Pre service Teachers Name: Tanya

Mentor Teachers Name: Robin

School: Hallam Primary

Year level: 3/4

Lesson Focus: Connection between addition and subtraction (Module Maths)
Lesson Time and Date: Friday 18/03/16, 9AM

Lesson Duration: 2 hours

Learning Outcomes (What do you want the students to learn in this lesson? i.e. what new
Knowledge/understandings, Skills, Values and attitudes will they be able to demonstrate?)
To recognise the connection between addition and subtraction.
To write equivalent number sentences for addition and subtraction.

Links to curriculum (use appropriate curriculum framework e.g. AusVELS,

Victorian/Australian curriculum)
Mathematics/ Level 3/ Number and Algebra / Number and place value
Recognise and explain the connection between addition and subtraction (ACMNA054)
Demonstrating the connection between addition and subtraction using partitioning or by
writing equivalent number sentences.
Recall addition facts for single digit numbers and related subtraction facts to develop increasingly
efficient mental strategies for computation (ACMNA055)
Recognising that certain single-digit number combinations always result in the same
answer for addition and subtraction, and using this knowledge for addition and subtraction
of larger numbers
Students Prior Learning (What has already been taught/learned about this content/skill?)
They know addition
They have been exposed to subtraction
Theyve done ten frames (number facts based around 10 1+9, 9+1, etc.)

Teaching and Learning Preparation (What resources will you need to prepare?)
100 bead chain/abacus
100s chart, counters
whiteboard, white board markers (for students)

Primary Generic Lesson Planner

Teaching and Learning plan

Lesson Phase
Orientation /Introduction
How will you motivate and
explain the learning intention
of this lesson?
What kinds of questions
might you ask?
This should link to prior
learning experiences.

Sit in a circle. Look at the 100 bead chain. How many beads are
there? How do you know? (There is a different colour for every ten
beads). How can we count these beads (not counting individually)?
By 10s, 2s, 5s, etc.
Distribute 100s charts and counters.
Everyone put a counter on 10, and count up by 10. (Counters
should be placed on 10, 20, 30, etc.)
Now put a counter on 4, and count up by 10. Hopefully they see the
pattern and put it on 14, 24, etc. without counting ten on the board.
Distribute whiteboards and whiteboard markers.
Write 3+7= on the board. Get out counters three on one side,
seven on the other. They should write the answer in.
Now write, 10-7= and see if they get the connection. Have a look at
the position of the counters. One side is seven, one side is three
cover up the seven counters, how many are left?
Point out that we are using the same numbers as the equation
above. Can they see the connection yet?

Teaching strategies/
Learning Activities
What strategies will the
students be engaged in to
achieve the learning
outcomes?
How will you cater for a
diversity of learning needs?
How will you manage
transitions between various
lesson phases/activities?
What kinds of questions might
you ask?
What formative and/or
summative assessment
strategies will be used in this
lesson?

Do a couple more of these, as a whole class.

ROTATIONS
1). Subtraction
2). Mathletics
3). Connection between addition and subtraction
MY GROUP (3): Connection
Using the counters to continue what they started on the floor.
Give the students an addition equation first keep it simple. 6+4=.
They are to use the counters to separate the numbers.
Then write the equivalent subtraction equation 10-6, and advise
them to use the counters to work it out. Try not to change the way
the counters are set on the table, and see if they can get an
answer from that. Once they get 10-6, ask them what is 10-4? See
if they get that connection if not, work it out again with the
counters.
Keep reminding them that we are using the same three numbers
so they can see the connection between addition and subtraction.
Give them three numbers 8,2,10.
What is the connection between the three of them? What equations
could we make from only using these three numbers?

Conclusion /Closure
How will you capture the
main ideas of the lesson?

Reiterate that addition and subtraction go together.

When we add two numbers together, we get a bigger number.
When we subtract, we take the (same) bigger number and take
away a smaller one.

Primary Generic Lesson Planner

What kinds of questions will

you ask?

What is the connection between addition and subtraction?

Can you give me an example of the connection?

Also consider:
What processes and data will
you use to see if/ what
students learned?
How you will you record
student learning outcomes?
How will you include the
student voice in assessment?

Primary Generic Lesson Planner

Pre-service teacher self-assessment

Needs Improvement
Aspect of the lesson

Progressing
How would you assess
yourself?

Achieving Well
Comments

Introduction to the lesson

Planning & organisation of
materials, resources
Communication with students;
explanation, questioning skills
etc.
Selection of learning activities
Monitoring/assessment/feedback
of student learning throughout
the lesson
Conclusion of lesson; transition
to next lesson/session
Overall quality of the lesson

Reflection
What do you think was successful about this lesson? Why?

What could have been improved? What strategies might you use in the future based on
your learning from this lesson?

Primary Generic Lesson Planner

Mentor Teachers Feedback

Aspect of the lesson
Introduction to the lesson

Your assessment

Comments

Planning & organisation of

materials, resources

Communication with
students; explanation,
questioning skills etc.
Selection of learning
activities

Monitoring/assessment &
feedback of student
learning throughout the
lesson
Conclusion of lesson;
transition to next
lesson/session
Overall management of
the lesson

Any other comments: (including learning goals for next teaching activity)

Primary Generic Lesson Planner