LESSON PLANNING

LEARNING AREA: Mathematics

YEAR LEVEL: Foundation TIME: 50 minutes

LESSON TOPIC: Measurement and Geometry

Foundation Year Level Description

The proficiency strands understanding, fluency, problem-solving and reasoning are an

integral part of mathematics content across the three content strands: number and algebra,
measurement and geometry, and statistics and probability. The proficiencies reinforce the
significance of working mathematically within the content and describe how the content is
explored or developed. They provide the language to build in the developmental aspects of
the learning of mathematics. The achievement standards reflect the content and encompass
the proficiencies.

At this year level:

 Understanding includes connecting names, numerals and quantities

 Fluency includes readily counting numbers in sequences, continuing patterns and
comparing the lengths of objects
 Problem-solving includes using materials to model authentic problems, sorting
objects, using familiar counting sequences to solve unfamiliar problems and
discussing the reasonableness of the answer
 Reasoning includes explaining comparisons of quantities, creating patterns and
explaining processes for indirect comparison of length.

AIM: Compare and order duration of events using everyday language of time (ACMMG007)

→Elaboration:
knowing and identifying the days of the week and linking specific days to familiar events.

LESSON OUTCOMES: Students will start to be familiar with the days of the week and the
correct sequence.

REFERENCES & RESOURCES:

Book: The Very Hungry Caterpillar by Eric Carle
Days of the week song: https://www.youtube.com/watch?v=yIvQOab00OQ
IWB (Interactive white board): days of the week sequencing activity
Maths workbooks
Stationary: colouring pencils, scissors, glue
STUDENT ASSESSMENT: Have the students understood the days of the week, and are able
to orally recall them?

SELF ASSESSMENT: Reflective questions.

•Have the students understood the sequence of the ‘days of the week’, and are able to either
orally or physically prove so?
•Were my instructions explicit and clear enough for the students to follow?
•Was I successful in manoeuvring the students into strategic seating positions to avoid
disruptive behaviour?

Where this lesson fits into the maths unit: Before this lesson occurs, there has already
been 2 weeks of working on measurement. The first week consisted of inquiring about length
and how length can be measured. Simple equipment such as steps, hands, feet and unifix
blocks were used to determine length. The second week was focussed on weight, and how
weight can be measured using simple equipment such as scales.

Vocabulary that has been utilised by the students so far includes: length, longer, shorter, taller,
shorter, height, heavy, lighter, the same.

The next section of this measurement unit will consist of days of the week and routines. Days
of the week and sequencing days of the week will be practised until students can confidently
orally recall the days of the week in correct order. After students have mastered days of the
week, vocabulary such as ‘yesterday’ and ‘tomorrow’, will be introduced. Routines within the
days of the week will then be introduced including things such as: day and night, school days,
weekends, what things are done in the morning and what things are done at night time.

TEACHING PROCEDURE:
TIME STEPS COMMENTS
Rearrange the seating
1. INTRODUCTION (whole class) of students when
necessary to reduce the
10 min •Seat students on the floor mat at the front of the
possibility of disruptive
classroom and make sure those who will be distracted are
not sitting next to each other. behaviour.

•Introduce and read the book: The Hungry Caterpillar.

•Reinforce behavioural rules whilst listening to someone

read, and that a best listener will be picked afterwards for
the class ‘frog chart’.

•Listening incentive: questions will be asked after the book

 has been read.

2. EXPLICIT TEACHING (whole class)

and/or
10-15 GUIDED DISCOVERY (whole class)
min
•Questions:
-what was the book about?
-was there anything that kept happening over and over
again in the book?
-what day did the caterpillar eat the pears? (Tuesday)
-what day did the caterpillar eat the oranges? (Friday)

•Explicit teaching: days of the week.

Go through the days of the week to gauge if the students
know the correct order:
(Sunday, Monday, Tuesday, Wednesday, Thursday,
Friday, and Saturday).

•Song to practice days of the week:

https://www.youtube.com/watch?v=yIvQOab00OQ

•Days of the week sequencing activity on the interactive

whiteboard. Choose students to come up to the
whiteboard to place the days of the week into the correct
sequence. Leave sequence up on the IWB for students to
refer to.
https://www.turtlediary.com/game/days-of-the-week.html

•Questions: what is the first day of the week?

second?
third?
fourth?
fifth?
last day of the week?

•Go through sequence one last time.

Students will need a

3. EXPLORATION/PRACTICE(group/individual) modelled demonstration
15 min on how to complete the
•Worksheet: students will individually complete the
worksheet, and how to
worksheet given. They will need to cut out the days of the
week, and glue them into the correct sequence on the glue it into their
caterpillar to practice the correct order. The correct workbooks.
sequence will remain on the IWB for students to refer to.

5 min 4. CONCLUSION (whole class share/reflect)

•Seat students back down on the floor.

•Use thumbs gauge: Thumbs up if they think they can

recall the order of the days of the week, thumbs down if
they don’t know, thumbs in the middle if they’re not sure.