LESSON PLAN Maths

Lesson Topic: Introduction to location

AusVELS Domain(s):

Date: 13 June 2013

Mathematics

Grade Level: Prep

AusVELS Substrands Dimensions:

Measurement and geometry.

Duration of Lesson:

45 Minutes

Learning Outcome Standards:

Students will be introduced to and have a beginning understanding of direction and
location.
Indicators:
-

Students will engage in discussion on location language beside, above,

behind, next too etc.

Students will share their knowledge of location by following a class task.

Assessment Criteria:
-

Students will show their engagement by participating in class discussion

about location.

Students will follow instruction and document their own knowledge of

location for pre assessment purposes.

Teaching Focus:
A. To explain precisely in order for students to understand position and location.

B. Focus on keeping students on task.

Background to the learning:
A. AusVELS website Content description: Location and transformation. Describe position and
movement (ACMMG010)

B. (Pupil) Introduction lesson to position and movement, so no prior learning.

Lesson Resources:
-

Location placement cards

Photocopy worksheet of house

Textas

Content of the Lesson:

A. Introduction (5 minutes).
Discussion on about what students have been learning about so far.
B. Development (15 minutes)
Step 1. Explain about location and what words we could use to describe a location of an
object within the classroom. Focus Question: I have placed this drink bottle here (on a chair)
what word would you describe to show where the bottle is?
Step 2. Show real examples in the classroom with the children Focus Questions If Child A
is here and Child B is here, where is Child C? If Child A is sitting here (under the desk) what
word would you use to describe where they are?

Step 3. Using picture cards, we will discuss together what words would be used to explain a
location of an object based on its position. Focus Question. Where is the bear in this
picture? Follow all the examples on the cards.
Step 4. Explain to the students that PST will be giving a direction and students will follow the
instruction. As this is an introduction about location, emphasise that we (AT and PST) are
asking them to show us what they understand so we know how we can help them learn
more.
C. Consolidation and Practise (15 minutes)
Students will return to their desks and follow instruction by responding to the questions
asked by drawing onto their worksheet as directed.
D. Closure (10 minutes)
Class participate in showing some further examples using words that have been used in the
assessment task.
Post Lesson Review and Evaluation:
Pupil Achievement:
Teachers Effectiveness:

LESSON PLAN Maths

Lesson Topic: Using and applying language of Location

AusVELS Domain(s):

Mathematics

Date: 14 June 2013

Grade Level: Prep

AusVELS Substrands Dimensions:

Measurement and geometry.

Duration of Lesson:

45 Minutes

Learning Outcome Standards:

Students will engage in discussion on the location of things within the classroom, focusing
on particular examples for on top off, above and beside.
Indicators:
-

Students will follow engage in an activity using descriptive words to

express the location of items within the classroom.

Students will work together to use their knowledge to explain to others

the location of an item within the classroom.

Assessment Criteria:
-

Students will show their engagement and understanding by participating

in instruction by using words relating to the position and location of items
within the classroom.

Students will work collaboratively and show their knowledge to assist

others to locate items within the classroom.

Teaching Focus:

A. To encourage oral language to express and encourage understanding of location.

B. Encourage class participation.
Background to the learning:
C. AusVELS website Content description: Location and transformation. Describe position and
movement (ACMMG010)

D. (Pupil) Follow on lesson from introduction to location, elaborating and encouraging a

better understanding of language about location, in particular on top of, next to,
beside.
Lesson Resources:
-

Location placement cards

Teddy

Content of the Lesson:

E. Introduction (5 minutes).
Step 1. Show me warm up. Show them an item that is on top of something. Focus
Questions? Could we say, Is this on top of or something that is above you? show a variety
of examples.
F. Development (15 minutes)
Step 2. Show cards (like flash cards) used in introduction lesson and encourage class
participation to explain the words used. Focus Question: What other ways can we say this
llama is beside the tree?

