DEAKIN UNIVERSITY: LESSON PLANNING TEMPLATE: School of Education
Date: 7/8/2018
Mentor Teacher: Mr Mark Antonio
Duration of the lesson: 40 mins
Title of lesson/activity:
Maths-Multiplication
Intended Learning Outcomes/Learning
intentions:
• What will the students be able to know and do by
the completion of this lesson?
Success Criteria:
• How will you know that the students have
successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
• How will students’ prior learning and experiences
be used in this lesson?
Links to the curriculum (Victorian Curriculum)
and to the curriculum planning of the school
Student Group: Grade 3,4,5,6
School: Panmure Primary School
Class size:15
I can:
-solve 2x1 and 2x2 digit multiplication algorithms with and without trading.
- recognise that division and multiplication facts are related
Students will show their working out and discuss outcomes to show their
understanding of 2x1 and 2x2 algorithims.
Students are using their 3 and 6 times tables knowledge to help them find
multiplication and division facts.
Grade Three: Recall multiplication facts of two, three, five and ten and related division facts
(VCMNA134)
Represent and solve problems involving multiplication using efficient mental and written strategies and
appropriate digital technologies (VCMNA135)
Grade Four: Recall multiplication facts up to 10 × 10 and related division facts (VCMNA155)
Develop efficient mental and written strategies and use appropriate digital technologies for
multiplication and for division where there is no remainder (VCMNA156)
Grade Five: Solve problems involving multiplication of large numbers by one- or two-digit numbers
using efficient mental, written strategies and appropriate digital technologies (VCMNA183)
Grade Six: Select and apply efficient mental and written strategies and appropriate digital technologies
to solve problems involving all four operations with whole numbers and make estimates for these
computations (VCMNA209)
Resources, Materials and Organisation: Whitebaoards, worksheets, MAB blocks and counters.
• What additional human and physical resources
will be required for this activity?
• What specific teaching materials will need to be
prepared?
• How will ICT be utilised in the lesson?
• What OH&S factors will need to be considered for
this activity?

Teaching Strategies and lesson structure: What you as teacher will What are the students Timing
do? doing?
Prompts for your planning: Beginning

• How will the lesson and ideas be introduced and Warm up game: Warm up game:
made relevant to the students?
Explanation on the board Multiplication stories
• How will you engage the class?
of multiplication and worksheet
division facts. Eg: 6x4=24,
4x6=24, 24÷6=4, 24÷4=6.
Multiplication Stories

• What specific teaching and learning strategies will

you use for the lesson?
• What exactly will the students be required to do
and what will be your role?
• How will you create a collaborative learning
environment and how will the classroom be
arranged to support this?
• How will you include all learners? What Curriculum
and Pedagogy adaptations or modifications will be Middle
required? Maths groups
• How will you differentiate learning opportunities and activities:
for diverse learners?
• How will you ensure the students are on-task and
Jarren, Blayne & Taylor- Work with this group and
what strategies will you use to support positive Work in maths grid book give examples whilst
behaviour? with columns using 2x1 others are doing warm up.
digit algorithms with
trading.
• How will you draw ideas together and conclude the
lesson?
• How will you conclude the learning experience/
learning findings? Grace & Sam-
Use a multiplication box Teaching group.
which has two numbers Work on the floor.
together and they write the
algorithm and work on 2x1
digit without trading.

Chelsea, Taylah,
Nickayla, Lucia, Sharli &
Logan B.- After they have finished
Use a multiplication box warm up work through
and choose any of the two examples to get them
numbers to make a 2x2 started.
digit algorithm.
They can move on to 3x2
algorithm examples

Hayley and Skye

Hayley is working on
multiplication stories
worksheet.
Skye is working on
multiplication stories and
vertical multiplication
equations.

Conclusion
 Start to wrap up the
session and getaround the
students to do a check of
understanding.

Reflection and Self Evaluation: My second number maths lesson , was feeling slightly better than yesterday. I felt
• What aspects of the lesson seemed to be most the explanation for the warm up activity was ok and the students seemed to
valuable? understand and contribute to the discussion. Tried to use the warm up activity
• What aspects of the lesson could be improved and
time to explain to one group their activity, this went slightly better. Once I had
how could they be improved?
• What follow-up will be required from this lesson? worked with the groups they seemed to get on task very well today.
When working with the groups individually really gives an insight into the way
they learn and how their understanding has increased in even one session.
The students worked very well on the set activities and they seemed to work well
again. This lesson some of the students were extending themselves individually
and having a go at the next extension was great to see their enthusiasm.
Mentor Teacher’s reflection
Excellent planning and preparation, organisation and board work (examples) were well done. Expalnations were clear and precise. Not
just choosing students who had their hands up, but choosing students you thought may have been distracted, was a very good strategy
for keeping all kids focussed and on task. You were more relaxed today, which the kids can sense. It also helps to put them at ease and
be more focussed. Organisation of warm-up time and groups was much better and it gave you more time to give clear instructions to
each group and reinforce focuses for each group, from yesterday’s session. You also reinforced individual goals from yesterday which
reminded each student on specific points on which they needed to focus. Roaming around the room, working through examples with
individuals, discussing difficulties encountered or goals to focus on from the previous lesson, was a great strategy to use to assist
students to further improve their understanding of the multiplication process. You wrapped up the lesson nicely by providing
individual feedback on goals for those students who needed positive reinforcement in relation to their progress. Another positive from
the lesson was that students from the top group were able to transfer their knowledge of the multiplication process to more complex
examples. Students applied themselves very well during the lesson and were enthusiastic to improve their understanding of
multiplication (eg. Sam and Chelsea).
Mentor Teacher’s reflection
The following questions can be used as a guide for providing structured feedback to pre-service teachers:
• Has the pre-service teacher utilised teaching strategies that reflect an understanding of how students learn and factors that influence their learning?
• Has the pre-service teacher sought to build on students’ prior learning and experiences?
• Has the pre-service teacher engaged the class through active learning strategies?
• Has the pre-service teacher u t i l i s e d appropriate teaching materials and resources?
• Does the pre-service teacher demonstrate a suitable knowledge of the content area and skills required to teach this lesson/activity?
• Has the pre-service teacher drawn on appropriate curriculum documents for the lesson?
• Has the pre-service teacher demonstrated effective communication in explaining tasks and ideas?
• Has the pre-service teacher demonstrated adequate planning and set achievable goals for the activity?
• Has the lesson/activity followed an appropriate sequence and timeline?
• Have ideas been introduced in a way that motivates students?
• Has the pre-service teacher been able to create a suitable and safe learning environment through the use of consistent and clearly communicated
behavioural expectations for students and OHS requirements?
• Has the pre-service teacher used appropriate strategies to manage difficult and challenging behaviours?
• Has the pre-service teacher used group work and individual tasks with success?
• Has the pre-service teacher planned for flexibility and contingency in the lesson?
• Is the pre-service teacher’s voice and body language suitable and effective in directing the learning activity?
• Has the pre-service teacher been effective in the use of questions and answers?
• What was the Australian teaching standard/s being developed in planning/implementing/reflecting on this lesson?
• What are the strengths developed/areas for improvement as a result of planning and implementing this lesson?