Lesson Plan Guide for how you might plan for a whole group or small group.

Learning Development Area:

Communicating
Active learning
Wellbeing
Connectedness
Identity

Routines & transitions

Real-life engagements
Play

Implementation Date
THURS 19/10/16
Duration
60min

Context for learning:

Links from the statement of intent

For the children to match numerals to quantities and
experiment counting up to 10.
Number cards, counting and matching games
Does this build on prior experiences/interests of the children?
The children enjoy using puzzles during investigation time or whilst they are on their beds. I am
going to use some number and picture puzzles which will encourage them to match the pictures to
the numbers. This will relate to the number charts and other artefacts supplied in the numeracy
area.
What is the focus? About what am I being intentional? Will I observe/record information?
Numeracy
Picture: number discrimination
Counting objects
Counting up to 10.
Guiding Behaviour Consider what you need to put in place to support children:
Reminding the children about sharing as sometimes there are limited spaces at an activity
and you may need to be patient.
Positive reinforcement
Close proximity
Moving children out of certain areas if they are not using them constructively
Prompting children to choose an activity if they are lost etc
Onserving and prompting conversation about space + stars
Resources: Ice, stars, paint brushes, containers, food colouring, glitter and water
Differentiation strategies:
Assisting the children who are using the activity to count the pictures and try and
find the number that matches them.
Getting children who find it easy to draw the following numbers and picture
representation.
Finding the number for some children and asking them to find the picture that
matches.
Challenging the student to tell me what number comes next and recognising the
number
Asking the child to count the pictures and then get them to chose from only a few
numbers, rather than all the numbers
Only have the numbers 1-4 for some children.
Assessment strategies
Summative: Can the children correctly match the numbers to the picture representation.
Formative: Individual observations about what numbers individual students can match &
count and which ones they have trouble with.
Summative: Are the children using the puzzle to count and match or just guessing and
trying all different pieces. Observation on how the children use this resource.
Summative: Observations based individual one to one correspondence skills.
Summative: Observations on whether they can recognise the numeral and or the
picture. Recording which ones they can and cannot do.
You will use a lesson plan for group times (music, language, story, beginning a session etc). You need to think
though how you will engage with the children, the language you will use, the questions you might ask etc.

Introduction:
Introducing the
topic and settling

I will remind the children of our explicit instructions for mat time. I will
have pictures of the children doing this and I will show them to remind
them how to sit on the mat.

children

I will tell each focus child to sit on their chair as well as the photographer
and reporter. They will sit on their chairs next to the mat.
We will sing the welcome song and the focus song to introduce the
children to their day.
I will ask each focus child to come and sit next to me. I will ask them
questions about their family- who is in their family, are your siblings older
or younger or both, what is your favourite thing to do with your family.
I will have a few puzzle pieces to show during tune in. I will talk to the
children about counting and we will rote count how many students are on
the mat. I will do this for with one focus child.I will then explain that I
have put two new puzzles out for them to play with that help them with
their counting.
Body:
I will show the puzzle pieces I have chosen to one focus child and I will
ask them if they can help me match the pictures to the numbers. We will
do it as a whole group.
I will then sing the fish alive song with the children. I will sing It first and
then I will get the children to do it with me.
I will ask the focus child next to me to go and put the puzzle pieces back
with the rest in the numeracy area, and I will explain to the group that is
where you can find the new puzzles.
Conclusion:
I will now do the intentional dispersal- asking the focus children where
they would like to investigate and I will give the photographer and
reporter their jobs as well. I will ask any children who are left where they
would like to investigate.
Evaluation / Reflection: Jane and I asked each focus child to come and join the puzzle activity
and there were a few children who chose to investigate this area. In the beginning Will (focus child)
and Jet (focus child) were not very interested in joining the activity. Once I explained the activity
and helped them do the number one, the children became more engaged. They were very excited
when they found the correct match. Zac was guessing a lot rather than actually counting the
pictures, so Jane and I encouraged him to count them. He has a lot of trouble counting them and
needed close assistance doing so. This showed me that he has not yet developed strong one to one
correspondence with the numbers 1 -4 and has little number sense with numbers above four. He
knew that he was 4 years old but was unable to show me the number four. Zac did a better job at
counting the objects with assistance but was unable to recognise the numeral. From this I will
continue creating activities and transitions that scaffold his knowledge on one to one
correspondence. Will also completed the activity he was able to match the numbers 1-4 without
assistance and then continued doing the activity all the way to 10. He was successful with all
numbers but I had to ask him questions to prompt his thinking like what comes after 6, and now
where is the card with 6 pictures. Will has sound knowledge with recognising the numeral but
struggled to count images that were not in rows. For example, when he counted the daisy chain he
has to do it four times and I had to hold my finger where he started so he did not recount. This
shows me that I will have to plan the next lesson to be more focused on the development of one to
one correspondence. This activity became engaging to some children and they enjoyed
experiencing success by finding the matching pieces. I did not get a chance to do the tune in for
this activity so instead I sat at the table and assisted the children as they chose the activity. I
recorded the observations on this activity that are recorded in the assessment strategies. I would
use to plan future activities and differentiate the activity to suit individual abilities.
WHAT NEXT:
Re visit one to one correspondence. Provide in the literacy area objects the children
can count.
Put number cards, clipboards and pencils in the area for the children to practice
writing numbers.
Number transition games- recognising numbers and following instructions. EG: give
each child a card and when you hold the matching card up they have to transition
into next job.