Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: One Time: 50 mins
Learning Area: Mathematics
Date: 6/6/19 Students’ Prior Knowledge:
 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)

Strand/Topic from the Australian Curriculum

 Count collections to 100 by partitioning numbers
using place value (ACMN014)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Fluency and Reasoning
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:

 Identify values in the tens and ones place

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Photocopy 25 copies of the place value worksheet  Assign mixed ability groups for the maths
 Separate class into groups of five (mixed ability and game
personality groups) Target students:
 Photocopy extension worksheets  Sasha (use left hand to write numbers)
 Place six board games strategically around the  Indigo
room  Veronica
 Lukas
Concrete materials (blocks) can be used on the mat
with these students if they struggle to complete the
worksheet.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

1
  

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
5 mins  Students will be seated in a circle on the mat I have… Who has… cards.
 I have…Who has game! (match up card game)

Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. Students will move in to face the white board.

10 mins 2. Explicitly teach place value on the board. Use the magnetic MAB
blocks.

Good morning Year Ones. Today for maths we are going to learn about place
value. We are going to start with the number 24 as an example. In numbers
with two digits there is always a tens place and a ones place (label). The
number in the tens place shows how many tens there are. The number in the
ones place shows how many ones there are. Refer to MAB blocks.

Example: no. 24 – There are two tens (use MAB blocks) and there are four
ones/single squares (use four single MAB blocks).
Example: no. 35 – Select a student to write the number. Select a student to
and circle the tens place and explain reasoning. Select a third student to circle
the ones place and explain their reasoning.
Example: no. 16 Select a student to write the number according to the MAB
blocks. Select a student to circle the tens place and explain reasoning. Select
a student to circle the ones place and explain their reasoning.

2 mins 3. Explain worksheet and relate to the game that was played as the Worksheets 1 and 2.
motivation.
20 mins 4. Send students back to their desk to complete the worksheet.
5. Move around the classroom to provide assistance/support where
needed. Focus on target students. 6 board games.
6. Collect worksheets as they are completed.

2
  

7. Students who finish early will move onto the challenge/extension

worksheet. Allow time for all students to finish the original worksheet
before moving on.
8. Move students back to the mat and explain new board game. Have
5 mins the board game resting on the white board for students to see.

Rules:
 Players take turns to flick the spinners and add the two numbers.
 Players move forward according to the ones digit of the answer.
 Use the example: if you spin 4 and 2 you would move 6. If you spin 7
and 8 which equals 15 you will move whichever number is in the ones
place. Which number is in the ones place? 5 spaces.
 Check students understanding by using examples.
 The winner is who first reaches the space capsule

9. Discuss with the student’s the things we do to be a good group

member.
20 mins 10. Allocate groups. Send group to the games around the room as they
are called out.

Lesson Closure:(Review lesson objectives with students)

5 mins
 Students will return to the mat
 Write the number 17 and 52 on the board. Select two students to
show the number using the magnetic MAB blocks.

Transition: (What needs to happen prior to the next lesson?)

5 mins
 Students will pack up their board games.
 Students will hand in remaining worksheets and put stationary away.

Assessment: (Were the lesson objectives met? How will these be judged?)
Checklist – tens, ones, group work (comment)
Work Sample – mark and initial worksheet

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