Lesson Plan

NOTE: There is only one lesson plan as my mentor teacher had

told me to write my class and group lesson on the single plan. As I
was consolidating the students over what we learnt in my class
lesson, there was no need to write a completely separate lesson
plan. It was the last week of school it was hard for the mentor
teacher to find something to do the group lesson with, as the
students were busy finishing off all their other work for the year.
The group lesson was fit in next to my class lesson, it was very
spare of the moment but a lot of the same techniques were used
in my group lesson and my class lesson.

Day: Thursday
Date: 7/12/16
Year: 5
Learning Area: Maths
Topic: Factory Trees
Curriculum content description: (from ACARA)
Solve problems involving multiplication of large numbers by one- or two-digit numbers using
efficient mental, written strategies and appropriate digital technologies
Students prior knowledge and experience:
Students should know how to multiply and divide. In the previous chapter they did Factors
and multiples to solve problems and in this lesson they will be using this concept to draw
factor trees to find the prime factors.

Learning purpose:

Exploring techniques for multiplication such as the area model, the Italian lattice
method or the partitioning of numbers
Applying the distributive law and using arrays to model multiplication and explain
calculation strategies

Learning objectives:
On completion of this lesson, students
will be able to:

Draw factor trees to find the prime

factors.

Evaluation:

Student learning will be evaluated by

group activities

Preparation and Resources:

Ipads
Interactive whiteboard/whiteboard
Imaths 5 tracker book
Imaths 5 student book
Maths scrapbook
Student white board
Firefly education imath games Division by 2,3,5,10

Catering for diversity

Two students in the classroom have autism; they will both be assisted by an EA. I have
prepared larger photocopies of the workbook as the EA has informed me that the students
work better with larger visual work. Group work is included as the students also learn a lot
by looking at how the other students work out the problems.

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Timing:

Learning Experiences:
Introduction

1015min

15min

1. Introduction to the lesson will be a maths game to settle down the

students after their assembly. The game will be dividing with 2,3,5 & 10,
which will be a great warm up to the upcoming task of Factor Trees. This
activity will mainly be to get the students thinking, as they will be using
similar techniques in the upcoming task. (king326 : password for imaths)
Assembly ran overtime so this had to be scratched and move straight into
the introduction of the new topic.
2. Tapping into prior knowledge. Question: What is a prime Number? What is
a composite number? (Name some prime and composite numbers).
Students have completed the previous chapter Factors, multiples to solve
problems which we will quickly revise as a class before introducing Factor
trees.
3. Introduction to Factor trees. A factor tree is a diagram that displays the
prime factors of a composite number. When drawing a factor tree. Keep
breaking down each composite number until only prime numbers remain.
4. Students will be split into pairs/groups with their whiteboards. They will be
asked to find two multiples for the number 22 (11 & 2) and will then be
asked to identify which numbers are prime and which are composite (Both
Prime). Once they have answered the questions on the whiteboard they
will be asked to hold the whiteboard to their chest ready to answer. This
way I can monitor which of the students are done and how many are still
working on the problem.
5. I will then follow up with the number 30, there will be two answers for the
multiples of this example, either 3 & 10 or 5 & 6. In both of these cases
there is one prime and one composite number. So we must then break
down the composite number again until we are left with only prime
factors.

1520min
1520min

Most of the students picked up on the concept fairly easily which led to some
getting distracted and not being fully engaged.
6. Breaking down the numbers 10 & 6, which will result in 5 & 2 and 3 & 2
respectively. So the answer to the factor tree will be 5 x 2 x 3 for both
cases. Note that whichever way they break down the number it will still
end with the same prime factors.
7. Students will then take out their workbooks and start the exercises.

5min

8. After working on the exercises we will then start on the game that I have
organized. Students will firstly be required to come up with a group name,
each group of students will be given an envelope with different levels of
the Factor trees. I will be calling out a number and they will be placing the
different levels together to form the full factor tree. First team to complete
the factor tree will raise their hands and come up on the board and draw
the factor tree, which will win a point for their team. The team with the
most points at the end will win a prize.
9. Conclusion: Get the students to pack up their equipment, put their Ipads

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and whiteboards back in their place.

Group Task.
For the group task, I will grab a group of students from the class lesson who I felt
didnt really grasp the concept quickly to consolidate them. The task will include
going over what we did in class and helping them completely understand what is
being done.
I will go over what a prime and composite number is if necessary and we will
work on their whiteboards as a group to better understand the task at hand.

Lesson Evaluation:
The lesson went ok. I Planned to settle the students after their morning assembly with an
ipad game but that didnt go as planned. Being the last week of the year the assembly ran
overtime and the school decided to implement an early recess that interrupted what I had
originally planned. When the students came back they were a bit wrestles and I still didnt
have enough time to go with the ipad games and instead had to introduce the new topic.
When introducing the new topic, the students seemed to get distracted and werent as
engaged as I hoped.
I introduced a Think, pair, share that allowed them to think about the problem pair with
their neighbour and share the answers they got.
When doing work out of their book some of the students seemed a little bit confused about
a couple of things. I told them if they had any problems to discuss with their group and if
they are still having problems then to come to me. It seemed to work well. They worked out
of their workbook for about 10 minutes; in this time most completed the first two exercises,

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which I was happy with.

The game started off chaotic. Everyone was raising their hand and jumping up to get a point
for their group. I stopped the game and told them that they had to stand up with the
completed answers over their head for them to come up and win a point for their team. I
also noticed one student was always writing so I decided that there had to be different
writers each time or they wouldnt get a point.
Overall, the lesson didnt go as planned but I feel I made some changes that definitely
encouraged the kids to participate in the exercises. There is definitely room for
improvement, as expected, but I really enjoyed my time teaching the students and they let
me know they felt the same way.

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