Lesson Plan

Year Level: 1 Date: 1 April 2019 Duration of lesson: 40 mins

Learning Area: Mathematics Key inquiry question: How can we represent and solve addition problems?

Year level description: (highlight the specific section)

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number
and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and
describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.

At this year level:

• understanding includes connecting names, numerals and quantities, and partitioning numbers in various ways
• fluency includes readily counting number in sequences forwards and backwards, locating numbers on a line and naming the days of the week
• problem-solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, using familiar counting sequences
to solve unfamiliar problems and discussing the reasonableness of the answer
• reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of data and explaining patterns
that have been created.

Year level achievement standard/s: (highlight the specific section)

By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise
Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data
displays.

Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers
using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell
time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking
questions, draw simple data displays and make simple inferences.

Student Prior knowledge: (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
• Students can count to and from 20 and they can use practical strategies for adding small quantities using visuals and concrete materials

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 Learning Outcomes: (What will the students know, do and understand):
• Students will be able to represent (visually) and solve simple addition problems using the count on strategy and verbalize the thinking process.
Learning intentions:
• In this lesson we will be learning how to represent and solve simple addition problems using the count on strategy
Strands of the learning area: Content Descriptors (include codes):

Number and Place Value Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and
rearranging parts (ACMNA015 - Scootle )

Cross-Curriculum Priorities and General Capabilities (only highlight the pertinent ones):

Aboriginal and Torres Strait Islander histories and cultures Numeracy: Students calculate with whole numbers to determine an answer.
Asia and Australia’s engagement with Asia Critical and Creative Thinking: Student identify, explore and organize
Sustainability information to demonstrate their understanding of addition. The organize and
process information and identify, explain and elaborate on ideas.

Literacy

Numeracy

ICT Capability

Critical and Creative Thinking

Personal and social capability

Ethical Understanding

Intercultural Understanding

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 LESSON SEQUENCE

Timing Teaching Learning experiences Assessment of, for or as Resources (include ICT/online)
(mins) strategies and What the students will do… learning – what
organization data/evidence - linked to
What the learning outcomes
teacher will do… [constructive alignment]
INTRODUCTION – ORIENTATING PHASE
SPECIFIC LEARNING OUTCOME FOR THIS SECTION: Students should be able to articulate and recognise the concept of addition.
10 Direct Instruction - Establish learning outcomes Book: Ten Tiny Ants by Rosemany Irons
mins Count on flip card

- Read addition story: Ten Tiny Ants by Rosemary Irons

Group Discussion - Choose a few different pages and ask students to come
up and model the story ie: 8 ants were… 2 ants were…
- What are we doing when we are finding how many ants
altogether?
- How could we work this out? Allow students to share
strategies and elaborate on understanding.
- Ask questions such as: Which group of ants would we
start with?
- Draw attention to the counting on strategy Assessment for Learning: use
observation and student
- Use count on flip card to model different problems and response to gauge students
encourage class to count on out loud understanding of the concept.

- Revise the concept of addition

DEVELOPMENT – ENHANCING PHASE

SPECIFIC LEARNING OUTCOME FOR THIS SECTION: Students should be able to use the count on strategy to solve simple addition problems.
25 Modelling Model how to use the count on strategy: Assessment for learning: Math books, pencil, coloured pencils
mins - Ask two groups of students to come up to the front of observe and monitor student Counters
the classroom; have one group on one side and one response Whiteboard markers
group on the other
- Clarify how many students are in each group (4 and 3)
- Which number would we start with?
- Why?
- Draw attention to counting on from the larger number
- Count as class

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 - Model visual representation of this on the board (no
symbols only drawings)
- Model count on strategy of visual representation

Group Discussion - Repeat this using counters; ask different students to

elaborate on solving and representing.

Individual/ - Ask students to create their own addition stories (based

Cooperative on modelled examples) and then represent and solve
Learning these. Assessment of Learning: use
- Students use math books to show understanding students math books to gather
information about students
Differentiation: understanding
Extend: Allow students who are competent with numbers to ten
to use extra counters to represent and solve addition problems
Support: Provide concrete materials and scaffolding through
guided learning experiences
CLOSURE – SYNTHESISING PHASE
SPECIFIC LEARNING OUTCOME FOR THIS SECTION: Students should be able to explain, analyses and synthesis their understanding of the addition and the
count on strategy.
5 mins Whole Class - Students share addition problems (orally and visually) Assessment for learning – Whiteboard markers
discussion and discuss how these were solve monitor how students solve
- Ask students to explain what they were doing today; addition problems using the
concept, process and language count on strategy to
determine which students
understand the concept and
which students require
Check for - Finish the lesson by checking for understanding using revision.
Understanding thumbs (up = understand, side = sort of understand,
down = do not understand)

Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs…
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 The lesson caters for diversity by using multiple learning styles within the experience, such as auditory, visual, tactile and practical. In addition, it incorporates collaborative
and cooperative learning that allows students to develop understanding within scaffolded and peer-assisted learning opportunities. The language used throughout the lesson
enables all students to engage and integrate assimilated knowledge with new knowledge, thus, building upon prior learning. The individual learning experience offers ways
to differentiate the curriculum by providing alternative ways to extend or support students.

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