Lesson Planner

Learning Area: Mathematics

Topic Focus: Extending number strategies (Addition)
Year Level/s: Reception/ year 1
Lesson date: 11th September 2018

Australian Curriculum Links:

Strand: Sub-Strand:
Number and algebra Number and place value
Descriptor: Achievement Standards:
§ Reception: Represent practical situations to model Year 1: ‘They carry out simple additions and subtractions using
addition and sharing (ACMNA004) counting strategies.’
§ Year 1: Represent and solve simple addition and
subtraction problems using a range of strategies
including counting on, partitioning and rearranging
parts (ACMNA015)

Learning Focus:

§ Students will be able to use concrete materials or visual strategies to add small groups of numbers
Learning Intention: § Students will develop a range of mental strategies to solve addition
§ Students will understand and use the language of addition
Lesson Objective: § Develop students’ ability to show ways to make 10 (rainbow facts) using ten frames

Learning Experience:

Structure/Time: Process: Differentiation Resources:

Introduction: § Start lesson by asking students to sit in a N/A § Laminated ten
10 minutes circle, give them each a ten frame and frames
ask them to place it on the floor in front of § Counters

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 them. Pass around the two containers of § Enlarged
counters and ask students to each take a laminated ten
handful and count out ten counters. frame
§ Ask students to put their hand up and § Whiteboard and
share ways that we can make ten and markers
get each student to place counters on § Ten frame addition
their ten frames to model this. For activity
Vertical addition sheets.
example if a student says 6+4 ask students
to put six counters on their ten frame and
then add another four.
§ As students share different ways to make
ten (rainbow facts) write the facts on the
whiteboard and model how you would
visually represent them by drawing dots
on an enlarged ten frame.
§ Explain that this is what we will be
practicing during the lesson.
Learning § Students will complete the making ten Differentiation for student who require § Copies of
Experience: sheet where they will write the number of additional support: making ten
30 minutes dots in the first square, draw the missing § Students who require extra support sheet (attached
dots in the ten frame and then write the (based on formative assessment from below)
number of dots that they added into the previous lessons) will stay on the floor to § Copies of
second square. Students will need two receive extra help. adding using ten
different coloured pencils, one for each § Students will use counters and the frames sheet.
number they are adding together. laminated ten frames used previously in § Coloured pencils
§ Students who finish early can complete order to gain a concrete understanding § Counters
the adding using ten frame sheets. of the different ways to make ten. Using § Laminated ten
Students will roll a dice and draw the concrete materials will allow students to frames
corresponding dots in the ten frames. transfer their understanding to represent § Dice
They will then roll the dice again and the rainbow facts visually and
draw the dots using a different coloured numerically because they will be able to
pencil. Two ten frames are provided for draw what they see and count the
each addition problem because the two number of counters that they added.
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 rolls of the dice may add up to more than Differentiation for students who require
ten. If that happens students fill up the first extension:
ten frame and then carry over to the next § Students will continue working on solving
ten frame. Students then write the
numbers that they roll in the two boxes
provided and then find the sum and write
the answer in the box after the equals
sign.
Conclusion/Re § Ask students to pack up their materials
flection Time: and glue their sheets into their maths
5 minutes books and put them in a pile at the front
of the room.
§ When students are sitting back on the
floor talk to them about the too hard, too
easy and just right student feedback
sheet that students have completed in
the past. Talk about what it might have
felt like if the task was too easy, too hard
and just right and ask students to choose
one bowl to colour in.
vertical addition problems. Model
vertical addition on the board to recap
what students have learnt and highlight
the value of the thousands, hundreds,
tens and ones columns.
§ Students will be able to choose whether
they would like to try double digit, triple
digit or four digit vertical addition
problems.
§ Throughout the activity ask students to
verbally tell you what numbers they are
adding together in order for students to
demonstrate their understanding of the
place value of each number (e.g.
ensure that they know that 432 is four
hundred and thirty two).
N/A § Too hard, too
easy, just right
student
feedback sheet
(attached in
previous lesson
plan)
§ Coloured pencils
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Lesson evaluation:

During this lesson students practiced making ten, also known as rainbow facts, using ten frames as a visual representation. In the
previous lesson students had completed a similar activity however, they had to make ten without the pre-existing dots on the ten
frame. I noticed that some students struggled to complete the task therefore, I thought it would be beneficial to give them more
practice, with further scaffolding. I believe that starting the lesson with whole class discussion and using concrete materials to make
ten was really beneficial, particularly for students who struggled in the previous lesson because they were able to see how other
students made 10.

After giving initial instruction I noticed that a couple of students were still a bit confused as to what they needed to do so I decided
to give them further scaffolding in order to ensure that they understood the task. These students were then able to complete the rest
of the task independently. Additionally there were three students who often struggle to complete maths tasks independently
therefore, I spent time with them modelling how to complete the task. My mentor mentioned in her feedback that she believes they
needed further support due to a lack of confidence rather than the task being too difficult. I believe that simplified tasks will allow
these students to be successful, which will in turn boost their confidence. In future lessons I will provide further scaffolding and
modelling for these students and will encourage the use of concrete materials to support their understanding of strategies to solve
addition problems.

Students who needed further extension were able to practice vertical addition and were able to choose whether they wanted to
solve double digit, triple digit or four digit vertical addition problems. Allowing students to have a choice allowed them to take
ownership of their learning and determine which option was most appropriate for them. These students were able to work
independently and were highly engaged in the task.

Students who finished the initial task were able to use dice and complete the adding using ten frames activity (attached below). I
believe that I could have provided more explicit instruction for this task at the beginning of the lesson because by the time students
were able to start it they had forgotten what they needed to do and I had to re-explain it to each individual.

Overall, I believe that this was a successful lesson and allowed all students to effectively practice their rainbow facts. I also believe
that the lesson effectively catered to range of abilities amongst the students. Working with a smaller group of students on the floor
enabled me to provide students with further scaffolding and more individualised instruction.