102603 Early Mathematics and Numeracy 2H 2019 1

MATHEMATICS LESSON PLAN 1

Stage: Early Stage 1 Grade: Kindergarten

Concept chosen: Subtraction

Aim: The aims of this lesson will be to enhance students’ ability in basic algebra with particular
regards to the aspect of subtraction. Since subtraction is a significant dimension of algebra
which contributes to the overall mathematical development of the children, the learners need to
build their efficiency in this particular aspect from an early age (Fuson, 2018). In this lesson, I
will utilise student-centred approach of teaching to ensure that the lesson addresses the
requirements of the children and helps in their mathematical development in an effective way.
This has been observed that the students have engaged in the work of basic subtraction earlier
with small numbers. However, many of them repeatedly provided wrong answers or responses
to the presented problems. Therefore, building on students’ prior knowledge, this lesson will
help them enhance their ability to subtract.

Learning Outcomes
PROCESS: CONTENT:

1. Students describe mathematical situations 1.Students model subtraction by separating and

using everyday language, actions, materials taking away part of a group of objects (NESA,
and informal recordings (NESA, 2019a; 2019b).
Board of Studies NSW, 2018).
2. Students use objects, actions, technology 2. Students record addition and subtraction
informally using drawings, words and numerals
and/or trial and error to explore mathematical (NESA, 2019b).
problems (NESA, 2019a; Board of Studies
NSW, 2018).
Resources:
1.Pencils
2.Papers
3.Sticky Notes
4.Cereal in small bags
5.Projector

Assessment Strategies:
For the assessment, I will utilise observation strategy and also use work samples of the students.
Observation strategies help teachers in identifying how the students practically utilise different
resources and techniques to solve mathematical problems (Buhagiar & Murphy, 2008). Since,
one of the aims of the lesson is to find out how efficient the students are in using resources and
strategies for subtraction, the observation will help in this case. Moreover, the work samples will
be collected and thoroughly assessed to find out the extent of correct responses given by the
students. This will help in finding out how efficient the students are in solving basic mathematical
problems with particular regards to subtraction.
Teaching & Learning Activities

1
Assignment 2 Student number and Name
 102603 Early Mathematics and Numeracy 2H 2019 2

Introduction: (10 minutes) Teaching Notes:

Before this lesson, a pre-lesson activity was The students will not be divided into any group.
utilised. In that, the students were provided with Rather they will be organised in the class as
sticky notes in which they had to write their per their usual sitting positions. Moreover, this
answers. This was observed that a will also be ensured that students are properly
considerable number of students provided organised and engaged by introducing visually
correct responses. attractive materials such as the PowerPoint
presentation.
This lesson will start with introducing the
concept of subtraction. For this purpose, I will
demonstrate a PowerPoint presentation on the
projector which will help students to become
familiar with different aspects of the concept.
This visual presentation will be used to make
the students interested and engaged. For
student engagement, I will also ask the learners
to ask questions if they have any so that their
conceptualisation becomes clearer.

After that I will give the students with a brief on

the objective of this lesson, how it will benefit
them, and what activities will be included. This
will help the learners to develop a proper
understanding of the lesson which will
potentially lead to enhanced student
engagement.
Body: (25 minutes)
 Pick 5 packets of cereal and hold over When the students are engaged in solving the
the head. Students will be asked to problems, the teacher will supervise and
answer how many cereals the teacher observe them. This will help the teacher to
has. identify how the students use different
strategies and techniques for subtraction. If it
 Eat 2 of the cereals and then ask, “Now, is found that a student is facing difficulty with
how many do I have?’ problem solving, the teacher will discuss the
issue with the student and provide them
 If students give wrong answers, provide explanation about the concept which would
explanation to them that 5-2 = 3. enhance that student’s understanding.

 Provide 6 packets of cereals to each

student and ask them to eat 2 of them.
Then ask the students, “Now, how many
cereals do you have?”

 Use the blackboard to write 6-2 = 4, 6-3

= 3, 6-4 = 2 etc. Ask the students to write
down these problems and solutions as
well on the papers with the provided
pens.

 Now, write some problems on the board,

i.e. 5-3 =? 3-2 =?, 5-4= ?, 6-4 = ? etc. In
2
Assignment 2 Student number and Name
 102603 Early Mathematics and Numeracy 2H 2019 3

total, 10 questions or problems will be

asked. Ask the students to solve these
problems. 10 minutes will be provided.

 Collect the work samples from the

students and evaluate their responses.
Conclusion: (10 minutes)
At the end of the lesson, the teacher will
reiterate the objectives of this lesson and
summarise the concept of subtraction. The
teacher will also provide feedback on the
students’ efficiency in mathematical problem
solving as per the observation. After that, the
teacher will also provide feedback on each
students’ ability to solve problems based on
their responses written on the work samples.
Finally, the teacher will ask the students to
reflect on their experience by asking questions
like: “How did you like this lesson?”, “Do you
think your ability to subtract has enhanced
during the lesson?”, “Do you still face issues
regarding this?” etc.
Potential for differentiation

Emergent: The emergent learners will face difficulties in assessing the problems with
appropriate techniques will provide up to 5 correct responses to the 10 questions.

