Maths - Lesson Planning (Primary Students)

Running head: MATHS - LESSON PLANNING (YEAR LEVEL 3 STUDENTS) 1
Maths - Lesson Planning (Year Level 3 Students)
Name
Institutional Affiliation
MATHS - LESSON PLANNING (YEAR LEVEL 3 STUDENTS) 2
Maths - Lesson Planning (Year Level 3 Students)
YEAR LEVEL 3 – 8-year-old students – 24 students

RESOURCES
Envision Resource Time - 1 - TRB_3_10.pdf
Envision Resource Fractions - 1 - TRB_3_11.pdf
Envision Resource Money - 1 - TRB_1_4.pdf
Curriculum Content Descriptors (Codes)
TIME: Tell time to the minute and investigate the relationship between units of time (ACMMG062)
FRACTIONS: Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)
MONEY: Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents
(ACMNA059)
Overview of Lesson Sequence

Key Resources: Envision Resource Time - 1 - TRB_3_10.pdf
Envision Resource Fractions - 1 - TRB_3_11.pdf
Envision Resource Money - 1 - TRB_1_4.pdf
Links to other learning areas:
-Tell time to the minute and investigate the relationship between units of time (ACMMG062) links to Year 2 – Tell time to the quarter-
hour, using the language of ‘past’ and ‘to’ (ACMMG039)
-Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058) links to Recall
addition facts for single- digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation
(ACMNA055) and Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)
-Year 3 Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)
links to Recognise, describe and order Australian coins according to their value (ACMNA017), and Count and order small collections of Australian
coins and notes according to their value (ACMNA034).
Period Learning Focus Learning Activities Assessment
Week 4 Time: Telling time to the nearest 5 minutes, telling time to the Showing time on analog and digital Monitoring
minute, reading timetables, converting units of time, and clocks Class activity checklists
understanding elapsed time using a calendar* Solving multiple Reading timetables – calculations Self-assessment
step time problems. Here students identify attributes of objects involving duration Peer assessment
that are measurable and are quantified through unit amounts. Identifying important properties of Collaborative teacher assessment
Such as time in units of minutes, seconds, hours, weeks, months time
and years. Connecting the digital, analog and
verbal representation of time
Week 5 Time: Solving multiple step time problems Solve time problems by calculation Peer assessment Moderation
Fractions: Dividing a whole into equal parts, writing fractions of (addition and subtraction) Collaborative teacher assessment
regions, naming groups using fractions, and finding equivalent
fractions
Week 6 Fractions: Finding a fraction of a group, and explaining fractions
Explore fraction to enhance student Class rubric
Properties of fractions understanding of fractions and their Self-assessment
multiples Collaborative teacher assessment
Week 7 Money: Identifying features and values of Australian coins Checking out different coins and telling Peer assessment
their features Collaborative teacher assessment
Arranging coins according to their Worksheet assessments
values
Time Period (Week 4: 1 x 60-minute lesson) – SUBJECT FOCUS: TIME
Topic: Year 3 Students: Telling time to the nearest 5 minutes

Specific Assessment Materials & Teaching Learning Experience Focus Questions
Learning Plan Resources Strategies
Goals
Associating Envision Prior Knowledge: What time is
numbers Collect Resource Demonstration - Counting numbers 1-60 shown on the
on an worksheets at Time - 1 - Introduction: (Activities) clock?
analog the end of TRB_3_10.pdf Cooperative Go over what the students know about counting and clocks in 3 minutes. How many
Introduce the different clocks to the class and inquire who can read the
clock face lesson learning minutes go by
present time.
with time Analog clock when the minute
Emphasize that all clocks are showing similar time.
increments Check if face Body: (Activities) hand moves
of five students are Ensure all students are looking at the clocks and show them the hour, minute from the 1 to the
minutes. telling the Activity book and second hands. Ask them what the numbers on the clock face represent. 2?
time correctly (hours) and what the hands are about (small for hours and big for minutes). Which one of the
by looking at Worksheet- Point at 3 o’clock and inquire what time it shows (3:00), how do you know hands move
their clocks what time is this? (small hand is at 3 and big at 12). more in one
Explain that time can be told in minutes. Make students stop what they are hour, the minute
doing for one minute to show how long it is. or hour hand?
One hour is made of 60 minutes. All students look at the clocks in their activity
When a clock
books to trace the 60 minutes on the clock face. They discover that the space
from one number to another is 5 minutes. face shows 10:30
In groups of 3, each moves their minute hand on the clock with the teacher’s or half-past ten?
guidance one by one until they make 60. Where will the
Show that when the minute hand is at 1, it is five minutes, 2 is 10 minutes, 3 is minute hand be?
15 and so on. They notice how the hour hand moves as the minute hand
moves.
Note: In a circle of 60 on the clock, 15 is quarter past, 30 is half past, and 45 is
a quarter to.
Conclusion:
On the differentiated worksheets (replay-practice-challenge) student does
individual practice of telling time to the nearest five minutes.
Learning & Teaching Adjustments:
Create time problems for learners to reflect and think about the lesson. For
instance, if it is 9:25, what is five minutes before? (9:20) what is five minutes
after? (9:30).
Topic: Year 3 Students: Telling time to the minute
Goals
To Peer- Envision Roleplay Prior Knowledge: How many times
accurately assessment Resource - Reading the clock half past, quarter past and a quarter to can you write
read the Time - 1 - Modelling - Using the analog clock face your name in
time on an Rubric for TRB_3_10.pdf Introduction: (Activities) one minute?
analog telling time to Mental Start with the question of how long it takes for each one to write their name What is the use
on paper. We are going to compete and see how many times one can write
clock face one minute Analog clock computation of each hand on
their name in a minute. (students set with pieces of paper and pencils to write
to the face with the clock?
their names)
minute. Collect movable Demonstration Have the clock face and stopwatch to time the minute. Count to three, and all Where is the
worksheets at hands and begin writing with the stopwatch ticking and will tell them when to stop. little hand and
Relate time end of the minute (check who wrote their names most times in a minute. what time is it
on the lesson markings Body: (Activities) on the clock?
analog Learning Review the clock, its hands, and markings on the clock face. Show the hands at Where is the big
clock face journals 2 o’clock and ask the time (2:00). hand?
to digital Papers and Make the groups of three again, and each on its clock moves the big hand to 3 What is the time
time pencils and the little hand past 2. What is the time? (15 minutes or a quarter past 2). if the small hand
They keep moving it to the next number as they record the time and swap
Stopwatch is at 12 and the
with other groups to check if they are correct.
Digital clock Introduce the digital clock and press it to the next minute, ask the time. big hand is at 8?
Worksheet- Students are given a chance to suggest what to do. If it moves one
what time is Show the minute marks and illustrate how each mark stands for a minute. place, how many
Make them move the big hand per minute minutes remain
Each group relates the movement of minutes on the clock face with the digital to the next
numbers to tell time per minute. hour?
Conclusion:
Take them through a reflection process by explaining how to tell time to
minutes. Draw a diagram of this, and each one does the same in their journals.
Work with the minority who need more instruction, extension or practice by
reviewing visual learning animations and make them record their findings in
their journals.
Make students draw different times on number clock faces showing time to
minutes. They exchange with another student to record the time and check if
they are right. Encourage them to remember skills from the past session.
Topic: Year 3 Students: Reading timetables
Goals
Learn to Check if Envision Modelling Prior Knowledge: What does the
read and students are Resource - Reading the time on the clock timetable tell
interpret telling the Time - 1 - Cooperative - Telling time to hour and minutes us?
information time correctly TRB_3_10.pdf learning - Understanding even sequence What activities
on a simple by listening to Introduction: (Activities) are listed on our
timetable what they say Class activity Demonstration Go through what students know about the sequence of events. Ask when does timetables?
is the time on Cards Card cluster one know the time something starts and finishes (expected responses: when Which activity is
you take the school bus, watching a favourite program on TV, going to a
Interpret the between recess
particular movie)
timetables timetables Timetables and Literacy?
Body: (Activities)
to solve Show the class timetable and a TV program guide. Tell them these are At what time
problems Monitor the timetables that list events in class and on the TV. does the Maths
activity card Give activity cards to pairs of students and ask them to form a timetable of subject begin?
placements events that make up one day How long is the
on the board Tell each pair to remember the activities of a day and name the events. Maths lesson?
