Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: One Time: 11:15am-12:15pm Students’ Prior Knowledge:
Date: Tuesday, 30th October 2018
According student Growth Point 2 for Counting,
Learning Area: Mathematics students can:

Strand/Topic from the Australian Curriculum o Count collections of about 20.

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: the rule of partitioning where there are different ways to make a particular number.
Problem Solving: partitioning activity will provide students with a number to create with various feet (partitioning).
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:

 Partition a number between 10-100.
 Express a number between 10-100 as combinations and/or multiples of other numbers using a model and a
mathematical equation.

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

- Anecdotal notes Extending: Student 4 requires extension

- Checklist - Teacher will prompt with challenge scenarios
- Figure Me Out activity x4
- Sticky notes
- Book: One is a snail, Ten is a crab Enabling: Open-ended tasks to allow students to
by April Sayre and Jeff Sayre demonstrate ability level.
- Bag of Pop Sticks and Elastic bands
- Ten-sided dice x4
- Mystery Cards
- Grid worksheet x4
- Self-Reflections x4
- Deck of cards
- Bag of numbers

1
 

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

2
  

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

15 mins Figure Me Out Activity

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
x5
number.
This week, students will use their knowledge of multiplication and division to Sticky notes
create equations to equal the number under the sticky note. The equations
can be simple (e.g. 6=6x1, etc.) or more complex. This will determine how
well they understand the concept. Teacher will model this activity explicitly to Pop Sticks
begin with but let the students go to do their part. Encourage students to really
impress the teacher and challenge themselves.
Aim for at least two of each multiplication and division, use Place Value as
alternatives to finish the activity,
Teacher collects the work sheets and will analyse after the lesson.

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

10 mins Mystery Number (GP2)

 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. Mystery Number cards
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 with.
Extend: Used cards with answers larger than 100.

15 mins Book: ‘One is a Snail, Ten is a Crab’ PHOTOS

 https://www.slideshare.net/teacherintraining/one-is-a-snail-ten-is-a-crab-66918888
 Start the lesson by reading the book One is a Snail, Ten is a Crab. Book: One is a snail,
 Look at the way 6 has been made using an insect. Ask students: Ten is a crab
What other ways could six be made using the animals in the book?
 Have students use pictures of the animals (Resource) to create alternate Picture prints (book)
representations of 6.
Share and discuss the different ways that students have found.
 Ask the students to think about what numbers are missing from the book.
Focus on the fact that the teen numbers are not included.
Additive Thinking

3
 

 Ask students to choose a teen number and represent the number using
animals from the story.
Questions to direct the investigation and challenge students’ thinking and
reasoning:
 How do you know you have represented your number?
o Most students will use one-to-one counting to show the total. Counting
on and addition strategies demonstrate more developed skills.
 How many animals did you use to represent your number? Can you make
it with more animals? Can you make it with fewer animals?
o The most animals would be all snails.
o Asking students to find the least possible number of animals required
to represent a teen number encourages them to use a crab.
Extending:
 Can you find a way to use one representation to make another
representation?
o This prompt encourages students to look at multiple ways of
representing their number. Look at strategies that students use such as
substitution, for example, substituting two snails for a person or two
people for a dog. There will be many ways to represent each number.

Carry-over:
 Look at the different ways that the same number has been represented.
Ask students: Is it still the same number even though it has been
represented differently?
 Students should appreciate that the same number can be represented in
different ways.
 Discuss why some representations used a large number of animals and
some used a small number. Look at how substitution can be used to vary
the number of animals in a representation.

 In pairs, students will each roll two ten-sided dice and create a number of
their choosing. E.g. 4 and 7 is rolled could be 47 or 74.
 Students will make that number using the counting feet from the story.
 Model one example for them by taking a piece of A4 or A3 paper and
folding in quarters. Unfold and record the following labels per quarter:
 MY NUMBER; WORDS; PICTURE; EQUATION

My Number Words
63 Six crabs
One person
One snail Grid Worksheet x4
Picture Equation
Use picture cards as reference 63 = 60 (6x10) + 2 (2x1) + 1

Investigation
1. If you have a total of 20 legs and were only allowed to use a combination
of snails, people and dogs, how many of each would you use?
2. Sam was sunbathing on the beach. When he woke up he saw 14 legs.
Which creatures could he see?
Is there only one answer? How many ways can you find? How do you
know?
3. Roll 2 ten- sided dice and add the numbers together to find the total.

4
  

Using only the legs of the snails, people and dogs, can you make this
total?

IF TIME PERMITS

‘Snap, Tens and Ones’ (GP2)

Play snap with a mix of numeral cards and picture cards showing tens and
ones. Students will start with two more/less.
Deck of Cards
Enable: One more/less
Extend: Friends of tens

Lesson Closure:(Review lesson objectives with students)

Self-Reflection
10 mins  Students fill out a self-evaluation form by colouring the face that best suits
Student reflections x4
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
Bag of numbers
five cards.

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

 Teacher collects all activity sheets completed and returns students to 1B
5 mins 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: Pictures recording feet activity
Formative: Self-evaluation - Colour in a face