Lesson Plan Format
Class:
KR- St Michaels Primary School
Key Learning Area:
Maths
Recent Prior Experience
Students have previously cut up different shapes to show their understanding of a half. They also cut shapes incorrectly to explain how a share
may not be equal meaning it may look like a half however it is not far. Students have also started to look at different images with an array of items.
They have started to use their counting skills to work out where they might find a half.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
- MAe- 1VM- describes mathematical
situations using everyday language,
actions, materials and informal recordings
MAe- 2VM-uses objects, actions,
technology and/or trial and error to
explore mathematical problems
MAe-3VM- uses concrete materials
and/or pictorial representations to support
conclusions
MAe-5NA- combines, separates and
compares collections of objects,
describes using everyday language, and
Date: Time: Start: _________________________
Finish: _________________________
25th May 2017
Lesson Topic:
Fractions- Half
Indicators of Learning for this lesson: Assessment:
Behaviours that contribute toward achievement of outcome(s). Strategies which will be used to assess
Quote syllabus numbers. Must be clear, specific, observable. learners attainment of learning outcomes.
Curriculum Content Strands may be used as headings. Should be linked to each learning indicator.
By the end of this lesson, the students will:
Establish the concept of one-half
share an object by dividing it into two equal
parts, eg cutting a piece of ribbon into halves
describe how to make equal parts
(Communicating)
recognise that halves are two equal parts
explain the reason for dividing an object in
a particular way (Communicating, Reasoning)
recognise when two parts are not halves of
one whole
explain why two parts of one whole are or
are not halves, eg 'The two parts are not halves
because they are not the same' (Communicating,
Reasoning)
use the term 'half' accurately in everyday
records using informal methods

situations
record halves of objects using drawings
MAe-4NA- counts to 30, and orders,

Any safety issues to be considered: Resources:

List resources you used in preparing the lesson AND those used in the lesson implementation.
Bead string
Maths work book
Butchers paper
Printable Chocolate bar
Maths

LESSON SEQUENCE

Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(mins) (How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
T will use the bead string to represent the chosen number 16 bead string
Whiteboard
T will move 16 beads to one end of the bead string Whiteboard markers

compare two groups of T will ask the students how many beads can we see on this
objects to determine 'how 10 side of the bead string

many more' Stimulating questions:

How many beads can we see?
How did you know there was that many
beads?
describe the action of Can you show me 10 beads ?
combining, separating and How did we know there was 10 beads?
comparing using everyday What strategy did you use to count 10 and 6
language, extra
eg makes, joins, combines with, and,
get, take away, how many more, all
together
record addition and
subtraction informally using
drawings, words and numerals
DEVELOPMENT
describe how to make
equal parts (Communicating)
recognise that halves
are two equal parts
share an object by
dividing it into two equal parts,
eg cutting a piece of ribbon into
halves
explain the reason for
dividing an object in a
particular way
(Communicating, Reasoning)
recognise when two
parts are not halves of one
whole
explain why two parts of
one whole are or are not
halves, eg 'The two parts are
not halves because they are
Ask the students if they had a different
strategy
T will ask the students to write the number 16 on the floor
T will ask one of the students to come up to the board and
write the number 16
T will repeat the first activity however now using the number 26
Students will then be given the chance to show this in their
workbooks.
Students will be given a worksheet representing their bead
string. Each student will be given a bead string to represent a
chosen number. they will show it on their worksheet then also
be asked to write the number down.
Students will be asked to sit down in the learning area Printable chocolate bar
Glue
T will share the learning intention Maths workbooks
We are learning to describe and represent half Pencils
How will we achieve this?
20 I can describe what is a half?
I can describe what is not a half?
T will have a conversation with the students using yesterdays
images to describe what is a half and what it isn't.
T will hand out an image of the chocolate bar.
Step 1: Students will be asked to look at the picture and count
how many we have all together. Write done that amount in
your workbook.
Step 3: Students will then need to look at the picture and show
how they will equally share their bar of chocolate.
Step 4: Students will need to write how many they have in
each half.
 not the same' (Communicating,
Reasoning)
use the term 'half'
accurately in everyday

situations
record halves of objects
using drawings

CLOSURE
teacher will call up some students to explain how they broke
up their chocolate bar and explain it to the class.
explain why two parts of 10
one whole are or are not
halves, eg 'The two parts are
not halves because they are
not the same' (Communicating,
Reasoning)

(add further pages as required)

Student Teachers Evaluation (write reflections on the following):

Assessment of Learning Outcomes

To what extent did the learners achieve the intended learning outcomes?

Describe the evidence you have for this.

Outline the follow-up to this lesson for the learners.

_________________________________________________________________________________________
Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.

Identify the teaching strategies / learning experiences that were least effective. Explain why.

How appropriate was the timing throughout the various sections of the lesson? Why?

Describe how the selection and use of resources supported learning in the lesson.

Identify what motivated the students. Explain why.

Identify the classroom management strategies that were most effective. Explain why.

What was most satisfying about the lesson?

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.
Colleague teachers comments: (Reference could be made, for example, to planning and preparation, knowledge of curriculum, organisation,
motivation of pupils, strategies used, interaction with students, classroom management, catering for individual needs, use of resources, etc.)

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