Assignment One: Lesson Plan Sequence

During their Foundation year children are introduced to a number of

mathematical ideas that help them develop number sense. Number sense refers
to a childs general understanding of number and operations along with the
ability to use this understanding in flexible ways to make mathematical
judgements and develop useful strategies for solving complex problems
(Ehrenberg, A & Robinson, S 2011, p. 1). Throughout the Foundation year,
children will be introduced to mathematical language and focus on skills such as
the ability to count from zero to 10, 20 and 30, count forwards and backwards,
problem solve and order numbers up to 30 (Tertini, J 2013, pp. viii xii).
The following five mathematical lesson plans have been created for a class of
children in their Foundation year. The class consists of 22 children, including
seven girls and 15 boys. Students come from a variety of cultural backgrounds
however all students speak English. While all students are developmentally
different in terms of their learning, no major learning difficulties have been
identified. All students have a level of pre-number experience, such as being able
to identify channels on the TV or levels in the lift, and have spent previous
lessons learning to count from zero to five (Reys, R et al 2012, p. 142). They
have also been introduced to numeral cards and have had practice grouping
concrete materials. The first of the five lessons begins with a focus on counting
from zero to 10. Each lesson plan includes both support and extension for those
students who are either struggling or excelling.
Activities are included in each lesson. Before beginning any activity the teacher
will explicitly model what the children need to do and invite student
interaction/questions in order to clarify the task. Parents have also been
approached and on days where activities are more complex there is the option of
having parent helpers who can supervise and/or help small groups.

Lesson Plan 1:
Year Level: Foundation
Topic: Number & Place Value
Content Description (Australian Curriculum): Connect number names,
numerals and quantities, including zero, initially up to 10 and then beyond
(ACARA, 2012)
Lesson Objectives:

Practice counting from zero to 10

Practice grouping concrete materials (zero to 10)

Assessment:

Students can count from zero to 10

Students group concrete material (zero to 10)
Students can identify what number comes before/after

Support:

Students can be paired with a partner with more advanced skills

Working under teacher supervision in small groups

Extend:

Students will be able to subitise

Materials:
An Australian 1, 2, 3 of Animals (book)
Number cards
Concrete materials (counters, teddies etc.)
Lesson Outline
Introduce (15 minutes):
Adapted from: Department for Education Western Australia, 2010

Today I will introduce the book An Australian 1, 2, 3, of Animals to the

students. I will show them the cover of the book and encourage them to tell
me what they think the story will be about. I will then show the students the
illustrations on each page, introduce them to the animal, and ask them to tell
me how many animals are in each group (e.g. six sugar gliders).
Activity (35 Minutes):
Students will be paired up and given a set of number cards that are out of
order. Students will be asked to put them in order from zero to 10. Still in pairs,
students will then be given concrete materials (e.g. counters) and asked to
make groups using the counters.

Can you make a group of five?

Can you make a group of three?
Take note of how students put their groups together. Once students have made
groups of counters from one to 10 they will be asked to match their numbers
cards to the groups.
Can you put your group of two counters on the card that has number two on
it?
Once all ten groups are matched to the number cards I will ask students to put
them in order, then I will ask a number of questions relating to the numbers.
Can you show me number six?
Find number 3. What comes before/after?
How many are in this group?
Reflect (10 minutes):
Bring the class together with their number cards. Have students put them in
order from zero to 10 and ask them to share something they have discovered
about a number (e.g. If I have five I need another five to get to 10, I know this
is a six because it is round, the number after 3 is four etc.). The responses I
receive will give me a good idea of where my students are at with their
understanding of the numbers zero to 10 (which students need to be
extended/which students need to spend more time on these numbers).
Lesson Plan 2:
Year Level: Foundation
Topic: Number & Place Value
Content Description (Australian Curriculum): Connect number names,
numerals and quantities, including zero, initially up to 10 and then beyond
(ACARA, 2012)
Objectives:

Practice number pairs that make up 10 using concrete materials

Assessment:

Students can tell me how many counters are in each group

Students can tell me different number pairs to make up 10

Support:

Revise counting from zero to 10 if needed

Students can be paired with a partner with more advanced skills
Working under teacher supervision in small groups

