Basic Lesson Sequence Format 
Curriculum area:​  Maths      Date: T3 W2 Level:        S4,5&6 Duration: one week 
 
Resources/preparation/organisation:  
Modelling book and markers 
Maths books pencils 
cast to screen for youtube clip 
resource sheets 
cards (to use as manipulatable materials if required) 

Learning Outcome(s)/ Learning Intention(s​): What do I want children to learn? (WALT – We are learning to…)  
Learn to divide, equal sharing, decipher division word problems. 
 
Success Criteria​:  How will I and the children measure their success at achieving the learning? (WILF – What I’m looking for…)   
 
Assessment:​  How will I monitor children’s learning and success?  What assessment strategies will I use? 
 
Learning Experiences:   Evaluation of learning:​ What learning has 
What sequence of learning activities will I provide to help the children achieve this learning?  been achieved and what is required next?  
   
Session 1: Monday 
Number talk 48 ÷ 6 (8) 
Watch brainpop intro to division clip. Watch clip, discuss with class, and then move into number talk 
with the gumball problem. The concentration on this will be to find strategies to use when dividing.  
When we finish I can introduce new maths games, some of the class already know how to do them so we 
can break into groups to learn the different games. 
 
Session 2:​ ​Tuesday  
Number talk 3 ​ 6 ÷ 4 (9)​ ​24 ÷ 4 
Revisit - What is division? Key words; equal groups, fair sharing,  
Pizza worksheets, different sets of numbers for each of the groups.  
S4 ​start on mat, send off to finish​. ​3 pages of prototec then prodigy or maths game 
S5/6 h​ ave them start independently then return to mat to discuss. Worksheets can be glued into books​. 
Stay on mat to go through the worksheet. 
Maths activities, try to get some to use the new ones, we are trialling them to see if Mrs B likes them. 
 
Session 3:​ ​Wednesday 
Number talk 4 ​ 2 ÷ 7 (6) ​ 24 ÷ 4 
S5/6 will go to do​ 2​ ​3​ pages of Prototec, then they can go on Prodigy. Remind them first of the rules, quiet 
and no versing each other.  
S4 to stay on mat, p ​ okemon​ p
​ izza​ problem. We will start as a group to make sure everyone understands 
how we are going to work it out. Then they should be able to finish it right there on the mat​ together as a 
group​. If finished early they can do maths activities 
 
Session 4: Thursday  
Number talk​ 8 ​ 1 ÷ 9 (9) 
S4 will go to do 2 pages of Prototec, then they can go on Prodigy. Remind them first of the rules, quiet 
and no versing each other.  
S5/6 to stay on mat, discuss word problems and converting them to number equations before doing 
worksheet (from 123Numeracy). Practice a few with white boards and discussion. Then they can go to 
work on it independently. If they finish early have them practice writing an equation with a matching 
word problem. 
 
Session 5: Friday 
Number talk 121 ÷ 11 (11) 
S4 get cactus problem, page 1 as a group on the mat, they will then do page 2 as an independent activity, 
we will come back together to discuss 
Stage 5-6 get pokemon worksheet to work on independently, then come back later to discuss previous 
days worksheet  
 
Evaluation of teaching:​ What did I do well? What do I need to improve? What specific things will I focus on next? 
Maths got a bit hairy from time to time, between a misunderstanding by me, and nerves getting to me a bit. I have found working with such a broad
ability level class a bit hard, and I was underprepared for a session due to having the outdated maths levels list, but I am more confident going into
this next week. I will be more prepared​. 
 
 
 
 
 
Amendments in red