LEARNING EXPERIENCE PLANNER – PRIOR KNOWELDGE LESSON

MATHEMATICS TOPIC – Measurement & Geometry Year Level - 2 NAME – Tyla Milich
ACARA Content Descriptor: Proficiency Strands: Key Mathematics Concepts: Learning Intentions:
Interpret simple maps of familiar locations and identify the relative  Understanding This lesson plan introduces students to mapping As a class, students will engage in an interactive grid mapping
positions of key features (ACMMG044 - Scootle)  Fluency skills. This is evident though the use of a grid experience. This will scaffold their understanding of how we can use
 Problem-solving reference to locate places and position on a map. maps to allow us to give and receive directions/coordinates. From
Elaborations:
 Reasoning this, students can locate places and positions on a map from a set of
 Understanding that we use representations of objects and their
positions, such as on maps, to allow us to receive and give directions General Capabilities: coordinates.
and to describe place.  Numeracy
 Constructing arrangements of objects from a set of directions  Literacy Students learn how to draw and create simple grids, specifically how
 Critical and Creative Thinking the elements of the grid are put in certain places to make locating
Achievement Standard: easier from set coordinates.
 Information and Communication Technology
By the end of Year 2, students interpret simple maps of familiar
Capability
locations.
 Personal and Social Understanding

Pedagogical Strategies What the teacher does What learners do Learning Experience Resources Time

What students notice - Introducing the experience: • Students discuss in pairs where they have seen mapping before,  Online mapping experience - 10 mins
respond to: • Explain to students they will be learning about mapping. Have students’ think-pair-share what and what they think they were used for. http://splash.abc.net.au/res/i/L350
• Viewing they think mapping involves. Pose questions such as ‘Where have you seen mapping before?’, • They will engage in the teacher’s introduction to mapping, /li_001_gv_006/index.html
‘What are maps used for?’ considering why they think letters and numbers are included in
• Visualisation  Whiteboard and markers
• Introduce students to a grid map (electronically) and explain that grids help us to locate places maps to help locate items on a grid.
• Problem solving and position on a map. The grid consists of rows and columns. The rows go from side to side
and the columns go from top to bottom (point these out on the grid map).
• Hands-on learning
• Through this method, students become aware that every place on the map is in a single row
• Scaffolded work and column to help us to locate them easily.
examples • Explain that we use letters and numbers at the end of the rows and columns to help us do this;
this is referred to as a grid reference.
• Questions students why they think we need letters and numbers to help us to locate items on a
grid.
Key questions that may be asked in the introduction to focus children’s attention include – What are maps for? Why do we use maps?

Problem solving and Developing the experience: • Students engage with the interactive mapping experience, locating  Interactive TV 35 – 45
reasoning: • Open link to the mapping experience on the interactive TV screen. the different coordinates presented on the TV. mins
• Investigating  Online mapping experience -
• The program will run through how we use grid references for location purposes, demonstrating • Students will engage in class discussion and have a go at locating
different coordinates on the whiteboard. http://splash.abc.net.au/res/i/L350
• Testing how the numbers and letters on the X and Y axis are used to form coordinates.
• Teacher will select students at random to come to the front of the class and follow the Further exploration/extension: /li_001_gv_006/index.html
• Drawing rainforest instructions to locate specific items from coordinates (e.g. tents, bench seats). • Students work individually to create their own grid map in their  Whiteboard and markers
• Teacher scaffolds how to draw a simple grid on the whiteboard with X axis (A, B, C, D, E) and Y books, using the grid the class created to help scaffold their own.
• Constructing
axis (1, 2, 3, 4, 5), using the class to help place where each item belongs on the grid. • Students will label page ‘Shape Map Locator’  Math’s work books
• Organising • Discuss the importance of placing items in a single row and column so they can be easily • Teacher will draw a few shapes on the board and give specific grid
coordinates next to them, for students to read and locate where  Ruler, pencils, eraser
located.
• Questioning
• Run through a few coordinates with the students – showing them how you locate the correct they need to be positioned on their own maps. For example, the
position. teacher might draw a triangle and write (A, 3) next to the shape.
 For example, if the coordinates say place a cross at (3, E), the teacher will demonstrate how • Students will use comprehension skills to read the coordinates and
to locate (3, E), placing a cross in the correct position. draw the shape in the correct square on their grid.
 Call out different coordinates – getting students to mark the correct position on the board. • This involves students needing to select the correct locations,
following specific coordination’s given.

