Deakin University: Lesson Plan Template
Date: 1/06/2017
Mentor Teacher: Lynn Chembiah
Duration of the lesson: 40 Minutes
Title of Lesson: Calculating Collections of Coins
Intended Learning Outcomes/Learning
intentions:
What will the students be able to
know and do by the completion of
this lesson?
Prior Learning and Experiences:
How will students prior learning
and experiences be used in this
lesson?
Links to the curriculum (Victorian Curriculum) Recognise, describe and order Australian coins according to their value (VCMNA092)
and to the curriculum planning of the school
Resources, Materials and Organisation:
Lesson Structure
Year Level: Year 2
School: Fleetwood Primary School
Class size: 18 Students
Students will develop their understanding of calclulating how many cents are in Australian coins.
Eg. 5 cents in 5c, 50 cents in 50c, 100 cents in $1, 200 cents in $2, etc.
Students will develop an understanding of what specific coins will be used to calculate a particular amount.
Students will understand that it is easier to count a collection of coins when you group them within their
value.
Before completing this lesson, students had only been exposed to the Australian coins and are able to identify
silver and gold coins from smallest to largest. They havent experienced adding collections of coins, and unaware
of specific counting strategies.
Count and order small collections of Australian coins and notes according to their value (VCMNA111)
Plastic Australian coins
White paper
Coloured pencils
Whiteboard and whiteboard markers to display their understanding to the class
What you as teacher will do? What are the students doing? Timing
Beginning
At the beginning of the lesson, the Students will be seated listening 10 - 15 Minutes
teacher will investigate how each to the teachers directions.
students learning differentiates Students will participate in the
from one another. Ensuring that it class discussion.
provides the students with a Students will work collaboratively with their peers,
collaborative and inclusive learning sharing their understandings and knowledge.
environment.
The teacher will run a warm up
activity. On each of the students
tables, there will be a coin (5c, 10c
or 20c). The students task is to find
others in the class to make 50c
together. Once they have found a
group they will sit down quietly to
demonstrate that they have
completed.
Once the students have tallied 50c
numerous times, the teacher will
ask the students to group up to
make $1 (this will be included for
the more advanced children).
The children that establishes a
group the quickest, receives a
point. The individual student with
the most points will win a prize.
Middle
Students will then illustrate a Students are expected to work 10 - 15 Minutes
creature, which will be constructed indepentely, and raise their
using a coin. The students will hand if they require assistance.
colour their selected coin behind
the white paper, displaying the
shadow of the coin on the paper.
Once they have created their
creature, the students will be asked
to calculate how much their
creature equals.
Conclusion

Students will be called back to the Students are expected to 10 Minutes

floor to discuss their findings and
understanding within the class.
The teacher will represent for
challenging problems for the
students to complete as a class.
This will then facilitate their
participate in the class
discussion. As well as sharing
their findings and answers with
the class.
This discussion allows the
students to develop an
 understanding for the next lesson. understanding of any possible
misconceptions.

Mentor Teachers reflection

I think I loved the introduction more than what the kids loved it! That was a perfect to start to the lesson, it engaged them immediately and worked really
well to build the students foundation knowledge. Ensure that all students are being included within the game, because there were a few times that some
people missed out because they were unsure of how much money they had. Obviously the aim of the game but maybe you could adapt it in the future.
Great hands on and interactive lesson, it was great to see the students challenging themselves by constructing harder illustrations. Engaging and well
thought out activity, defintitely keep this resource for future use.
Ensure that students are managing their time effectively, give the students a time limit and make sure that they stick to this otherwise give them a
consequence. The kids often take advantage of fun lessons and you have to be a lot stricter on them in some cases.
Great thorough discussion during the conclusion, a variety of students were particiapating in the discussion, which was great to see. Try acknowledge
those students that dont put their hand up all the time, this encourages their learning and they are more inclined to raise their hand more often.

Deakin University: Lesson Plan Template

Date: 30/05/2017 Year Level: Year 2
Mentor Teacher: Lynn Chembiah School: Fleetwood Primary School
Duration of the lesson: 50 Minutes Class size: 18 Students
Title of Lesson: Introduction to money and its value
Intended Learning Outcomes/Learning Students will develop their understanding of calclulating how many cents are in Australian coins.
intentions: Eg. 5 cents in 5c, 50 cents in 50c, 100 cents in $1, 200 cents in $2, etc.
What will the students be able to Students will develop an understanding of what specific coins will be used to calculate a particular amount.
know and do by the completion of
this lesson?
Prior Learning and Experiences: Before completing this lesson, students had only been exposed to the Australian coins and are able to identify
How will students prior learning silver and gold coins from smallest to largest. They havent experienced adding collections of coins, and unaware
and experiences be used in this of specific counting strategies.
lesson?
Links to the curriculum (Victorian Curriculum) Recognise, describe and order Australian coins according to their value (VCMNA092)
and to the curriculum planning of the school Count and order small collections of Australian coins and notes according to their value (VCMNA111)
Resources, Materials and Organisation: Plastic Australian coins and notes, which will be distributed to each group.
Money Worksheet
Whiteboard and whiteboard markers to display their understanding to the class
Lesson Structure What you as teacher will do? What are the students doing? Timing

