Lesson Plan

Day: M T W T F Date: _28/8/15_______ Time: ____ Year:

_Pre-primary______
Learning Area: _Mathematics____________Topic: _Number
Identification and Counting____________
Curriculum content description: (from ACARA)
Establish understanding of the language and processes of counting by naming
numbers in sequences moving from any starting point.
Connect number names, numerals and quantities.

Students prior knowledge and experience:

(Outline what the students already know about this topic)
The students knowledge in this particular class is varied. Some are very good at identifying
numbers 1-20 and counting in a sequence, however others struggle with this. Students have
been practicing and improving their number identifications during number games such as
bingo. Students have been practicing and improving their knowledge of the number line by
looking at a certain picture with a random number from 1-10 or 1-20 and producing the
correct amount of objects to go in the picture.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)
Identifying numbers in sequence.
Understanding that numbers are said in a particular order.
Understanding that each object must only be counted once, that the arrangement of objects
does not affect how many there are, and that the last number counted answers the how
many question.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)
I will know that the learning objectives have
been achieved if the students are able to
orally identify numbers 1-10 and are able to
complete the activities and answer my
questions correctly with 85% accuracy.

(What will students know and be able to do

at the completion of the lesson specific,
concise and attainable objectives)
On completion of this lesson, students will
be able to identify numbers 1-10, count up
to 10 and add a number to another number
to reach the desired total.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
Toy Koala
Tree Number Line
Paper leaves

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)
The more advanced students will be given harder numbers to count and identify.
The less advanced students will have slightly easier numbers to count and identify.

Timi
ng:

Learning Experiences:
1. Introduction: (How will I engage the learners?)
Introduce toy Koala.
Australian animal revision.
Introduce tree number line and leaves.

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)
Identify numbers on the number line. Where is the leaf? What number branch?
Identify how many branches the Koala will have to climb to reach the leaf.
Whole class counts the branches the Koala climbs, aloud.
Re-state how many branches the Koala had to climb.
Repeat x3

3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)
Questions:
What numbers did the Koala climb to?
How many branches did the Koala climb to reach the first leaf, second leaf, etc.?
How many branches did the Koala climb in total?

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Students were fully engaged with the lesson and loved the whole lesson. I knew this
because they were all smiling and paying attention and they could not wait to
answer my questions. I did however unintentionally place all the leaves on
multiples of four which meant that whenever I asked how many branches the Koala
had the climb, each time the students said four and I am unsure as to whether or
not the students were actually trying to work out the answer or if they were just
saying four because that was always the answer. If I could do this lesson again, I
would put the leaves on different numbers so that the students actually had to
think about the question and the answer.