Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: One Time: 11:15am-12:15pm Students’ Prior Knowledge:
Date: Tuesday, 23rd October 2018

Learning Area: Mathematics  Students are able to read, order and justify
numbers in the hundreds.
Strand/Topic from the Australian Curriculum  Students are able to correctly place numbers
Recognise, model, read, write and order numbers to at least randomly on an empty number line from 0-20.
100. Locate these numbers on a number line (ACMNA013)
Count collections to 100 by partitioning numbers using
place value (ACMNA014)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Understanding: Students can demonstrate an understanding of the four key elements of place value in each activity.
Reasoning: Students can justify the choice of strategy used during each activity in relation to the lesson objectives.
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Demonstrate an understanding of partitioning by adding or subtracting.
 Bundle pop sticks into tens and ones, providing a suitable justification for their values.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

- Anecdotal notes Extending: Student 3 needs consolidation

- Checklist
- Figure Me Out activity x4
- Sticky notes Enabling: Student 2 needs supporting material
- Bag of Pop Sticks and Elastic bands
- Ten-sided dice x4 Student 1 requires additional time to answer questions
- What’s That Number activity sheet x5
- Mystery Cards
- Rope
- Pegs
- Number Cards (0-120)
- Self-Reflections x4

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the
5 mins segment where they will
Teacher collects students from class 1B and 1C before taking the four be introduced.
students to a designated working area for the lesson.
Students will need:
o Lead pencil Anecdotal notes
o Eraser Checklist
o Clipboards

Figure Me Out Activity

10 mins Teacher uses the answers from the first week’s introductory activity to form an
adapted version. The numbers will now have sticky notes on top of the boxes ‘Figure me out’ activity
and students will be required to write something that is associated to that x4
number.
This week, students will use their knowledge of addition and subtraction to Sticky notes
create equations to equal the number under the sticky note. The equations
can be simple (e.g. 30=29+1, etc.) or more complex. This will determine how
well they understand the concept. Teacher will model this activity explicitly to
begin with but let the students go to do their part. Encourage students to really
impress the teacher and challenge themselves.
Teacher will collect the work sheets and analyse after the lesson.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Five Minute Bundle Collection’ (GP2) VIDEO

 Teacher discusses and models what bundled and individuals look like as
15 mins Bag of pop sticks
tens and ones. This language needs to be reinforced in this lesson.
o “Ten of these are one of these”.  counting on by rolling dice. Elastic bands
 In pairs, roll a ten sided numeral dice. Collect the number of objects (pop
sticks) indicated by the dice and make a collection. Repeat making a Ten-sided dice x4
larger and larger collection until five minutes has lapsed.
 Students will bundle in tens and ones to find out their total.
 Name the total objects in the collection.
Alteration:
 Reduce time to three minutes to prevent individual counting if they don’t
get the idea of bundling straight away. Idea: Tens and Ones.
 Use unifix blocks instead of pop sticks.
Questions:
o Who had the most? How do you know? By how much?
o Is there an easier way to group the pop sticks?
o Is there a faster way to count the pop sticks?
 Use the language of partitioning – 23 is twenty plus three.
 Discuss the process with students about tens and ones before asking
students to work in their pairs to represent what one hundred would look
like with the bundled pop sticks.

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 Teacher will try bridge one hundred mark by asking students to represent
the number 123.

10 mins What’s That Number?

 Teacher introduces the next activity in which students will roll two ten- What’s That Number
sided dice and choose a number. Students will then write that number as activity sheet x5
a numeral, word (best they can), representation (picture) and place value
(tens and ones). Ten-side dice x4
 Students will work in pairs for this activity.
 Teacher will ask questions throughout the lesson.
o Is that number larger or smaller than the last number? How do you know?
 Once students have finished they will estimate where the numbers belong
on an empty number line.
 Teacher will prompt students in working out halfway and what that number
is.

Mystery Number (GP2) – if time permits Mystery Number Cards

 Teacher uses Mystery Cards and pulls them out at random and reads out
scenarios. Students can work in a group or against each other in pairs.
o “I am thinking about a number… Can you read the clues to guess the
mystery number?”
o “What clues gave the answer away?”
 The aim is to build on student knowledge of number placement before the
empty number line activity.
 Continue this game at the end if there is spare time.
Enable: Provide a number chart from 1-120 for students to work off.
Extend: Used cards with answers larger than 100.
15 mins
Rope (long)
Empty Number Lines for Estimation and Number Value (GP1-2) Pegs
Creating a life-sized empty number line
Note: before putting the rope up, talk to the group about safety and to not be Number cards (0-120)
silly around the rope (i.e. walking under, over or through it).
 Label the ends of a rope with two cards, marked 0 and 40. One by one,
introduce cards marked with the numbers 1-39, starting with 20 and
discuss where these might be placed on the line. Students can either
stand with the cards in the appropriate place or peg them on the line.
Discuss what happened with the ten in the previous lesson when 20
became the biggest number.
Model the use of language such as “more/less than,” “before/after,” and
“halfway.”
 Try the above activity in ranges appropriate to students’ GP level:
o GP1: 0-40
o GP2: 0-100
 Expose students to language of ‘multiply be ten’.
 Start in this progression of order and gauge student ability level.
 Try the activity in reverse: peg an empty card on a number line with ends
marked and ask students to estimate what the number could be, justifying
their answer.

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(ordering – 1,3,4,10,50,90)?

5 mins
Lesson Closure:(Review lesson objectives with students)
Self-Reflection Self-reflections x4
 Students fill out a self-evaluation form by colouring the face that best suits
their confidence in place value after the lesson.
o Do you have any questions about today’s lesson?

 Recap with before and after number cards – smelly sticker for answering
five cards.
5 mins  Students help teacher pack away.

Transition: (What needs to happen prior to the next lesson?)

 Teacher collects all activity sheets completed and returns students to 1B
and 1C respectively.
o Teacher will assess and determine whether another lesson of Counting
will be required or move on to another topic.

Assessment: (Were the lesson objectives met? How will these be judged?)
Formative: Anecdotal Notes and Checklist
Formative: Video recording of lesson segments
Formative: Self-evaluation - Colour in a face