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LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: 2. Time: 11am-12pm Date: 19th June 2018 Students’ Prior Knowledge:
Students can skip count by twos, fives and
Learning Area: Mathematics – Number and Algebra tens
Students have had an introductory lesson on
number patterns where they filled in continued
on and worked out the pattern
Strand/Topic from the Australian Curriculum
Describe patterns with numbers and identify missing
elements (ACMNA35)
1
Teacher self-reflection and self-evaluation:
I still need to work on my overthinking before each lesson. In my self-reflections this has come up a lot and while it is
a tricky habit to combat, I am going to really work hard in my last two weeks to get it under control.
Before you call students onto the front mat instruct them to quietly get
a whiteboard and a whiteboard marker and come and sit with it in Whiteboards/Markers
front of you on the mat. Reward students on the chart to reinforce
good behaviour.
Tell students that we are continuing number patterns today and the
WALT is “continue and fill in number patterns”.
Ask students,
“Who can remind me what a number pattern is?”
“If the number pattern is +2 does the difference between each
number stay the same?”
“Does a number pattern have to start from the number that is being
added on?” (A few kids asked this yesterday. For example, do +2
patterns have to start at 2.)
We will start with some simple questions on the board. I will write up a
number pattern and ask students to come up individually and either
continue the pattern or fill in the blank. Start with 2s, 5s and 10s.
BeeBots
After a few students have had a chance to fill in the board, we will do
the interactive game (multiples up to 5) that is a little bit trickier and
will see how much students know about numbers and number
patterns.
After the first level is complete, put students into four groups and tell
them that we will be using BeeBots to continue patterns and find the
missing number on their 100/50 charts.
100/50 Charts
2
20 and program it to get to 22, the next student will program it to get
to 24 and so on.
If time permits, give students small 100 charts. Have them cut out the
11:40am numbers and make their own number patterns. They can start at any
number and decide on a pattern (2s, 5s, or 10s) then order the
numbers based on the pattern. Stronger students can take numbers Exit tickets
out then get their partner to fill in the missing number.
Assessment: (Were the lesson objectives met? How will these be judged?)
Use exit tickets to check students off and write a comment if needed.
19th June What is the Figure out What is the Figure out Extension:
2018 number missing number the missing What is the
pattern number pattern number pattern
Keelie ✓ ✓ ✓ ✓ X
Cohen ✓ ✓ ✓ ✓ ✓
Taylan X X X X X
Izzy ✓ ✓ ✓ ✓ ✓
Bella ✓ ✓ ✓ ✓ ✓
Casey ✓ ✓ ✓ ✓ ✓
Lawrence ✓ ✓ ✓ ✓ ✓
Maya ✓ ✓ ✓ ✓ X
Skye ✓ ✓ ✓ ✓ X
Hayley ✓ ✓ ✓ ✓ X
Shiloh ✓ X ✓ X X
Jordi ✓ ✓ ✓ ✓ X
Millie X X X X X
Chloe ✓ ✓ ✓ ✓ ✓
Carla ✓ ✓ ✓ ✓ ✓
Mia ✓ ✓ ✓ X ✓
Hunter ✓ ✓ ✓ ✓ ✓
Rebecca X ✓ X X X
Brodie ✓ ✓ ✓ ✓ ✓
3
Ellie X X X X X
Hudson ✓ X X X X
Gabriel ✓ ✓ ✓ ✓ ✓