Step 3. Explain to the class that we will take turns play a game of hide and seek using a
teddy. Child A stands outside the classroom whilst a child B in the classroom hides the teddy
for the child A to find. The other students will use location language to explain where the
teddy is hidden. Focus Questions What words might you use to explain where the teddy is
hidden?
Step 4. Step 3 will be repeated a number of times, focusing on taking turns. Focus Question.
Do you think we could use another word to describe where Child B hid the teddy that might
provide more information?
G. Consolidation and Practise (5 minutes)
Step 5. Teacher will go outside and play the role of Child A whilst the class hire the teddy for
the teacher to find. The class will then use location language to help the teacher find the
teddy.
H. Closure (10 minutes)
In a circle class will participate in the Hokey Pokey, focusing on the words Left and Righty.
Post Lesson Review and Evaluation:
Pupil Achievement:
Teachers Effectiveness:

LESSON PLAN Maths

Lesson Topic: Third lesson on location

AusVELS Domain(s):

Mathematics

Date: 17 June 2013

Grade Level: Prep

AusVELS Substrands Dimensions:

Measurement and geometry.

Duration of Lesson:

45 Minutes

Learning Outcome Standards:

Students will show their understandings of location by using language to describe the
position of items drawn on a picture.
Indicators:
-

Students will engage in discussion about location, using language - beside,

above, behind, next too, on the left/right.

Students will use their knowledge of location to explain the location of

images in their drawing.

Assessment Criteria:
-

Students will show their understanding of location by participating in

class discussion.

Students will show their knowledge of location by explaining the location

of imagines in their drawing.

Teaching Focus:

A. Focus on assessment points of weakness - left/right, on top of, next to, beside and above
to better encourage understanding.
B. Discipline and over all class behaviour through-out the lesson.
Background to the learning:
E. AusVELS website Content description: Location and transformation. Describe position and
movement (ACMMG010)

F. (Pupil) follow up lesson on position and movement. Existing knowledge, focus on

their knowledge that is not so strong.
Lesson Resources:
-

Location placement cards

Interactive white board.

Work books for drawing

Colouring pencils

Book I SPY by James Burnett and Calvin Irons

Assessment sheet to note down what students talk about when drawing.

Content of the Lesson:

I. Introduction (5 minutes).
Recap on the picture cards for location. Read I SPY and discuss when reading the book
images or the position of the dog (example) on each page.
J. Development (15 minutes)

K. Step 1. Draw a picture on the Interactive white board of a park, basic outline
including a lake and a tree. Students will then be led by my questions to place more
detail on the picture. Focus Question: I have drawn a lake can someone show me
where to put a duck on my picture and explain what position on my picture the duck
is?
Step 2. Repeat Step 1 until the page is filled with at least 5-10 extra things. Encourage
children to use different language to help place the pictures. Focus Questions Is the cloud
on the tree or above the tree?
Step 3. Focus on examples relating to on top of, next to and beside. Focus Question. If we
are going to put the flowers next to the lake, can we place it here (in bottom corner below
the lake)? Is this next to?
Step 4. Instruct students that that they will return to their table and draw a picture in their
work book, placing their pictures in spots and then explaining to me where they have put
them.
Step 5. Advise students that the place cards will be on the floor so if they want an idea or
get stuck they can use these cards to help them place their drawings.
Step 6. AT and PST will roam classroom and note down what location language each child
uses when describing their picture. Focus Question: Where could you look if you want a
reminder of where you could place one of your pictures?
L. Consolidation and Practise (15 minutes)
Step 1. Students will return to their desks and draw their picture

Step 2. They will place things on their picture using the example cards we have shown
through-out the lessons and can use the place cards as a reminder.
Step 3. Teacher will encourage discussion with each child about location language when
asking students to explain where they have placed things on their picture.
M. Closure (10 minutes)
Students will return to the floor and show their pictures and explain the location of items in
their picture.
Post Lesson Review and Evaluation:
Pupil Achievement:
Teachers Effectiveness:

LESSON PLAN Maths

Lesson Topic: Fourth lesson on location

AusVELS Domain(s):

Mathematics

Date: 18 June 2013

Grade Level: Prep

AusVELS Substrands Dimensions:

Measurement and geometry.

