LESSON PLAN (NUMBER)

Pre-service Teacher ‘s name: Date:

James Sapio
18/9/2019
Year level/ age range & number of children: Highlight planning process:
Year 5’s, 11 and 12 year olds. 29 students Planned collaboratively with Supervising Teacher
Estimated duration of the learning experience: Planned collaboratively with peer
Planned independently based on ST lessons
45 Minuites Planned Independently
Deconstruction of Supervising Teacher’s lesson
Prior learning and background of the children: (What do you already know about the children’s knowledge,
understanding and skills related to this topic? How can you make relevant connections with the children’s prior learning and
interests? What strategy will you use in the beginning of the lesson to find out about prior learning and connect with interests and
experiences?)

 I already know that the students have difficulty dividing arrays as seen in the whole class test done earlier in the
placement.

 I know some students will be more successful in areas so extension tasks will be needed for these students when work is
finished

 Warmup activity will be used to engage students at start of the lesson (will be something done previously that will be in
the test)
Learning intention (aim): (Describe what you aim for the children know, understand and be able to do by the end of the unit.
Begin the aim with a verb that captures specifically the nature of the learning that needs to be achieved. Make sure that the
learning intention is closely aligned with the chosen parts of the curriculum.)

Students by the end of the lesson will be able to sucessfully use counters to help them with division
problems. Students who are working on extension activities will how confidence in doing division
without visual and tactile resources.
Learning area: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The Arts, Technologies,
Languages and Work Studies)

Specific Topic: Mathmatics

Strand and sub-strand from the Australian Curriculum: Number and Place Value

Australian Curriculum content description(s): Solve problems involving division by a one digit number,
including those that result in a remainder (ACMNA101 - Scootle )

Relevant parts of the achievement standard from the Australian Curriculum: They identify and explain
strategies for finding unknown quantities in number sentences involving the four operations.

Success criteria for children (objectives): (Clear and specific measures of how children have met the learning intentions -
this can include both learning content and strategies; ‘I know that I can do this when I have...’. Dot point. Make sure that the
objectives can be shared with the children and modelled for them. The learning intention should be covered somewhere by the
success criteria.)
 Students will identify and explains strategies on how they solve division problems
 They will show how to divide arrays
 Students will show working out and explain their reasoning
Success criteria for the teacher: (Describe what you expect to see during this lesson if learning is happening effectively.
What will you look for to gauge that the learning is happening?)
 I expect to see students answering question and collaborating while also individually working.
 Students should also be engaged in the taks.
Students should be demonstrating good behaviour for the lesson.
 Students will begin feeling more confident in division concepts
Teaching strategies: Preparation/ organisation/ resources:
(What are the different teaching strategies that you will use in (What range of resources will you need for the lesson? Where
the lesson to maximise children’s engagement and higher order will you access the resources from? What resources do you
thinking in the lesson?) need to use to develop your own knowledge, understanding
Walking around the classroom, asking different and skills that relate to the topic you need to teach?)
students both hand raising and non hand raising,
congratulating students for having a go. Counters, Lesson Plan printed, question printed for
student who struggle with writing.

Differentiation (pre-core/core/extension/acceleration): (Are there any children that you need to personalise the
learning for? How will you do this for the different stages of the lesson? How can you build modelling of success into the different
parts of the lesson?)

Some students may need extensions, these will be given out in the Haese and Harris book if required which will include question
on long division.
Opportunities to provide feedback: (What opportunities will you create so that children receive feedback on their
learning throughout the lesson? Be specific about the points when feedback will be given and whether this is to individual,
groups or the whole class.)
Student will receive feedback througout the lesson and also in their books.

LESSON RUNNING SCHEDULE: Time frames

(Approximate time frames
need to be flexible, tweak
these to match context)
Transition: 5 minutes
“Tiffany has a packet of 45 marshmallows for eating around a bonfire. She shares the marsmallows
equally between 9 people.” =5
Extension: Provide students with a question that gives a remainder of marshmallows. If this is then
completed have students show other ways of working the question out.

Support: For students who may have trouble with the warmup question, provide tactile resources
e.g. counters and print the question for them, allowing for students to write the answer instead of
the question..

Ask students to answer these questions and demonstrate on the board, have them clearly explain
what is going on…
 How many marshmallows does each person receive?
 How many marshmallows are left over?
 What do you notice about these numbers?

Introduction: (This part of the lesson should include a strategy to connect with prior 5-10 minutes
learning/experiences/interests; a hook/tuning in strategy, which may also be a strategy for prior (Adapt for younger
learning and also strategies to share learning goals and success criteria with children in meaningful children (age + 2 mins as
ways). an indicator))

Students will then solve the following problem in their book.

Problem 1: Anna runs a small shop. For her shop, she buys lollies in large packets of 24. Anna sells
these lollies in small packets with three in each packet. How many packets pof three lollies can she
make?
Students will then use the counters provided to them and record their problem solving. As the
students to notice what they see about the numbers.

How does it involve multiplication?

How do we link multiplication?

How will our grid help us answer this?
Problem 2: Anna decides to put four lollies in each packet instead. How many packets of four lollies
can she make?

Development: (This part of the lesson should be broken down into a number of small steps. The 10-15 minutes
aim is to build up all the knowledge, understanding and skills that are required to succeed with the (Adapt for younger
learning goals. Think about moving between explicit teaching, short group work, short individual children (age + 2 mins as
work. Think also about presenting material in a range of modes in this part of the lesson. By the end an indicator))
of this part of the lesson, the children should be ready to work more independently.)

Consolidation and practice: (This is where the children are working more independently, but 20-30 minutes
you are still available to give feedback, guide and redirect. Children may be working collaboratively (If the work period is
or independently. How will children engage with the topic, how will you check all children longer, ensure children are
understand the learning experience, how will you use proximity to determine their understanding engaged in learning by
and give specific feedback relating to success criteria?) using different types of
teaching strategies,
moving between explicit
and guided teaching each
10-15 minutes or for
younger children (age + 2
mins as an indicator))
Conclusion WWW reflection: (How will you transition children to the close of the activity? 5-10 minutes
How will you determine if they fulfilled the success criteria and learning intentions? How will you (Adapt for younger
include children’s voice and reflection on what worked well ‘WWW’? How will feedback be given children (age + 2 mins as
and how will the children be involved in the planning of the next steps in the learning?) an indicator))

PST Evaluation:
Did the lesson go as planned? Did you organise and manage the learning experience well? Did you use effective communication?
Did you provide clear directions? Did you provide enough feedback? Did the children achieve the specific learning intention and
success criteria? Why did they/didn’t they? Were there any children who I needed to differentiate the learning experience for?
Where does your planning need to go next to ensure children’s success? How would you improve in your next planned experience?

Supervising teacher feedback on the implementation of the lesson: