Lesson plan: Mental Maths

Year level: Year 2

Number of children: 25
Date: 25/07/2018
Duration: 20 minutes
Area of learning: Numeracy
Topic: Mental Maths

ACARA Outcomes/Concept Descriptor: To build fluency in number knowledge

Specific Learning Outcomes:

Children will be able to:
- represent multiplication by grouping into sets
- perform addition and subtraction calculation
- Read the analog clock face and transform it into the digital time

Resources:
- 26 x mental maths books
- 26 x pencils
- PowerPoint presentation
- Whiteboard and markers
- Checklist

Structure of the lesson:

- Introduction: Clarify the rules:
- Groups are assigned this time
- One minute will be given for each question
- Start with a new page
- Work independently, zero talk

- Learning Experience/Activity:
- Please refer to appendix A (the presentation slides) for detailed steps

- Conclusion:
- Ask them to draw a happy or sad face to show how they feel about these
questions

- Assessment:
- Student’s work will be marked
- The question with the wrong answer will be highlighted on the sheet attached
to their books
- Record on the checklist whether children get the right answer, or they have
the right strategies to solve the problem even though their answers might be
wrong so that further adjustment of the questions or groups could be made
accordingly

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 - Differentiation:
- Three ability group questions
- Explain the terms in different ways when children get confused

Self-Evaluation:
As a continuous learning routine, the children have got used to the form of questions and
fluency in solving these types of the mathematical equations can be observed both in the
process (They spent less time on each item) as well as in their works. The quick introduction
of the rules prevented the children from losing their attention. The problems are appeared to
be appropriate to the different levels of children's competencies. The whole class was of
excellent behaviour during the lesson. It could be the result of the strict time limit for each
section of the experience, and the children were all clarified that they would lose time for not
listening or chatting atthe beginning of the lesson. The visual engagement worked well with
the children that would encourage me to use visual tools in the following lessons.

Teacher’s Feedback:
Again, a very successful mental maths session with the whole class. I was very excited to see
you put down the ground rules and organisation guidelines at the start. This is exactly what
they needed. They stuck to their time limit and were able to get through the lesson much
quicker than previously.
Overall, a great mental maths session. You may need to give me pointers on how I set up my
digital presentations. The kids are loving the way you have set it up, which adds to their
engagement. It’s very appealing for children and easily organised for them to understand
where they are working from.
I loved that you didn’t even count in your head and roughly guessed by what you could see
they needed, you even had me fooled!!!

Children’s Feedback:
Most of the children draw a smiley face to show that they feel these questions are easy
(although few of them get the correct answers for every questions). Some of the children
gave a sad face but they actually did it quite well. Overall, the children were happy with the
learning experience and visually engaged in the presentation slides.

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Children’s work samples:

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Appendix A: Presentation Slides

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Appendix B: Checklist

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Appendix C: Feedback Sheets (Questions that the child didn’t get the right answer or
strategy will be highlighted and attached on their book)