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LESSON PLAN FORMAT

Lesson Topic/Focus: Partitioning Date: 4/05/16

VCF-10 Learning Area: Mathematics Year level(s): 1/2
VCF-10 Mode: Number and Algebra Lesson duration: 60
minutes
VCF-10 Strand(s): Number and Place Value

VCF-10 sub-Strand(s): Group, partition and rearrange collections up to 1000 in hundreds, tens
and ones to facilitate more efficient counting

Learning Standard(s)/Outcome(s)/Objective(s):
Children will be able to partition numbers up to 1000 to facilitate more efficient counting.

At the conclusion of this lesson, the students will know/understand that:

The students will understand that whole numbers can be made up from many smaller numbers
added together. They will know how to partition numbers up to 1000.

At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
Partition numbers and display place value in their answers.

Assessment:
Children will write up the different ways to partition a number in their workbooks, these will be
collected at the end of class.

Assessment criteria for analysis:

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Children have to write up at least ten different variations of the numbers (30, 47, 107 and
1063). Their workbooks will show if they have understood how to partition numbers up to 1000
and the place value of numbers.

Background to the learning:

A. References for teacher background knowledge
- Prior to this lesson research will be done so teacher is knowledgeable about partitioning
and what it means, by doing so research the teacher is also able to find language that
is relevant to the topic
B. Identify students current knowledge
- Children have been working with number and place value this term. They have done
activities that help them gain understanding about groups of ten and ones. The teacher
has informed me that soon they will be moving onto addition, so partitioning numbers
brings together place value and addition.

Lesson resources:
Multi-Attribute Arithmetic blocks (MAB) (As seen as in Appendix 1)
Mathematics Workbooks
Whiteboard & whiteboard markers
Icy-Pole sticks (grouped in tens and ones)
Mathematics Learning Wall (MLW)

Lesson content:
A. Introduction
15 mins
Children come in from playtime, get them to sit on the carpet in the corner facing the
whiteboard where the word partitioning is written.

Ask the children:

Does anybody know what this says?
Can anybody tell me what it means?
Would anybody like to have a guess what it means?
Once you have asked the children these questions and gotten some answers discuss with the
students what partitioning means.
(Partiton means to break into parts)
(Verb, doing/action word)
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Ask, what are some words we can use when talking about place value and addition?
(Write these words on the board, focus on mathematical language such as place value,
quantity, ones, tens, hundreds, thousands, add, plus, combine, sum, altogether etc. Add any
new vocabulary the students might begin to use during the lesson)
Let us look at an example using a 1 digit number, hands up if you have a one digit number
between 4-9
E.g. the number chosen is 9, so 5+4, 3+3+3 etc.
Do an example of a two digit and then a three digit.
Show how you can symbolise it using MAB blocks (ones, tens, hundreds) and then how to
partition using icy-pole sticks (tens and ones).
(Add the word partitioning and an example to the MLW)

B. Development
30mins
Write 30, 47 and 107 on the board or on a piece of paper.
Then write 1063 and cover it, have this as an extension or a bonus question.
Get the children to read out each number together
Tell them in this task they need to come up with at least ten varieties of each and they each
need to check that the answer is correct. As they are doing this walk around the classroom
listening to the language children are using and asking for them to justify their answers.
Pick three children to observe for assessment.

C. Consolidation, practice, extension

5 mins
If some of the children finish fast you can ask them to justify their answers and ask how do
you know that is correct which encourages them to check their work. For children that finish
the task early they can attempt the bonus question then once they do that they can come up
with their own numbers to partition.
D. Closure
5 mins
Near the end of the task, pick a couple children to bring their books to the mat to share their
results with their classmates.
Say 1, 2 loudly, in which the children will respond Eyes on you, Get the rest of the children
to pack away their books and then sit back down on the mat.
Get the selected children to read out some of their answers, then sit them down on the mat.
Ask who can tell me now after doing this task what partitioning means?
Then you can ask what was tricky about this task? Are there any strategies that helped you
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when doing this task?
Discuss this with your students and then end the lesson.
Lesson/activity transition:
5 mins
Step 1:
Get the children to all jump up and have a space bubble around them.

Step 2:
Perform some stretches and get the children to copy.

