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LEARNING EXPERIENCE PLAN (LEP)

Template for written recording of plan of learning experiences from short (one session/lesson), to medium (series of lessons/unit of work). A range of examples are on your program Moodle site. As necessary, specific information on how to complete this LEP is provided by your lecturer in a course. Year level(s) 4 Duration 1hr Focus Mathematics- Number and place value Applying a written strategy for addition Implementation date(s) 03/09/13 Curriculum area(s) Mathematics U-6 L-16

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.) Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)

Can use number fact strategies, counting, doubles, use tens, use related facts and extended facts. Understand the place value of large numbers. Be able to apply place value to partition, rearrange and regroup numbers. Be able to convert numbers to Non-standard partitioning. Use mental computation strategies such as jump, split and compensate to solve addition problems.

Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? (Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class.) Knowledge & understanding: (declarative) Skills: (procedural/do) DK1 - Understand how apply place value to partition, rearrange and regroup numbers. DK2 Have knowledge of calculating addition using a range of mental and written strategies. PK1 Be able to apply place value to partition, rearrange and regroup numbers. PK2 Be able to calculate addition using a range of mental and written strategies.

Learning processes:

LMQ3 - How does the learner best learn? DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development? DoL5- Identify and use necessary resources. (video, scissors, handouts, mirrors and space for games)

DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual learners? (Including differentiated teaching for student diversity.) DoL1- Use a variety of ways to engage students in classroom tasks. (Video, handout, hands on activities, peer work, writing and physical activity-game)

Time

Learning procedures LMQ5 - What will constitute the learning journey? LMQ6 - Who will do what? (Include adjustments in the learning experiences to accommodate learner difference.)

Dimensions of Learning (DoL) focus. including teaching strategies to be used

Resources LMQ4 - What resources do I have at my

Assessment & feedback LMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment Bank.) Version 25 Nov 2011

disposal? Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, hook Hook: On the whiteboard the SLM will write a large addition 32750L + 43000L = and then tell the students that at the end of this lesson they will be able to complete this sum easily. SLM will ask the students to get out their maths book, highlighter, lead pencil, red pen and their number expanders. Students will be then asked to create a 5 digit place value chart in their books. Lets get started. Interactive Whiteboard C2C lesson 16 Highlighter, Red pen, Number expander, scrap paper, place value chart.

LMQ8 - How will I inform others? (Include moderation of teacher judgments of standards if necessary.)

Phase 2 Develop skills & knowledge, build, practise, acquire, integrate, extend, refine Using the C2C lesson 16 on the interactive whiteboard the SLM will go through all the steps starting with the revision of the number fact strategies. Q1 Using guided instruction the students and the SLM will answer the questions from q1 (9+8=). Q2 The SLM will use direct instruction to explain the number expander and the students will answer the questions. Q3. Students will complete these questions on their Place value chart (PVC), SLM will check answers as a class. Q4 SLM will revise Non-standard partitioning and do the questions as a class Q5 the students will do this in their books and correct as a class Q6 The SLM will go through the concepts of the Mental Computation strategies and use the first sum as an example of how to do all the strategies use the interactive whiteboard, then allow the students time to complete the other calculations. Q7 watch the video (A written strategy for adding numbers) Q8 SLM will model the computation strategy using the first question, the students will do the second question and the SLM will check the answers. Q9 SLM will go through the strategy and model the first problem and allow the students to answer the second on the scrap paper. The SLM will create another example if needed. Sheet 6 first question the SLM will give the students time to complete the first question

DoL1- Use a variety of ways to engage students in classroom tasks

Interaction and engagement SLM will walk around and check that the students are doing the task as required and will check to see that they understand the task by seeing if they have completed each task.

DoL5- Identify and use necessary resources

Video (C2C)

Sheet 6

First question on Sheet 6 (Send-in sheet) will check that the students have reached the requirement for lesson 16.

Phase 3 Conclude, culminate, draw together, review & summarise key learnings, checks for learning, consolidation, homework/review tasks Pack up Make sure everything is put away correctly for the next lesson, warn the students about the next lesson Thank the students.

Version 25 Nov 2011

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