Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:2
Time:
31st March 2016

8:30am

Date:

Learning Area: Mathematics

Students Prior Knowledge:

- Familiar with some forms of ICT
- Connect numbers and names of numbers
- Compare, order and make correspondences
between collections of numbers
- Confidence with number sequences to and
from 1000
- recognise, model, read, write and orders
numbers
- Count collections to 1000 by partitioning
numbers using place value

Strand/Topic from the Australian Curriculum

Group, partition and rearrange collections

up to 1000 in hundreds, tens and ones to
facilitate more efficient
counting(ACMNA028)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Ethical
Literacy
Numeracy
ICT
creative
thinking
(may be addressed in the lesson)

competence

Cross-curriculum priorities

Aboriginal and Torres Strait Islander

histories and cultures
Proficiencies:(Mathematics only)

behaviour

Asia and Australias engagement

with Asia

Personal and
Social
competence

Intercultural
understandin
g

Sustainability

- Problem solving
- Understanding
- Fluency
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action
verb)
As a result of this lesson, students will be able to:
Identify place value by determining the number of tens, ones, hundreds, and thousands in
a given number.

Verbally repeat the displayed number students have made, either written base blocks or play
dough

Use a range of ICT equipment to work through place value activities.

Teachers Prior Preparation/Organisation:

- Butterfly clips and record numbers before
-

lesson
Place value chart
Play dough in different colours
QR Codes to be made and printed onto foam

die
1 large foam die
1 iPad
Ten base blocks
Place value chart

Provision for students at educational risk:

Students with high functioning Autism will work
with the teacher assistant to complete the
lessons and activities.
Ensure behaviour management is put into place
prior to the lesson by the everyday teachers.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as

relevant)
Time

Motivation and Introduction:

Children sit around in a circle. each student has a card. The
students with the starts card stands up and reads his/her
card. The student that has the next number stands up

Resources/Referenc
es
Align these with the
segment where they
will be introduced.
Teacher made cards
www.teaccherrecoursegal
ore.com

and reads and so on until the last student reads his/her

card and the number line is complete.

Lesson Steps (Lesson content, structure, strategies &

Key Questions):
Activity one - QR Codes and Base Ten Blocks
1. Explain to students how to use the OR Codes, QR
Code Reader, and the base ten blocks.
2. Students will then use the QR Code Reader,
downloaded onto the iPad to scan the QR codes
provided by the teacher.
3. These codes will produce a question or maths sum
that the students will need to answer.
4. The students will answer these questions using the
base ten blocks.
5. While completing the activity they will be asked

Laminated set of OR
CODES created by the
teacher
Ipads
Base Ten Blocks
Assessment checklist

questions in relation to place value.

6. This activity will continue until all the QR codes have
been read and the sums have been completed.
Activity two - Butterfly Clips and Play Dough
1. Prior to the lesson the educator will record large
numbers on the butterfly clips. These numbers will
range from ones, tens, hundreds, and thousands.
2. The children will each be given a ball of play dough.
3. The students press the button on the butterfly clip
and listen to the recording. They will then repeat the
number that was recorded out loud.
4. The students will then use the play dough to create

Recording Butterflies
Play dough
Assessment checklist

the number head on the butterfly clip and arrange the

numbers onto a place value chart in their correct


column.
5. While the students are making their numbers, the
educator will randomly point to numbers and question
the students. For example "What is the place value of
this number?"
6. Once the students have made their number the
educator will ask the students to say aloud the number
they have made with the play dough.
7. During the activity the teacher will ask at random,
key questions to do with place value.
8. This process will continue until all the butterfly clips
have been used.

Lesson Closure:(Review lesson objectives with

students)
Students will come together as a whole and review the
lessons. The teacher will ask some key questions about
the lesson to activate the students knowledge to see if
children were engaged in the activities.
Transition: (What needs to happen prior to the next
lesson?)
Students will be asked to move back to their own desks
and wait quietly until the school bell rings for recess
time.
Assessment: (Were the lesson objectives met? How
will these be judged?)
Formative assessment - The teachers will use a
checklist/rubric to assess the students level of
understanding throughout the lesson.