Extend:

Students will use dice when playing 10 Fish

Materials:
Paper
Counters
10 Frames (with dots)
Access to a computer with projector (or smart board)
Lesson Outline
Introduce (15 minutes):
Todays lesson will start with a song introducing number pairs from zero to 10
called Number Pairs Song. I will then use a 10 frame with two different
coloured dots on it (black and red) and ask students questions about what they
see.
There are two red dots, how many black dots do I need to make 10?
Now Ive got five red dots, how many black dots will I need?
Give each student a 10 frame with a different combination of dots on it.
Encourage them to share with the class what their combination is (I have five
red and five black dots. I have 10 altogether).
Activity (30 Minutes)
Adapted from: Tertini, J 2013, p.6

I will ask students to sit in a class group on the carpet and I will model the 10
Fish problem solving activity to them. The game involves 10 counters and two
pieces of paper (each piece of paper represents a fish bowl) and requires
students to put the counters into the bowls using different number
combinations. All counters must be used. I will model how this is done using
blank paper clipped to a stand and textas. I will use two circles and dots to
represent the paper and counters (or counters with blu-tack on the back can
be used).
I can put three fish in one bowl and seven in the other.
I can put five fish in one bowl and five in the other.
As I do this students will be encouraged to respond with their ideas and
suggestions. I will verbalize my thinking to engage students in the process. I
will repeat the procedure until students become confident. Students will then
return to their desks where their paper and counters will be waiting so they
can work independently to come up with as many different combinations as
possible. As they are undertaking the activity I will approach individual
students and ask questions.
Which bowl has more?

Which bowl has less?

Can you tell me how many is in this bowl?
Ask students to mark down the different combinations they come up with in
their notebook using dots, circles or numerals to represent the fish.
Extension Students will use a dice to determine the number of fish in bowl one.
They will use the remaining counters in bowl two (I rolled a three so there are
three fish in one bowl and seven in the other).
Reflect (10 minutes):
Bring students back as a group and ask them to share the different
combinations they came up with. Use 10 frames with dots for visual
representation as students share their information, and record the addition
equation on the board as well (3 + 7 = 10). This gets students thinking about
different ways numbers can be represented, while also allowing for a quick
check if any combinations are missing (3 + 7 = 10 and 7 + 3 = 10). Discuss
how many different combinations were discovered.
Lesson Plan 3:
Year Level: Foundation
Topic: Number & Place Value
Content Description (Australian Curriculum): Establish understanding of
the language and processes of counting by naming numbers in sequences,
initially to and from 20, moving from any starting point (ACARA, 2012)
Lesson Objectives:

Students will practice counting from zero to 20

Students will practice using number combinations to make up 20
Students will practice counting on (zero to 10)

Assessment:

Students can count from zero to 20

Students share the number combinations they have discovered
Students can count on from numbers between zero and 10

Support:

Use concrete materials for assistance

Students will work with a buddy when doing the activity
Revise counting from zero to 10 if needed

Extend:

Students will use three dice while playing Fill The Frames

Materials:

 Access to a computer with projector (or smart board)

Blank double 10 Frames (can be made into a book)
Counters
Dice
Number cards
Coloured pencils
Lesson Outline
Introduce (15 minutes):
Todays lesson will start by having students revise their knowledge of counting
from zero to 10 by putting number cards in order. Once the number cards are
in order ask students what they know about numbers from 10 to 20.
What number comes after 10/11/12 etc.?
As they are telling the numbers I will place them into a pocket chart. I will
then show them a song about the number 20 called Counting to 20 Song.
Students will then practice counting forwards from zero to 20, then revise
counting on from different starting numbers (zero to 10).
Activity (35 minutes):
Adapted from: K-5 Maths Teaching Resources LLC, 2015

