Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 1 Time: 50 min Date: 9/Oct/18 Students’ Prior Knowledge:

Learning Area: Mathematics Growth Point 1:

Rote counts the number sequence to at least 20, but is
not yet able to reliably count a collection of that size
Strand/Topic from the Australian Curriculum
Growth Point 2:
Number and Algebra Counts a collection of around 20 objects

SCSA:
Number and Place Value
Establish understanding of the language and
processes of counting by naming numbers in
Develop confidence with number sequences to and from
sequences, initially to and from 20, moving from any
100 by ones from any starting point. (ACMNA012)
starting point (ACMNA001)

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

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Understanding
Problem Solving
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:

 Demonstrate counting the number sequence to and from 100 by ones
 Reconstruct a jigsaw number chart with numbers from 0 - 119
 Calculate the number that comes before and after a given number

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

1
  

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)

Resources/References
Time Motivation and Introduction:
ICEBREAKER - Review
5 min Who am I?
Card with questions on
Students are given a list of 5 – 6 questions. They have to write their answers and writing space
on the card provided (spelling is irrelevant as long as illegible – teacher can Pens
assist)
Once finished students put their answers into a mixed up pile in the middle.
Taking turns the students choose one answer and have to guess who it
belongs to.
The student who correctly guesses the most answers is the winner.

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

Activity 1. Wool Tie – Quantity Exploration

6 min Assorted collections of
Groups of objects are randomly arranged along one side of the floor space, everyday classroom
and the numbered cards on the other. things (e.g., unifix,
As a group, students are required to count the objects together, and then in buttons, pencils etc.)
turns use the wool to connect the objects to the corresponding numeral. into groups representing
Whilst each person is having their turn, the rest of the group is to remain silent 15-30
and not assist in any way. Set of flashcards
When finished the students, as a group, will check each matching group to numbered 15-30
ensure they have correctly matched the numbers to the objects. Fifteen lengths of wool
If a student believes on is wrong they must explain to the group why they think
it needs changing.

Key Questions:
Why do you think that number corresponds (matches) with that group of
objects?
How do you know?
How did you work it out?
If I removed one object from the group, what number card would I need for it
to be correctly matched?

2
  

Activity 2. Before and After Bingo – Quantity Exploration

6 min Students are given sheets with 25 numbers between 0 – 120. Number sheets –
The teacher will draw out numbers from a box. If a player has the number already filled in (25
BEFORE the number called, they are to cover up the number with a counter. numbers)
Ask students why they covered up their number. Counters
When a horizontal or vertical line is formed, the student is to call out BINGO. Bingo numbers 0 – 120
in a box
Key Questions:
Why did you cover that number up?
How do you know it comes before number x?
What helped you to know that?

Extension
Play AFTER or both, changing the questions and instructions accordingly.
Play two after/two before etc.

Activity 3. Counting Chart Cover Up - Investigation

Number chart from 0 –
Students are given another number chart from 0 – 119 with blank spaces.
7 min 119
As individuals, students are challenged to identify the missing numbers.
White stick on labels
Students will write their numbers onto the labels covering the numbers.

Key Questions:
Which numbers are missing?
How did you know?
What patterns did you use to work out the answers? (Counting by ones, twos,
fives, tens)
Large L shape to cover
Extension: numbers
Open questions. An L shape is covering some of the numbers. If one of the numbers Pens
is 44, what could the other numbers be?

Activity 4. Number Line - Investigation

7 min Place a large rope or string along the ground. Each student is given 10
different pegs with numbers on them.
Ask the students first where 0 and 100 should go. Why?
After they have been placed in the correct space ask students to take turns in 1 metre rope/string
placing one peg at a time on the number line. Pegs with numbers
Ask students to explain their answer for each number placed.

Key Questions:
Why do you think that number goes in that place?
What helps you to know that the number goes there?
What numbers could we place first to help us put in the other numbers?

Extension:
Can you show me where number x might go?
What would happen if I put number 50 at the end and took away 100?
How would this change the rest of the numbers? Why?

Activity 5. Chart Jigsaw - Investigation

3
  

Number chart from 0 –

7 min
Students are given a number chart from 0 – 119 which has been cut up into 119 cut into jigsaw
jigsaw pieces. pieces
As a group, students must work together to arrange the jigsaw pieces to re- (Must be large enough
construct the chart. for a group of 3 to
manipulate)
Key Questions:
Why did you place that piece in that position?
What number comes before/after x?
How do you know?

Lesson Closure:(Review lesson objectives with students) - Reflection

8 – 10 Discuss the activities that you have done in today’s session and what each
min activity entailed. Card
Ask students to answer questions on card: Pens
1. What was the smartest thing you did today in maths? Tell me how you Camera
did this?
2. Tell me about something you did today that surprised you
Using a video camera, students slide their pages under it whilst reading their
answers out.
The camera records all summaries with children speaking but not their faces.

Transition: (What needs to happen prior to the next lesson?)

Review student’s reflections and icebreaker information to form relevant

activities for next lesson.
Review assessment focusing on objectives not yet met and how activities can
be created to help students meet these objectives next lesson.