Beginning
Facilitate a discussion of their Students will be seated listening 15 - 20 Minutes
understanding of money. to the teachers directions.
What is money? Students will participate in the
How do you get it? class discussion.
What do you use money for? Students will work collaboratively with their peers,
What does it look like? sharing their understandings and knowledge.
What is the difference between
notes and coins?
How many cents are in specific
types of money? Eg. 50 cents
are in 50c, 70 cents are in 70c,
100 cents are in $1.
Each student will receive a coin and
they will discuss the features of the
money and discuss its value with a
partner.
Each partnership will share what
they discovered from investigating
their coin.
Once each group has discussed
their individual coin, one person
from each group will place their
coin/note in the middle of the circle.
As a class, we will order them from
smallest to largest in value.
Middle
Students will complete a worksheet Students are expected to work 15 20 Minutes
that will focus on calculating simple indepentely, and raise their
equations with small amount of hand if they require assistance.
silver coins.
For students who complete the
activity quickly, there will be an
 additional task available, which will
focus on calculating both gold and
silver coins.
The teacher will continuously roam
the classroom, to ensure the
students are not experiencing any
misconceptions.
Conclusion
Students will be called back to the Students are expected to 10 Minutes
floor to discuss their findings and participate in the class
understanding within the class. discussion. As well as sharing
The teacher will represent for their findings and answers with
challenging problems for the the class.
students to complete as a class. This discussion allows the
This will then facilitate their students to develop an
understanding for the next lesson. understanding of any possible
misconceptions.
Reflection and Self Evaluation: The introduction went really well, the students enjoyed working collaboratively with their peers, they
What aspects of the lesson seemed were able to understand and articulate the content that was being explored.
to be most valuable? The students were experiencing difficulties with the task, 10 students were unable to get the content. The
What aspects of the lesson could be lesson benefitted when I got those particular students to return to the floor and continue the work as a
improved and how could they be group.
improved? In future, I will ensure that I include visuals on the sheet. Most students were becoming distracted and
What follow-up will be required disrupted throughout the lesson. Some students mentioned that the sheet was too difficult, but once we
from this lesson? worked together on the floor they were able to understand the task.
The next lesson will focus on counting collections of silver coins, without gold coins and notes.
Mentor Teachers reflection
Good to set the expectations children responsed well to that and continued to raise their hands if they were to answer questions.
Great use of encouragement! Make sure they have included a variety of coins emphasising counting strategies will help this.
Make sure that you keep a look out for those kids that sit at the back of the group and try encourage them to contribute within the classroom discussion.
It will be challenging at first but once they know that they are onto them, they will automatically participate.
Really well done! Great introductory lesson, look forward to seeing more

Deakin University: Lesson Plan Template

Date: 01/06/2017 Year Level: Year 2
Mentor Teacher: Lynn Chembiah School: Fleetwood Primary School
Duration of the lesson: 50 Minutes Class size: 18 Students
Title of Lesson: Strategies to determine counting collections of Australian coins
Intended Learning Outcomes/Learning Students will further their understanding on what specific coins will be used to calculate a particular amount.
intentions Students will determine effective strategies to utilise while counting collections of coins
Prior Learning and Experiences Students will continue from the last lesson, they will focus on calculating the value of specifc coins and determine
the total of a combination of coins. This task deepens the students understanding by implementing appropriate
strategies, which can be used while counting collections of coins.
Links to the curriculum (Victorian Curriculum) Count and order small collections of Australian coins and notes according to their value (VCMNA111)
and to the curriculum planning of the school
Resources, Materials and Organisation Collaborative work sheet
Counting Strategy for Counting Coins PowerPoint
Whiteboard and whiteboard markers
Magnetic Australian coins
Lesson Structure What you as teacher will do? What are the students doing? Timing

