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
20/10/16 (Thursday)
Duration

Context for learning:

Does this build on prior experiences/interests of the children?

Candles on Birthday Cakes (interest of the day)
What is the focus? About what am I being intentional? Will I observe/record information?
Recognising numbers from 1-10.
Guiding Behaviour Consider what you need to put in place to support children:
Younger students Aari, Nichlo and Maddi may not want to join in, allow then to be able to make that
decision as long as they arent distracting others with their choices. Have Sarah supervising these
students at this time. If they would like to join utilise Linda and Sarah for extra help and keeping
these particular students on task. However encourage these students to join in use exciting tone of
voice and make the activity seem enhancing to them.
Resources:
Laptop, TV, Paper plates/paper, chalk
Differentiation strategies: This might be consideration of an individual child and the strategies required
to support that child.

Temperance, Cameron, Olivia? (Extension) Use up to 12 in the plates to allow a challenge for
these students as 1-10 may be too easy and become boring for them. If they dont feel comfortable
doing the higher numbers dont force it and allow them to do the 1-10, same as the other children.
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.

Transition

Goals Derived
from QKLG
COMMUNICATING:
Exploring symbols
and patterns in
language.

Introduction:

COMMUNICATING:
Exploring number
symbols and their
purposes.

Body:

ACTIVE LEARNING:
Problem solving and
investigating. Using
tools and technologies
in play and active
learning.
COMMUNICATING:
Exploring
mathematical thinking,
concepts and
language.

How will you

transition to this
section of your
day/next
activity/lesson

Introducing the topic

and settling children

Use clapping sticks to get students to come to the carpet

(expectations are established and children know what to
do why they hear these sticks). Once at the carpet area
students are to it on their own little mat (prompting
personal space) Revisit and Continue on from yesterday
with the alphabet song (to get children focused and
settled, also because the laptop wasnt working yesterday
and they didnt get the sing the alphabet with the music).
Introduce today that we will be working with numbers.
Raise your hand if you know a number. Randomly select
students to share the number they know. (This taps into
their prior knowledge). https://www.youtube.com/watch?
v=yxAIBFsRpqU (Watch video on numbers) pause and Ask
questions does anyone know what number comes next?
After each letter says can you say number pause and get
everyone to say the number together. Relate back to real
life eg. 4 years old

http://www.abcya.com/kindergarten_counting.htm. Work
through this online activity with children and get them to
count the candles and then ask a well behaved student to
identify the correct answer. (Use of parallel
acknowledgment). When we count a number eg. 3 put
your hand up if your 4 years old? Count how many people.
5 hands up what do we have 5 of? 6 Where can we see 6
of something? 6 letters in your name etc. Does anyone
know what number comes before 4? What about after 4?

Conclusion:

COMMUNICATING:
Confidence and
interest in counting
and exploring patterns
and relationships.

Recap on the numbers 1 to 10. Do you think we can all

count from 1 to 10 now? Count from 1 to 10 as a class.
Does anyone know what number comes after 10? (allow
for more complex thinking for the higher level students)

Transition to
next activity

ACTIVE LEARNING:
Applying and
reflecting on learning.

Write numbers from 1 to 12 (11, 12 for those advanced

students who need to be challenged) on paper/paper
plates. Choosing a child to come up and allocate them a
number, get them to throw their beanbag onto the
paper/paper plate that has that number OR Draw a
hopscotch outside/on the carpet and get the children to
jump through it explicitly counting out loud as they go.
Children to then head towards the activity to be next
implemented.

Evaluation / Reflection:
Notes: