DEAKIN UNIVERSITY: LESSON PLANNING TEMPLATE: School of Education
Date: Thursday 9th August 2018
Mentor Teacher: Mrs Joanne Ritchie
Duration of the lesson: 60 minutes
Title of lesson/activity: Maths.
Intended Learning Outcomes/Learning
intentions:
 What will the students be able to know
and do by the completion of this lesson?
Success Criteria:
 How will you know that the students have
successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
 How will students’ prior learning and
experiences be used in this lesson?
Links to the curriculum (Victorian Curriulum)
and to the curriculum planning of the school
Student Group: Level 1/2
School: Sommerville Primary school
Class size: 27
I can share a set of objects equally.
I can make equal groups.
I know other words for division.
I will know that the students have successfully achieved learning by observing
them throughtout the lesson and correcting their worksheet. The summary or
debrief at the closure of the lesson will also allow insight into whether the
students have gained conceptual understanding of the lessons focus.
Lessons on multiplication.
Level one: Represent and solve simple addition and subtraction problems
using a range of strategies including counting on, partitioning and rearranging
parts (VCMNA089).
Recognise the importance of repition of a process in solving problems
(VCMNA094).
Level two: Solve simple addition and subtraction problems using a range of
mental and written strategies (VCMNA107).
Recognise and represent multiplication as repeated addition, groups and
arrays (VCMNA108).
Recognise and represent division as grouping into equal sets and solve simple
problems using these representations (VCMNA109).

Resources, Materials and Organisation:
 What additional human and physical
resources will be required for this
activity?
 What specific teaching materials will need For the students:
to be prepared?
 How will ICT be utilised in the lesson?
 What OH&S factors will need to be
considered for this activity?
Teaching Strategies and lesson structure:
Prompts for your planning:
 How will the lesson and ideas be
introduced and made relevant to the
students?
 How will you engage the class?
 What specific teaching and learning
strategies will you use for the lesson?
 What exactly will the students be required
to do and what will be your role?
 How will you create a collaborative
learning environment and how will the
classroom be arranged to support this?
 How will you include all learners? What
Curriculum and Pedagogy adaptations or
modifications will be required?
 How will you differentiate learning
opportunities for diverse learners?
Victorian Curriculum and Assessment Authority [VCAA] (2018)
For the teacher:
 Cookies.
 Paper plates.
 Computer/t.v
 Pencils/erasers etc.
 Worksheet/s.
What you as teacher will What are the students Timing
do? doing?
Beginning
The teacher will begin by The students will be 10 minutes.
explaining or restating the reminded of the lessons
lessons learning intention. learning intention and
focus.
Next, the teacher will
remind students that The students will listen to
today’s lesson focus is the story - ‘The Doorbell
about ‘sharing’. Rang’ by Pat Hutchins.
The teacher will illustrate
on the board the correct
symbol to use and then
move the students in front
of the t.v to play the book
- ‘The Doorbell Rang’ by
Pat Hutchins.
see -The Doorbell Rang
Middle
The teacher will ask the The students will answer 35 minutes.
students: the questions proposed
 How will you ensure the students are on- What is this book about?
task and what strategies will you use to
support positive behaviour? Once it is clear that the
story is about ‘sharing’ the
teacher will ask:
 How will you draw ideas together and What is sharing? (when
conclude the lesson? something is shared
 How will you conclude the learning equally or fair).
experience/ learning findings?
The teacher will now
group the students
(groups of 4 max) and
send them back to the
tables with their group.
by the teacher about the
story.
The students will then get
into their groups and
begin working
collaboratively as the
story moves through.
Next, the students will
write their own problem
and decide how many
children to divide the
cookies between.

Next, the teacher will

come around with 12
cookies, 12 paper plates
and a worksheet for each
member of the group.

The teacher will explain

that we are going to go
through the book again
together and work the
‘sharing’ that is
happening.

The teacher will explain

that as we go through the
story together, the
students must be dividing
the cookies up on the
plates as per reqired and
recording their answers
on the worksheet
provided.

Once this is complete,

 and if time permits, the
teacher will have the
students collect another
sheet that requires them
to write a problem
themselves and decide
how many children to
divide the cookies
between.

The teacher will make it

clear that the cookies can
be earten after the lesson
or at lunch but for now the
students may need them
to aid their thinking and
stories.
Conclusion
The teacher will gather The students will share 5 minutes.
the students to the floor their stories on the floor
with their maths scrap with their peers and
books and ask or answer any questions
encourage any of the proposed by the teacher.
students to share their
own stories.

The teacher will revise the

term ‘sharing’ and ask
how many cookies each
of the students are
allowed by working out
how many students were
in their groups and how
many cookies there are.