MATHEMATICS LESSON PLAN

Class: KB Date: Term 4, Week 8 Start Time: 11.40 Finish Time: 12.15

Key Learning Area: Mathematics Lesson Topic: division - fair share, equal groups

Recent Prior Experience: Ss understand numbers up to 20, count forwards to 30 from a given number and backwards from a given number in the range 0 to 20
Compare, order, read and represent numbers to at least 20. They understand addition and subtraction - counting and combining perceptual objects. Ss are
familiar with the terms "sharing" and "equal" groups. Commented [sT1]: 1.5. This demonstrates the way in which I
have planned a lesson taking into account students prior
achievements
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment/key:

MAe-1WM: describes mathematical situations - record grouping and sharing using informal Formative assessment:
using everyday language, actions, materials and methods
informal recordings - label the number of objects in a group Observation of Ss contribution during class
discussion and monitoring their efforts in
- record grouping and sharing informally using
developing an understanding that extends their
MAe-6NA: groups, shares and counts collections of pictures, words and numerals learning
objects, describes using everyday language, and
- use the term 'group' to describe a collection of
records using informal methods Commented [sT2]: This section demonstrates my
objects Collection of worksheets to analyse Ss understanding of the syllabus outcomes
understanding of the topic
- use the term 'sharing' to describe the distribution
of a collection of objects
- model equal groups

Resources for this lesson: Links to other KLAs: Any safety issues to be considered:
- Laminated copies of Santa and reindeers English - listening and speaking
- Cardboard Christmas cookies Before the lesson students should be reminded to
- Worksheets be sensible and safe.
- Smart board
- PowerPoint presentation Chairs must be tucked into tables and any hazards
packed away.

1

Lesson Content:
Developing skills:
- Making groups, sharing
and counting collections
of objects,
- describing mathematical
concepts using everyday
language, and records
using informal methods
- Record grouping and
sharing using informal
methods
- use the term 'group' to
describe a collection of
objects
- use the term 'sharing' to
describe the distribution
of a collection of objects
- model equal groups
LESSON SEQUENCE
Time Teaching Strategies (differentiation in italics)
INTRODUCTION
5 min - T starts lesson on the floor
- T shares learning intentions and behaviour expectations for the lesson
- On the smart board, T presents the PowerPoint presentation
- Following the PowerPoint presentation slides, T models "fair share" for Ss
by dividing the children between the two teachers (on slide)
- T asks Ss to share the frog equally into two groups and follows the
examples on the presentation
- Ss put their hand up to volunteer
- T selects Ss who are doing their 5Ls
- Ss volunteer to participate
- T asks more questions according to the PP slides
- T appreciates Ss participation and provides positive reinforcement
- T may maintain a close proximity with Derek and Louis to keep them on-
task, T also may use visual cues (Cards) to remind Ss stay focused
throughout the lesson
Resources and Organisation:
Organisation:
Students will be sitting on the
floor Commented [sT3]: starting the lesson with the learning
intentions, linking learning to student's prior knowledge, using
steps, examples, questioning and by application of real world
Resources: concepts, this lesson plan demonstrates my knowledge and
- Smart board understanding of the concepts, substance and structure of the
syllabus content and teaching strategies.
- PowerPoint presentation
Commented [sT4]: This section demonstrates my knowledge of
teaching strategies in which I have aimed to engage students and
deliver the syllabus content effectively.
2

Lesson Content: Time
Indicators: 10 min
- use interaction skills
including listening
while others speak,
using appropriate voice
levels, articulation and
body language,
gestures and eye
contact
- compare two groups of
objects to determine
they are 'equal'
15 min
- Explain or demonstrate
how an answer was
obtained
(Communicating,
Reasoning)
- Demonstrate their
understanding of equal
groups and successfully
join two or more groups
of concrete material to
obtain equal groups
- label the number of
objects in a group
DEVELOPMENT
Teaching Strategies (differentiation in italics) Resources and Organisation:
FORMING EQUAL GROUPS Organisation:
- T places laminated Santa and reindeer/s as well as 10 Christmas cookies in Students will be sitting on the
the centre and asks Ss how would they "share" the cookies "equally" or floor facing the smart board.
"fairly" between the Santa and his reindeer/s They will sit around the square
- T facilitates Ss learning, allowing Ss to take charge and develop their own and work collaboratively with
strategy for sharing concrete materials. Commented [sT5]: This section demonstrates the effective
- Ss sit with their 5 Ls listening and following Ts instructions planning of the lesson plan which is based on the constructive
learning strategies - hands on using concrete materials
- T changes amount of cookies and jars to provide different equations Resources:
- T provides up to 4 examples, selecting Ss who are doing the 5 Ls - laminated copies of Santa
- Ss take turns and share the cookies equally between Santa and his and reindeers
reindeer/s - Cardboard Christmas cookies Commented [sT6]: Here highlights my teaching strategies to
- T provides positive reinforcement on Ss correct behaviour - Worksheets develop engaging learning experiences for my students
- T collects learning materials and instructs Ss to sit in their special spots - Smart board
- PowerPoint presentation
- T explains to Ss now they have to use their sharing skills and complete a
worksheet
- T explains to Ss what they have to do using the PowerPoint presentation Organisation:
- Ss listen to Ts instructions doing their 5 Ls Ss will be provided with a
- T instructs Ss to collect their worksheets and go to their desks worksheet and should working at
- T distributes worksheets based on Ss manners and calls out the names of their desks.
those who are following their 5Ls one at a time
- Ss safely and quietly collect worksheets and go back to their desks
- T encourages and provides positive reinforcement for good manners
- Ss complete worksheets
- T observes Ss work and roams around the classroom
- T provides assistance/direction if required
- T checks Ss works and collects worksheets
- Ss who are more advanced in mathematics skills may be instructed to
complete the extension activity
3
 - In case of any misbehaviour (Derek, Louis or any other Ss) - T utilizes tactical
ignoring. If misbehaviour persists T provides positive reinforcement e.g. "I
like how X is sitting following her/his 5Ls, ready for his/her learning... T may
collectively talk about the consequences of any misbehaviour e.g. Thinking
chair... In case S/s continue their off-task behaviour, they should be provided
with their first warning on the whiteboard (s name, warning 1). Commented [sT7]: This section demonstrates my effective
planning of simple but effective behaviour management plan for a
few disruptive students.
CLOSURE

Lesson Content: Time Teaching Strategies: Resources and Organisation:

Indicators 5min - Instruct student to sit back on the floor Organisation:

- T ensures all students are paying attention Students will be sitting on the
- Ss share what they have - T reads out the learning intentions for the lesson floor facing the smart board Commented [sT8]: ending the lesson with the learning
- T recaps what Ss have done during the lesson intentions, linking learning to student's prior knowledge, using
learnt successfully and steps, examples, questioning and by application of real world
provide examples of - Ask Ss if they enjoyed the activity with a show of hand concepts, this lesson plan demonstrates my knowledge and
equal groups using - T instructs Ss to pack up and get ready for the next learning session understanding of the concepts, substance and structure of the
syllabus content and teaching strategies.
mathematical language
- use the term 'group' to
describe a collection of
objects
- use the term 'sharing' to
describe the distribution
of a collection of objects