Duration of Lesson:

45 Minutes

Learning Outcome Standards:

Students will show their further understanding of location by participating in an activity that
encourages students to show how much they understand about location and the language
used to express where something is.
Indicators:
-

Students will engage in and activity about location

Students will show their knowledge of location.

Assessment Criteria:
-

Students will have been actively engaged in the activity regarding

location.

Students will show their understanding by participating in the game.

Teaching Focus:
A. Focus on assessment points of weakness - left/right, on top of, next to, beside and above
to better encourage understanding.

B. Focus on discipline as children will be outside and therefore we will need to behave if we
are going to be outside.
Background to the learning:
G. AusVELS website Content description: Location and transformation. Describe position and
movement (ACMMG010)

H. (Pupil) further enhancement of the concept of location, so children will be actively

showing their understanding that has been taught.
Lesson Resources:
-

Book TBA

Camera (to take pictures of the children engaging in location)

Outdoor play area.

Content of the Lesson:

N. Introduction (5 minutes).
Show the cards again. Read a story that uses describing location words.
O. Development (25 minutes)
Step 1. Explain to children that we will be going outside on the Junior Adventure
Playground and play a game. My focus will be on behaviour as we will be outside and I will
be giving instruction and they will need to be listening. Focus Question: Does anyone know
how we will be behaving when we go outside?
Step 2. Walk to the adventure playground. Ask students to stay close together. Line up in a
line all together facing me and discuss left and right. Focus Questions I am facing you so I

will need to turn around so that you can see what I am doing. Does anyone know which
hand is the right hand? Wait for students response. Provide some activities to encourage
the left and right focus.
Step 3. Ask students to sit down on the ground and watch me. I will model an example. I am
going to stand on a spot in the playground. Focus Question. What words could you use to
describe where I am?
Step 4. Ask a student go somewhere in the playground and we will repeat the above step.
Step 5. Instruct the children that I will give them a location and they will need to go to a spot
that is behind. Focus Question. Child A you are standing there, how could you describe to
someone where you are? Ask a number of children the same question
P. Consolidation and Practise (10 minutes)
Students will actively participate in the game. Depending on time, ask one of the students to
give a direction and all the class will follow their instruction.
Q. Closure (5 minutes)
Students will return to the classroom.
Post Lesson Review and Evaluation:
Pupil Achievement:
Teachers Effectiveness:

LESSON PLAN Maths

Lesson Topic: Fifth lesson on location

AusVELS Domain(s):

Mathematics

Date: 19 June 2013

Grade Level: Prep

AusVELS Substrands Dimensions:

Measurement and geometry.

Duration of Lesson:

45 Minutes

Learning Outcome Standards:

Students will further develop their understanding of location by participating in an activity
that encourages students their own understanding about location and the language used to
express where something is.
Indicators:
-

Students will engage in an activity about location

Students will show their knowledge of location.

Assessment Criteria:
-

Students will be actively engaged in the activity.

Students will show their understanding of location through participation.

Teaching Focus:
A. Focus on assessment points of weakness - left/right, on top of, next to, beside and above
to better encourage students understanding.
B. Encourage students to make smart choices whilst engaging in lesson

Background to the learning:

I. AusVELS website Content description: Location and transformation. Describe position and
movement (ACMMG010)

J. (Pupil) further enhancement of the concept of location.

Lesson Resources:
-

Rosies Walk Pat Hutchins

Large Sheet of plain paper.

Coloured textas

Cut out Rosie Chicken (to place on my picture)

Content of the Lesson:

R. Introduction (5 minutes).
Show the cards again. Read Rosies Walk by Pat Hutchins with a focus on the location words
used in the book. Advise students to be watching Rosie as she goes for her walk as she will
be going over and under and across things. Focus Question: Can you tell me by looking at
the picture where Rosie might be going to (using location language)?
S. Development (25 minutes)
Step 1. We are first going to go for our walk around top yard. Walking like Rosie left right
left, just like yesterday. Focus Question: Does anyone remember which hand is out left
hand?
Step 2. On our walk, discuss things that we can see using location language. Focus Question:
Can someone point to something above us? Can someone describe something between?

Step 3. Return to the room and sit on the floor facing the white board. Advise students that
we will be drawing a path just like the one that Rosie went on and we will need to use our
location words to describe what she might do and we can draw the path she might take.
Model the first example by drawing the dots along a path to the bridge. Focus Question:
Rosie is going out for her walk, lets follow a path. Can you describe where Rosie is now? (On
the bridge)
Step 4. Allow children to set the path that Rosie might take around the farm using the
location words to describe where she is going to. Focus Question: Where might Rosie go to
next? What is the word to describe where she is now?
Consolidation and Practise (10 minutes)
As Rosie takes her steps around the farm we will write the location words that describe the
path she has taken around the farm.
T. Closure (5 minutes)
Class will do the Hokey Pokey sing along.
Post Lesson Review and Evaluation:
Pupil Achievement:
Teachers Effectiveness:

LESSON PLAN Maths

Lesson Topic: Post Assessment on location

AusVELS Domain(s):

Mathematics

Date: 20 June 2013

Grade Level: Prep

AusVELS Substrands Dimensions:

Measurement and geometry.

Duration of Lesson:

45 Minutes

Learning Outcome Standards:

Students will be assessed on their knowledge of location words; left/right, beside, next to,
in, under, behind, between, over, above, front and on. The assessment will be based on the
past five lessons on location and be the same assessment task as the pre-assessment lesson.
Indicators:
-

Students will show their understanding of location words.

Students will share their knowledge of location words by following a class

task.

Assessment Criteria:
-

Students will demonstrate their understanding of location words.

Students will be able to state the position of an object using location

words.

Teaching Focus:

A. Make sure students engage in plenty of examples of location words in order to see
progress in the post assessment task.
B. To encourage class participation and understanding during the lesson.
Background to the learning:
K. AusVELS website Content description: Location and transformation. Describe position and
movement (ACMMG010)

L. (Pupil) Post assessment lesson to assess the childrens knowledge to date.

Lesson Resources:
-

Location placement cards

Photocopy worksheet of house

Textas

Content of the Lesson:

U. Introduction (5 minutes).
Discuss with students about what they have been learning in the past 5 maths lessons about
location words and where we have used the location words.
V. Development (15 minutes)
Step 1. Showing the Location Cards used in previous lessons, advise students that we will
take it in turns and move around the classroom using different locations words. Focus
Question: If I am standing here with this chair (beside me) what words could you use to
describe where I am?

Step 2. Taking turns, select 2-3 children at a time to model different examples of location
words (without telling the class what they are doing) within the classroom. Ask the children
on the floor to use location words to describe where they might be. Focus Question: How
can we describe where they are?
Step 3. Repeat the above steps. Focus Questions If Child A is sitting here (under the desk)
what word would you use to describe where they are?
Step 4. Advise children that we will be doing the same location worksheet that we did last
week - giving a direction and students will follow this instruction. As this is a post
assessment, advise students that they will do their own placement on their picture and we
wont need to be speaking to the person next to us, as this will be helping us understand
what they have learned from these lessons.
W. Consolidation and Practise (15 minutes)
Students will return to their desks and follow instruction, respond to the assessment
descriptions by drawing onto their worksheet.
X. Closure (10 minutes)
Students to return to the floor and we will do the Hokey Pokey focusing on the left and
right.
Post Lesson Review and Evaluation:
Pupil Achievement:
Teachers Effectiveness: