KERRIMUIR PRIMARY SCHOOL LESSON PLAN

Practicum Lesson
Number
2
Time of Lesson 11.30 am on 20th May, 2014 Duration of lesson
40 minutes
Class Size 20
Topic and
Focus
Algebra Rotations
Year Level
2
Supervisor
Sherrin Strathairn
Learning Focus: What will the students learn and how does it relate to curriculum documents?
AUSVELS Strands

Level:
2 Domains Dimensions Key elements of standards to which lesson is focussed
Mathematics
Number and
Algebra
Number and Place Value
Recognise and represent division as grouping into equal sets and solve simple
problems using these representations (ACMNA032)
Mathematics
Number and
Algebra
Number and Place Value
Group, partition and rearrange collections up to 1000 in hundreds, tens
and ones to facilitate more efficient counting (ACMNA028)
Assessment Criteria and Method of Evaluation How will you identify what they have learnt and how will you record or note this
Standards Assessment Criteria (Ability to: )
Evidence How will you identify what they have learnt and how will you record or
note this


Number and Algebra
Number and Place Value
Understand the concept of an equation (equal to both sides)
Interpret the functionality of an equal sign in their own work
Teacher observations.
Students work in their activity rotation.
Student reflections.
Number and Algebra
Number and Place Value
Partition numbers by decomposing them in 2 ways from numbers of
20-99
use materials to aid counting (unifix, counters, dice)
Teacher observations.
Students work in their activity rotation.
Student reflections.
Students Background Knowledge What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing
knowledge?
In previous lesson, students were given a quick overview of the importance of an equation (the equal sign), they will build upon this knowledge this lesson when
focusing on their activity rotation.
Resources and Materials What materials and resources will you need to have prepared?
Equal Snowflake Worksheet, Decomposition worksheets, part-whole bingo worksheets, counters, dice, unifix blocks, smart board: http://nrich.maths.org/
5676
Student Teacher Focus What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?
My focus for this lesson is on my classroom management and in particular on how I manage the flow from one task to the next.
Stage of lesson Tasks Time Student action
What will students be
doing? Explain how the
students are expected to
work.
Teacher action
What will you do during this time? What prompting questions
may you need to prepare? How will you monitor student
progress and needs?
What preparations have you made for early finishers so that
they will be extended in a relevant and interesting way?
Stage 1 Introduction
How will you engage and
stimulate the interest of the
students?
Include possible
questions that
you may choose
to use
Demonstrations etc

RE-INTRODUCE

Have a class discussion on what we touched on in the
previous lesson.

5 mins

Sit as group on floor and
respond to questions
after acknowledgement
of hand up.


Teacher prompts:
2+2=4 is an equation which is algebra.

What does the = sign mean exactly?

Both sides of the equations must be equal.

EQUAL = THE SAME AS
Stage 2 Body of lesson
Describe each distinct
task in the order to be
undertaken. Start a new
task each time the
teacher or students
behave in a different
manner. State an
estimated length of time
for each task.
Ensure that there is
some form of prompt or
reinforcement available
for students
What preparations have
you made for early
finishers of each task so
that they will be
extended in a relevant
and interesting way?
ROTATIONS:
Send off students in their maths groups to their
activity of the day. One group will be working with Jo
(separate activity), One with Sherrin, One
independently, and one with me. Those people will be
staying on the floor to work with me.

Tues: G1= n/a G2= Equal Snowake (me) G3=
Decomposition G4=with/JO

Wed: G1 =Equal Snowake (me) G2=
Decomposition G3=with/JO G4 Part/whole bingo

Thur(1): G1=with/JO G2=Part/whole Bingo
G3=Equal Snowake (me) G4=Decomposition

Thur(2): G1=Decomposition, G2=with/JO G3= Part/
whole Bingo G4= Equal Snowake (me)

5-10mins
Student go off to their
groups and work on their
activity accordingly.

I will be taking the same activity throughout the duration
of the week. This way, I am able to assess the success of
the learning that is taking place of the individual which will
enable me to adjust my Friday Assessment Lesson to the
learning taken place.

Focus on the activity of: Equal Snowflakes

Give quick instructions of how to complete the other
activity to the students who are not working with me.
(Sherrin will explain the task to one group to maximise
time availability)

**Refer to Math Sequence planning for detailed
description of activities.***
and interesting way?
ACTIVITY: EQUAL SNOWFLAKE
The online version of a number scale will assist students
in understanding the importance of an equal equation.
The teacher will quickly demonstrate on the board what
is expected of the worksheet.
Student must cut out a number of snowflakes so that it
is equal on both sides. This must be stuck onto the
table.

20 mins

Students are on the
floor, freely
participating in
discussion of the
activity.

Extension: Students must write the equation in a sentence.
They must make numbers from 20-99+ equal.

Below: Working with numbers from 0-20 to make equal.
(use counters for visual aid).

Note down anyone who struggles with task for Fridays
Assessment preparation.
Stage 3: Conclusion
How will you draw the
findings of the lesson
together so that the
students can evaluate
what they have learnt?
SHARE TIME:
One person from each group stands in front of class
and presents something they have learnt or liked.

10 mins
Students sitting on the
floor while the speakers
(x4) are standing up and
ready to present.
Use reflective questions to lead students through a
discussion on the process of algebraic functions focused in
the rotations.
Stage 5: Closure
Do you need to prepare
the students for handing
over to another teacher,
or another subject

PACK UP
-Put everything away and get ready to line up and head
to the library.

3mins
Students are packing
away their maths books
and putting scrap paper
in the bin.
Praise those who are doing to right thing.

Reflection on Student Learning What did you observe about student learning?

Tuesday:

Wednesday:

Thursday (1):

Thursday (2):

Comments on Future Lesson Directions Are there areas you need to go over or move beyond?

Tuesday:

Wednesday:

Thursday (1):

Thursday (2):

Reflection on Lesson How was the timing or the flow of the lesson? What other observations did you make?

Tuesday:

Wednesday:

Thursday (1):

Thursday (2):

Reflection on Student Teacher Outcomes Did you meet your own focus objectives? Could you still improve in that area? Were there other areas you feel you could concentrate on in the
future? What were the positive points of your lesson?

Tuesday:

Wednesday:

Thursday (1):

Thursday (2):





Supervisor Evaluation