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Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2. Time: 11am-12pm Date: 26th June 2018 Students’ Prior Knowledge:
 Students have had a lesson on word problems
Learning Area: Mathematics – Number and Algebra and number sentences. They can recognise
that word problems can be turned into number
sentences as a way of finding an answer.

Strand/Topic from the Australian Curriculum


Describe patterns with numbers and identify missing
elements (ACMNA35)

General Capabilities (that may potentially be covered in the lesson)


Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
✓ ✓ competence
✓ competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only) Problem Solving, reasoning, understanding
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:


 Match word problems with corresponding number sentence
 Write their own word problems and number sentences

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:


 Word problems and matching number sentences  For some students I will give them a sheet with
for the board a mix of number sentences and word problems
 PowerPoint so instead of coming up with it all by
 Enabling worksheets themselves they can fill it in, then cut it out and
 Extension cards swap with a partner.

 Ellie can use her iPad to write her word


problems.

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:
I believe this lesson went very smoothly because I had one focus for the lesson that gave a chance for differentiation
among the students who needed some enabling and those that needed extension. The objectives were achievable,
and students showed me their ability to write a word problem and a number sentence (also matching them up) by
each creating at least two flash cards.

Teacher self-reflection and self-evaluation:


I think that this was one of my smoothest lessons as I gave students, a task to do and we wrapped it up neatly. The
transition from my maths lesson to my health lesson also when better than I had thought it might thanks to the brain
break and change of scenery (moving from front mat to back mat).

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[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)


Resources/References
Time Motivation and Introduction:

 After recess tell students to come inside, get a whiteboard and


11am
whiteboard marker then sit quietly on the front mat.

The WALT is solve problems with number sentences. We will be


continuing our understanding from Monday’s Maths lesson.
Whiteboards/markers
 Review what was learnt on Monday and ask students, “What is a
number sentence?” Ask students to write an example on their
whiteboard and face it towards me.

 Next ask, “Who can tell me what a word problem is?”


Then write a number sentence on the board and ask students to write
a short word problem for this sentence.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

 Today we will be doing a few activities to practice word problems and


number sentences!
11:10am
 To warm up our minds, we will have a look at some word problems on
the PowerPoint and answer them together. PowerPoint

 Next, I will send students off to complete the first section of the
activity. This will be writing our own word problems and matching
11:15am
number sentences. On the board I will blue tac up a bunch of number
sentences and their matching word problems for students to refer to. Problem/sentence cards

 First students will be given paper and will need to cut out cards. Next,
they will write a number sentence on one side and on the other side
Paper
of the card they will write a word problem to go with this number
sentence.

E.g.
1st side: 2+5=7
11:40am 2nd side: If Julie has 2 cats and Sarah has 5 cats, how many do they
Worksheets for some
have all together?
students
 I will give students time to do this then they will swap their home-
made word problem/number sentence cards with a partner and
(without looking on the back) their partner will try to work out the
answer to the word problems in their maths book.
Maths books
 Extend some students by sending them off in a group with some
trickier word problem cards and have them write the number
sentence on the back.

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(Hopefully students will have been exposed to enough word problems Extension cards
to creatively write their own, however I will make sure to prompt
students in the right direction throughout the lesson.)

Lesson Closure:(Review lesson objectives with students)

 Finish the lesson with this activity testing the knowledge of the
students regarding number sentences and word problems.
11:55am https://au.ixl.com/math/year-2/addition-and-subtraction-word-
problems-up-to-20

This will help students understand different kinds of questions and


how they can be turned into equations.

 As we go through each question I will write on the board the steps of


how to solve it. Activity loaded

Transition: (What needs to happen prior to the next lesson?)


12pm  Give students a brain-break to do 10 star jumps and 10 high knees
then send them to the back mat for our health lesson.

Assessment: (Were the lesson objectives met? How will these be judged?)

Look at the work in students’ books to see if they were able to write their own
word problems and take note of white board answers.

Will do a formal assessment of their knowledge on Friday.