digit + 2 or
3 digit numbers

Stage of
lesson

Student Action /Tasks

What will students be doing?
Explain how the students are
expected to work.

Time

Differentiated Learning
What changes to
learning, instruction or
teacher focus may be
needed to cater for
individual differences?

Teacher Action
What will you do during this
time? What prompting
questions may you need to
prepare? How will you monitor
student progress and needs?

Stage 1
Introductio
n
How will you
engage and
stimulate
the interest
of the
students?

Session 1: - The dice game in

a circle on the ground.
Students roll two dice each at
the same time, person to add
them first wins (check on a
calculator) 5 Minutes
- Then students create a
number sequence
adding multiples of any
number from 3-9.
Beginning at 495,
example (+6) 495, 501,
507, 513, 519, and 525
etc) 10 Minutes
Session 2: - Draw a Venn
Diagram with the person next
to you, comparing all aspects
of you. 10 Minutes
- Use digits 1 to 9 and any
operation to make all
numbers from 40 and
80, use the fewest
possible operations and
numbers each time. 10
Minutes
Session 3: - Odds & Even,
choose a side of the ruler 10
Minutes

15 - 20
Minute
s

Through all different

introductions the students
will have a chance to do
more light activities (Venn
diagram) to games (dice)
to mathematical
equations.
The students who learn
more visually, hands-on,
cognitively (watching,
thinking, analysing, reasoning,
judging and visualising) will

20
Minute
s

20
Minute
s

get a chance to this in

these whole class pre
rotations investigations.
(I will try find a video of
demonstrating a Venn
Diagram mix it up
instructors and different
visual)

In this area I will

demonstrating all of the prerotation games so they have
an idea of what to do later on
in that lesson or week
Also in leading our own class
investigation for the first 10
minute of most classes. I will
demonstrate the strategies we
want them to use such as
when adding 11 to add 1 ten
first to then add the remaining
1, 65 + 11, add 1 ten 65 then
becomes 75 then 1 more =
76.
In session 2 I will briefly
mention what the purpose a
Venn diagram (To compare
similarities and differences
between two people, objects,
life forms, countries or
cultures).

Stage 2
Body of
lesson
Describe
each distinct
task in the
order to be
undertaken.

Rotations:
My group C & S: Adding 10
go around the group.
14 + 9 = , 17 + 9 = , 9 + 9 = ,
12 + 9 = , 22 + 9 = , ect
Pr & Py: Adding 12 around the
circle. Then add 12 to selected
numbers, 87, 162, 279, 989,
and 1212
Then subtract 9 from selected
numbers.
12, 25, 53, 108, 487, and 1001

20
minute
s each
lesson

The students are

streamed into ability
groups, these are called
mathematical terms so
students dont believe
their based on ability and
also they change every 2
weeks for each topic.
So the lower groups are
going to work with
smaller numbers (all 2
digits) while the higher
groups will be working
with higher numbering
such as 3 and possible 4
digits. While also
providing a short
extension of subtraction
(next topic area
exposing).

In the rotations one group will

have an investigation the
other will have a worksheet
while Adrian and myself will
take a group each.
Students with myself will be
exposed to numerous
equations that have tailored
towards their abilities based
on the pre-test.
These equations are aimed to
build on their gathered
knowledge and push them
further slightly so their more
capable of completing more
complex sums but more
importantly teaching
strategies for them know in
future, such as adding 9 or 11
always add 1 ten because
thats easier then add or
remove one.

Stage 3:
Conclusion Each group pack up what they
No further learning takes
How will you were suing then dismissed for
5
place here
draw the
lunch, specialist class or set
Minute
findings of
up for next lesson with each
s
the lesson
lessons mathematics books
together so
coming to the front for
that the
correction.
students can
evaluate
what they
have learnt?
Stage 5:
Closure
Do you need ------------to prepare
the students
for the next
task?
Reflections on Student Learning: What did you observe about student learning?
student feel good about himself or herself as a valued learner?

I will instruct the students to

the students to pack up
workspaces, hand up
mathematics books and any
worksheets they have worked
on within their group.

-----

What did you do to make each

Comments on Future Lesson Directions: Are there areas you need to go over or move beyond?
Reflection on Lesson: How was the timing or the flow of the lesson? What other observations did you make?
What were the positive points of your lesson?
Follow-up: Were there other areas you feel you could concentrate on in the future for your own learning? Are
there any issues (content, questions etc) you need to follow up with students?

Other Notes: