EDUC 5183 Mathematics Education M

Assessment 1 Mathematics Lesson Plan Sequence

Introduction
Number and Place Value are vital elements of Mathematics which both take a
major focus in the subject early in a students education. Primary school
mathematics programs play a critical role in childrens development of number
sense (Reys et al. 2012, pp. 141). Setting up a good number sense for students
creates a foundation for all mathematical concepts. Students need to develop
concepts meaningfully so that they use numbers effectively both in and out of
school. Helping students develop number sense requires appropriate modelling,
posing process questions, encouraging thinking about numbers and, in general,
creating a classroom environment that nurtures number sense (Reys et al. 2012,
pp.141). This is what the following Mathematics lesson plan sequence strives to
achieve. As well as number sense, place value plays a critical role in a childs
understanding and sense making of number systems (Reys et al. 2012, pp.141).
Place value is introduced to students first in year 1, therefore providing that
platform for understanding early is needed (ACARA, 2012).
The following lesson plan sequence is based on five lesson plans. These lesson
plans focus on Number and Place Value as their topic. Although these lessons are
in sequence, each lesson does not directly follow the next. The students these
lessons are structured for are those in year 1, in a suburban primary school. The
class is made up of 12 boys and 14 girls. Most of the students in this class are
from English speaking backgrounds, but there are some whose parents were
born overseas, therefore they have exposure to alternate languages. Like many
year 1 classes, some students are at different stages of their learning. To cater
for these students a teachers aid sometimes assists with lessons such as
mathematics, to provide extra assistance to those students that require it.
Having completed foundation year, these students have an understanding of
counting by naming numbers in sequences, can connect number names,
numerals and quantities, and compare, order and make correspondences
between collections, initially to 20 (ACARA, 2012).
During year 1 these students will be moving forward into recognising, modelling,
reading, writing and ordering number to at least 100. They begin to develop an
understanding of place value, as well as an understanding of addition and
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subtraction (ACARA, 2012). The year 1 students will be developing this
understanding and then demonstrating this through the lesson plan activities
that follow.

Lesson Plan 1 Number Lines & Number Snakes (adapted from Math
4 Kids, 2014)
Introductory Information
Year Level: Year 1

Date: 3 March 2015

Topic: Number and Place Value

Content Description (Australian Curriculum): Recognise, model, read, write and
order numbers to at least 100. Locate these numbers on a number line (ACMNA013).
Lesson Objectives:
1. To create concrete materials to recognise, model, read, write and order
numbers.
2. Create a resource for future use, whilst also learning to identify numbers
Assessment:
1. Creation of a resource to identify numbers up to 50, then to 100
2. To find the missing numbers in the number snake
Extension:
Students may extend their number line up to 100.
Materials:
- Blank number lines

- Partially blank number snakes

- Coloured pencils

Lesson Outline
Introduce/ engage: (20 minutes)
During this lesson we are going to do two activities to help as look at different types of
numbers and how they fit together. To start with, we are going to create our own
number lines. Give each child in the class a number line from 0 to 50. The number
lines provided will be clearly marked starting at 0, 10, 20, 30, 40, and 50. In between
each multiple of 10 will be spaces for the children to fill in as a class. Encourage the
students to get creative in completing their number lines. Go through completing the
number line on the board with the children.
Explore: (30 minutes)
Now that all children have created their own concrete resource, in groups of 2s or 3s
provide the students with different number snakes (example in appendix 1). Along
2
each snake there are numbers between 0 and 50, but not all numbers are completed
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on the snake. For example some number snakes may start at 20, and end at 50. Some
may be missing more numbers than others. Each group of students, with the aid of
their number lines, will begin completing the number snakes. Allow time for the

EDUC 5183 Mathematics Education M

For those that finish the task early, provide them with a number line from 50 to 100,
again ascending in 10s. Give these students the opportunity to complete this in their
groups. Monitor student progress to gage what level of understanding individual
students have with numbers.
Reflect/ evaluate: (10 minutes)
Ask all students to return to the group and talk about the task they just completed.
Ask some questions of the students such as what number is before 50, what number
comes after 34. Allow students to use their number lines if need be. Explain to
students that these number lines are now there for them to use during class. This
activity enables students to initially engage with numbers through the use of number

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Lesson Plan 2 Place Value (adapted from Jones, 2015)

Introductory Information
Year Level: Year 1

Date: 10 March 2015

Topic: Number and Place Value

Content Description (Australian Curriculum): Count collections to 100 by
partitioning numbers using place value (ACMNA014).
Lesson Objectives:
1. To understand that where a digit is placed in a number impacts on its value
Assessment:
1. Be able to demonstrate a numbers value through the use of blocks
Extension:
Provide students with further numbers to create with their blocks.
Materials:
-

Blocks

- Cards with a single number on each

Lesson Outline
Introduce/ explain: (20 minutes)
During class today we are focusing on the place value of numbers. Write on the board
four different numbers; 56, 16, 6, 65. Ask the students which of these number is the
largest? Which of these numbers is the smallest? Let the students talk amongst
themselves to discuss what they came up with. Ask the students how they came up
with these answers.
Discuss what each individual digit means (represents) in each of these numbers.
Discuss how their placement in the overall number is important to the value of the
number. For example. The 6 in 65 is different to the 6 in 56. When explaining this you
can ask the students whether they would prefer the 6 quantity in money from the 65
or the 56.
Explore/ elaborate: (30 minutes)
Now that the students have some understanding of place value, provide students with
a series of different numbers. Start with 56, 16, 6 and 65. Using blocks, have the
students make these numbers out of blocks. Grouping the tens with 10 blocks and the
ones using 1 block. Demonstrate the first number, 56. Write the remaining numbers4
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Student
ID 110015149
on Annabel
the board
and allow
the students
to create these numbers using their blocks. When
walking around the classroom monitor how students are going with the task. If needed
add more numbers on the board for the students to create out of blocks.

EDUC 5183 Mathematics Education M

Reflect/ evaluate: (10 minutes)

Bring the class back together towards the end of the lesson to play a closing game.
Give each student a card with a number between 0 and 10 on it. Call two students to
the front of the class at a time. For example 5 and 8. Have the students stand next to
each other with their card, have a student read out the number they create together.
Lesson Plan 3 Number Patterns (adapted from TES Australian, 2013)
Then ask the class which student is in the tens place and which is in the ones place.
This activity enables students to explore the use of place value and its meaning.

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Lesson Plan 3 Number Patterns (adapted from TES Australian, 2013)

Introductory Information
Year Level: Year 1

Date: 17 March 2015

Topic: Number and Place Value

Content Description (Australian Curriculum): Develop confidence with number
sequences to and from 100 by ones from any starting point. Skip count by twos, fives
and tens starting from zero (ACMNA012)
Lesson Objectives:
1.

To develop and recognise number patterns (sequences) increasing by twos and

fives.
2. Skip count by 2s, 5s, and 10s
Assessment:
1. Ability to solve the sequences and find the patterns
2. Capacity to create own sequences
Extension:
Investigate number patterns increasing by tens.
Materials:
- Paper
Lesson
Outline

- Coloured Pencils and materials

Introduce/ explain: (20 minutes)

Today we will be looking at numbers and how they can form patterns. Using our
number lines from last week as an aid initially, we will be investigating and solving the
number patterns placed on the board. Write the following number pattern on the
board; 20,21,22,23 ...,...
What are the next two numbers in the sequence? Ask the students, with the
assistance of their number lines what the next two numbers are in the pattern. Using
this strategy again, write the following unfinished sequence on the board; 0, 2, 4, 6 ,
Encourage children to use different strategies in finding their answer.
Explore/ elaborate: (30 minutes)
Students will now be given a number of different sequences to solve. Alter the
sequences you provide the students with to allow them to skip count by twos and
fives. An extension of this is to skip count by tens. The following are examples.
10, 11, 12, 13 __, __
1, 3, 5, 7 __, __

30, 40, 50, 60, __, __

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Then allow the students to create their own sequences for their fellow students to
complete in order to find the patterns. Be careful to watch that students have
understood the task in order for their sequences to be correct. Get students to swap
the sequences they have created with the person they are next to, and find the
answers. Encourage students to use different methods in finding the patterns (number
lines, fingers, and classroom blocks). Walk around the class room and support those
students that are needing help.
Reflect/ evaluate: (10 minutes)
Bring the class back together as a group. Ask the students were they able to find the
different patterns in the sequences? How were they able to do this? Was it easier to
make up your own pattern? Students are able to explain sequences and patterns.

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Lesson Plan 4 Addition and Subtraction (adapted from Asia

Education Foundation, 2015)
Introductory Information
Year Level: Year 1

Date: 24 March 2015

Topic: Number and Place Value

Content Description (Australian Curriculum): Represent and solve simple addition
and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts (ACMNA015).
Lesson Objectives:
1. Explore addition and subtraction
2. Recognise numbers and symbols
Assessment:
1. Students answer the questions through the use of problem solving
2. Correctly identify numbers that represent a group of objects
Extension: Problems increase in difficulty
Materials:
-

Paper bags with cubes

chopsticks, blocks)

- Boxes with a variety of objects (marbles,

Lesson Outline
Introduce/ explain: (10 minutes)
During this lesson students will be using different objects to practice addition and
subtraction. Ask students to explain what addition is? Adding numbers (things or
objects) together. Ask the students to explain what subtraction is. Taking a number
away from another number. Go through some simple addition with students using the
whiteboard.
Explore/ engage/ elaborate: (40 minutes)
Pair up all students in the class, giving each pair two paper bags. One bag containing 6
cubes and the other containing 3 cubes. Ask the students some of the following
questions.
-

What is the total number of cubes in the 2 bags?

How many more cubes do you need to make 10?
If I added 6 more cubes to the bad of 6 cubes how many would there be?

Continue to ask questions using different numbers. When the students have gained
confidence in the numbers 1 to 10, increase the numbers up to 100. Ask similar
questions such as;
-

In your bag there are 18 cubes. How many more cubes do you need to make 20?
How many would you have if you had 5 more cubes?
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Gaging on how the above activity went, you may choose to do another activity around
subtraction. Prepare some boxes with a variety of objects. For example a box of 10
marbles, a box of 10 chop sticks and a box of 10 blocks. Have students in groups of
around four. Give each group of students a different box. Ask each group to count how
many objects (marbles, chopsticks or blocks) they have in their box. Ask them to take
3 of these objects out of the box. How many are they left with?
Reflect/ evaluate: (10 minutes)
Gather the class together and recap todays lesson on addition and subtraction. What
is the link between addition and subtraction? Discuss the different strategies that
students used to solve the above problems. Students developed the ability to
elaborate on their addition and subtraction knowledge.

Introductory Information
Year Level: Year 1

Date: 31 March 2015

Topic: Number and Place Value

Content Description (Australian Curriculum): Represent and solve simple addition
and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts (ACMNA015).
Lesson Objectives:
1. Practice simple addition and subtraction problems
2. Practice problems in a timed environment
Assessment:
1. Answer the problems correctly to reach bingo
Extension:
Increase
thePlan
difficulty
of the problems
Lesson
5 Maths
Bingo (adapted from Hopkins, 2002)
Materials:
Annabel Heyward Student ID 110015149
- Bingo cards
- Markers
- Working out paper
- Pencils
- Cards with problems
- Jar

EDUC 5183 Mathematics Education M

Lesson Outline
Introduce/ engage: (10 minutes)
Explain to students that for this lesson they will be playing a fun game of bingo, with a
twist. Maths bingo can be used as a good form of evaluation on a students addition
and subtraction knowledge. Maths bingo can be easily adapted to suit different age
ranges and levels. Explain to the students that they will be using their new addition
and subtraction skills in order to reach bingo!
Explore: (40 minutes)
Provide each student with a math Bingo game card and markers to mark their card
(example in appendix 2). Ask the students to each write five different numbers
choosing any number from 1 to 10 in the five squares in each of the BINGO columns on
their bingo game card. So five in column B, 5 in column I and so on. Prior to class, you
need to prepare 50 cards of paper with simple addition and subtraction problems on
each. Complete 10 problems for each letter of the word bingo. Each lettered column
needs the answers to the problems to be a different number from 1 to 10. Below is an
example for column B;

