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# Lesson Plan

LESSON OUTCOME:
LESSON STRUCTURE:
Time Introduction (Set): Teaching !!roaches
14/10/1
4
11:25a
m
Students settle back into class following recess Transition: Circle time
Sit in a circle facing each
others backs, play tickl!
rain"# \$entl! tickle each
backs%
&f settled ask for high '(e
)ositi(es from recess
5 *s
+ands u) to share
*arge dice to hel) guide
attention to single )erson
("e# "no\$ledge and S%ills students should achie&e in the lesson ta%en 'rom
rele&ant curriculum documents()
,ustralian Curriculum:
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)
Connect number names, numerals and quantities, including zero, initially up to 10 and then
beyond (ACMNA002)
Subitise small collections of objects(ACMNA003)
Represent practical situations to model addition and sharing (ACMNA004)
Describe position and movement (ACMMG010)
-*./:
0utcome 4: Children are con'dent and in(ol(ed learners
Children de(elo) dis)ositions for learning such as curiosit!, coo)eration,
con'dence, creati(it!, commitment, enthusiasm, )ersistence, imagination and
re1e2i(it!
Children de(elo) a range of skills and )rocesses such as )roblem sol(ing,
in3uir!, e2)erimentation, hypothesising, researching and investigating
Children transfer and adapt what they have learned from one context to another
Outcome 5: Children are effective communicators
Unit)To!ic: Sna%es and Ladders *ate: +,)+-),-+.
"e# Learning rea: Maths /ear Le&el: Rece!tion
Mathematics Achievement Standard:
By the end of the oundation year, students ma!e connections "etween num"er names, numerals and
#uantities up to \$%& 'hey compare ( length ('hey explain the order and duration of events& 'hey use
appropriate language to descri"e location&
('hey group o")ects "ased on common characteristics and sort shapes and o")ects& Students answer
simple #uestions to collect information&
11:40a
m
+a(e them tuck in on the mat to learn how to )la!
the game#
talking
games during song#
before4 &f someone has
aim of the game4
0therwise explain what
the aim of the game is#
*ooking at the game
)ieces how do !ou think
we will mo(e from 1 to
1004 *ast term we )la!ed
another game with dice,
who can remember what
we did4
Review large dice and
chance of landing on a
the chance of the dice
landing on a 1,2,6,4,5,74
Explain that on this game
board there are some
things to hel) us get to
100 and there are some
things to slow us down#
Ask what do !ou think will
hel) us get there4 5hat
will slow us down4
Model rolling the dice and
taking turns with a small
grou) of students#
Ask how do !ou think !ou
will go )la!ing this game
together4 8o !ou think it
will be eas!4 0r a
challenge4
9efore sending students in
their grou)s to begin to
dice4 \$i(e them a hint
that the! can grab a
)lastic cu) at the back of
the class to )ut the dice in
to hel) them roll and kee)
it on the table#
*ate 0
Time
Lesson Se1uence Teaching !!roaches
11:50)
m
12:10)
m
9egin )la!
:id! u) and debrief
+olding onto the dice break
students u) into grou)s of
6/4, handing them a dice
as the! go to one of the
board games set u)#
0bser(e and )ro(ide
feedback/direction where
needed but largel! remain
an obser(er#
;ut on 8ora song to clean
the! en<o!ed4 5hat the!
found frustrating/di=cult4
8id an!one roll lots of 7s4
did it hel) !ou get to 100
3uicker4 0r did the snakes
get in the wa!4 5ho
landed on lots of hel)ing
ladders4 8id !ou roll lots of
5s and 7s4 8iscuss how the
game went for them using
these )rom)ting 3uestions
to su))ort them to re1ect
on the game#
Time Conclusion: Teaching !!roaches
12:25 >e1ection and end of da! )ack u)# &ntroduce ?ee), sto), tr!
student feedback model#
5rite it on the board# &
this maths lesson and what
!oud like me to kee)
doing, sto) doing and tr!
doing# ,sk if an!one has
an!thing the!d like me to
kee) doing4 Sto)4 :r!4
and bags before lunch#
,fter lunch, chairs u)#
RESOURCES
*+nclude e#uipment re#uired for class and,or for teacher preparation-

S2ET/ CONSI*ERTIONS)MTERILS
SSESSMENT
RE2LECTION
U!on discussing this lesson !lan \$ith m# mentor teacher I decided the 3est o!tion to
learn the game \$ould 3e to \$or% \$ith a small grou! o' . on the 'loor \$hile other
students had 'ree maths !la#( This allo\$ed these students greater de!th o' learning and
m#sel' a greater a3ilit# to assess their su3atising4 mo&ing !ieces4 direction on the
3oard4 turn ta%ing4 %no\$ledge o' num3ers and game !la#(
Sna!es and ladders games x. and on smart "oard
/se cups to roll the dice in, explaining that this will help them to !eep the dice on the ta"le&
/ormati(e, informal@ discussion of learning as a grou)#