Advanced: The advanced learners will appropriately utilise strategies to subtract and will
provide more than 5 responses to the 10 questions.

Lesson Evaluation:
This lesson was able to address students’ need to develop basic problem solving and
mathematical skills using subtraction. During the lesson, students’ conceptualisation
about the topic was enhanced. This was also observed that the students were primarily
not engaged with the lesson. However, after demonstrating the PowerPoint presentation
and introducing the cereals, the students got immensely interested. Their engagement
can be seen from the fact that they were asking questions and clarifications to issues
regarding their understanding of the concept. This was also observed that most of the
students provided more than 5 correct responses to the questions. Therefore, the desired
outcomes have been achieved. In future, I will change the lesson as per the context and
students’ learning capacity.

3
Assignment 2 Student number and Name
 102603 Early Mathematics and Numeracy 2H 2019 4

MATHEMATICS LESSON PLAN 2

Stage: 1 Grade: 1

Concept chosen: Division

Aim:

The aim of this lesson is to enhance students’ understanding about the concept of division and
also advance their skills regarding this concept so that their wholesome mathematical
development is enhanced. Division is one of those key basic mathematical concepts that do not
only help the students in their mathematics learning but also enable them to solve relevant
problems of everyday life through calculations (Mulligan & Mitchelmore, 1997). Therefore, this is
important that students develop an understanding of the concept and enhance related skills from
primary stages of education. In this lesson, a student-centred approach will be used to keep the
focus of the lesson on the students’ understanding, their abilities, their learning needs, and their
performance in an effective way. During some previous lessons, this has been observed that the
students have some understanding of this concept, however, they still not have appropriate skills
to divide a number with other specific numbers. Thus, the lesson will aim to enhance students’
learning in these aspects to promote their mathematics education.

Learning Outcomes
PROCESS: CONTENT:
1.Students describe mathematical situations 1.Recognise and represent division as grouping
and methods using every day and some into equal sets (NESA, 2019b).
mathematical language, actions, materials,
diagrams and symbols (NESA, 2019a).

2. Students use objects, diagrams and 2. Students model division by sharing a

technology to explore mathematical problems collection of objects equally into a given number
(NESA, 2019a). of groups to determine how many in each group,
e.g. determine the number in each group when
10 objects are shared between two people
(NESA, 2019b).

Resources:
1.Pencils
2.Papers
3.Counters
4.Projector
Assessment Strategies:
In this lesson, I will utilise observation and work samples in order to assess the students’
performance as well as the overall effectiveness of the lesson. For this purpose, I will thoroughly
observe the students when they are engaged in activities so that I can find out how they are
approaching the aspect of mathematical problem solving and what challenges are being faced
by them. This will help me to ensure that I find the learning status of the students and their
learning requirements. The work samples of the students will be assessed to find out the extent
to which the learners have been able to correctly solve the problems in an efficient way.

4
Assignment 2 Student number and Name
 102603 Early Mathematics and Numeracy 2H 2019 5

Teaching & Learning Activities

Introduction: (10 minutes) Teaching Notes:
At the beginning of the lesson, the teacher will The PowerPoint presentation will help in
ask the students to elaborate on their views making the students interested and engaged in
about the concept of division. Thereafter, the the lesson. Moreover, the follow up brief
teacher will demonstrate a PowerPoint discussion session will also encourage the
presentation which will introduce the students students to make questions and thus, get more
to different dimensions of the concept. The engaged. However, the lesson will not use any
visual representation will potentially attract the grouping strategy for students at any point.
students and engage them in the lesson. After
demonstrating the presentation, the teacher will
ask the students to state whether they have any
questions. After clarifying the inquiries, the
teacher will state the overall aim of the lesson,
the activities of the lesson (divide by 2 and 3).

Body: (30 minutes)

1. Write 2/2, 4/2, 6/2, 3/3, 6/3, 9/3 on the During the activities, the teacher will move
blackboard. Ask the students to provide around the classroom and individually observe
responses or answers to the problems. each child. This will provide first-hand insights
into how the students are approaching the
2. After that, write the correct responses to problems. If the students face any issue
each problem. regarding solving the problems, the teacher will
discuss the issue with them and further explain
3. Identify the extent to which the students the concept.
have been able to provide correct
answers and then, move on.

4. Provide each student with 15 counters.

5. Ask the students, “If there are 3

individuals, and you have equally divide
the counters among them, how many
counters each person will have?”

