LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: Pre Primary Date: Term 2, Week 4-5 Students’ Prior Knowledge:

Learning Area: Numeracy

 Little understanding of how to bundling

The proficiency strands that are involved in the lesson are;  Most understand the numbers 0-20 and some
 Problem solving
 Understanding students above.
Content Strand of Number and algebra:
 Connect number names, numerals and quantities,
including zero, initially up to 10 and then
beyond (ACMNA002)
 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)

General Capabilities ( areas that are covered in the lesson)

Personal and
Literacy Numeracy ICT Critical and Ethical
Social
Intercultural
competence creative thinking behaviour understanding
competence
Cross-curriculum priorities ( areas that may be addressed in the lesson)
Aboriginal and Torres Strait Islander
Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Are they able to represent all teen numbers correctly using bundling pop sticks, 1 tick for each correct number
and justification? (9 marks)

Teacher’s Prior Preparation/Organisation:

 Pop sticks
 Elastic bands
 Whiteboards and markers
 Number cards

1
 LESSON DELIVERY Resources/References
(Lesson content, structure, strategies & Key Questions): Align these with the
Time segment where they will
Bundles of ten and above activity be introduced.
 Teacher directed activity working with 3 students at a time.
 Materials to use are at least 40 pop sticks, 3 elastic bands, 3 tens and
ones T frame chart, mini white boards with markers and number
cards. Pop sticks
 Students are to pull a random number card, talk with the student what
the number is called and the reason as to why the number is a teen
number. Elastic bands
 Get the students to find the number of pop sticks that correspond to
the number card. Get the students to bundle ten pop sticks together
and talk about how that is 10 and becomes a teen, putting the bundle Whiteboards and markers
in the tens side of the chart. Get the students to put the ones on the
ones side of the chart.
 Discuss with the students what is happening on the T frame chart. Number cards
How there is a bundle that represents a 1 in the tens and the number
of individual pop sticks on the one side is the last number to be said
and written.
 Get the students to write down on the white board that they have
made with the pop sticks
 Students to repeat this activity another 2 times.
 Support/ enabling students
o Have number cards that have the number in the tens column
highlighted, in another colour highlight the number in the ones
column.
o Have the bundles already made up.
 Extending
o giving larger numbers to make with the pop sticks from
number card.
o Giving larger numbers verbally to the students
 Asses the students by their ability to make the 3 numbers correctly, 3
ticks on a checks list.

Assessment:

 Are they able to represent all teen numbers correctly using bundling
pop sticks, 1 tick for each correct number and justification? (9 marks)