Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre Primary Time: 11:55 Date: 10/6/2019 Students’ Prior Knowledge:

Learning Area: Mathematics

Strand/Topic from the Australian Curriculum

Respond to objects based on length (ACMMG006a).

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

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
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)
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:

 Describe the measurable attributes of an object using ‘big’, ‘small’, ‘long’, ‘tall’, ‘short’, ‘heavy’, and ‘light’.
 Compare objects based on size and use ‘big’ and ‘small’ to describe comparisons.

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

- 2 containers (1 tall and 1 short e.g. a vase and a - Grouping students in terms of their learning
cup) abilities (Strongest- weakest). Groupings
- Short eraser include: Circles, Triangles, Stars and Squares.
- Long ruler
- Thin (light) book - Modelling the task for the students with
- Thick (heavy) book academic difficulties. And providing one on one
- A collection of pairs of big/ small/ light/heavy and support for a more guided lesson for those in
short/tall/long objects found in a classroom e.g. need.
pencils, crayons, erasers, sharpeners, cups,
containers, pipe cleaners, paper clips, a - Shadow students in enabling that sharing is
paperweight or hole punch, a thin (light) book and a occurring with the materials to minimise
thick (heavy) book. conflicts.
- Whiteboard and whiteboard marker for the teacher.
- Whiteboard eraser.
- Worksheets for height, length, size and weight if
applicable.
- Big, Bigger and Biggest labels.
- Small, smaller and smallest labels
- Blue Tac.
- Water to fill the containers/ water bottles.
LESSON EVALUATION (to be completed AFTER the lesson)

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Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[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:
11:55 1. The teacher will gather students’ attention to commence the lesson
rotations.
2. Before students commence the task, the teacher will direct each
student to their group tables.
e.g. Circles to the grey table, Triangles to the green table, Stars to the
caterpillar table and Squares to the orange table.
3. The teacher will then ask students to find a seat on their directed
tables and sit quietly with their hands on their heads so that the
teacher knows that all students are ready to begin the lesson.
“Find a seat and do not touch anything that is on the table, put your
hands on top once you have found a seat so that Miss Parker knows
that everyone is ready to learn”.

4. Once students are seated with their hands on top of their heads, the
teacher will tell the students what they will be doing in today’s lesson. Whiteboard, Whiteboard
“Eyes to the board my friends, it is my turn to shine. Today we will be marker and eraser.
learning all about measurement and all the different words that we
can use to describe an item when measuring.” The teacher will model
to the students the tasks that are planned out for the activity.
“There are a variety of items on the table that we are going to use,
11:56 discuss using the terms that we have just learnt on the mat.”

Lesson Steps

1. The teacher will display 2 containers on the table, 1 short and 1 tall, 2 containers. 1 that is
where all students can easily visualise them. The teacher will then short and 1 that is tall.
pose a question to the students:
“What do you notice about these containers?” Water to fill up one of the
containers.
2. The teacher will then ask all the students to turn to the student next to
them and tell them what they noticed about the containers, providing
enough time for discussion to take place. The teacher will observe the
discussions and stop them when all have had a turn with their
partners. The teacher will then provide time for the students to share
what they had come up with the whole group.
“Turn to the person next to you and tell them what they have noticed
about the containers” (The teacher may need to model this to the

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students if she notices that the students are confused, as well as pair
students up if they struggle with this step).

3. The teacher will record what the students say/ describe about the
measurable attributes of the containers. For example, the container is
big and small, tall and short, empty (if students use informal
vocabulary, list the descriptions and then introduce and write the
formal vocabulary next to it e.g. if student say there is nothing in the
container, the teacher will reinforce the students with the term of
‘empty’, more and or less.

4. The teacher will then follow the same steps as above for a ruler and
eraser. Questioning what the students notice about these 2 items,
engaging students in thinking about the measurable attributes of both
items. Classroom items e.g.
ruler, eraser, pencils,
5. The teacher will then follow the same steps with a thick (heavy) book crayons etc.
and a thin (light) book. Posing questions for the students to discuss
with their partners.
Whiteboard, Whiteboard
6. The teacher will place a tick on the whiteboard beside the words the marker and eraser.
students have used to define the items in measurable terminology
more than once.

7. The teacher will introduce the term light and heavy, by passing the
book around to each individual student to have a turn at holding the
book to make connections/ feel the differences between the items of
heavy and light.

8. The students will then be given a variety of classroom objects. The

students will be asked to explore the objects and talk with their Classroom objects.
partner ready to share their discoveries (what they noticed).

