LESSON PLAN The following is a sample of the Lesson Plan format used by the University. Lesson TopicFocus: (Odd and Even Numbers ‘AusVELS Domain(s): Mathematics ‘AusVELS strand (s): Discipline-based Learning ‘AusVELS sub-strand(s): Number and Algebra ‘AusVELS Dimension(s) or _Pattems and algebra (F-10) Education Religious Guideline: Leaming Standard(syOutcome(s): ‘Students will use previously learnt knowledge of odd and even numbers to demonstrate understanding of these numbers, and work together to make a neighbourhood street, placing their provided number in the correct place. Assessment: ‘Students will be able to identity odd or even numbers from a range of numbers. Students can read their given number Determine if their number is odd or even -Can place numbers in the correct order (sequencing) Teaching focus: ‘A. Allow greater wait time for students to think about the questions raised before moving on or v B. Time management: stay to allotted amount of time in which | had planned for each part of my lesson plan. Background to the leaming: ‘A. Draw Postman worksheet for students to complete, - ‘Students had previously discussed odd and even numbers and had a visual and physical experience u: their fingers/- even numbers their fingers had partners- odd numbers had the SEPSIS SES ey ern nen mena bepress - They also walked around the streets near the school and looked carefully at the house mae _. HBr sone cian ies urmvasiomass teks ~ Fasia mc yrotsatig ee ee ey cee ani ones cnt Tee a as en - _ The students were able to pick up on that one side had odd numbers and the other side had Tom ai Petite eed run Lesson resources: - Smart board = Number chart = Coloured paper /glue/scissors/pencil ~ Ready-made large road called “Odd and Even Street’ (for placing of students houses) = "Can you help the Postman?” worksheet /coloured pencilsLesson content: ‘A. Introduction 5 mins Revise previous lesson in which students walked around the street. Ask what they remember about the numbers on the houses. Using what they leamt in the previous lesson students will be asked to stand up and spread out around the room. They are asked to form groups e.g. “Can you make a ‘group of three". Students will then get into groups of three. Teacher asks whether the number is odd ‘even and students work this out by seeing how many pairé they can make and if there are any ‘odd ‘men out’This will continue 2s we do even numbers and also ask students to make an even/odd ‘group on their own without teacher saying a number,/ B, Development 15 mins 1. Brainstorm on whiteboard what the students remember about odd and even numbers. Q: "What do we remember about the numbers on the houses on each side of the road?" ‘Allows students to think back and recall as this leads into our activity for today. 2. Reintroduce odd and even numbers in a counting sequence to 20 on a number chart (Appendix A) Q: “Who can tell me what the odd (then even) numbers are on this chart?” “ Teacher writes pattern number sequence on whiteboard. if numbers are incorrectly identified a8 odd or even teacher stil it writes on the board. 3. Ask students to read the odd numbers from the whiteboard as a counting sequence, then the even numbers. Students can help teacher identify any numbers that are in the wrong place/column (if any) v Q: "What number comes after 77" (A specified number in a sequence- odd then even) 4. Draw students in by having a discussion about their own houses- what number their house is whether it is odd and even. “Stand up if you think your letterbox is even/odd” Q: “How do you know if it is odd/even?” “Do you know what number the house next door to you might be?” (Encourages students to think critically about odd or even numbers and sequence) // 5. Instruct students of their activity, explaining that they are going to make houses which will be placed on their own “class” road which will be called “Odd and Even Street Q: ‘Who would lke to tel the class how they might make their house, what does a house ‘need? Teacher writes Things houses may need! on board and writes down what students say so they have ideas for their houses/<1¢ | «s?) 6. Inform students what they will be doing when they are finished making their houses. When finished the teacher will give the students a number to paste on their house. When the whole class is finished they come to the floor with their completed house. Teacher directs the ‘students- first completing the odd side then the even, Q: ‘What number comes first on the odd side of the road?" “Who has the correct number?” ‘Student glues it on the side of the road. Teacher continues questioning “Who thinks they have the next number?" “What is it?" This continues until both sequences are complete on each side of the road. Read odd numbers and even numbers. Display for future reference. © Consolidation, practice, extension 15 mins (for house making) 15 mins (for placing houses on road) 1. Using the ‘Things houses may need’ brainstorm as a guide, students will construct their ‘own houses with the appropriate features of a house. 