Cards that match events are picked and time, when it happens, is identified. What is the
Each pair brings and sticks the cards on the board beside each other. importance of
As events and times come together, a timetable is created. Ask questions listing activities
about the timetable. E.g., when do we have maths? (11:30am -12:30pm)
in time order?
When is lunch time? (12:30pm)
Continue with questioning so that students experience reading class
timetables.
Conclusion:
Go through the class identifying those with difficulty reading timetables and
make the point to activities, run their fingers horizontally to the time. Remind
the class that an activity or event starts at the time that is next to it.
Work from the class timetable created by the entire class, tell students to
solve problems as Literacy begins at 10:00 am and finishes at 11:00 am, how
long is the lesson? Maths begins at 11:30 am, and finishes at 12:30 pm, how
long is it? Which one is longer or shorter?
Topic: Year 3 Students: Converting units of time
Goals
Learn the Self- Envision Question and Prior Knowledge: What does the
different assessment Resource answer - Units of time picture tell us?
units of Time - 1 - - Multiplication and division Which
time and Monitoring TRB_3_10.pdf Demonstration Introduction: (Activities) technologies are
how to class activity Tell the students that in one hour you must be done with the Maths good for
convert Student Cooperative lesson. How many how many minutes are those? (60). Yesterday, we measuring time?
them from Class activity book- learning had a Maths lesson around this time. How many hours are those? (24 When do we use
one unit to checklists converting hours) next week, we will have a maths session at this time, how many a clock to
another. units to time days are they? (7 days). measure time?
Small group Body: (Activities) When can we
interactions Poster of Put the time poster on the board for all to see. use a stopwatch
units of time Explain that time is measured using a variety of units and each relates for measuring
and their to the next unit that is bigger than it. time?
conversions Students check the poster and tell the units there.
What is the first unit? (minute). How many seconds make one minute?
Time (60 seconds). How many minutes make an hour? (60). Which unit is
measuring bigger and how do you know that? (an hour is bigger since it has many
devices minutes).
(clocks, Create problems and make the class solve them in pairs. We have a
stopwatch, term recess in three weeks, how do we calculate those in days? (if 1
egg timer, week=7 day, so 7 multiplied by 3 brings the answer, or through
calendars, multiplication)
diaries) The road trip will take 3 hours. How do I work out this in minutes? (if 1
hour= 60 minutes, multiplying 60 by 3 brings the 180 minutes)
Church mass runs for 150 minutes, how many hours are there? (60
minutes = 1 hour, dividing 120 by 60 gives the answer as 2 which is
two hours)
Conclusion:
Give students an opportunity in their journals to work out problems of
converting time units. This will help them practice conversions from
small to big through division and big to small using multiplication.
Demonstrate how we can calculate the conversion using a calculator
for students struggling with converting one-time unit to another.
Topic: Year 3 Students: Understanding elapsed time using a calendar* Solving multiple step time problems
Goals
Use the Monitoring as Envision Illustration Prior Knowledge:
calendar to the students Resource - Units of time What is
calculate complete Time - 1 - Questioning - Timetables displayed on the
elapsed tasks TRB_3_10.pdf - Counting chart?
time Problem- Introduction: (Activities) What is the
Differentiated Poster-sized solving Start by asking who has a calendar at home and where it is kept. Ask importance of a
worksheets calendar and why they have it at home and events always indicated on the calendar?
small calendars (various answers like holidays, birthdays, festivals, etc.). How do
Checking calendars Body: (Activities) calendars
student with one Put the current month’s calendar poster on the board for display. Let measure time?
journals and month students tell it is a month with days and weeks that make the month. What is the date
giving Hold pointers and begin counting days forwards and backward today?
feedback together with students. Ask them to trace days from the current date Can you locate
(forward and backward). ten days from
Note: explain the 29/30/31 variation of days in months to help today’s date?
students tell the weeks depending on the month. How many
Explain why weeks on a calendar month can begin on a Thursday and weeks are in one
end on a Wednesday. month?
