Lesson Plan Format

Class: Year 3

Date: Monday 16th June 2014

Time: Start: 10.55am

1 hour

Finish: 11.55am
Key Learning Area: Mathematics

Lesson Topic: Division

Learning Intention: I can solve a word problem and show my working using numbers, words and/or
pictures

Recent Prior Experience: Over the last week students have been working on multiple multiplication and division open-ended questions. Students have been
encouraged to prove their answers through pictures, words and numbers.

Syllabus Outcome(s):

Indicators of Learning for this lesson:

Assessment:

MA2-6NA: Uses mental and informal

written strategies for multiplication and
division

* Students solve the problem using mental and informal written

strategies.

* Observe students ideas and conversations

during the learning time

* Students prove their answer through pictures, words and or

numbers.

* Observe students contributions during the

class reflection time

MA2-3WM: Checks the accuracy of a

statement and explains the reasoning
used.

Any safety issues to be considered:

* Mark students workbooks

Resources:
Various recourses e.g. counters, MAB blocks, hundreds chart etc.
IWB
Whiteboard and markers
IPAD (for air view)
Slips of paper (Main, low and high)

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organization:

Number Path

5 min

1. Play Percy Parker 6 times table song

* IWB Percy Parker 6 x song

* Ss work in pairs
* Ss take turns at rolling the dice
* If they roll a 5 and a 2 it could make
the number 52 or 25.
* Students have to fill in the number
path, with the numbers going from the
bottom to the top in ascending order.

10 min

3. Number Warm up Number Path (students are familiar with

this warm up)

* IWB Slide with question on it

35 min

* Display task on board and read the task out to the students

* 29 copies of the main task on a

slip of paper

DEVELOPMENT
Main Task
For Sallys birthday party, everyone is going
to the beach for the day. 15 of her friends
are invited, as well as her sister, brother and
grandmother and grandfather.

* Get 2 students to hand out the question slip to the class (only
those students who are sitting properly)
* Tell students to talk with their partner about the question and
possible ways to solve it, what might you do first?

If their car only fits 5 people, how many cars

will they have to take to drive everyone to
the beach? Dont forget to include Sally in
the group!

* Differentiate the task for Low and High students

Show your work.

* Check on the students as you rove around, if they are

struggling, get them to come to the floor to work through the
questions with the T.

Differentiated Low Task

10 friends are going to the beach. A car fits
5 people. How many cars will they need?
(2)

* While students work on their tasks, go around the classroom

with the IPAD on air view and show Ss working on the IWB.
Comment on what they are doing.

Differentiate

* 20 copies of the Low task slip of

paper

1. Ask Low students to come to the floor

( Ben, Dom, Ellie, Chloe, Carys, Connor, Marlee and Kohen)

* 20 of the high task slip of paper

* Give them each the slip of paper with the altered question on
it. Read it to them and then get them to go back to their desks
to work through it. ( Give Dom his own slip of paper)
* When they have completed it and proven their answers get
them to do the first part of the main task back at their
desks.how many people are there altogether?

Doms Task:
I have 10 friends how many groups of 5
are there? Draw a picture to show your
answer.

2. Ask the High students to come to the floor

(Christian, Aidan, Brittany, Billy, Monique, Olivia.Y)
*Give them each the slip of paper with the altered question on
it. Read it to them and get them to go back to their desks to
work through it.

Differentiated High Task

20 friends are going to the beach. They
cannot decided how to get there. A blue car
fits 5 people, a red car fits 4 people and a
green car fits 2 people.
What combination of cars could the group
could use? Hint: There is more than 1!

3. For the middle students, if they have completed the main

task, give them the high task slip to work through.

E.g. One would be 4 blue cars.

Example answers
* 5 red cars
* 4 red cars and 2 green cars
* 10 green cars
* 2 red cars and 5 green cars

CLOSURE
10 min

Reflection
1) Ask students to pack up and to come sit on the floor with
their books and a pencil. Dont forget to help your partner pack
up. Count down from 10-0.
2) Ask the students what answer they got for the main task.
3) Ask the class what was the first thing they did to solve the
problem.
4) Ask one student to show on the whiteboard how they solved
and proved the first part of the problem (how many people
there were) using numbers and/or pictures.
5) Ask the class what was the next thing they did to solve the
problem?

6) Ask one student to show on the whiteboard how they solved

and proved the main task question using numbers and/or
pictures.

Student Teachers Evaluation (write reflections on the following):

Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?

Describe the evidence you have for this.

Outline the follow-up to this lesson for the learners.

_________________________________________________________________________________________

Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.

Identify the teaching strategies / learning experiences that were least effective. Explain why.

How appropriate was the timing throughout the various sections of the lesson? Why?

Describe how the selection and use of resources supported learning in the lesson.

Identify what motivated the students. Explain why.

Identify the classroom management strategies that were most effective. Explain why.

What was most satisfying about the lesson?

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

Colleague teachers comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom
management, catering for individual needs, use of resources, etc.)

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