Lesson Plan - Maths

LESSON OUTCOME:

LESSON STRUCTURE:

Time Introduction (Set): Teaching Approaches

10 Warm up: Mental maths 1-10 in groups then mark and set goals Revise students prior knowledge
mins of chunking strategy
Learning Intention: We are learning to using chunking for
5 mins addition and subtraction problems. Explicitly reading aloud learning
intention and success criteria - all
Success Criteria: students write this in their books
- Use the chunking strategy to guide your thinking
- Use the chunking strategy poster in the
classroom as a reminder
- Show your working out in your book
- Demonstrate that you can also use other mental
addition and subtraction strategies (extension)

Time Main Content: Teaching Approaches

15 Explicit Teaching: Explicit teaching of the rule as a
mins Chunking addition and subtraction strategy revision tool for students. Gives
1. 14 + 12 Add 10 + 10 then add 4 + 2 = students who have forgotten an
2. 44 + 36 Add 40 + 30 then add 6 + 4 = opportunity to re-learn and
3. 546 + 887 Add 800 + 500 then add 80 + 40 then add 7 + 6 = students who know and
1433 opportunity to practise.
4. 54673 + 23897 = Add 50,000 + 20,000 = 70,000 then add
4,000 + 3,000 = 7,000 then add 600 + 800 = 1,400 then add 90
+ 70 = 160 then add 3 + 7 = 10 then add altogether 70,000 +
7,000 + 1,400 + 160 + 10 = 78,570
1. 18 - 13 = 10 - 10 = 0 8 - 3 = 5
2. 57 - 34 50 - 30 = 20 7 - 4 = 3
3. 340 - 254 = 300 - 200 54 - 40 = 14 = 86
4. 7634 - 3468 = 7000 - 3000 = 4000 600 - 400 = 200 60 -
30 = 30 8 -4 =4

Time Main Content (Continued) Teaching Approaches

30 Students move into rotations based mainly on ability grouping. Team/group work with maths
mins There are 29 students in the class so some students are not game to consolidate learning
ability grouped to allow for a more even spread amongst groups.
Independent work to
Maths Rotations: demonstrate own understanding
1. Maths Game of the concept
2. Follow on work with Teacher (Differentiated) pg 13, 14, 15, 28,
29 Group work with teacher to
3. Mathletics (Set Tasks) demonstrate concept
4. Addition Subtraction Dice Game with Mentor Teacher/ EA understanding and ability to use
proficiencies

Task card/dice game with

answers to be written by
students in their books
Time Conclusion: Teaching Approaches
5 mins Reflection Class sharing/peer discussion -
Name three things your partner has learnt today. use paddle pop stick method to
encourage class discussion if
need be.

RESOURCES
(Include equipment required for class and/or for teacher preparation)

Whiteboard
Set mathletics tasks
Print differentiated maths worksheets
Print and laminate task cards/dice game
iPads - mathletics set tasks

SAFETY CONSIDERATIONS/MATERIALS

Cyber Awareness
Appropriate use and care of iPads
Teamwork and consideration for peers during maths game time

ASSESSMENT

Running record to map progress of each student - confident, developing and limited
Peer assessment - marking work
Review students work and give feedback
Verbal discussion with Mentor/EA regarding student progression with dice game

REFLECTION

Need to include more concrete representation tools/resources for visible learning

Remember to encourage students working independently/in their group by using the positive behaviour
chart or warm fuzzy positive behaviour strategy
Check students work before end of lesson to ensure student accountability, including monitoring
mathletics during rotations