Conclusion: What will be the
Give probing questions and let students answer the activity in their date three days
activity books in their journals. Move through the class to check from today?
whether students are calculating the elapsed time correctly on their What was the
calendars. date two days
Learning & Teaching Adjustments: ago?
Make students use the month of their birthday and find their birth
date. Locate the day on the calendar and use it to explore the concept
of elapsed time. (locate one week before and after, 10 days after and 5
days before)
Topic: Year 3 Students: Solving multiple step time problems
Goals
To read Reflection Envision Illustration Prior Knowledge: What is the
and solve Resource - Problem-solving problem asking?
problems Completing Time - 1 - Questioning - Time units
that have the activity in TRB_3_10.pdf Introduction: (Activities) What is the
more than the activity Problem- Review time concepts that are useful for this topic including going hidden
one step books Interactive solving through time units and elapsed time. question?
board Ask students; when should you know how much time you have to
Differentiated Collaborative complete a task? (responses like; when I want to play but am still How many
Worksheets Journals learning taking lunch) minutes did Ivan
Body: (Activities) spend on Jogging
Student Write a problem on the board. Ivan jogged for 40 minutes in 3 days. on Thursday?
activity book He jogged 15 minutes on Tuesday and 15 on Wednesday. How much Why should we
time did he spend jogging on Thursday? (10). subtract or add
Students tell what the problem is asking (the time spent on jogging on minutes to solve
Thursday). What we know. (Ivan jogged for 15 minutes for Tuesday a problem?
and 15 on Wednesday). What are the two questions here? (how long
did Ivan jog on Tuesday and Wednesday, and how long did he jog on
Thursday?)
Students answer the first question before answering part two.
Teacher adds 15 minutes to 15 minutes to know how long Ivan jogged
the first 2 days by writing an algorithm on the board.
Now together, we solve the hidden question to know the time for
jogging on Thursday.
Should we add or subtract to know how long Ivan jogged on Thursday?
(subtract).
Write an algorithm on the board. Subtract 30 from 40 minutes. The
solution is 10 minutes that Ivan jogged on Thursday.
Students individually solve problems in their books as they record on
the worksheets.
Conclusion:
Ask students to identify the challenges they faced with the multiple
time problems and help them overcome the challenges.
Help students find hidden questions by using highlighter pens to know
the parts of the question which require solving.
Time Period (Week 5: 1 x 60-minute lesson) – SUBJECT FOCUS: FRACTIONS

Topic: Year 3 Students: Dividing a Whole into Equal Parts
Goals
Divide a Small group Envision Collaborative Prior Knowledge: What things can you
whole interaction Resource learning - Meaning of fractions divide into equal parts to
number Fractions - 1 - - Names of fractions (halves, thirds, quarters, etc.) share with a friend?
Introduction: (Activities)
(item) into Monitoring TRB_3_11.pdf Illustration How can we divide the
Introduce to students that they will learn about fractions and
equal parts paper in two equal
define the fraction as a part of a whole.
in different Self- 4x4 empty Demonstration Illustrate this concept by drawing a picture of a common parts?
ways. assessment grids fraction on your board. Are there equal parts for
Body: (Activities) each box?
Pair the students and provide each team with square
Differentiated Squares and What does each equal
coloured paper. Each pair divides the paper into 2 equal
worksheets circles of part represent in the
parts.
coloured Explain that when dividing into two equal parts, every part is whole shape?
paper half the whole.
Illustrate with the square folded in half. Ensure they fold their
paper edge to edge.
Open the two halves of the whole as they observe and
inquire for other ways of folding in equal parts. Draw a
square on the board.
They fold their papers equally and draw squares in their
notebooks.
Demonstrate different divisions as they do in their books.
Note: whatever manner we divide the whole in halves, there

must be two equal parts.
Do this again and divide in more parts as you explain and
make them do the same as pairs.
Conclusion:
Check each pair’s shapes and divisions to tell if they are
divided equally and probe them to name the parts as they
are in the whole. E.g., If there are for equal parts, then it is
quarters.
Remind students that parts should be divided in equal parts
and have them cut the parts they have drawn, then place
them on each other to check if they are identical.
Provide 4x4 grids to students and ask them to divide them
into 8 equal parts in many ways.
