LESSON PLANNING TEMPLATE

Date: 28th May 27, 2015 Thursday

Student group: Year 1&2

Supervising Teacher: Yvette Fasham

School: Morington Primary School

Duration of the lesson: 1 20 minutes

Class size: 26

Title of lesson/activity: Addition and Subtraction Lesson Two

Focus- Time management and structure
AusVELS Links-Group, partition and rearrange collections up to 1000 in hundreds, tens and
ones to facilitate more efficient counting (ACMNA028)
Solve simple addition and subtraction problems using a range of efficient mental and written
strategies (ACMNA030)
Intended Learning Outcomes:
Learning Intention-I can use my knowledge of addition and subtraction to solve problems.
Success Criteria- I can describe the maths.
- I can select an appropriate strategy.
- I can record my thinking.
What will the students be able to know and do by the completion of this lesson?
By the end of the lesson students should be able use their current knowledge of number busting and counting up and
counting down too. Also incorporate different strategies to work out answers.

Introduction: 5-10 minutes

In the introduction, get students to come sit on the floor.
Tuning in game:
The tuning in game will be getting students to sit on the floor, and put a worded problem on the
whiteboard. For example, If I had 17 birds fly onto my porch and 5 more birds came along. How many
birds do I have together? 22
What is the maths?
What are the strategies for this maths problem? Counting up from. Number busting.
Make sure to let students know that they must put their hand up before answering, For example, put
your hand up, what is the appropriate strategy?
After creating a discussion with students make sure they understand the strategys that have been
discussed.
While discussion is taking place, make sure to give positive reminders to students that are setting a good
example. Make sure to use students names through discussions.
After this explain to students that they will be doing maths rotations about addition and subtraction
using the strategies that we previously discussed. Go over the success criteria and the learning intention
in detail, underlining key words that you want student to really focus on. Also set expectations for all
the activities- for example using your mathematics caps, and thinking strategically, working quietly and
discussing strategies with watch other if you need help.
Explain that students will go through three rotations each group.

Groups- Based on the I can statements

Group One: 1.2

1.2 I can use materials to model subtraction using counting back

1. Guided group- Counting back using materials.
2. Subtraction triplets3. Count back war- Flip over two cards, put the biggest number in your head and count
back from the biggest number.

Scout, Ysbella, Maia, max, Luca, Jacquille, Kyah

Group Two: 1.6

1.6 I can use number bust as a strategy to solve addition and subtraction.
1. Roll dice and solve
2. Guided group Marking pre test and discussing strategys. Stick with low numbers.
3. Number busting facts sheet
=Holly, Lisa, Fletcher, Layla, Violet, William, Jet, Sophie, Levi, Reece.

Group Three: 2.1

1.6 I can use number bust as a strategy to solve addition and subtraction.
1. Number busting facts sheet.
2. Roll dice and solve game
3. Guided group- Go through number busting sheet and mark Pre test. Go through
questions with students, using appropriate strategy.

=Ashlee, Harrison, River, Jack, Maya, Rachael.

Yvette will create an activity for this group- I understand and can explain the connection
between addition and subtraction Barnaby, Hayden and Oliver.

Body of lesson.
Materials- Two nine sided dice. One 10 sided dice.
Keep everyone on the floor. Demonstrate the game roll, dice and solve game to all students. Pick a
student to play with. Explain that you must roll a 2 nine sided dice each. Record the two digit number.
Roll the ten-sided dice. Add the number together. Record you findings in your maths book. Using the
best way to use number busting. Is there more then one way to solve this problem?
For example- 27+8 could be solved as, 27+3+5. Using number busting. Make sure that all students
know how to play and what strategies to use.
Explain that group two will be doing this activity first- Holly, Lisa, Fletcher, Layla, Violet,
William, Jet, Sophie, Levi, Reece.

Then explain the second activity, the number busting sheet. Show the students the sheet,
and explain that they must use their number busting strategies. Show an example on the
board. 15+5=
Tell the group Two that they will be working in the back corner, and that they will work in
partners. Call their names and get them to stand up. Send them off to complete the
activity. Holly, Lisa, Fletcher, Layla, Violet, William, Jet, Sophie, Levi, Reece.

Materials for this activity- Sheet and MAB Blocks, counters.

