LESSON PLAN MATHS GAME FLIP THE CARD

Date: 18/08/2014

Student group: GRADE 1/2

Supervising Teacher: MRS WHITE

School: PLACEMENT SCHOOL

Duration of the lesson: 50-60

Class size: 22
minutes
Title of lesson/activity: MATHS GAME! MIXING ADDITION, SUBTRACTION AND
MULTIPLICATION.
Intended Learning Outcomes:
LINKED WITH AUSVELS
LEVEL 1 MATHS Represent and solve simple addition and subtraction problems using a range
of strategies including counting on, partitioning and rearranging parts (ACMNA015)
LEVEL 2 MATHS Recognise and represent multiplication as repeated addition, groups and
arrays (ACMNA031)
The students will be able to look at different (randomly selected) mathematical
equations and solve them using a range of written strategies along with
materials such as counters and MAB blocks.
The students will be able to use visual representations in solving equations
which will be modelled by the teacher and then self-directed learning.
Prior Learning and Experiences:
Students will have already worked on addition, subtraction and multiplication over
the past couple of weeks along with prior knowledge from foundation. Students will
draw upon this knowledge to work out each equation that is presented to them from
flipping over the cards. Students will also have the prior knowledge of how to set up
the mathematical equation.
Throughout their lives, students will need to have the knowledge of adding,
subtracting and multiplying. Gaining a deeper understanding of this skill is the
lesson objective.

Teaching Strategies:
This lesson with introduced by the teacher with the class in a circle formation.
The students will be informed of the lesson objective and what the area of
focus will be; adding, subtracting and multiplication.
The first activity will involve the teacher modelling what is required from the
students in the lesson with help along the way. The teacher will lay out one
side of cards face down which will have the numbers 1-10. The cards lined
face down in the middle will have different symbols which include; a plus
symbol, a minus symbol and a multiplication symbol. There will be cards on
the other side with be the same as the first cards 1-10.
The teacher will pick one student to flip over one of the first cards; it will
display a number between 1 and 10. A second student will pick a second card

which will have a symbol on it while a third student will pick the last card which
will also display a number between 1 and 10. This will make up a sum, the
students will then work out the solution by using counters or MAB blocks, thus
making a visual representation which will allow the students to get a deeper
understanding and helping other students grasp the concept.
After the students have had a number of turns going through the game with
the teacher it is time for the students to go into pairs and write down the
equations in their books. Students will each take in turns to pick the cards, the
first, the middle symbol and the end card.
The needs of each individual student will be met by using both visual cues;
counters and written strategies. Students will be able to see the equation,
even if they are able to gain the answer immediately, they will be required to
make groups of counters to represent the answer.
INTODUCTION
15 MINUTES The introduction will include the teacher sitting with the class in
a circle and explaining the lesson objective and getting the students to go
through the activity a number of different times. Some questions to consider in
the introduction
If the numbers were reversed would the answer still be the same?
Why do you think we are doing this activity?
BODY/PRACTISE 25 MINUTES This is where the students will self-direct their learning by
playing the flip the card game in pairs. The students will write the answers in
their math book and make many different equations. Students can do both the
equation and draw a picture of the groupings.
REVIEW/CONCLUSION
10-20 MINUTES During the conclusion stage the students will share their
different equations that they have created to the rest of the class. The teacher
will go round the circle and ask the students to share from the pair one by one.
Resources, Materials and Organisation:

Numbers cut out (2 sets 1-10) 12 sets to cover 22 students in pairs 1

spare.
Symbols cut out - 12 sets
Counters or MAB blocks
Math book
Pencils

Organisation The numbers need to be cut out previous to the lesson; the
counters need to be readily available for the students.
Assessment:
By observing the students math book the teacher is able to assess what sorts of
equations students are able to grasp and if there is any type of sum that the students
struggle with. The teacher will encourage students to build on their learning by asking

the students about what situation they have seen in everyday life that they would need
to use those skills for example why would you need addition when shopping?
Students will be assessed on this knowledge when doing a portfolio task.

Evaluation:
The teacher will be able to evaluate the effectiveness of the lesson by observing the
engagement of the students throughout the 50 minutes. If the lesson is
successful students should be able to identify different visual
representations of equations and how to use materials to solve those
equations.
SELF EVALUATION What aspects of the lesson could be improved and how could they
be improved?
What follow-up will be required from this lesson?