Key questions that may be asked to engage learners or to challenge their ideas include: Why do we use letters and numbers on a grid? Lets’ explore what we know about this topic. Let’s find out what you’re thinking!
Reflection: Closing the experience: • Class discuss new learning, communicating new learning they have 5 mins
• Posing questions • Bring the whole experience back together. accumulated throughout the lesson.
• Class or group • Get students to discuss amongst themselves and share 2 new things that they have learned • They effectively listen to other student’s comments.
discussions and throughout the lesson.
sharing

Teacher’s Professional Resources: Analysis of Learning Experience:

• Campbell, L & Campbell, B 2008, ‘Beginning with what Students Know; The Role of Prior Knowledge in Learning’, Mindful Learning:
101 Proven Strategies for Student and Teacher Success, vol. 2, no. 1, pp. 1-15. Data Collection: – work samples, observation, class discussion/engagement

Specific Learning Needs Identified:

• Clarke, D & Clarke, B 2004, ‘Mathematics teaching in Grades K–2: Painting a picture of challenging, supportive, and effective
classrooms’, in R. N Rubenstein & GW Bright (eds), Perspectives on the Teaching of Mathematics. Sixty-Sixth Yearbook. vol. 66, Students will interpret simple maps to identify the relative positions of key features. They will understand that we use
National Council of Teachers of Mathematics, VA USA, pp. 67-81. representations of objects and their positions, such as on maps, to allow us to give and receive directions and to describe place.
Students can work in small groups if some students struggle with the task, so they can then problem solve together and learn from
• Sullivan, P 2011, Teaching Mathematics: Using research-informed strategies, ACER Press, Camberwell, Victoria.
the more confident students.
• Swan, M. (2005). Improving learning in mathematics: Challenges and strategies. Sheffield, England: Department of Education and
Skills Standards Unity.
LEARNING EXPERIENCE PLANNER – EXPLORATION LESSON
MATHEMATICS TOPIC – Measurement & Geometry Year Level - 2 NAME – Tyla Milich
ACARA Content Descriptor: Proficiency Strands: Key Mathematics Concepts: Learning Intentions:
Interpret simple maps of familiar locations and identify the relative  Understanding This lesson plan follows on from the previous lessons that explored
• Mapping
positions of key features (ACMMG044 - Scootle)  Fluency mapping skills and locating places and positions on a grid. Students
 Problem-solving • Locating specific positions on a grid from engage in a BINGO activity, getting them more familiar with
Elaborations:
 Reasoning specific coordinates coordinates and plotting points on a grid. Students will learn to
 Understanding that we use representations of objects and their
positions, such as on maps, to allow us to receive and give directions General Capabilities: • Receive a set of directions/instructions locate shapes on a grid from following a set of
and to describe place.  Numeracy directions/coordinates. The topic of shape is included in the activity
 Constructing arrangements of objects from a set of directions  Literacy because the students have just previously learnt the topic.
 Critical and Creative Thinking
Achievement Standard:
 Personal and Social Understanding
By the end of Year 2, students interpret simple maps of familiar
locations.

Pedagogical Strategies What the teacher does What learners do Learning Experience Resources Time

What students notice - Introducing the experience: • Engage in class discussion of last lesson, recalling the things they  Whiteboard and markers 5 - 10
respond to: • Pose questions to students to refresh their memory from last lesson and what they can can remember from last lesson. mins
• Visualisation remember such as ‘Why do we use grids to find the location of things such as places or  Laminated BINGO cards
• Think back to whether they have played BINGO before.
objects?’ and ‘Why do we have numbers and letters on the sides of the grid?’
• Problem solving
• Then ask students if they have played BINGO before.
• Hands-on learning • Explain that they will be playing a different version of BINGO, but using coordinates to locate
the correct squares on the grid.
Key questions that may be asked in the introduction to focus children’s attention include – Why do we use grids to find the location of things such as places or objects?

Problem solving and Developing the experience: • Students will use the laminated BINGO card and marker to draw 5  Whiteboard markers 35 mins
reasoning: • Hand out laminated BINGO cards and whiteboard markers, instructing students to draw 5 shapes in any of the squares on the card – in a random order.
• Investigating  Laminated BINGO cards
different shapes in any of the squares on their card – in a random order. • When the teacher calls out a co-ordinate, the student will check
 Appendix 1
• Testing • Teacher will explain that they will then call out co-ordinates such as (3, E), and if a student has the square following the coordinate and cross off their box if they
a shape in that square, they will put a cross through it to mark it off. have a shape in it.  Whiteboard (teacher purpose)
• Drawing • Explain that the winner of the game is the first player to have crossed out all 5 shapes. He/she • Once all 5 shapes have been crossed off their BINGO card, the
will then call out BINGO followed by the winning coordinates as a check (or teacher can check if  Teacher BINGO Coordinates
• Constructing student will call out BINGO, and read out their winning
they’re not confident to read them out). Checklist
coordinates.
• Organising • Teacher will mark the coordinates as they call them out to ensure that the winner has correctly  Appendix 2
marked their squares off. They can use the ‘Teacher BINGO Coordinates Checklist’ which
• Questioning
includes all the possible coordinates that the children could have placed their shapes in, to
make it fair that all squares can get called out and that none are repeated.