2. Once all students have finished teacher will ive each student a number. Students come together and sit on floor in a big circle. The large road “Odd and Even Street” is already in the centre of the circle. 3. Starting with the odd side teacher asks the students what they think the first odd number would be in our street. Students put their hands up to answer question. Teacher then ‘asks who has the first odd number in our street and could they stand up. They come and paste their house and number on the road. This will continue unti all odd numbers have been placed on our street. Then do the same for the even side. v‘As students are doing this activity teacher will monitor student's interaction and prompt those who are struggling with their numbers and order (taking anecdotal notes) by asking appropriate questions. “Look at your number carefully”. Teacher will also encourage students throughout. ~~ i S pec) 7 Early finishers: (Appendix B) If students finish the activity early they will have a worksheet to complete. The worksheet involves the students helping the Postman by writing the correct numbers on the houses letterboxes. This enables the teacher to get a better understanding of whether the students can recognize odd and even numbers and also order those numbers. Does ts really extend? Guld student perhaps thine f odd b even numler Closure mid 100? “Gawly Phiilues would complete th, workshect very 10 mins uiclly - | Teacher asks students to group together on the floor (get out of their circle) and eyes on teacher - | Show students finished “Odd and Even Street” - | Revise lesson by asking questions about odd and even numbers “How can we work out if the number is odd or even?” End by counting by odd pimbers on our road and then even numbers on the other side of the road. Post-lesson review and evaluation: ‘Student achievement: Students were able to complete the task confidently, identifying odd and even numbers and placing their House in the correct place. Further work to assist students who are having difficulty-one on one or in small groups we will look at the counting pattern and ‘matching partners’ for even numbers and ‘odd man out for odd. v ‘Teaching effectiveness: Students work at different rates and have different leaming styles so a variety of lessons need to be available e.g. hands on/ pattern. The lesson ran efficiently and | learnt that it is very important to have the ‘erly finishers’ activity as some students are faster than others. For future lessons | would \d that | stay to allotted amount of time in which | had planned for each part of my lesson time management played a key. Students finished their houses faster than | had anticipated I had a lot of students completing the early finisher’s worksheet- which worked out well in .as that worksheet identifies, in writing, if the students can recognise and write odd and even ‘numbers which is a great indication for teachers. Some children such as Spencer were not able to grasp the cofcept of odd and even numbers. This was shown as he jumped up every time and wanted to place his number on the road though his number was never near the number we were up to as a class. Further one-on-one work with odd and even numbers (Number and Algebra) will be completed with Spencer. The outcome was achieved as most students worked independently and together to correctly create our “Odd and Even Street’. Next time | will allow greater wait time for ‘students to have the chance to process the question and think about an answer, this was a minor issue on the day as | was a bit anxious about the lesson as it was my first lesson. | believe | planned the lesson well and the students really enjoyed it whilst learning at the same time. Lesson/activity transition: 3-4 mins Step 1: Students put all rubbish in the bin so area is spotless and tidy up their ‘work space in readiness for fruit break. ‘Step 2: Students will stand quietly behind chair and wait for teacher to allow students to get their fruit.ASSESSMENT GRID Outcome/Standard: * Students will use previously learnt knowledge of odd and even numbers to demonstrate understanding of these numbers, and work together to make a neighbourhood street, Placing their provided number in the correct place. Student Assessment Criteria Name Could read Yes, and explained | Yes, very well. Grace number- w/o why Very good at helping prompting was others already stating if odd or even Does not know- Able to read Kept saying ‘mine’ Spencer numbers well when teacher asked | Needsattention on | which number ordering no's came next on class street Very good at ordering Does know- but numbers Alex Could read second guessed self number and had doubts VY when speaking to other students For What Purpose? Toensure To inform To discuss a Evidence for sof | Future with parent | conference report anaes Lessons/ with student learning Set future Vv goals