6. Give students 2-3 minutes to answer.

7. Ask the students, “If there are 2

individuals and you have to divide 10 of
the counters equally among them, how
many counters each person will have?”

8. Wait for their answers. Ask the students

to write correct responses on the papers
using the pencils provided to them.

9. Write 10 problems (5 for division by 2

and 5 for division by 3) related to division
on the blackboard. Give the students 5

5
Assignment 2 Student number and Name
 102603 Early Mathematics and Numeracy 2H 2019 6

minutes to write their answers/

responses to those problems.

Conclusion: (10 minutes)

After the activity ends, the teacher will restate
the aim of the lesson and will re-brief the
concept of division. After that, the teacher will
provide feedback on what exactly he observed
regarding the students’ approach to problem
solving. Finally, the teacher will declare the
results of each child with regards to the 10
problems given to them and also provide
constructive feedback on how they can improve
their abilities. The lesson will end with asking
the students some reflective questions (i.e. ‘do
you think this lesson has helped you in
enhancing your understanding of division?’,
‘are you still facing any issue regarding
conceptualisation?’ etc.) and discussing them.

Potential for differentiation

Emergent: Uses strategies to solve problems regarding division but the application is not
considerable. Needs supervision and enhanced guiding for solving the problems. Provides up to
5 correct responses to the questions.

Advanced: Appropriately uses problem solving skills in a comprehensive manner and can
independently solve the problems to a great extent. Has understanding of different dimensions
of the concept. Provides more than 5 correct responses to the questions.

Lesson Evaluation:
This lesson has been able to enhance students’ understanding of the concept of division
and the skills related to problem solving using division. This was observed that the
students were interested and engaged in the lesson. Furthermore, the use of counters
encouraged them to get more engaged as they approached problem solving in a playful
way. The results of the work samples suggest that the majority of the students were
advanced learners, however, they stated that they were not completely familiar with the
concept earlier. Thus, the lesson has been successful in achieving the desired outcomes.
In future lessons, I will modify the activities and strategies as per the students’ learning
status and needs. As of now, I have asked the students to practice such division at home
using their toys or other play materials.

6
Assignment 2 Student number and Name
 102603 Early Mathematics and Numeracy 2H 2019 7

MATHEMATICS LESSON PLAN 3

Stage: 1 Grade: 2

Concept chosen: Three-Dimensional Space

Aim:
This lesson aims to enhance students understanding of different sorts of spaces and shapes with
particular regards to three-dimensional space. Understanding the different dimensions of shapes
and space is one of the most significant pre-requisites for the young learners’ mathematical
development (Verdine, Lucca, Golinkoff, Hirsh-Pasek, & Newcombe, 2015). Therefore, the
lesson will focus on enhancing students understanding and relevant skills related to the concept.
However, this has been observed that although the students have a considerable knowledge
about 2-D space and shapes, they have only been minimally introduced to 3-D space. Therefore,
drawing upon their understanding of two-dimensional space and primary conceptualisation of
three-dimensional space, this lesson will promote their mathematical abilities.
Learning Outcomes
PROCESS: CONTENT:
1.Students use objects, diagrams and 1.Students identify and name familiar three-
technology to explore mathematical problems dimensional objects, including cones, cubes,
(NESA, 2019a). cylinders, spheres and prisms, from a collection
of everyday objects (NESA, 2019d).

2.Students describe mathematical situations 2. Students recognise familiar three-dimensional

and methods using every day and some objects from pictures and photographs, and in
mathematical language, actions, materials, the environment (NESA, 2019d).
diagrams and symbols (NESA, 2019a)
Resources:
1.Pencils
2.Papers
3.Projector
4.Three-dimensional materials of different shapes
Assessment Strategies:
For this lesson, I will utilise observation and work samples in order to assess the students’
performance as well as the overall effectiveness of the lesson. For this purpose, I will thoroughly
observe the students when they are engaged in activities so that I can find out how they are
approaching the aspect of mathematical problem solving and what challenges are being faced
by them. This will help me to ensure that I find the learning status of the students and their
learning requirements. Furthermore, the observation strategy will also help me in understanding
whether the students are able to different shapes or materials of diverse three-dimensional
shapes. Furthermore, the strategy will also assist in identifying the ways in which the students
recognise three-dimensional shapes and the processes through which such understanding takes
place.
Teaching & Learning Activities
Introduction: (15 minutes) Teaching Notes:
At the beginning of this lesson, the teacher will The students will be organised in the class
ask the students about their understanding of through engagement and encouragement. The
dimensions and three-dimensional shapes. PowerPoint presentation and the brief
After that the teacher will define these aspects discussion will help the teacher to make sure
and elaborate on them. This will be followed by

7
Assignment 2 Student number and Name
 102603 Early Mathematics and Numeracy 2H 2019 8

a PowerPoint presentation which will that the students are intricately involved in the
thoroughly describe the differences between lesson in an organised way.
diverse dimensional shapes as well as relevant
information about three-dimensional shapes.
The teacher will also introduce a few materials
of 2-dimensional and 3-dimensional shapes to
enhance students’ understanding of the
concept. After that, a brief discussion will be
held to find out what understanding the students
have developed about the concept and whether
there is any difficulty of conceptualising the
subject. Students will be encouraged to discuss
with each other too by sharing thoughts. In this
way, the students will be engaged in the lesson.

