Lesson Plan Template 2
|Learning Area: Mathematics |Level : Stage 1 |Class Size:26 |
|Timing: 40 minute x 2 sessions |Topic: whole number – place value |
|Curriculum Connections |
|NS1.1 – Counts, orders reads & represents 2 and 3 digit numbers. |
|Intended learning outcomes |stating the place value of digits in two-digit numbers eg ‘in the number 32, the 3 represents 30 or 3 tens’ |
| |using the terms ‘more than’ and ‘less than’ to compare numbers |
| |counting and representing large sets of objects by systematically grouping in tens using a number line or hundreds chart to assist with|
| |counting and ordering |
|Assessment |Summative assessment worksheets for whole number at conclusion of two sessions. |
|Prep (negotiation) & link |Link to previous work with MAB blocks |
|to prior knowledge | |
|Procedure & position |Have students sitting facing front initially. Have MAB blocks at front of room. |
| |Engagement: |
|Whole class on floor (5 |Introduce topic with notebook. Discuss – what are these wooden things called? (base 10 blocks, MAB blocks) |
|mins) |What are they for? (Maths, place value, counting, adding…….) |
| |Today, we are going to learn how to use base 10 blocks to help us count up large numbers. |
| |We will learn what ‘Trading’ means. |
| |****Session 1**** |
| |Work through notebook slides as appropriate (skip slides if class is confident with concept). |
| |Ask students to form a circle on the floor space. |
| |Explain to students that they will be working in groups in maths, you may not be in the same group everytime, but for now, this will |
| |do. (Allocate students to maths groups based on SENA and other assessment results). |
|Whole class on floor in |Introduce “Race to 100” game. Explain concept. Differentiate groups and equipment needed for their groups. (Blue – 2 dice, race to 200;|
|circle (5 mins). |Red – one 10 sided and one 6 sided dice, minus the lower number away from largest, race to 100; other groups to play basic race to 100 |
| |version). |
| |Demonstrate basic version game, adding and ‘trading’ 10 ones for 1 ten MAB block. |
| |Ask students to form groups either on floor space for those students not in group desks or at desks. |
| |Ask PA’s to hand out at MAB blocks onto each desk – in the centre of the tables. Hand out dice to groups – depending on group level |
| |and die type. |
| | |
|Group work at desks or |Set students to task with time limit of 15 minutes. |
|floor for 15 minutes. |(BLOOMS – applying) |
| | |
| |OPTIONAL: Split students within groups into pairs or threes to allow for more practice. |
| | |
| |Explain expectations regarding noise level – this is quiet talking in goups and table point will be given whom work at this level. |
| | |
| |Fast finisher groups / Extension: Work backwards from 100 |
| |Basic level workers: Race to 50 |
| | |
| |Reflection: Ask students what they have learnt today. What did they like the best? What was the hardest today? How can this help them |
| |in everyday life? (BLOOMS – evaluating, analysing) |
| | |
| |Closure: Instruct students to return the MAB blocks to drawer, dice to front of room. Tidy up their desks and quickest most tidiest |
| |group will get table point. |
| | |
| | |
| | |
| |****Session 2**** Patterns |
| |Engagement: Ask students why we need to be able to count by tens or twenties? (quicker with larger numbers) |
|Whole class on floor (10 | |
|mins) |Using notebook as guide from lesson 2. Use number line jump game or splat to consolidate counting by 10s. |
| |As a class work through worksheet on “Patterns in hundreds chart” & “Hundreds, tens and ones” |
| |Extension: Use stage 2 worksheet - place value |
| |Fast finisher: work on unfinished work from HSIE, writing, journal or extra worksheets at front |
| |Set students to task at desks with worksheet 2. |
| | |
|Work at desks individually |Reflection: Ask students what they have learnt today. What did they like the best? What was the hardest today? (BLOOMS – evaluating, |
|(15 mins) |analysing) |
| | |
| |Closure: Instruct students to return their workbooks to tote tray, put cards away. Tidy up their desks and best group will get table |
| |point. |
| |****Session 3***Assessment*** |
| |For this session students will work on differentiated maths levels problems to be assessed on. Working at their own desks, students |
| |have worksheet plus coloured problem cards at their level. |
| | |
| |Explain expectations regarding noise level – this is an assessment so it is silent work, keep your eyes on your own work. |
| | |
| |When finished work on unfinished work from HSIE, writing, journal or extra worksheets at front. |
| |At conclusion, ask all worksheets be put into neat pile at front to be marked. |
|Resources |MAB blocks, |
| |Dice (6 x six sided, 2 x ten sided) |
| |Internet |
| |Assessment sheet, differentiated maths problems for assessments |
|Reflection |my personal reflection on completion – ePortfolio |
|Evaluation |Post lesson in conjunction with mentor teacher. |
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