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Unit/Lesson Title:

Stage: Stage Two


Year: Four (4)
Aim for the lesson:
Syllabus Outcomes:
The children will be able to understand an investiagtion in mathematics and
MA2-5NA
solve it (them), using strategies (both mental and written), by applying addition
Uses mental and written strategies for additional and subtraction involving two-,
and subtraction, with some students going further to use divisional tactics.
three-, four- and five- digit numbers.
MA2-2WM
Selects and uses appropriate mental or written strategies, or technology to solve
problems.
MA2-6NA
Uses mental and informal written strategies for multiplication and division.
Prior Knowledge
Resources:
The students will have knowledge in the following areas:1. Paper for the students to answer the questions;
Mathematics Jargon
2. Counters; and
- plus / addition
3. Whiteboard
- minus / subtraction
- Mulitplication / times
- division / divide
MA1-5NA
Uses a range of strategies and informal recording methods for addition and
subtraction involving one- and two-digit numbers.
Learning Experiences
(include details about class-organisation and teaching strategies, where relevant)
Introduction (Engagement)
Explain to the children the concept of problem solving using addition and subtraction. Explain that sometimes division and
mulitplication can be used to help solve the same problem. Show them the following question:
Example of problem solving.
Explain the investigtaion question (say the question):
Marcus, Lauren, Samantha and Adam find $2,509.00 in an envelope, which is in a classroom and decide to keep it. Marcus
automatically takes $650.00 without asking the others and then walks away. Lauren then takes more than twice of what Samantha does
who takes less than Adam. Come up with 6 actual possibilities that each person takes away with them.
Show the question on the whiteboard and pick individual children to come up and underline the important features of the. This will
enable me to establish if the children have an understanding of what I have asked them to do. I am looking for question words/phrases
like automatically takes which can be interpretated as subtracts, more than twice which can be interpretated as more than double.

Times:
10 mins

Assessment
By asking the
children to
come up to the
whiteboard
and explain the
important
features of the
question, then
this will allow
me to
understand the
childrens
thoughts.

We have now read and understood the problem. What is our second step? discuss the ways that the problem could be solved
Body
(Exploration/Transformation/Presentation)

25 mins

Move around
the classroom
to esnure that
all the children
are
understanding
the question
and what is
being asked of
them.

10 mins

Walk around
the room and
establish the
different ways
the children
solved the
question.

Instruct the children to think about the strategy that they may use to solve the question as they go back to their desks. Ask the children
that when they are solving the question, they will need to provide 6 answers to the question by saying something along the lines of:
Okay, when you are looking at the possible answers, can you get to six different answers? Would it be possible to get more?
Encourage the students to speak to each other to see how others are answering the question. If children get to the 6 answers, hand them
the same question, but with the following question at the bottom:
What would happen if Marcus took $1,555.00 From the beginning?
and ask them to provide another 6 answers, using a different written or mental strategy with the new information that was added to the
question.
Conclusion
(Presentation/Reflection)
1. Ask the students to spend 5 minuets discussing how they got to the answers that they produced in pairs. Essentially, they will
show each other different ways to get the answers that are avaliable.
2. Ask the class to come together to then explain how their partner for point number one got their answer. This should ensure that
the children that have understood the concept cemented inplace. It will also show the students that have not grasped the concepts
employed.

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