I will model the activity Fill The Frames, which will give students the
opportunity to explore the number 20, to the class as a whole (appendix A).
Once students are confident I will put them in pairs. Each student will have a
collection of blank double 10 frames (can be in the form of a book), and each
pair will have coloured counters and a dice. The students will take it in turns
rolling the dice and counting out a matching number of counters which they
will place on top of a blank square on their 10 frame. Students will use
different coloured counters for each roll and continue taking turns until both
have filled their 10 frames. After each game, students will colour in the
squares of their 10 frames in different colours (matching the counters) so they
have a visual representation of the number combinations that go into 20 that
they can keep. Encourage those that can to have a go at recording their
findings as a number equation.
Extension: Students will use three dice. They will take it in turns rolling the dice
and placing counters onto their 10 frames (using a different colour for each
dice). Students will record the numbers rolled and total as an addition equation
(6 + 5 + 4 = 15).
Reflect (10 minutes):
Bring students together and ask them to share what they discovered.
How many rolls did it take to get to 20?

What number combinations did you come up with?

If I rolled 12, what number would I need to reach 20?
Ask students to share their coloured 10 frames with the class for a visual
representation of the different combinations they came up with. The students
doing extension can share the number combinations they came up with using
the three dice and these can be put on the board as addition equations (6 + 4
+ 1 = 11).
Lesson Plan 4:
Year Level: Foundation
Topic: Number & Place Value
Content Description (Australian Curriculum): Establish understanding of
the language and processes of counting by naming numbers in sequences,
initially to and from 20, moving from any starting point (ACARA, 2012);
Compare, order and make correspondences between collections, initially to 20,
and explain reasoning (ACARA, 2012)
Objectives:

Students will practice number pairs from zero to 20 (intro to addition)

Students will practice recording addition sentences

Assessment:

Students can add small groups of unifix blocks together and correctly

identify the number of blocks in the new group

Students can record addition sentences

Support:

Working under teacher supervision in small groups

Revise counting from zero to 20 if needed
Double 10 frames can be used for support

Extend:

Students will use three dice when playing The Tower Game

Materials:

Access to a computer with projector (or smart board)

Counting on Friends (book)
Unifix blocks
Dice
Coloured pencils
Grid paper
Number board (depicting numbers one to 12, one to 20 for extension

students)
Lesson Outline

Introduce (15 minutes):

Todays lesson will start with a short song called Friends of 10 to introduce the
students to the friends of 10 and get them thinking about addition. I will then
read them Counting on Friends, a book about addition. Once I have read the
book through in its entirety I will re-read it, this time asking students to interact
with each page.
If two mice are hiding in their hole and they hear three more mice, how many
mice are there all together?
If four fish are in the river and they see two more, how many fish are there all
together?
Activity (35 minutes):
Adapted from: K-5 Maths Teaching Resources LLC, 2015

Under teacher guidance students will play The Tower Game as an introduction
to addition. Each student will be given unifix blocks, two dice and a number
board (columns with the numbers one to 12 at the top). Students will roll the
dice and build a tower to match the total which they will place on the tower
board under the correct number value. This process will be repeated until each
student has made ten towers.
Students will then be asked to join two of their towers together.
Find your tower of two, then your tower of seven. Can you join them together?
Who can tell me how many blocks are in the new tower?
Can you find the correct number column to place the new tower in?
Find two towers that can combine to make one tower of 20.
Once students gain an understanding of the process I will introduce the
recording of addition sentences using a grid book and coloured pencils.
+
4

=
3

Repeat the process until all the towers are use.

Extension Students will be given three dice when playing The Tower Game.
Students will record their addition sentences during both stages of the game
(when they build their initial towers and when they join their towers together in
stage two). Students will use a grid and coloured pencils if needed, or they can
just write the numerals.
Reflect (10 minutes):
Bring students back as a group and ask them questions related to their towers.
Ask them to verbalise how they made their towers.
What combinations went into your tower of 20?

What combinations went into your tower of 10?

