Learning Management Plan for: Maths (1) What does my Learner Already Know?

All students have a different level of understanding about place value. There are students who are struggling with Maths, and those who will find the lesson much easier. Students have knowledge of place value. They know how to count on by one a two. They are familiar with using MAB blocks in 10s and 1s and understand bundles of ten (2) Where does my learner(s) need / want to be? My learner will be able to: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) (3) How does my learner best learn? In a circle so that all can see the numbers. Students learn from exposure and from other students answering questions. Place value is given a tactile and visual element to deepen learning and accommodate for all learning styles. Questioning is scaffolded for students at a lower level of understanding. Questioning used to extend those students who are more advanced in their understanding

Learning Management Plan Focus : Place value (5) What will constitute the learning journey? LEP Sequence No. 1 Learning Experiences What is to be taught? What are the Sequential Strategies Magic number a number is chosen and placed in the magic number box. Students are given clues and have to work out what the magic number is e.g. the number is an even number. The number is between 20 and 30. The number is a two digit number. Once the students get the correct number, they then need to talk about the number what do they know about the number? Place four numbers in the middle of the circle Invite students to make the number using MAB blocks 10s and 1s. Students can be chosen according to ability more difficult numbers for more advanced students and scaffold easy numbers for students struggling etc. Arrange numbers from smallest to biggest choose a student to arrange the numbers in order. Counting on 1 - Using the four numbers, pick students to say the number that comes after and before. Counting on 2 using the four numbers, pick students more advanced to count on 2 and count backwards 2. Individual work at tables with maths books. Students are given a print out of MAB blocks 10s and 1s. Each table is given a number. They must make the number using the MAB pictures, cutting out the right amount of 10s and 1s, and then stick them into their books. They must also write the number. Extending for students who finish quickly, ask them to make a number that is smaller than the number on their table, then bigger. When finished students come back to mat to re-cap in a group what we did. Sitting in a circle. Time Frame (LMQ4) 5 mins

15 mins

3 4

5 mins 10 mins

15mins

6 (4) What resources do I have at my disposal? 1. MAB Blocks 2. The Australian Curriculum 3. Print out of MAB 10s and 1s (8) How will I inform the learner and others of the learners progress? Positive feedback during discussions for the learner. Positive feedback and correction during and following activity. Talk to Donna after each session.

5 mins

(6) Who will do what? I will lead the session. Children will complete activity at desks. . (7) How will I check to see my learner has achieved the defined learning outcomes ? Level of comprehension gauged through class discussion ensuring all students contribute and childrens participation in the discussion. Ability to find describing words for Harry. Oral participation.