DEAKIN UNIVERSITY: LESSON PLANNING TEMPLATE: Bachelor of Education (Primary)
Date: 8/6/2017
Mentor Teacher: Michelle McIntyre Hand
Duration of the lesson: 1 hour
Title of lesson/activity: Maths
Intended Learning Outcomes/Learning
intentions:
What will the students be able to know and do by
the completion of this lesson?
Success Criteria:
How will you know that the students have
successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
How will students prior learning and experiences
be used in this lesson?
Links to the curriculum (AusVELS or the Victorian
Curriculum) and to the curriculum planning of the
school
1.
Student Group:
School: St Josephs Primary School
Class size: 26
- Students to understand multiplication & division
- Students to understand addition & subtraction
- Be able to work out problems using an algorithm
- Be able to use mental maths to work out problems
- In small groups, be able to work out the problem effectively
- Demonstrate correct answers on activity cards
- Students have had prior knowledge from previous years
Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient
mental, written strategies and appropriate digital technologies (VCMNA183)
Solve problems involving division by a one digit number, including those that result in a
remainder(VCMNA184)
Use efficient mental and written strategies and apply appropriate digital technologies to solve
problems(VCMNA185)
Select and apply efficient mental and written strategies and appropriate digital technologies to solve
problems involving all four operations with whole numbers and make estimates for these
computations (VCMNA209)
Resources, Materials and Organisation: - Whiteboards
What additional human and physical resources - Markers
will be required for this activity?
- Activity cards
What specific teaching materials will need to be
prepared? - Times table strips
How will ICT be utilised in the lesson? - Times table cards
What OH&S factors will need to be considered for - Picture puzzle sheets
this activity?

Teaching Strategies and lesson structure: What you as teacher will What are the students Timing
do? doing?
Prompts for your planning: Beginning
- Quick recap of some - Noticing what group they 10 mins.
How will the lesson and ideas be introduced and sums (+-x/) are in and what activity
made relevant to the students?
Students will show they are doing.
How will you engage the class?
their
understandings,
showing me what
they have learnt.
- Discuss their
What specific teaching and learning strategies will groups and
you use for the lesson? activities.
What exactly will the students be required to do and - Assign each group
what will be your role? to an activity.
How will you create a collaborative learning Middle
environment and how will the classroom be
arranged to support this? - Students move out - Students move into 40 mins
How will you include all learners? What Curriculum to their groups: their groups and
and Pedagogy adaptations or modifications will be Group 1: Activity begin the activity.
required? cards - Activity lasts for 40
How will you differentiate learning opportunities minutes.
for diverse learners?
How will you ensure the students are on-task and
Group 2: Times
what strategies will you use to support positive table cards, strips &
behaviour? picture puzzle.

Group 3: Teacher
 How will you draw ideas together and conclude the group 1 (+-)
lesson?
How will you conclude the learning experience/
Group 4: Teacher
learning findings?
group 2 (x/)

Conclusion
- Teacher group will - Discuss their 5 mins
discuss what they learnt, misconceptions and what
and any problems they they learnt.
had.

Reflection and Self Evaluation:
What aspects of the lesson worked most effectively?
What aspects of the lesson could be improved and
how could they be improved?
What follow-up will be required from this lesson?
- The group had a great understanding of multiplication and division,
especially multiplication. They were able to use the algorithms very
effectively and had some great explanations. Division does still need
improvement but they had a very solid understanding. Prompting helped
the students.
- The other groups went well, with the supervising teachers group moving
into a little multiplication.
Mentor Teachers reflection
(See guiding questions below)

Mentor Teachers reflection

The following questions can be used as a guide for providing structured feedback to pre-service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an understanding of how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and experiences?
Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area and skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the lesson?
Has the pre-service teacher demonstrated effective communication in explaining tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning environment through the use of consistent and clearly communicated
behavioural expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in directing the learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and implementing this lesson?