This section of the lesson plan shows

Catering for diversity:
implementation of differentiation in
teaching to meet specific learning
needs of students across the full
Enabling prompt: Learners who need
range of abilities which connects to
enabling are able to use MAB blocks and icy- standard 1.5.
pole sticks to help them visually represent
partitioning, this helps them to deepen their
understanding whilst using concrete materials.

Extending prompt: An extension is given with the bonus question on the board, from here
they are also able to come up with their own numbers and partition them.

English as additional language learner/dialect (EALL/D) learners:

The numbers are written on the board so they are able to keep referring to them, the
mathematical language written on the board will also assist them in using the correct language
to justify their equations.

Indigenous learners: The children will be working on tables with children who may be more
capable of the task. With the use of group interactions the children will be able to assist each
other which meets the needs of Indigenous Strategies for teaching Aboriginal
learners. and Torres Strait Islander students
(1.4) have been incorporated into
the lesson to cater for diversity.

Post-lesson review and evaluation:

Student achievement:
When implementing this lesson I found that some children struggled with creating 10 variations
as this was the first time they had done partitioning. During the lesson I recognised this and
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told the children that they could aim for 5 variations instead, I then used the goal of creating 10
variants for the children who needed extending prompts.

Teaching effectiveness:
From this lesson I have learnt that I need to modify what I teach depending on how the
children are feeling; the lessons need to be flexible. I should have seen the initial
understanding when they were sitting on the carpet and started with a simpler goal.
When walking around the classroom
During the lesson I was able to see the
during the activity I was looking to see students learning strengths and needs and
the childrens understanding and when alter strategies and approaches according to
what they needed. There was a wide range of
I saw they were struggling I went to diversity between the students and I was able
the white board and got their attention to cater to their ongoing needs. This connects
with standard 1.3 as I was able to
with a call and respond. From here I
demonstrate knowledge of teaching strategies
was able to alter the lesson to adjust that are responsive to the learning strengths
to their current learning strengths and and needs of students from diverse linguistic,
cultural, religious and socioeconomic
needs in that moment . backgrounds.

For future lessons I will be more aware

of the childrens moods and attitudes
towards the topic and alter my lesson plan as needed. My supervising teacher was impressed
with the effectiveness of my strategies to control the class and my efficiency when seeing what
tasks were working and what was not. She was pleased with my ability to alter the lesson plan
to the students needs during the class. When approaching the lesson I was confident and
used a professional voice and was able to interact well with the children.

ASSESSMENT GRID

Outcome/Standard/Objective
Children can partition numbers up to 1000 to facilitate more efficient counting.
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Student Assessment Criteria

1. Ability to partition 2. Ability to partition 3. Ability to partition
Name
numbers in the tens numbers in the numbers in the
place hundreds place thousands place
John was able to John was able to John was able to
John partition numbers in the partition numbers in the partition numbers in the
tens place and finished hundreds place, he also thousands place, he
this place value with ten came up with ten generated more than
variations. variations. ten variations and was
happy to read them to
everyone in the lesson
closure.
Jill showed difficulty Jill was not able to move up to the next place value
Jill understanding the (hundreds or thousands), she worked with
concept of portioning, concrete materials more to gain a better
she was able to partition understanding of the tens place.
in tens place.
Jenny was able to Jenny was able to Jenny was motivated to
Jenny partition numbers in the partition numbers in the compete the bonus
tens place hundreds place value question which was in
and also assisted some the thousands place
of her peers. value, she also came up
with her own numbers
and made numerous
variations between all
the place values.

Purpose of Assessment

To inform future lesson & student To ensure coverage of Victorian

learning Curriculum standards

Appendices

Appendix 1
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Officeworks. (2016). Learning Can Be Fun Wooden 121 Piece Set. Retrieved from
http://www.officeworks.com.au/shop/officeworks/p/learning-can-be-fun-wooden-121-piece-set-
edlwbts

Appendix 2
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Unknown. (2014). Place Value At Home. JAM's Class Blog. Retrieved from
http://jam.global2.vic.edu.au/category/maths/

Appendix 3

Mathematical Learning Wall

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Pinterest. (2016). Year 4 Teachers by A Plus Teaching Resources. Retrieved from

https://au.pinterest.com/pin/410249847281186498/