9. The teacher will then ask the students to work together to put the
classroom objects in 2 groups. 1st group of all the small objects and
the 2nd group all the big objects.
“You are going to now place all the small objects into 1 group in the
middle of the table, and then all the big objects in another group in the
middle of the table.” The teacher will model this activity to the
students first by picking up 1 object (The soft soccer ball). “I know that
this item is big in measurements so I am going to place it in the
middle of the table over here so that I can place the other big items
there also. An eraser, I know that this is small in size so I am going to
place it this end of the table in the middle so that I can place all the
other small items together with the eraser.”

10. Once students have completed categorising all the objects into small
and big groups. The teacher will then ask the students to do the same
steps as above for heavy and light items, and then long and short
using the same objects from around the classroom. The teacher will
then question students. “How did you group the items this time? What
made you decide to put the eraser in the small group?” (e.g. it is
smaller than the ruler).

11. Once students have completed the above. The teacher will prepare 3

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large boxes all of which are different sizes. The teacher will create 3 boxes all of different
labels of ‘big, bigger and biggest’ that will be stuck on the whiteboard. sizes.

12. The teacher will then prop the smallest box in front of the whiteboard
on the table so that all students are able to see it. Labels (big, bigger and
“In front of the whiteboard is a box. This box is big”. Can everyone biggest).
repeat after me. This box is big (teacher says) students repeat “this
box is big”.

13. The teacher will then place the second box next to the first box. The
teacher will tell the students that this box is bigger.
“This box is bigger.” Can everyone repeat after me. This box is bigger
(teacher says) students repeat “this box is bigger”.

14. The teacher will then place the third box next to the second box. The
teacher will tell the students that this box is the biggest.
“This box is the biggest.” Can everyone repeat after me. This box is
the biggest (teacher says) students repeat “this box is the biggest”.
The teacher will then orally tell the students that this box is bigger
than the other 2 boxes. “It is the biggest.”

15. The teacher will than describe each box again whilst pointing to each
saying “this box is big, this is bigger and this is the biggest”. The
teacher will than ask the students to repeat each box as the teacher
points to them.

16. The teacher will then mix up the boxes, and invite students to order Labels.
them from big- biggest and label them accordingly with the labels
placed on the whiteboard.

17. The teacher will prepare the next task using either sticky notes of Sticky notes and labels for
different sizes with the labels small, smaller, smallest that can be ‘small, smaller and
propped up on a table. (The teacher will use sticky notes so that all smallest.’
students can all equally see them, as they will be stuck on the
whiteboard with blue tac).

18. The teacher will begin by holding up the largest of all the 3 sticky
notes in her right hand so all students can see it. The teacher will then
orally present to the students saying that “this sticky note is small” the
teacher will then ask the students to repeat after the teacher “this
sticky note is small”.

19. The teacher will then hold up the smaller sticky note in her left hand
so all students can see it. The teacher will then orally present to the
students saying that “this sticky note is smaller”. The teacher will then
place the labels beside the items of small and smaller so that the
students can see the measurable terminology.

20. The teacher will then hold up the smallest sticky note so all students
can see it. The teacher will then orally present to the students saying
that “this sticky note is the smallest”. The teacher will then place it
with the correct label (smallest). The teacher will then orally present to
the students that his sticky note is smaller than the other 2. This sticky
note is the smallest.

21. The teacher will then describe each sticky note again whilst pointing

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to each saying “this sticky note is small, this is smaller and this one is
the smallest.” The teacher will than ask the students to repeat each
term as the teacher points to each item. Students are to say, if the
item is the ‘small, the smallest or smaller.’
. Sticky notes and labels.
22. The teacher will then mix up the sticky notes, and invite students to
order them from small- smallest and label them accordingly with the
labels placed on the whiteboard.
12:15
For the pandas, the teacher is going to model each step individually each
time to support the learning.

Lesson Closure:
There will not be enough time to do a plenary, so students will just complete
the following in order to move to the next rotation table. If there is time at the
end of the rotations. Line leaders will do a whole class plenary of what they
did at each rotation table.

1. Teacher calls out ‘hands on top’ students reply with ‘that means stop’.
2. The teacher will ask all the students to re-set their learning area ready
for the next group.
3. Once students have tidied their learning environments, students will
be asked to stand quietly behind their chairs ready for further
instructions of where they are to travel to next with all group
members.

Transition:

1. Students will be standing behind their desks quietly waiting for further
instructions to be moved to the next allocated group.

2. The educator will ask the students to stand behind their line leader
and walk quietly to their next rotation table.

Assessment:
Anecdotal notes covering the lessons objectives.

 Describe the measurable attributes of an object using ‘big’, ‘small’,

‘long’, ‘tall’, ‘short’, ‘heavy’, and ‘light’.
 Compare objects based on size and use ‘big’ and ‘small’ to describe
comparisons.