Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2

Time:9am-10.30

Date:31.03.16

Students Prior Knowledge:

Recognise numbers up to 1000.
Have some prior knowledge of place value
E.g. H/T/O.

Learning Area:
Mathematics Number and Place Value
Strand/Topic from the Australian Curriculum

Recognise, model, represent and order numbers to

at least 1000 (ACMNA027)
Group, partition and rearrange collections up to
1000 in hundreds, tens and ones to facilitate more
efficient counting (ACMNA028)

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

Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
Asia and Australias engagement with Asia
histories and cultures
Proficiencies:(Mathematics only) understanding and fluency.

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

Represent and order randomised numbers between 0-1000

Recognise numbers relevant to their place value.

Identify a numbers place value within a bigger number

Teachers Prior Preparation/Organisation:
Have metal detectors ready for use
Make task cards
Make number cards and attach metal clips to them
Ensure iPads have enough charge and are
equipped with correct apps needed.
Hide number cards in sandpit

Provision for students at educational risk:

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)

Time:
9.00

Motivation and Introduction:

As a whole class the students will sit on the mat while being introduced to
todays lesson.
Each student will be given a number between 0 and 1000 (on
number cards).
They have to work collaboratively and cooperatively to create a
number line from lowest to highest.
This gives the opportunity for scaffolding to occur, where the students
can bounce off each others knowledge to complete the task.
When the students have formed the number line and can all agree
that theyre in the right position, the teacher will check before giving
the students a new number each for them to put in order again but
this time from highest to lowest.

Resources/References
Align these with the
segment where they will
be introduced.

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

9.15

METAL DETECTORS / iMovie

There will be 4 groups with 3 students in each.
Good morning everyone, my name is Ashleigh and this is Laura.
Today were doing activities on place value using technology.
Does anybody know what piece of technology this is?
Give students a little while to have a think about what it might be.
Give them the opportunity to answer before explaining to them that it is a
Metal Detector.
Explain that:

Students will be participating in a place value activity using metal

detectors.
Each group has one metal detector.

(Demonstrate how to use the metal detectors and what they are supposed to
do & give children a chance to try it to check for understanding).

Hidden within the sandpit are 24 pieces of paper each with a number
written on it and a metal clip attached to it.

Each group will be given a task card which has the requirements of what
needs to be found and what goes into their iMovie.

4 Metal detectors
24 Number Cards
24 metal Clips
4 task cards
4 iPads

Each task card will have 6 instructions on it, for example:

Find a number with:
Student A:
1. A two in the ONES column.
2. A five in the TENS column
Student B:
3. An eight in the HUNDREDS column
4. A six in the ONES column.
Student C:
5. A seven in the TENS column.
6. A nine in the HUNDREDS column

Each group will take in turns using the metal detector to find a number
that matches the description within the sandpit.

Each student within the group will need to find two numbers each to
match a description they have been given.

While one person uses the metal detector, the other two contribute to
making the iMovie using the iPad. They can do this by having one
student holding the iPad to take photos or a video while the other person
can be the journalist (narrator of the movie and what is happening).

Once the first student using the metal detector within each group has
found 2 numbers that fit two of the descriptions, the person in control of
the iPad will take a photo or video of it to add to their iMovie. (ask
students to hold onto the found numbers)

The person on the iPad will then become the journalist, while the
journalist finds two numbers using the metal detector and the student
who was using the metal detector will now be in control of the iPad. (the
same rotation will be used when the second person has found their two
numbers).

9.30

NOTE: inform students that if they find a number using the metal detector that
does NOT fit their description, then they need to put it back where it was
found, i.e. re-bury it in the sand where they found it.

9.45

10.15

When all numbers within the group have been found, students need to
gather the numbers and work collaboratively to make a number line
ordering the numbers they found from lowest to highest.

When they have done this and checked that it is in the right order, they
can take a photo of it to add to their iMovie.

Students can then work together to finish their iMovie.

When students have finished, the groups swap over, i.e. the other half of the
class will now complete this activity while this half of the class complete
another.

Lesson Closure:(Review lesson objectives with students)

10.30

Take students back to the classroom to meet the other half of the
class.
Have everyone sit on the mat ready to discuss what was learnt in
todays lesson.
Ask if anyone would like to share anything about what they learned?
Choose 1 iMovie from each group (2 in total) to share with the class
as a reflection on place value.

Assessment: (Were the lesson objectives met? How will these be judged?)
Student checklist:
Did the students find the right number card to match the description?
Or did they struggle?
Did the students arrange the numbers in the correct order when
creating the number line?
Use the iMovie as a form of documentation, students can put on classroom
blog.