Recap the lesson, focusing on the
importance of accurately
calculating a total amount of coins.
The teacher will view and explain
the Counting Strategy for Cointing
Coins powerpoint. This will
emphasise the importance of
counting the coins of larger value
first. It also highlights the
importance of grouping coins
before counting the collection. Eg.
Groups 5 10c pieces, to make 50c.
Once the PowerPoint has been
completed, the class will discuss the
essential strategies that have been
discussed.
Beginning
Students will be seated on the 10 - 15 Minutes
floor listening to the teachers
directions.
Students will be engaged within
the collaborative learning task,
while posing questions within
the class.
Students will effectively engage
with classroom task of
calculating the collection of
coins displayed on the
whiteboard.
As a class, students will calculate a
collection of coins with the teachers
assistance. This will be
demonstrated on the white board,
using the magnetic coins. The
teacher will emphasise the
importance of counting collections
effectively.
Once the students have
demonstrated their effective
understanding of calculating a
collection, they will be adviced to
work independently at their table.
Middle
Students will work in groups of 2 Students are expected to work 20 - 25 Minutes
and will each share their in small groups and provide
understandings of the task. support and share
Each group will receive five $2 understandings within their
coins, ten $1 coins, one 50c coin, group.
four 20c coins, four 10c coins and Students will collaboratively
four 5c coins. work in their groups to complete
Students will investigate how many the entire activity.
specific coins are required to
calculate a certain amount of
money. Eg. 2 + 50c = $1 or 50c + 20c
+ 20c + 10c = $1.
Students will investigate the
importance of adding the
collections of coins.
The teacher will continuously roam
the classroom, ensuring that
students remain engaged.
If there are common
misconceptions throughout the
class, the teacher will call the group
 to the floor and they will complete
the worksheet as a class.
Conclusion
Students will be called back to the Students are expected to 10 Minutes
floor to discuss their findings and participate in the class
understanding within the class. discussion. As well as sharing
The teacher will represent for their findings and answers with
challenging problems for the the class.
students to complete as a class. This discussion allows the
This will then facilitate their students to develop an
understanding for the next lesson. understanding of any possible
misconceptions.
Mentor Teachers reflection
Great use of ICT, this is a fantastic slideshow! Make sure you keep it for future reference.
Good work at keeping the class engaged throughout the entirety of the slideshow. I liked how you used think-pair-share, this is a great tool to use within
the early years classroom.
This was a great activity for the high and middle students, they were able to determine the collections. However, it was a little tough for the lower
students. You did well at adapting your lesson and catering for these students, it made them feel included within the learning environment.
Overall great lesson, loved how interactive and hands-on it was. Well done!

Deakin University: Lesson Plan Template

Date: 2/06/2017
Mentor Teacher: Lynn Chembiah
Duration of the lesson: 50 Minutes
Title of Lesson: Wipe Out
Intended Learning Outcomes/Learning
intentions
Prior Learning and Experiences
Links to the curriculum (Victorian Curriculum)
and to the curriculum planning of the school
Resources, Materials and Organisation
Year Level: Year 2
School: Fleetwood Primary School
Class size: 18 Students
Students will further their understanding on what specific coins will be used to calculate a particular amount.
Students will continue from the last lesson, they will focus on calculating the value of specifc coins and determine
the total of a combination of coins. This task deepens the students understanding by putting the students on the
spot to determine the total of a collection of coins.
Count and order small collections of Australian coins and notes according to their value (VCMNA111)
Dice containing sides representing Australian coins
 Recording sheet
Whiteboard and whiteboard markers to record the numbers that are being rolled
Lesson Structure What you as teacher will do? What are the students doing? Timing

Beginning
Recap the lesson, focusing on the Students will be seated listening 10 Minutes
importance of accurately to the teachers directions.
calculating a total amount of coins.
Explain the pupose of the game,
wipe-out,
The goal is to earn as much
money as possible, without
exceeding $10.
Support the students through a
practice round of the game. Record
the amounts rolled on the board
and invite students to find the
current total.
Middle
At the beginning of each round, Students will work individually 30 - 35 Minutes
every student stands. to calculate the value of the
The teacher will roll the special die. coins rolled.
Before each roll, students will Students will decide whether to
choose to sit down (earn no further sit or stand, during each round
money) or to remain standing (and of the game.
risk being wiped out by going over
the limit.
On each roll of the die, any student
still standing earns the amounf of
money rolled, recording it on their
sheet.
Once a student sits, they cannot
earn any more money in that
round.
If a student is standing and the total
 amount they have earned exceeds
$10, they are wiped-out and
cannot win that round.
The winner(s) of each round are the
student(s) who have earned the
most money without exceeding
$10. Each winner receives one
point.

Prompt the students to consider

the probabilities in the game by
asking questions such as:
Is it possible to be wiped out by
the next roll?
Khalid is still standing? What is
Khalid hoping will not happen
next?
Tristan just sat down. If the
next amount I roll is $5, could
Tristan win this round?
Conclusion
Reward the student who has the Students wil receive 5 Minutes
highest points within the class. independent awards.
Notify the students that they will Students will sit and listen to the
playing this game in a couple of teachers discussion.
weeks, for some extra practice.
Mentor Teachers reflection
Loved the concept of the game, really challenged the students thinking. This is great to see early in the morning!
Well done at scaffolding their learning, it was good that you identified that they didnt understand the instructions. The way you scaffolded the
instructions will benefit the students learning as well as your learning of becoming a teacher.