Year Level: 5 Term: 2 Duration of lesson: 30 mins Model of inquiry:

Learning Area: Mathematics Key inquiry question:

Learning objectives - By the end of the lesson the students will:

By the end of the lesson, students will be able to identify thinking strategies as well as written strategies.

Learning intentions: (Written in language for the students to comprehend what they will know, do and understand…)

We are learning to use the right strategies for different equations that work for us.

Strands of the learning area: Content Descriptors (include codes):

Number and Algebra Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written
strategies and appropriate digital technologies (ACMNA100)

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

Literacy
Aboriginal and Torres Strait Islander histories and cultures
Numeracy
Asia and Australia’s engagement with Asia
ICT Capability
Sustainability
Critical and Creative Thinking

Personal and social capability

Ethical Understanding

Intercultural Understanding

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Stage of the inquiry:
Timing Teaching strategies and organization
(mins) What the teacher will do…
INTRODUCTION
Ask students enquiry questions about
what they know about different
strategies to gauge their understanding.
On the board have 5 different equations
10 that you want 5 different students with
mins varying abilities and understanding to
complete using different strategies.
Once students done the equations talk
through them with the class and see if
they agree that the answer is correct.
After this break the class up into 5
different groups with varying abilities and
explain that they will be rotating between
the different activities using the different
strategies and each person will get to do
a question with the help of their group.
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LESSON SEQUENCE
Learning experiences Assessment of, for or as Resources (include
What the students will do… learning ICT/online)
Students will be sitting at their desks with their
mathematics work books out. Engaging in
conversations with the teacher Assessment as learning Whiteboard
Work books
Pencils.
Students are to write the equations in their note
books and work through them themselves and
then when the other students write the answers,
they are to check their answers to those on the
board.
Break into the groups prescribed by the teacher
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 DEVELOPMENT
Students are to follow teacher instructions to Assessment of learning Mini whiteboards,
In the groups, have students doing the rotate between the activities. because they are whiteboard markers, graph
different questions using different To the best of their abilities students are to work completing work for the pads, colouring pencils,
methods. through the questions without teacher help only teacher to gauge their lead pencils, calculator
1. Using blocks to physically show calling on them when they cannot do the equation. understanding of the topic. and blocks.
the groupings
2. Graph pad with colouring
pencils or lead pencil
3. On the individual whiteboards
write a multiplication story for
someone else in your group to
solve
15 4. Solve the multiplication story in
mins words not numbers
5. Solve the equation showing your
working and check your answer
on the calculator.
Teacher is to change between groups at
each station to check their
understanding or to answer any
questions.

CLOSURE
PACK UP - Pack up the activity they are at,
- Engage in class discussions with teacher
- Bring students to their desks to and fellow students.
have a discussion about the -
tasks they did and what they
5 mins learned. Go back to the
questions asked at the start of
the lesson and relate to the

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 answers they had given to see if
anything had/has changed.

Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs…

Students who struggle with multiplication like one of our focus students, are able to work with their classmates to see and copy what strategies they use to get
the right answer. The teacher is also present and walking between groups to keep students on task and help those that might need a little more help than others.

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