Key questions that may be asked to engage learners or to challenge their ideas include: Why do we use letters and numbers on a grid? Lets’ explore what we know about this topic. Let’s find out what you’re thinking!

Reflection: Closing the experience: • Class discuss new learning, communicating how they felt about  Whiteboard and marker 5 mins
• Posing questions • Bring the whole experience back together. the activity through an indication using their hands.
 Laminated BINGO cards (special
• Ask students to put a thumb up if they liked the activity, a thumb to the side if they thought it was • Can explain why they liked or disliked the activity, or future
• Class or group needs)
discussions and alright, and a thumb to the ground if they didn’t like it. Get them to share the things they enjoyed improvements for next time.
about the activity, and possible things they didn’t like.  Appendix 3
sharing
Modifications/extensions:
• If the students are finding it difficult to hear the coordinates the teacher calls out, to then
locate it on their grids, the teacher can write them on the board so the students can see the
letters and numbers visually. This allows them to make visual connections of the letters and
numbers from the board to their page.
• The teacher can increase/decrease the amount of shapes they put in their grids to make it
easier or more of a challenge. Once they are more confident with the activity, the teacher can
also tell the students to draw any 5 objects they want in the grid so they are using their
imagination and creativity.
Teacher’s Professional Resources: Analysis of Learning Experience:

• Campbell, L & Campbell, B 2008, ‘Beginning with what Students Know; The Role of Prior Knowledge in Learning’, Mindful Learning: 101 Data Collection: – work samples/photos of bingo cards, checklist, observation, class discussion
Proven Strategies for Student and Teacher Success, vol. 2, no. 1, pp. 1-15.
Specific Learning Needs Identified:
• Clarke, D & Clarke, B 2004, ‘Mathematics teaching in Grades K–2: Painting a picture of challenging, supportive, and effective
Students with Autism will be given a bigger laminated BINGO card to be able to locate the co-ordinates easier. They will also be
classrooms’, in R. N Rubenstein & GW Bright (eds), Perspectives on the Teaching of Mathematics. Sixty-Sixth Yearbook. vol. 66, supplied with a key card that will have specific and clear instructions as to what they need to draw in their grids, rather than
National Council of Teachers of Mathematics, VA USA, pp. 67-81. expecting them to understand from verbal communication.
• Sullivan, P 2011, Teaching Mathematics: Using research-informed strategies, ACER Press, Camberwell, Victoria.

• Olinghouse, N 2008, Designing Lessons for Diverse Learners, Michigan State University, pp. 1-18.
LEARNING EXPERIENCE PLANNER – EXPLORATION LESSON
MATHEMATICS TOPIC – Measurement & Geometry Year Level - 2 NAME – Tyla Milich
ACARA Content Descriptor: Proficiency Strands: Key Mathematics Concepts: Learning Intentions:
Interpret simple maps of familiar locations and identify the relative  Understanding This lesson plan follows on from the previous lessons that explored
• Mapping
positions of key features (ACMMG044 - Scootle)  Fluency mapping skills and locating places and positions on a grid. This
 Problem-solving • Locating specific positions on a grid from lesson of Battleships allows students to effectively give and receive
Elaborations:
 Reasoning specific co-ordinates directions for others and themselves to locate on a map. For
 Understanding that we use representations of objects and their
positions, such as on maps, to allow us to receive and give directions General Capabilities: • Receive a set of directions/instructions students at a higher developmental level, they will also learn to
and to describe place.  Numeracy draw and label simple maps.
• Effectively communicate a set of
 Constructing arrangements of objects from a set of directions  Literacy
directions/coordinates for others to locate
 Critical and Creative Thinking
Achievement Standard: on maps
 Personal and Social Understanding
By the end of Year 2, students interpret simple maps of familiar
locations.

Pedagogical Strategies What the teacher does What learners do Learning Experience Resources Time

What students notice - Introducing the experience: • Engage in class discussion of last lesson, recalling the things they 5 - 10
respond to: • Pose questions to students to refresh their memory from last lesson and what they can can remember from last lesson. mins
• Visualisation remember such as ‘Why do we have numbers and letters on the sides of the grid?’ • Think back to whether they have played Battleships before,
• Then ask students if they have played Battleships before. explaining to the class how they have played it before.
• Problem solving
• Explain that they will be playing a game of battleships (very similar to BINGO), but using
• Hands-on learning coordinates to locate their opponent’s battleships on the grid.

Key questions that may be asked in the introduction to focus children’s attention include – Why do we use grids to find the location of things such as places or objects?