How else can we get to 20?
Students can demonstrate using their unifix blocks (they can put them
together and/or break them apart). Use the board to display the combinations
students come up with as addition equations. Discuss how many combinations
were discovered and if students can think of any that may have been missed.
Lesson Plan 5:
Year Level: Foundation
Topic: Number & Place Value
Content Description (Australian Curriculum): Connect numbers names,
numerals and quantities, including zero, initially up to 10 and then beyond
(ACARA, 2012); Represent practical situations to model addition and sharing
(ACARA, 2012)
Objectives:

Students will practice addition skills

Students will practice problem solving

Assessment:

Students can correctly identify the number of legs in each group of

animals

Support:

Working under teacher supervision in small groups

Revise counting from zero to 20 if needed

Extend:

Students will play the extension version of the game

Materials:
Unifix blocks
Animal Zoo worksheet
Plastic animals
Lesson Outline
Introduce (10 minutes):
Todays lesson will start with a game. Each student will be given a plastic
animal. I will ask students questions about their animal.
How many legs does it have?
How many eyes?
How many tails?
I will then pair the students up and repeat the questioning, but this time they

will have to give an answer based on both animals (e.g. one dog and one
chicken = six legs). This can be repeated again with groups of four students
and four animals.
Activity (40 minutes):
Adapted from: Tertini, J, 2013 p.33

Under teacher guidance, students will play Animal Zoo where they will
combine their addition skills with problem solving. Students will be given a
worksheet that depicts groups of animals and how they live (alone, in pairs, in
groups) along with unifix blocks. Ask students to look at the sheet and ask
them questions about what they see.
If four cats lived in a house, how many legs would there be?
How many legs do the dogs have altogether?
Students can use unifix blocks to depict and group the legs. Have students
draw the right number of legs in each home.
Extension Students will use a dice to roll the number of animals for each
enclosure. They then proceed as above (record the number of legs, tails and
eyes for each enclosure) and come up with a total (e.g. four dogs = 16 legs,
four tails, eight eyes; 16 + 4 + 8 = 28)
Once worksheets are completed, choose places around the class and put a
label up to show students how many legs go there. Tell students (in small
groups) to go and stand in the right place for the right amount of legs.
There are four legs in the back corner and eight in the front of the room.
There are two legs in the middle of the room.
Reflect (10 minutes):
Bring students back as a group to share their findings. Ask them to
demonstrate to the class how they arrived at their answers.

Number sense is essential to understanding mathematical concepts and builds

the foundation for more complex thinking that develops in subsequent years
(ACARA, 2013). Children in their Foundation year need to explore different ways
of making sense of whole numbers as an understanding in this area provides the
basis for work with fractions and decimals, estimation and measurement and
data (Reys, R et al, 2012, p. 141). This understanding develops through working
with concrete objects and provides children with the skills needed to undertake
many problem solving activities. Once these concepts have been grasped,

children will have a solid foundation for moving into the four operations of
addition, subtraction, multiplication and division (Reys, R et al, 2012 p. 197).
Children develop number sense over time through exploring numbers,
visualising them in a variety of contexts, and relating them to [real life
situations] and it is important their learning is not rushed (Ehrenberg, A &
Robinson, S 2011, p. 1). As all students are developmentally different and learn
at different rates new concepts should be introduced gradually, and sequentially,
and teachers should provide extra support and revision for students who need
help. The five mathematical lesson plans that have been presented gradually
introduce new concepts related to number sense, with each lesson building on
knowledge gained in previous lessons. Each lesson uses hands-on activities,
songs, books and open ended questioning as a way to engage students and keep
them interested in the subject matter.
Assessment is primarily formative and will focus on student achievement
throughout each lesson and activity. It will be done via observation, which will
include writing notes about each student in a notebook and having a quick
checklist with key learning ideas/outcomes for each lesson that can be ticked off
(Reys, R et al, 2012 pp. 71). Questioning will also be used as a form of
assessment, e.g. can the student explain their thinking/how have they
approached the problem (Reys, R et al, 2012 pp. 71-73). This type of assessment
will help gauge where the students sit in regards to their understanding of the
concepts that have been covered and ascertain who understands and would
benefit from extension, who is developing their understanding and requires
revision and who does not understand.
By the end of their Foundation year students should be able to connect names,
numerals and quantities, count numbers in sequence, continue patterns,
compare lengths of objects, problem solve and explain the reasoning behind
what they have done (ACARA, 2013). This ensures they are developmentally
ready for the mathematical concepts they will be introduced to in Year 1.

References
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Appendix A

K-5 Maths Teaching Resources LLC 2015, K-5 maths teaching resources: Counting activities, K-5
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