LESSON 4 OUTLINE- Mathematics

TARGET YEAR LEVEL: Prep/1

Learning Outcomes: On the completion of the lesson:

Students are beginning to develop their understanding of 1 more, 2 more and adding on 10 to a number. This can be observed by using
their worksheets to assess their understanding.
ACARA Objectives:
Mathematics:
Represent practical situations to model addition and sharing (ACMNA004)
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving
from any starting point (ACMNA001)
PHASES of the
EST
ACTIVITIES
Assessment/Resources/Differentiation.
LESSON
TIME
Introduction
*Sitting in a circle.*
Play round the world with the class.
Number the die says
*Magic Beans*
*Unifex blocks*
Plus one more
*Playing cards*
Plus two more
Exploratory
When you hear your name can you please come up and take your
(Student name) will have a colour how
activities
sheet and I will tell what you will need to do with it.
many sheet.
Can you also sit with your group at a table?
Number dominoes can be used for extra
Hand out the individual activity sheets to the following groups:
learning.
This order is done as the more capable students need less time for
instructions and can work without constant supervision.
Doubles/Triples:
(Student name) and (Student name).
Your activity is to take photos of doubles and triples representations
using unifex blocks. You have a list of numbers to double and then
triple once you have finished doubling.
Bridging 10:
(Student name) and (Student name)

They will need magic beans

Show them an example of how to play the activity with the cup
and 10 magic beans.
You will be using 10 magic beans to work out the sums that add up
to 10. You will then play a game with a cup and 10 magic beans. In
turns you will put a number of beans under the cup and your partner
will have to work out how many is under by counting the remaining
beans to bridge to 10.
+10:
(Student name), (Student name) and (Student name)
They will need playing cards but remove King, Queen and
Jacks.
Do a quick demonstration of how to do the activity.
In pairs you will have a set of cards (minus the King, Queen and
Jacks). You will split the pack in two and hand one half to your
partner and one for yourself. In turns, draw a card and the first person
to answer what would be +10 to the card that was drawn keeps it.
Continue till somebody has all the cards.
+2/+3:
(Student name), (Student name), (Student name) and (Student
name).
+2/+3 activity sheets.
Demonstrate how to use the sheets with the magic beans. Include
+1 group in the demonstration as it will be similar with their activity
sheets.
You can see that you have complete sums except the answer.
Underneath there a blank squares for you to put magic beans in to
match the number that is in the above square. The magic beans will
help with answering what 7+3 is. Once you have answered you can
draw in the number of dots in the place of your magic beans.
+1:

(Student name), (Student name), (Student name), (Student name),

(Student name), (Student name), (Student name).
+1 activity sheets.
Demonstrate with a practise go.
Now with your sheet, you will do the same but you will only need to
add on one to the sums. Lets have a practise of one

Summary

As they begin to complete their activities, have games set aside that
are well suited to what they have been doing.
Wrap up with Whats my number?

CLASS MANAGEMENT:
Actively keep an eye out for disruptive behaviour.

1-50 square chart

*Assessment*
Observations made during the lesson.
Their worksheets as hard copy evidence