Lesson Plan – Thursday 29/11/2018

Unit/Topic: Problem Solving Date:

29/11/2018

Key Learning Area: Maths Year Level:

Reception
Australian Curriculum Outcomes:
Number and Algebra:
Patterns and Algebra
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and
drawings (ACMNA005)
Number and Place Value
Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)
 comparing and ordering items of like and unlike characteristics using the words ‘more’, ‘less’, ‘same as’ and ‘not the same as’
and giving reasons for these answers.
Represent practical situations to model addition and sharing (ACMNA004)
 using a range of practical strategies for adding small groups of numbers, such as visual displays or concrete material.

LESSON STRUCTURE:

Time Introduction (Set): Teaching Approaches

 Recap of last lesson focusing on  Group orientated
patterns.  Make sure a range of
o What was a pattern we looked at students have a go at
on Monday? – counting in 2’s answering questions.
5 min o What is a pattern – something that  Students will be sitting in
repeats. a circle
 Santa and his elves have asked for our  Getting students to close
help again do we think we can help their eyes each time a
them? new amount has been
o Great- but first let’s see if we can taken away.
work out the pattern with the  Allowing students to
presents the elves have sent to us. guess [estimate] how
[students to get into a circle] many were taken away.
 Students are to guess how many counts How many are left.
are in the cup just by shaking the cup.  Continuous questioning
[estimating] about what pattern they
 Put the counters in front and count the see. How many do they
counters together. [in a circle] think will be taken away
 Using the cup begin the pattern. next? [counting in 4’s]
o 4,8,12,16,20. [counting in 4’s  Remove counters until all
 -students to close their eyes each counters are under the
time] cup.
What is the pattern? [counting in 4’s]

Time Main Content Teaching Approaches

 Introduce problems with
The elves need our help with solving more the interactive board.
problems at the workshop. Do you think we  Recap of 4 step of
can help them? problem solving:
o What is the
questions asking?
Run through the problems: o Find the important
information.
20 min Low Group: o Choose the maths
The elves were busy making toys. They made o Choose the
strategy.
2 toys in the morning 4 toys at lunch and 6
toys at night. How many toys do they make in  Introduce low group first
1 day? Answer - 12 follow through with
Extension: middle and then high.
How many toys do they make in 2 days o [this will allow for
Middle Group: the low group to
The elves were busy making toys. They made get started and
3 toys in the morning 6 toys at lunch and 9 have questions by
toys at night. How many toys would they have the time the other
made in 2 days? groups have been
Extension: sent off]
How many toys do they make in 4 days?  Bring groups back to the
High Group: floor to talk about a
The elves were busy making toys. They started strategy if need.
by making 3 presents one day, the next day  Have questions set and
they made 6 then they made 9 how many extension questions set.
presents did they make on the 10th day?  Get students to share
Extension: their answer with
 How many presents were made altogether? someone else that is
finished.
o Did you get the
same answer?
o Did you use the
same or a different
strategy?

Time Conclusion: Teaching Approaches

*** Review all levels ***
Bring group back to review all questions.  Start with the low group,
 Run through strategies that were middle then high.
10 min- used.  What is a strategy you
finish time  How can I work it out? used?
 What were the patterns?  How could I work this out?
 Can we see anything that is similar  Address the 4 steps of
in these questions? problem solving.
o What is the question
asking me?
o Find the important
information
o Choose the maths
o Choose the strategy
RESOURCES

 Cups
 Counters
 Whiteboard (& markers)
 Problems on a PowerPoint to display.
 Printed and cut out problems for students to stick in their books
 Maths Books

SAFETY CONSIDERATIONS
Risk Level: Low

No major safety considerations for this lesson as the risk is very low.

ASSESSMENT
Student assessment will be noted through student participation:

**see assessment rubric

REFLECTION
 How effective was the lesson overall?
 Did things go to plan?
 How did the students react to the lesson?
 Through the conclusion did students learn?
 What can I do differently next time?
 Do you think you have effectively achieved the outcomes listed based on
your conclusion and through student interaction and engagement?
 Was the lesson time efficient?
Additional Notes Prior to Lesson:

Additional Notes After Lesson: