Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 1 Time: 1.30-2.25 Date: 15/10/19 Students’ Prior Knowledge:
 Count all to find the total of two collections.
Learning Area: Mathematics  Count on from one number to find the total of
two collections.
Strand/Topic from the Australian Curriculum  Work collaboratively in small groups.
Represent and solve simple addition and subtraction
problems using a range of strategies including counting on,
partitioning and rearranging parts (ACMNA015)

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)
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:

 Further develop subtraction strategies such as count back, countdown to and count up from.
 Create and solve a subtraction story using real life objects/materials.
 Explain the mathematical processes used to answer a subtraction problem.

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

 Collect resources Variations for the activities are in italics in the lesson
 Print double decker bus baseboards steps.
 Print assessment checklist

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

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:
1:30 1. The teacher will introduce themselves and ask the students the share
something about themselves. E.g. their favourite thing to do at school,

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what they do on the weekends etc.

2. The teacher will have a handful on pencils to model subtraction using
concrete objects. First physically model the following:
If I have 10 pencils and I take 6 away, I am left with how many?...
Next model how students need to show their working using the draw,
write and explain process. Draw a picture, physically cross out how
many are being subtracted, write the sum and explain your thinking.

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

3. Students will work through each activity under the instructions of the
teacher, spending 10-15 minutes on each.
1:40 i) Activity 1: Some Went Away. Select a number from 10-15 and Counters
place this many counters on the table. Cover the collection with a Blank piece of paper
blank piece of paper. Remove 3-5 counters and show the child.
How many are still hiding? How did you work it out? Tell a story
about the scenario.
If students find this difficult provide a number between 5-10 first
and then subtract 3-5 counters. Model how to use the count down
or count up from strategy.
1:50 ii) Activity 2: Difference of Two. Take a pack of numeral cards with Pack of playing cards
several cards for each numeral (0-10). Shuffle the pack. First play
the original version of snap (snap occurs when two of the same
numbers are placed on top of each other). Secondly play a snap
with a difference of two. Snap occurs when the difference
between two numerals is two. For each snap, ask the child to
demonstrate counting back three to show the difference.
If students find the difference of two too easy, adjust the game to
the difference of three.
iii) Activity 3: Subtraction with Real Life Objects. Depending on the
2:00 weather, students can go outside and find objects that they can
use to make a subtraction problem. Students need to create their
own sum/story about the scenario and explain their mathematical
thinking. Each students will show and verbally explain their
scenario to the teacher.
Students who require extension can be challenged to make a two
digit subtraction problem.
iv) Activity 4: Subtraction Teddies. Provide each student with 20 Plastic teddies
2:15 plastic teddies, a “double decker bus” baseboard and a strip of Double decker bus
paper. Have the students place 20 teddies on the bus baseboard. baseboards
Instruct the students to take turns to roll a die and subtract the Die
corresponding number of teddies from the collection of teddies on Paper
the bus. The students then record the number of remaining
teddies on the strip of paper. The activity continues until one
student reaches zero. Encourage the children to explain “how
they worked it out”.

2:25
Lesson Closure: (Review lesson objectives with students)
4. Students must pack away their equipment. The teacher will ask each
student to share one thing they have learnt this lesson.

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

2:30 Students need to quietly walk back to their classroom.

Assessment: (Were the lesson objectives met? How will these be judged?)
 Teachers would collect information by a checklist and anecdotal notes Checklist
as the students are working about who grasped the concept, who
participated and who understands how to explain their mathematical
thinking/reasoning.

Checklist – 15/10/19

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Name Create and solve a Explain the Additional anecdotal notes

subtraction story mathematical and observations
using real life processes used to
objectives/materials answer a subtraction
problem
Alisha Lark

Sienna
Mather

Ethan
Morris