Problem solving and Developing the experience: • Each student will cut out and paste two 5x5 grids in their books  Whiteboard and markers 35 mins
reasoning: • Give each student a ‘Battleships Grid’ sheet for the students to cut out and glue in their books. (both on a single page). Books will be positioned landscape and
• Investigating the grids will be positioned to face the player.  Battleships Grid sheet
• Model how they need to glue their grids onto separate pages in their books and how they will
• On the grid on the top half of their book, the player will draw 3  Appendix 4
• Testing need to position their book when playing.
• Explain that the grid on the top half of their books is their own grid where they will draw their ships.  Math’s work books
• Drawing ships, and the bottom grid is to guess and mark where their opponent’s ships are (but keep • Top half of their book is held up at 90 degrees to create a barrier
blank for now). so their opponents can’t see where their ships are positioned.  Ruler, pencils, eraser
• Constructing
• Explain they will need to draw 3 ships in their own grid at the top of their book (students will • To play, the players take turns in calling coordinates of any square
• Organising need to outline 3 squares in their grid in the shape of a rectangle to form each ‘ship’). on the grid (e.g. E,3). Their opponent responds with either a ‘hit’ if
• Go through each step as a class, modelling on the whiteboard how to draw their ships onto it hits a part of their ship or ‘miss’ if it misses.
• Questioning
their grid paper (draw same grid onto whiteboard for deeper understanding).
• Each player should record their ‘hits’ or ‘misses’ on the empty grid
• Explain that the ships can be drawn landscape or horizontal, but not vertical (indicate on
on the bottom half of their page by drawing a "X" in the square
board).
they called out for a hit, or a "O" for a miss. This means they aren’t
• Once each student has their book set up ready to play, put the class into pairs, or tell them to
find a partner. Give brief overview of the game, explaining that the aim of the game is to sink calling out the same squares by accident because they forgot
their opponent’s ships. which ones they have already called.
• To do so, they must guess the coordinates of their opponent’s ships.
• The first player to lose all the squares in their ships loses the game.
Key questions that may be asked to engage learners or to challenge their ideas include: Why do we use letters and numbers on a grid? Lets’ explore what we know about this topic. Let’s find out what you’re thinking!

Reflection: Closing the experience: • Class discuss new learning, communicating how they felt about  Math’s work books 5 mins
• Posing questions • Bring the whole experience back together. the activity through an indication using their hands.
• Ask students to put a thumbs up if they liked the activity, a thumb to the side if they thought it • Can explain why they liked or disliked the activity, or future  Ruler, pencils, eraser
• Class or group
discussions and was alright, and a thumb to the ground if they didn’t like it. Get them to share the things they improvements for next time.
sharing enjoyed about the activity, and possible things they didn’t like.
Modifications/extensions:
• If the students are finding it difficult to give and receive instructions, the teacher can pair
each group of two together, making one group of four. This way, it would be two players
against two so the pairs can help each other discover and deliver coordinates.
 •If the game is not challenging enough for students, they will be encouraged to draw their own
grids for another game. They will draw a 5x5 grid and label the sides of the grid with numbers
from 1-5 and letters on the top and bottom from A-E.
Teacher’s Professional Resources: Analysis of Learning Experience:

• Campbell, L & Campbell, B 2008, ‘Beginning with what Students Know; The Role of Prior Knowledge in Learning’, Mindful Learning: 101 Data Collection: – observation, class discussion, book work and grid identification
Proven Strategies for Student and Teacher Success, vol. 2, no. 1, pp. 1-15.
Specific Learning Needs Identified:
• Clarke, D & Clarke, B 2004, ‘Mathematics teaching in Grades K–2: Painting a picture of challenging, supportive, and effective
Students with Autism will be partnered with a confident student so they can work together to play the game. This will enable the
classrooms’, in R. N Rubenstein & GW Bright (eds), Perspectives on the Teaching of Mathematics. Sixty-Sixth Yearbook. vol. 66, students to work out what role they will play amongst themselves (whether they will call out the coordinates of mark off their
National Council of Teachers of Mathematics, VA USA, pp. 67-81. opponents coordinates.

• Sullivan, P 2011, Teaching Mathematics: Using research-informed strategies, ACER Press, Camberwell, Victoria.
Appendix 1
(Cut out and laminated)
Appendix 2
BINGO Coordinates Checklist (Teacher Resource)

A, 3  D, 4  C, 4 

C, 5  A, 5  E, 2 

D, 2  E, 3  A, 4 

E, 1  C, 1  B, 5 

C, 3  D, 3  C, 2 

B, 4  B, 2  D, 5 

A, 2  E, 4  B, 3 

E, 5  D, 1 

B, 1  A, 1 
Appendix 3 (Special Needs Version)

A B C D E
1 1

2 2

3 3

4 4

5 5
A B C D E
Draw 5 shapes in any square on the grid. Shapes you might draw could include:

Triangle Rectangle

Square Diamond

Circle Hexagon
Appendix 4