Primary Years

Doonside PS
Dharug Cluster

Introduction:
Lesson plan is attached which demonstrates the use of a Thinking mat to
deconstruct a word problem. The appropriate use of Metalanguage in
Numeracy is not a stand-alone, it used throughout the lesson, modelled by the
teacher as part of the expectation that the students will use the language to
describe how they are solving a word problem.

1
Stage 1 Multiplication and Division

OUTCOME: KEY IDEAS:

Uses a range of mental strategies and concrete material for multiplication and division. Rhythmic and skip counting, Model and use strategies for multiplication including equal
groups and repeated addition, Record using drawings, numerals symbols and words.
Knowledge and skills: Students learn about: Working mathematically: Students learn how to:
-counting by ones, twos, fives and tens Communicating WM1.3, applying strategies WM1.2, reasoning WM1.4, reflecting WM1.5
-describing collections of objects as rows of and groups of Word Problem: Riley has 2 trucks. He loads 5 boxes in each truck. How many boxes
-modelling multiplication as equal groups, equal rows or arrays did he load?
Activity: Metalanguage: Refer to Metalanguage Posters
-Solving word problem using Thinking mat incorporating Newmans prompts and Super 6 Teacher Models use of Metalanguage
Comprehension as tool
-applying strategies using groups and arrays Students use Metalanguage when describing groups of, rows of, collection of
Equipment: Thinking mat, counters, problem sheets, pencils and markers, paper
Warm Up Activity: Modelled activity:
Students practise skip and rhythmic counting, counting by 2s, 5s, 10s look at metalanguage, Discuss word problem, teacher models the use of the Thinking mat to deconstruct word
problem -
Tasks for each Level
Level 0 Level 1: NES1.3 Level 2: NES1.3 Level 3: NS1.3 Level 4: NS1.3 Level 5: NS2.3
No use or understanding of Forming Equal Groups Perceptual Multiples Figurative Units Repeated Abstract Units Multiplication and Division
how to form groups and or -Uses perceptual counting -Uses groups or multiples -Uses equal grouping and -Uses composite units in as Operations
manipulate objects. and sharing to form groups in perceptual counting and counting without individual repeated addition and -coordinates two composite
of specified size sharing e.g. rhythmic or items visible subtraction using the unit a units as an operation, e.g. 6
-Does not see the groups skip counting. -Relies on perceptual specified number of times. times 3 is 18; 186=3
Skill Level

as composite units and -Cannot deal with markers to represent each -May use skip counting or a -Uses multiplication and
counts each individual item. concealed items. group. double count. division as inverse
-Needs to represent the -May use fingers to keep operations flexibly in
groups before determining track of the number of problem solving tasks.
total. groups but as counting
occurs.
- Is not dependent upon
perceptual markers to
represent groups.
Students form equal Students use drawings Students use counters Students use Students use known
groups using counters to show groups of in array and markers/fingers to number facts and
and coloured sheets of and count using 1 to1 coordinates count coordinate count ; number sentence to
paper. to count total. using rhythmic count. 3,6,9,12,..... answer. Check answer
Activity

Students use 1 to 1 Students complete Students use Students check using another method.
count to find total. sentence; multiplication sign in a answer using repeated
Students complete e.g. 2 groups of 5 = 10. number sentence to addition and write
sentence represent an array. multiplication sentence
e.g. 2 groups of 5 = 10. e.g. 2X5= 10 found.
e.g 2X5 = 5+5=10

2
 Reflection Students demonstrate;

appropriate use of Metalanguage during Yarn Up when describing what they have learnt in the lesson;

ability to show an example of equal groups using concrete materials;

complete an array which shows 2 x 5 =10= 5 x 2

Level 0 Level 1: Level 2 Level 3 Level 4 Level 5

Teacher Observations of Student

Working Towards Working Towards Working Towards Working Towards Working Towards Working Towards
Peformance

Working At Working At Working At Working At Working At Working At

Working Beyond Working Beyond Working Beyond Working Beyond Working Beyond Working Beyond