Body: (30 minutes)

 The teacher will ask the students to
name some 2-D shapes and 3-D
shapes.
 The teacher will ask the students, “How
can you recognise a three-dimensional
shape?”
 Students will be given appropriate time
to answer.
During the activities, the teacher will supervise
how students are recognising the three-
dimensional shapes, what is contributing to
their understanding, and whether they are
appropriately recognising the shapes. The
teacher will also provide guidance and help to
students who are finding it difficult to recognise
and name the shapes. No grouping strategy
will be used in the lesson.

 Provide each student with dice, bouncy

balls, small funnels, film canisters, paper
sheets. Ask the students to mention
which of them are 2-D shapes and which
of them are 3-D shapes.

 Ask students to write down their

responses against each of the element
on the provided papers.

 Provide each student with a Hershey

kiss, caramel cube, combo pretzel, malt
ball, paper sheets, triangle shapes, and
circle shapes. Ask the students to sort
out the 3-D shapes from them and name
each shape accordingly. Ask the
students to write down their responses
on the papers.

8
Assignment 2 Student number and Name
 102603 Early Mathematics and Numeracy 2H 2019 9

Conclusion: (15 minutes)

When the lesson ends, the teacher will organise
another brief session to again explain the
concept of three-dimensional space. After that,
the teacher will elaborate on how each student
has performed on the basis of the observation
and their performance. Furthermore, the
teacher will also ask the students to reflect on
their learning experiences, whether they think
that the lesson has helped them, what more
they need with regards to better
conceptualisation, and what more elements
they want to be incorporated in future lessons.
The students will also be asked to state what
they think about their performance before
providing the feedback.

Potential for differentiation

Emergent: These students will be able to identify 2-D shapes but will have some considerable
difficulty with regards to recognising and naming the 3-D shapes. However, these students will
demonstrate a desire for learning more about the concept.

Advanced: These students will be able to provide correct responses to most the problems or
questions asked to them. They will also be able to name most of the 3-D shapes.

Lesson Evaluation:
In this lesson, I have divided the timing of each part of the lesson in accordance with their
objectives and content. Accordingly, providing considerable time for introduction has
enabled the students to enhance their conceptualisation. The students also had sufficient
time for completing the activities. This was observed that the students were thoroughly
engaged during the entire session. A considerable number of students were able to
correctly recognise the 3-D shapes, name them, and sort the relevant materials
accordingly. Since, the students did not have comprehensive understanding of the
concept, this can be asserted that the lesson has been able to achieve its aim. In future
lessons, the focus will be on enhancing students’ understanding of such shapes and
spaces in a more in-depth manner. Technological elements will be used for better
outcomes.

9
Assignment 2 Student number and Name
 102603 Early Mathematics and Numeracy 2H 2019 10

REFERENCE LIST

Board of Studies NSW. (2018). Mathematics K-10 Syllabus. Sydney: Board of Studies
NSW.
Buhagiar, M. A., & Murphy, R. (2008). Teachers’ assessments of students’ learning of
mathematics. Assessment in Education: Principles, Policy & Practice, 15(2), 169–
182. doi: 10.1080/09695940802164192
Fuson, K. C. (2018). Relating Math Words, Visual Images, and Math Symbols for
Understanding and Competence. International Journal of Disability, Development
and Education, 66(2), 119–132. doi: 10.1080/1034912x.2018.1535109
Mulligan, J. T., & Mitchelmore, M. C. (1997). Young Childrens Intuitive Models of
Multiplication and Division. Journal for Research in Mathematics Education, 28(3),
309–330. doi: 10.2307/749783
NESA. (2019a). Outcomes (linked to course content). Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/mathematics/mathematics-k-10/outcomes
NESA. (2019b). Addition and Subtraction: Early Stage 1. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/mathematics/mathematics-k-10/content/648
NESA. (2019c). Multiplication and Division: Stage 1. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/mathematics/mathematics-k-10/content/1107
NESA. (2019d). Three Dimensional Space: Stage 1. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/mathematics/mathematics-k-10/content/1115
Verdine, B. N., Lucca, K. R., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. S. (2015).
The Shape of Things: The Origin of Young Children’s Knowledge of the Names
and Properties of Geometric Forms. Journal of Cognition and Development, 17(1),
142–161. doi: 10.1080/15248372.2015.1016610

10
Assignment 2 Student number and Name