Lesson Plan

Class: KMJ

Date: 15 September 2015

Time: Start: 11.45am

(approx 20mins per

group)
Finish:1.00pm
Key Learning Area: Mathematics

Lesson Topic: Addition

Recent Prior Experience:

Students have learnt previously about the language associated with addition, including count forwards, combines with, joins, how many
more, all together, makes. Students also have a strong understanding at this point regarding whole numbers. Students have established
understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any
starting point and also how to connect number names, numerals and quantities, including zero, initially up to 10 and then beyond. This
understanding of whole numbers will greatly assist students with completing this activity.
Syllabus Outcome(s):
-combines, separates and compares
collections of objects, describes
using everyday language, and
records using informal methods
MAe-5NA

Any safety issues to be considered:

Indicators of Learning for this lesson:

By the end of this lesson, the students will:
- use concrete materials or fingers to model and solve
simple addition problems.
- compares two groups of objects and is able to determine
'how many more'
- describe the action of combining and comparing using
everyday language, e.g. makes, joins, combines with, how
many more and all together.
-record addition and subtraction informally using
drawings, words and numerals.

Assessment:
- questioning/discussions; focusing on
students ability to use the correct
language
when
explaining
their
equations/ what they are doing.
- Observation; observe how students
record the equation they have created
and the students ability to determine
and model the addition problems.

Resources:
-Laminated copies of the worksheets which are a picture of a fish bowl and a sheep pen.
-small cut outs of sheep (some white and some black) and small cut outs of fish (two groups
having different colours e.g. some fish orange and some fish purple).

-worksheets with an equation like picture/words set out.

-dice
-smart board

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organisation:

-To begin T asks Ss to sit on the floor in their smart

board spots. The T then explains to Ss that they will
be undertaking their math rotations and present on the
smart board which groups (4 Ss per group) each S is in
and consequently which maths activity they will be
participating in.

-smart board

INTRODUCTION
-T will explain to Ss what will be taking
place this lesson and what activities
will be taking place.

10mins

-The T will run through what each activity entails so

that Ss understand what they are doing when they
rotate to the next activity and each activity does not
need to be constantly explained. Most of these
activities the Ss have undertaken before and therefore
Ss usually know what they are doing and what is
expected of them.
-Ss will then come to the addition activity where the T
will run through the activity with Ss and provide a
more thorough example for them, using their help and
input.

DEVELOPMENT

- use concrete materials or fingers to

model and solve simple addition
problems.

15mins

- compares two groups of objects and

is able to determine 'how many more'

-T will pair Ss in the group up and provide each pair

with a base sheet either the sheep pen or a fish bowl
and also provide them with the corresponding animal
cut outs, either the fish or sheep. Each pair will also be
provided with a die.
-One S from each pair will then roll their die, identify
the number they rolled on their die and take that
number of the same coloured fish/sheep cut outs and
place them on their base sheet (the sheep pen or fish
bowl). The other Ss will then roll the die again
identifying the number they rolled on their die and
take that number of the other coloured fish/sheep cut
outs and place them on the base sheet. The pair will
then count how many sheep or fish they have all
together in their fish bowl/ sheep pen).

- describe the action of combining and

comparing using everyday language,
eg makes, joins, combines with, how
many more and all together.
-record addition and subtraction
informally using drawings, words and
numerals.

-Laminated
copies
of
the
worksheets which are a picture
of a fish bowl and a sheep pen.
-small cut outs of sheep (some
white and some black) and
small cut outs of fish (two
groups having different colours
e.g. some fish orange and some
fish purple).

-worksheets with an equation

like picture/ words set out.
-dice

-Ss will then use another sheet provided by the T to

put into words their equations. These sheets will have
an already set lay out of the equation having an empty
square the phrase combine with another empty
square and the phrase all together with another
empty square. The students using the equation they
just represented using their materials will now insert
this information onto that sheet. Filling the first box in
with the first number of fish/sheep, the second box
with the second number of fish/sheep and the last box
with the total amount of together fish/sheep.
-The Ss will repeat this sequence of activities to ensure
they grasp the concept of the addition thats occurring.
During this time the T will observe and assist students
if they are having troubles and ensure they are filling
out the work sheet with the equation words/picture
correctly.
CLOSURE
- describe the action of combining and

5mins

-The T will then ask Ss to finish then part of the activity

they are doing so the group can have a discussion

-Laminated
copies
of
the
worksheets which are a picture

comparing using everyday language,

e.g. makes, joins, combines with, how
many more and all together.

about what is occurring during this activity and to

really break down and focus on the language being
used.
-The T will ask Ss to explain and read out loud to the
group one of the equations they have made on their
worksheet. The T will ensure students are using the
correct language. The T may also need to revert back
to the material objects that were being used to again
represent the equation and ensure students
understood what they were doing.

of a fish bowl and a sheep pen.

-small cut outs of sheep (some
white and some black) and
small cut outs of fish (two
groups having different colours
e.g. some fish orange and some
fish purple).

-worksheets with an equation

like picture/ words set out.

Pre-Service Teachers Evaluation

Assessment of Learning Outcomes

To what extent did the learners achieve the intended learning outcomes?

Describe the evidence you have for this.

Outline the follow-up to this lesson for the learners.

Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.

Identify the teaching strategies / learning experiences that were least effective. Explain why.

How appropriate was the timing throughout the various sections of the lesson? Why?

Describe how the selection and use of resources supported learning in the lesson.

Identify what motivated the students. Explain why.

Identify the classroom management strategies that were most effective. Explain why.

What was most satisfying about the lesson?

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

Supervising teachers comments: (Reference could be made, for example, to planning and preparation, knowledge of curriculum, organisation,
motivation of pupils, strategies used, interaction with students, classroom management, catering for individual needs, use of resources, etc.)