Lesson Plan format for beginning teachers

Student Teacher: David King Lesson Topic: Place value Year Level: 2 Class size: 23 School: Malvern Primary Date: 06/02/2013 Time of Lesson: 11.30 Duration of Lesson: 1 hour

Teaching Focus: Representing tens and units as both groups of MAB and it's appropriate number value. Reinforcing place value understanding.

Student Learning Focus:

The relationship between units and tens, how a number of units ten or greater will result in the appropriate change in the tens column.

Background knowledge:
Students have undertaken activities requiring them to add numbers that exceed 100. Many understand this mathematical concept however a group still seem to have not completely grasped it.

AusVELS: AusVELS Level 2 : Group, partition and rearrange collections up

to 1000 in hundreds, tens and ones to facilitate more efficient counting.

Student differences:
Some students are working on a level where they feel comfortable working with hundreds rather than tens.

Resources: MAB. Whiteboard. Instruction sheet (photocopy from i-maths pg. 32-33).

Stage of lesson
Intro TEACH new skill Body APPLY new skill taught Closure ASSESS new skill

Classroom organisation and duration: Whole class? Small group? High Achievers? Struggling Students? Sitting at desks.

Activities and tasks:

Student action: What will students be doing?

Teacher action: What will you be doing? What will you be saying?

Lesson Introduction and elaboration:

How will I:
engage and interest students? explain the purpose and aim of the lesson? explain/model/ demonstrate new content knowledge? connect the lesson to previous learning?

Explanation of task. Students listen. Ask questions.

Teacher to demonstrate requirements of task. Will draw up Tens/ones table on board and go through requirements. 1. Write the correct number. 2. Sort from lowest to highest. 3. Matching the MAB to the correct answer in the boxes below (good to mention that just by looking at the MAB, they could use estimation skills to cross some options off the list. 4. Write down the four numbers that are over fifty. Make special mention to count the unit cubes individually. They get stacked in such a manner in the text that they could get confused as tens.

Body of the Lesson:

Practising and applying new knowledge
What learning tasks or learning centres will I have? What instructions will I give to students? Will I lead a small group? How will I conference with individual students?

Students to complete task sheet.

Lesson Closure
Review and sharing time
How will I select students to share? How will I encourage students to articulate what they have learned? How will I celebrate student achievements?

Early finishers to continue working with MAB to build numbers.

Assessment:
What assessment methods will I use to determine whether my aims for the lesson have been achieved? How does the assessment criteria relate to VELS progression points?

Self Evaluation:
What did I observe about student learning? What did I do well in teaching this lesson? What problems occurred in teaching the lesson? What would I do differently if I taught the lesson again? How successful was I in working on my teaching focus?

Supervisor evaluation: