Lesson Plan format for beginning teachers

Student Teacher: David King Lesson Topic: Place value Year Level: 2 Class size: 23 School: Malvern Primary Date: 04/02/2013 Time of Lesson: 11.30 Duration of Lesson: 1 hour

Teaching Focus: Reinforce the concept that numbers are representations of groupings of numbers (ie. 249 2 groups of hundreds, 4 groups of tens, 9 units).

Student Learning Focus:

The order of place value (units/tens/hundreds/thousands/etc.) and how they relate to each other.

Background knowledge:
Students have already undertaken tasks that visualised the pattern of base ten numeracy and required them to calculate the correct number from 'raw' data compiling amounts of units, tens, hundreds and thousands.

AusVELS: AusVELS Level 2 : Group, partition and rearrange collections up

to 1000 in hundreds, tens and ones to facilitate more efficient counting.

Student differences:
A couple of students complained that the intro lesson was too easy, however some students still indicated a lack of comprehensive understanding of place value (eg. when I queried if 7 x 100's, 10x10's and 5 units was 7115, a number of students agreed).

Resources:
Dice. Whiteboard. Number cards. Number sheets to cut and paste (x 24). Scissors. Glue. Maths Books.

Stage of lesson
Intro TEACH new skill Body APPLY new skill taught Closure ASSESS new skill

Classroom organisation and duration: Whole class? Small group? High Achievers? Struggling Students? Whole group on floor.

Activities and tasks:

Student action: What will students be doing?

Teacher action: What will you be doing? What will you be saying?

Lesson Introduction and elaboration:

How will I:
engage and interest students? explain the purpose and aim of the lesson? explain/model/ demonstrate new content knowledge? connect the lesson to previous learning?

Part 1 Recap how last lesson we covered that we can't have ten or more groups of ten in any place of any number, eg 10 x 10's and 5 units is correctly represented as 105, not 1005 or 10105. Demonstrate this on the whiteboard. Perhaps ask the question and put it to the vote which is correct and why. Explanation of '101 and Out' game. Part 2 Demonstration of how to create largest/smallest numbers using single digits. Student volunteers will come to the front of the class

Students to listen, participate when asked.

Part 1 During explanation of '101 and Out', teacher to model game. Students volunteer can roll, teacher can then write the numbers up on the board and carry the game through to conclusion. Asking questions as it progresses, eg. "what numbers do we need to roll now?", "What does that add up to?" Part 2 Teacher to coordinate demonstration. Teacher to write above student volunteer heads a place value so that students on the floor can clearly reference where volunteers are to stand.

Part 2 Students again to participate in demonstration.

Body of the Lesson:

Practising and applying new knowledge
What learning tasks or learning centres will I have? What instructions will I give to students? Will I lead a small group? How will I conference with individual students?

Working in pairs. Student pairs will need dice, scrap paper each to record their score.

holding a card with one digit. Class will re-order students placement to create the largest/smallest number possible. This can be incremented from a 3 digit number to a 4 or 5 digit number. Part 1 Dice game "101 and out". In pairs, students take a dice and roll their turn. A dice roll can result in the following: 1 = 1 or 10, 2 = 2 or 20, 3 = 3 or 30, 4 = 4 or 40, 5 = 5 or 50, 6 = 6 or 60. Using scrap paper to keep score, students must roll in turn to make a cumulative score of 101. Any roll that is too high, the student has to wait til their next turn. Part 2 Students will cut out numbers and glue them in on sheet running from largest to smallest.

Teacher to write correct answers on the board. What can be noticed with these numbers? (Highlight largest numbers always run greater to smaller, then smallest numbers smaller to larger).

Part 1 Students playing game in pairs.

Teacher will circle room to monitor and assist.

Part 2 Individually.

Lesson Closure
Review and sharing time
How will I select students to share? How will I encourage students to articulate what they have learned? How will I celebrate student achievements?

Assessment:
What assessment methods will I use to determine whether my aims for the lesson have been achieved? How does the assessment criteria relate to VELS progression points?

Self Evaluation:
What did I observe about student learning? What did I do well in teaching this lesson? What problems occurred in teaching the lesson? What would I do differently if I taught the lesson again? How successful was I in working on my teaching focus?

Supervisor evaluation:

Lesson thoroughly planned however possibly mismanaged. This can be remedied in the future by allocating a little time straight after recess or lunch to calm them down and bring them back into the proper mindset for learning. This can simply be reading to them, meditation, etc. The second part of the lesson more successful as most (16 of 23) were completed correctly. Instructions for first part of lesson could have been clearer, but this could be a result of students not having calmed down.