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# PRE-SERVICE TEACHER: ________________SUPERVISING TEACHER: __________________

DATE:
16 / 6 / 16

## ACU LESSON PLAN FORMAT 2016

Curriculum:
Year Level: 2
Class: Two Red
Topic: Mathematics

Duration: 1hr

## Relevant Curriculum Strands, Content Descriptors, Achievement Standards:

Critical and Creative Thinking
The particular elements of Critical and Creative Thinking addressed by this content description
Inquiring identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Number and algebra
Fractions and decimals
Australian Professional Standards for Teachers focus:
Rationale: In this unit, the students will revise basic fraction concepts previously taught in Year 1 around halves
and quarters of a whole object. They will gain a firm understanding that fractions mean equal parts of a whole.
Students will understand how to find halves and quarters of a collection.
Pre-requisites: completion of basic fraction concepts taught in Year 1.
Learning Intentions (Outcomes) for the lesson:
NSW Syllabus
MA1-1WM: describes mathematical situations and methods using every day and some mathematical language,
actions, materials, diagrams and symbols
MA1-7NA: represents and models halves, quarters and eighths
Australian Curriculum
Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)

## Indicators of Achievement (SMART - Specific, Measureable, Achievable, Realistic, Timely):

By the end of this lesson the students will:
Use concrete materials to model half of a collection
Record two equal parts of a collection
Understand the relationship of the parts to the whole, using pictures and fraction notation
for half.
Adjustments for diverse learners:

## Preparation and Resources:

Make playdoh
Grid paper
Dice
Notebook half and quarters of a collection
Square brennex paper
Counters
Time
10 mins

45 mins

## Learning Experience/Lesson sequence (what and how):

Introduction/Focusing Activity:
Colour array provide students with grid paper and two dice. One
dice will represent the number of rows and the other die will represent
the number of columns. Have the students take turns to roll the two
dice and then colour in the corresponding number of squares on the
grid paper to form an array. The students then cut and paste the
arrays into their maths books and write down the number of columns,
the number of rows and the total number of squares. Discuss
strategies for determining the total.
Lesson development:
Use concrete materials to model half of a collection record two equal
parts of a collection, and the relationship of the parts of the whole,
using pictures and fraction notion for half (concrete materials
playdoh)
Students work through the notebook titled Half and quarters of a
collection. Teacher to link finding halves and quarters of a collection to
dividing by 2 or 4. Teacher to model how to record the fraction notation
under each collection
Students are given square brennex paper to represent a farm. They
are asked to fold the paper in half to create two equal-sized paddocks.
Q:how many different ways can they show half? Students are given
counters and asked to count ten animal counters for their farm. They
put the counters on the farm so there are an equal number of animals
in each paddock. Q: How many animals are there in each paddock?
How did you work it out? Students to draw the animals on their
paddocks and stick the paper in their books.

Classroom Management
& Assessment
Strategies:
Observation and
questioning will be used
during the lesson to check
for understanding.
Teacher will sign off
students work at the
completion of the colour
array activity and farm
activity.
This is the third lesson of
the unit, students
understanding has been
scaffolded over the
previous two lessons.
Concrete resources are
being included in this
lesson to help with student
understanding.
Students will work in
groups and in pairs for
collaborative learning.

## PRE-SERVICE TEACHER: ________________SUPERVISING TEACHER: __________________

5 mins

Closure:
Ask students what did they find difficult / easy?
Ask students what they would like to know more about
If the cake was cut into 8 what would it be called?
Why do we use that symbol to write fractions?
We liked the activities.

Assessment of Learning
Assessment of learning
written assessment will
include:
-

Halves and
quarters of a whole
Fractions as equal
parts
Halves and
quarters of a
collection

## Evaluation of lesson: (to be completed after lesson):

Achievement of Learning Intentions (Outcomes):
Success of lesson Indicators of Achievement:
Success of adjustments made for diverse learners:
Appropriateness of preparation and resources:
Self-reflection:
Good things
1. The children responded really well to the activity plan
2. I was able to change what I did the first lesson and organise the students better this lesson
3. I was able to lead the conversation and I didnt go over time
Things to improve/change next time
1. look for ways to save time
2. stop and wait when the students are talking or fiddling
3. use the reward system as the students respond to them
Supervising Teacher feedback:
Work on waiting for the students to become quiet before continuing with the lesson
Challenge the students to use mathematical terms
Picture how I want the lesson to look and use really explicit instruction.
Knees to knee, eyes to eyes
Asking students to find a partner uses valuable minutes in a lesson, just ask them to turn to the person beside
them.
Focus for further development:
Pausing for students who are still talking