DEAKIN UNIVERSITY: LESSON PLANNING TEMPLATE: School of Education

Date:Tuesday 1st August Student Group: 4H

Mentor Teacher: Ruth Holland School: Tooradin P.S

Duration of the lesson: 45 mins Class size:

Title of lesson/activity: Place Value - Mathematics
Intended Learning Outcomes/Learning
intentions: Students to practice rounding numbers to their nearest ten/thousand/hundredth.
• What will the students be able to know and do by
the completion of this lesson?

Success Criteria:
• How will you know that the students have Students will practice rounding numbers. This will be evident in their engagement with
successfully achieved the learning the activities.
outcome/intention?

Prior Learning and Experiences: Students prior knowledge of place value.

• How will students’ prior learning and experiences
be used in this lesson?

Links to the curriculum (Victorian Curriculum) Recognise, represent and order numbers to at least tens of thousands (VCMNA152)
and to the curriculum planning of the school

Resources, Materials and Organisation: IWB to put choices up

• What additional human and physical resources Counters,
will be required for this activity? Game Board,
• What specific teaching materials will need to be
10 sided dice, 6 sided dice.
prepared?
• How will ICT be utilised in the lesson? workbooks, stationary.
• What OH&S factors will need to be considered for
this activity?
Teaching Strategies and lesson structure: What you as teacher will What are the students Timing
do? doing?
Prompts for your planning: Beginning
Transition students to the
• How will the lesson and ideas be introduced and floor, reminding them we're Students will meet down
made relevant to the students?
beginning soon. Focus on at the floor and listen to
• How will you engage the class?
rewarding positive the introduction and the
behaviour (Students who teacher modelling.
pack up, get self-organised 10-15 mins.
and ready to learn early) to
encourage this from others.
• What specific teaching and learning strategies will
you use for the lesson? Teacher to introduce tuning
• What exactly will the students be required to do in activity then model
and what will be your role? example of filling in boxes
• How will you create a collaborative learning attempting to make the
environment and how will the classroom be
number 'smallest'.
arranged to support this?
• How will you include all learners? What Curriculum
and Pedagogy adaptations or modifications will be Questions:
required? If I'm trying to create a very
• How will you differentiate learning opportunities small number and the first Student participation in
for diverse learners? roll of the dice is a 9, where questioning, alongside
• How will you ensure the students are on-task and
would I put it? Over the left teachers verbal
what strategies will you use to support positive
behaviour? or right side of the boxes? mathematical reasoning.
Why?
What about a 2? Which
• How will you draw ideas together and conclude the side? Why?
lesson?
• How will you conclude the learning experience/
learning findings? verbalise reasoning for
trying to come up with a
small number, before
sending students to their
tables to work with the
person next to them.

Keep instructions on the

board for students to refer
back to if they get stuck, or Students return to their
wish to try out a different
rule.
In pairs students each draw
a box that looks like this:
tables and work with the
person next to them to
play and engage with the
tuning in game.

Students may refer back to

the board if they require
Take turns rolling a 10 assistance.
sided dice, with each turn (Or ask for help)
decide which of your four
boxes to fill. Do this four
times until all of your boxes
are full. Read the four digits
as a whole number.

You can choose from these

options:

• Whoever has the

largest/smallest
wins
• Add a decimal into
one of the boxes
• Choose to keep your
number or give it to
your partner and tell
them which box they
have to put it in.
• Cooperative - Choose
any of the above.
Decide in advance
which of you will get
the closest to the
target, who will be
second closest, third,
 fourth etc. Now work
together to decide in
whose cells the
numbers should be
placed, and where.
Discuss rounding and
decimal points using the
caterpillar.
Roll it!
Use all of the dice that you
just rolled to create a
number. You may place the
dice in any order to create
the number.
Depending on the board
that you are playing, round
the number that you
created to the nearest
ten/thousand/hundredth.
Then, place one of your
Students meet back at the
floor as it is a good place to
get everyone listening at
the same time, after a
partnered activity.
Students will partake in
the discussion about
decimal points and
rounding, and will take 20 Mins
this information with them
while they head back to
complete the learning
activity.
Students will return to
their tables and play the
rounding game with a
partner.
counters on top of that
number on the game board.
If your opponent's counter
is already on that number,
you may not place your
counter on the game board.

The first to get four in a row

wins.

Challenge questions for

early finishers.

Support -
Form a group of students
who require additional
support with decimals, and
model playing the game
using and using the decimal
place value chart.
Considering the transition,
ask the students back down
to the floor.
Ensure all students are
paying attention before
beginning reflection.
Use the decimal point
chart with the support
group, to model playing
the game and allow them
to use the chart to have a
go. While they are having a
go, check workers at
tables. Give chart to those
on tables requiring
assistance and an
explanation
Conclusion
Students return to the
floor to share and listen to
strategies while reflecting
on their learning.
10
 Questions:

What strategies did you use to

round the numbers?

What is important when

rounding?

Can anybody think of ways we

use rounding in our day to day
lives?
Petrol station, supermarket ect.

Sometimes we see deliberate non

rounding up *New car 19'999
why might this be?

organise students for their next

transition.

Reflection and Self Evaluation:

• What aspects of the lesson seemed to be most
valuable?
• What aspects of the lesson could be improved and
how could they be improved?
• What follow-up will be required from this lesson?
Mentor Teacher’s reflection
(See guiding questions below)

Mentor Teacher’s reflection

The following questions can be used as a guide for providing structured feedback to pre-service teachers:
• Has the pre-service teacher utilised teaching strategies that reflect an understanding of how students learn and factors that influence their learning?
• Has the pre-service teacher sought to build on students’ prior learning and experiences?
• Has the pre-service teacher engaged the class through active learning strategies?
• Has the pre-service teacher u t i l i s e d appropriate teaching materials and resources?
• Does the pre-service teacher demonstrate a suitable knowledge of the content area and skills required to teach this lesson/activity?
• Has the pre-service teacher drawn on appropriate curriculum documents for the lesson?
• Has the pre-service teacher demonstrated effective communication in explaining tasks and ideas?
• Has the pre-service teacher demonstrated adequate planning and set achievable goals for the activity?
• Has the lesson/activity followed an appropriate sequence and timeline?
• Have ideas been introduced in a way that motivates students?
• Has the pre-service teacher been able to create a suitable and safe learning environment through the use of consistent and clearly communicated
behavioural expectations for students and OHS requirements?
• Has the pre-service teacher used appropriate strategies to manage difficult and challenging behaviours?
• Has the pre-service teacher used group work and individual tasks with success?
• Has the pre-service teacher planned for flexibility and contingency in the lesson?
• Is the pre-service teacher’s voice and body language suitable and effective in directing the learning activity?
• Has the pre-service teacher been effective in the use of questions and answers?
• What was the Australian teaching standard/s being developed in planning/implementing/reflecting on this lesson?
• What are the strengths developed/areas for improvement as a result of planning and implementing this lesson?