Lesson Plan

Day: M T W T F Date: 08/02/2018 Time: Year: 1.2

Lesson number 1 of 1 (if the lesson is one in a sequence of lessons)

Learning Area: Mathematics

Topic: Counting from 1 to 100 (missing numbers)

Australian Curriculum Content Description: (see ACARA or SCASA)

Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos,
fives and tens starting from zero (ACMNA012)
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
(ACMNA013)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement

Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Critical and Ethical Personal and Intercultural

General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability understanding

Students’ prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences. Note any particular skills
needed.)

These students are entering year one from pre-primary and will have experience counting and writing their numbers from 1 to at
least 20. Students have already performed a diagnostic number test and some students do not have the above capability yet,
whilst others are counting past 100.

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching – and why?)
The purpose of this lesson is to provide opportunity for students to practice their counting from 1 to 100 and in some cases,
beyond 100.

Learning objectives: (What will students know and be able
to do at the completion of the lesson – specific, concise and
attainable objectives. Use relevant taxonomies.)
On completion of this lesson, students will be able
to:
• Count from 1 to 100.
• Label their numbers ranging from 1 to 100 on a number
line.
• Label missing numbers on a number line.
Assessment: (For each learning objective, state how you will
assess the degree to which the objective has been achieved.
What will be the evidence of the learning? Consider formative
and, if appropriate, summative assessment strategies)
• Anecdotal notes and observation during the number
labelling activity.
• Assessment of worksheets at the conclusion of the lesson.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)

Pre-prepared number charts with stick on numbers from 1 to 50 and 51 to 100

Blank number charts

Whiteboard markers

Worksheets (missing numbers)

Pencils

Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)
There are a group of students that require more teacher assistance, these students will be monitored during the lesson and a
greater focus will be placed on helping them with the activity (EA will be utilised for the SAER table if possible). The activities have
been created to allow for adjusting for capability. The students that are not yet able to label a number line to 50 will be able to
work with either the stick-on sheets or the blank sheets.

The worksheets and charts have been created to be flexible for diversity within the classroom. Students can work at their own
pace, and in groups.

Timing Learning experiences

Introduction: (How will you engage the learners and set the scene for the lesson?)

10 mins Ask students to join me at the front of the class on the floor.
Utilise the “give me 5” behaviour management tool.
Ensure that all students are seated comfortably and that their attention is on me. (1,2… “all eyes on you” –
introduced in previous lesson)
Ask the students if they know of any counting songs?
Get them to sing these, if they know any.
Offer the 1,2,3,4,5, once I caught a fish alive song.
Ask the students to count from 1 to 100 out loud.
Explain that we will be working on some number charts and trying to work out which numbers are missing.
Explain that each group might be working on something different.
Ask students to return to their desks.

Sequence of learning experiences: (What learning experiences will help the students achieve the learning objectives?
What instructional strategies will be used?)

20 mins Go through each activity and worksheet and explain what is expected of the students.
Allocate the Charts and worksheets to each group, based on perceived ability.

Assess as the students are working if the resources need to be shifted or changed. Help students to extend or adjust
the activities if they are finding them too easy or hard.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)

10 mins As a class group ask which activities the students enjoyed the most?
What was hard, easy?
Did they learn anything that helped them to fill in the number charts?

Are there any special tricks we can use when looking at a number chart?
Could a number chart help you to skip count by 5’s or 10’s?

Get the students to do some skip counting in 5’s and 10’s.