Next explain to group three that they will be completing the number busting activity
sheet. Remind them that they can use different materials- MAB blocks or counters for this
activity and make sure to emphasis the importance of using number busting strategies.
Send them off to the middle table to work on the sheet; they can use the materials to
help them out. -Ashlee, Harrison, River, Jack, Maya, Rachael.

After both groups have been sent off, get group One to stay on the floor. They will be doing Counting
back using materials.
Scout, Ysbella, Maia, max, Luca, Jacquille, Kyah

Get students to grab maths book. Then have MAB blocks, counters and tens frame on the floor.
Students should sit in a circle so they can see clearly. Read out number problems to the students. For
example, 10-5= 10-3= 10-1= 10-4= 10-2=
Go through the number sentence and make it a worded problem. For example- Sarah had 10 cakes, she
then ate 5 cakes, how many left? Model a few questions using the tens frame. For example putting the
counters on the tens frame and getting student to take the number away to get the answer.
Higher numbers- 12-3= 15-4 16-3= 18-4= 14-5= 13-2= 17-2= 19-5=
Then leave time to explain the game subtraction triplets to the group- For example, Students will work
in partners. They then will choose a card from each column to make a true subtraction equation. For
example 19-10=9. Demonstrate this to the group and model a game with them. They should use count
back, count down to and count up from strategies.
While working with guided group, stop the other groups and check on their learning. Ask students what
strategies they are using and what number they have rolled.
SWAP
Let students know they have 5 minutes left for their activity. After 5 minutes get students to pack up
their activity and leave it on the table. Get the group that is using the number busting sheets to give
them to me. Then get them to come sit on the floor.
Explain to everyone the next activity reminding them what they have to do and where they are

Then explain that group three will be playing the roll, dice and solve game. Send them off
to a table. Ashlee, Harrison, River, Jack, Maya, Rachael.
Then let group two stay on the floor.
Guided Group- Group Two
Give the students their number busting sheets back to mark them. Go through each
question and getting them to use the appropriate strategies needed. They will correct
their work on the number busting sheet that they used. Make sure to emphasis the
importance of number busting, why we use it, the appropriate way, ect.
Again stop the class and ask the other groups prompting questions about their activity.

SWAP OVER!!
Let students know that they have 5 minutes left. Get them to pack up after you have
stopped them. Get them to come to the floor. Explain the next activity. That they will be
doing one more activity.
Explain to group one that they will be playing count back war- In this game students will
get a deck of cards each, they then will flip over two cards, students should put the
biggest number in their head and count back. First person to guess it right wins that
round! Scout, Ysbella, Maia, max, Luca, Jacquille, Kyah

Then group two will do the number busting sheet. Explain to students that they should
use the right strategies while number busting. Show students the sheets and let them
know that they can use materials to help them solve the number busting equations. For
example using MAB blocks and counters.

Send group two off to a table to work on this activity. Holly, Lisa, Fletcher, Layla, Violet,
William, Jet, Sophie, Levi, Reece.
Group three will stay on the floor with me to work through a guided group with them. Go
through number busting sheet and mark Pre test. Go through questions with students,
using appropriate strategy. Look through the different questions on the pre-test, talk
about the maths, what is the strategy that can be used thats most appropriate. After
working through the answers and the most appropriate strategy. Look through the pretest and talk about the math used, strategy and how we can work it out and why we do.

After all rotations are finished, let students know that they have 5 minutes left to finish up
what they are doing. Then stop students to pack up and come sit on the floor for
reflection.

Reflection,- 5minutes

Get students to come sit on the floor. Ask students what they have just
done. Get students to explain each of the activities. What strategies they
used and what they found hard or easy. Create a discussion. For example:

What strategy did you use, why did you use that strategy? Is there a quicker way?
Refer back to the different activities. Get students to show the work that they have
done.
Resources and materials.
Resources that will be used in this activity:
Worksheet that will be provided for students.
Cards, pencils and different materials.
Materials:
MAB blocks and counters.
Assessment:
How will you assess what the students have learnt?
I will get students to come to the floor and recap on what they have done- For
example ask a few students what they did in the activity and something the had
learnt. Show what they have completed and the strategies they used. Link it back
to the success criteria and learning intention.
What strategies will you use to encourage students to build on their
learning?
I will prompt students with questions to initiate their learning and getting students to see the ;I can
statements and getting the students to evaluate if they have ticked that box that
they have worked on in the lesson.
How will you record details of assessment and feedback for students?
I will walk around and take notes of students work and see their thinking. Also
their work that they have completed will be collected.