B: 5 - 4 = (1)

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B: 3+ 0 = (3)
B: 6 - 2 = (4)
B: 1 + 4 = (5)
B: 3 + 3 = (6)
B: 9 - 2 = (7)
B: 3 + 5 = (8)
B: 10 - 1 = (9)
B: 2 + 8 = (10)
Put the problems in a jar and draw one out at a time. Make sure you call out the
letter first and then the problem. Allow some time for the students to solve the
problem, then to see if they had that answer written anywhere in the column
that was called. If they have, they then cover that number on their card. The
aim of this game is to cover five squares in a row. Allow the winner to call the
next game.
Reflect/ evaluate: (10 minutes)
Congratulate the students on their good work participating in maths bingo, as the
game can take some practice to master. Maths bingo is a fun and somewhat simple
way for students to practice their addition and subtraction skills. It is also a good way

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Conclusion / Evaluation
Number and Place Value are crucial elements of mathematics.
Understanding how numbers work and the importance of place value,
both contribute to how a student will develop their math skills as they
progress through their schooling. Without a solid understanding of number
and place value, learning other mathematic concepts become more
difficult, as discussed by Reys et al. Good number sense is a prerequisite
for all later computational development (Reys et al. 2012, pp. 161).
As individual lesson plans, each lesson was directed by an ACARA content
descriptor. This content descriptor is what all students were assessed
against. For example in lesson five, math bingo, the content descriptor
was for students to; represent and solve simple addition and subtraction
problems using a range of strategies including counting on, partitioning
and rearranging parts (ACMNA015) (ACARA, 2012). Students still had
some further understanding to develop with this descriptor as they still
had a number of different counting strategies to master. When assessing
the students understanding of math bingo, it was directly against this
descriptor.
Throughout the lesson sequence, formative assessment was taking place.
For example at the end of lesson 1, students were asked questions around
number order. And at the end of lesson 2, students participated in a place
value game. Throughout each lesson the teacher was expected to be
making judgements on each individual students progress. And lastly the
final lesson plan (math bingo), allowed the students to showcase their
number sense, and addition and subtraction knowledge in somewhat test
like conditions. This linked in with each of ACARAs content descriptors
around number and place value.
Each lesson related to a stage of the learning cycle (engage, explore,
explain, elaborate and evaluate). It was found that each lesson was able
to incorporate a number of different stages of the learning cycle if

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required. This allows for the lessons to be flexible in their structure and
adapted for different stages of learning.

Reference List
Alexis Jones. 2015. Three Digit Place Value. [ONLINE] Available at:
http://mathlessons.about.com. [Accessed 02 April 15].
Australian Curriculum Assessment and Reporting Authority 2012, the Australian
Curriculum: Mathematics, Commonwealth of Australia.
Asia Education Foundation. 2015. Counting Games. [ONLINE] Available at:
http://www.asiaeducation.edu.au/curriculum/details/counting-games. [Accessed
31 March 15].
Gary Hopkins. 2002. Math Bingo. [ONLINE] Available at:
http://www.educationworld.com/a_lesson/02/lp268-04.shtml. [Accessed 02 April
15].
Math Worksheets for Kids. 2014. Number Charts. [ONLINE] Available at:
http://www.mathworksheets4kids.com. [Accessed 31 March 15].
Sally Ann Stanley. 2013. Play the Number Line Game. [ONLINE] Available at:
http://www.education.com/activity/article/numberlinegame_first/. [Accessed 31
March 15].
TES Australia. 2013. Differentiated - Continue the Number patterns. [ONLINE]
Available at: http://www.tesaustralia.com/. [Accessed 02 April 15].
Reys, R, Lindquist, M, Lambdin, D, Smith, N, Rogers, A, Falle, J, Frid, S, Bennett, S
2012, Helping Children Learn Mathematics, 1st edn, John Wiley & Sons, Australia.

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Appendix
1. (Math for Kids, 2014)

2. (Hopkins, 2002)

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