Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre Primary Time: 1:30 pm – 2:00 am Date: Students’ Prior Knowledge:
11/06/19
 Students are familiar with classroom rules and
Learning Area: Math routines.
 Students are familiar with rotation of stations.
Stand: Number and Algebra  Students are familiar with the number
formation process.
Substrand: Number and place value

Strand/Topic from the Australian Curriculum

Establish understanding of the language and processes of
counting by naming numbers in sequences, initially to and
from 20, moving from any starting point(ACMNA001)

Connect number names, numerals and quantities, including

zero, initially up to 10 and then beyond (ACMNA002)

Compare, order and make correspondences between

collections, initially to 20, and explain
reasoning (ACMNA289)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
competence
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
 Students are able to demonstrate number formation.
 Students are able to calculate simple single digit equations relating to the number.
 Students can identify numbers from 1-10 using a 10s frame.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
B
 Magnate counters  Ensure B is seated in his special chair.
 Whiteboard markers  Use prompts with B to encourage him to focus
 Explain activity to EA (Special Needs) – Lightning McQueen cars.
 Activity needs to be broken down into steps
that are communicated one at a time as B
progresses through the set task.
 Focus on behaviour – take car away if he is
non-compliant.
 Breaks – sensory breaks.

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E
 Use standing desk is required.
 Encourage
 Give positive feedback as encouragement.
 Activity needs to be broken down into steps
that are communicated one at a time as E
progresses through the set task.
 First and then chart – first we do our work then
you can choose an activity.
 Hand over hand with writing.
 Watch where his eyes are – E gets distracted.
 Bring down wrist and elbow when writing –
ensure correct handwriting posture.

Both students require frequent reminders and

corrections to stay on task.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Resources
Time Motivation and Introduction:
 Students will enter the classroom with whiteboards from take home
box and sit on mat.
 Teacher will introduce number to the class.

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

Grace
 Grace will demonstrate the number on the board.
 Student will then have a go at forming the number with their finger in
the air.
 Once Grace is confident that students can correctly form the number,
students can move on to writing the number on their own personal
whiteboard. Students are to attempt to write the number 5 times.
 Students will be required to work independently, raising their hands if
they need assistance. Work is to be completed quietly so as not to
interrupt learning.

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 When students have completed the number 5 times they will then hold
up their whiteboards to show the teacher.
 Grace instructs students to place whiteboards on the ground in front of
them as to not get distracted.
 Grace then places magnetic counters on the board to represent a
mathematical equation – “if I have 5 counters how many do I need to
add to get to 8”
 Students are to raise hand to answer the equation.
 After student have solve the equation grace writes numerical equation
underneath the counters.
 Once students have completed have variety of signal digit equation
Grace move on to tens chart.
 Grace draws a tens chart showing the number with the help of the
students.

Lesson Closure
 Grace will instruct students to clean whiteboards.
 Dismiss students to place whiteboards back in take home box.
Example – boys will go first then girls.

Transition:
 Students will then enter the classroom and sit on the mat waiting for
further instructions.

Assessment: (Were the lesson objectives met? How will these be judged?)

Grace will ask students questions and take note throughout the activity.