Topic: Year 3 Students: Writing fractions of regions
Goals
Learn to Small group Envision Collaborative Prior Knowledge: What do we know about
name and interaction Resource learning - Fractions fractions? What about
write Fractions - 1 - - Numerators and denominators numerators and
symbols for Monitoring TRB_3_11.pdf Illustration denominators?
Review denominators and numerators with the class to check
fractional How do we call numbers
their knowledge on fractions.
parts Rubric Fraction Demonstration Write on board ½ and 1/3 and ask what numbers written in written as 2/8?
cards with this form represent (fractions). Which parts of the
Understan Differentiated different Discussion Body: (Activities) fraction are the same?
d that worksheets shapes Place a chart with a story on the board: John made a garden Which parts of the
fractions divided into in the shape of a rectangle. He divided it in five equal parts. fractions are similar and
Planted flowers in two parts.
can be variety of how many are they?
Tell the class to help colour the part with flowers and leave
used in equal parts those without. What is the fraction of
describing Fraction Write number fractions and symbols for the shaded and the shaded regions to
equal parts colouring unshaded parts on the board. (2/5). Ask which is the the whole bar?
of a whole worksheets numerator and which one is the denominator plus their What does the word
meanings. fifths represent?
Give pairs of the students’ fraction cards. Let them practice (denominator)
naming fractions as illustrated in the picture as they rotate
How many equal parts
the cards for evaluation.
This exercise will continue until all students experience it. do ninths have?
Pass to each student a copy of fraction colouring worksheets
and crayons, then instruct them to read instructions for each
of the questions on the worksheet and complete them.
Conclusion:
Monitor and supervise as each individual fill in their
worksheet, collect and mark them and provide feedback.
Avoid using vocabulary like denominator and numerator with
students who struggle with them since they might make
fractions confusing. Work with them in small groups and
emphasize that numbers on top indicate parts being taken
and those at the bottom mean parts of the whole.
Topic: Year 3 Students: Naming groups using fractions
Goals
Associate Small group Envision Collaborative Prior Knowledge: Can you name the
the model, interaction Resource learning - Numerators and denominators fractions that indicate
symbol, Fractions - 1 - - Fractions must be equal parts part of a set using colour
and words Monitoring TRB_3_11.pdf Brainstorming tiles, classmates and
Remind students that in the past lesson, we talked about
used to letters in your name?
fractions as part of a whole and shaded parts of a fraction.
describe a Self- Papers Demonstration Call four students in front of the class and ask how we can
fractional assessment Colour tiles use fractions to describe that group. (one fourth is having a How do you choose the
part of a Crayons and Think-pair-share pencil in the hands). numerator for your
set. Differentiated coloured Let the students observe the group using fractions and guide fraction?
worksheets pencils them to the idea of two-fourths is the same as one half and
four fourths same as one whole. (four-fourths are wearing
Write a How can you choose a
collarless t-shirts).
fraction to Body: (Activities) denominator for your
describe it Pick another set of six students and ask four of them to pull fraction?
as part of a up their sleeves. Let students tell how many have sleeves
whole. rolled up (4), and describe their fraction (four of the sixths-
4/6).
Draw a vinculum on the board.
Ask what the numerator tells? (the number parts being
described). The denominator tells (how many parts are there
altogether)
Write the number of students with rolled sleeves in the
numerator position (4). And denominator in its position (6).
How many students are there altogether (6)
What is the fraction of the students with rolled up sleeves?
(four sixths) what fraction is those who did not roll sleeves?
(2 sixths)
Each student writes the fractions in their journals and the
teacher on the board. Each would check their friend if they
wrote it right.
Show other group examples as students describe and name
their fractions.
Each student will get a paper pencil and colour tiles. Write
their name and colour the letters. Write the fraction groups.
Conclusion:
Gather them on the carpet and let them share their name art
with a partner.
Discuss results: Did you and your partner have similar
denominators for your fractions? Why and why not?
How do numerators in fractions change? What does that
represent?
Mention another way in which you can use fractions as part
of a set in daily life setting?
Students make longer words in different colours and describe
their group fractions
Topic: Year 3 Students: Finding equivalent fractions
Goals
Use models Small group Envision Collaborative Prior Knowledge: What are other names
to find interaction Resource learning - Numerators and denominators that can lead to 10?
equivalent Fractions - 1 - - Fractions must be equal parts How do we call fractions
- Number lines
fractions. Monitoring TRB_3_11.pdf Illustration that are the same size as
each other?
Start with numbers. One name for 10 is 6+4. Mention other
Identify Self- Missing Demonstration names for 10. How does this model
different assessment fraction Body: (Activities) show that ½ is
ways of number line Think-pair-share Explain to students that drawing number lines is a way they equivalent to 2/4? (same
naming the Differentiated activity sheet could draw models of equivalent fractions. length)
same part worksheets Bar lines Draw a number line divided in fourths. Put a dot on the ¼ Why do you think the
mark.
of a whole. fractions are equivalent?
Below the number line, draw and label a matching number
line. Ensure 0 and 1 are aligned. Divide it into eighths and
ensure the markers align with the one above.
Ask the students to look at the two number lines and identify
fractions that are equivalent to ¼. Let each student justify
their answer. (2/8 is equivalent to ¼ since both are at the
same distance from 0). Place another dot on 2/8 mark.
Use highlighter for emphasising the distance from 0 on every
number line.
Switch to bar models as another way of showing equivalent
fractions.
Draw a rectangle and divide it in fourths. Label every section

as ¼ and shade in one section (1/4).
Proportionally below the first bar model, draw another
matching rectangle divided in eighths and ensure half and
quarter marks are aligned. Label each part 1/8 and shade in
two parts (2/8).
Hand number line activity sheets to students and have them
work with partners.
Conclusion:
Students use their fraction number line activity sheet to
identify and fill in the equivalent fractions. They swap with
their neighbours under the teacher’s guidance to tell if what
they plotted is correct.
Find numerous equivalent fractions as you can for ½, 2/3 and
6/8. Draw a model to indicate each equivalent fraction
compared to the original fraction.
Topic: Year 3 Students: Finding a fraction of a group
Goals
Identify Small group Envision Collaborative Prior Knowledge: Why are the items split
and show interaction Resource learning - Numerators and denominators into three equal groups?
fractions of Fractions - 1 - - Fractions sets How many items are in
a set. Monitoring TRB_3_11.pdf Illustration each group?
Start with a scenario where a family had a block of chocolate
Why are some of the
and had to share it. Ask if students have experienced such
Learn how Self- Fractions of a Demonstration and how they shared it. (equal parts for each person). groups circled?
to use assessment set: Spring Tell students they will learn about specific portions of a set in How many items are in
objects for Things Think-pair-share fractions. Explain that the difference with what they studied two groups?
modelling Collect Worksheet in previous lessons is that we think of a set as a whole and How can you check your
and finding practice Learning each item of the group as an equal part. work by skip counting by
Body: (Activities)
fractions of worksheets at journal 2s?
Call a group of volunteers in front. Explain that the group is a
a group. the end of Whiteboards whole and count each volunteer as a part and label the total
the lesson for as the denominator. Model finding and writing types of
review of Coloured fractions in the set. Fraction of girls, boys, wearing glasses,
mastery. craft sticks etc.) let students go back,

Clear bags Practice finding fractions of a set using coloured craft sticks.
with numbers Model pulling out a mixed set of sticks from a clear bag
named ‘number 1’.
Count the total number of sticks (20) and record it as
denominator. Count sticks of each colour and label a
corresponding fraction. (e.g. red sticks= 5 making 5/20).
Repeat this with bag labelled ‘number 2’ as an illustration
and let students record the fractions in their journals.
Pair the students and give them the numbered bags. Let
them label their notebook pages in relation to each bag
number and work together in determining fractions for each
bag.
The bags rotate for them to complete as many sets as
possible.
Conclusion:
Distribute fractions of a set: spring Things worksheets and let
students complete them independently.
Check their progress and help those with challenges.
Draw a model and solve 1/5 of each of the following groups:
20 mangoes, 10 books, and 15 balloons.

Topic: Year 3 Students: Explaining fractions
Goals
Identify Small group Envision Brainstorming Prior Knowledge: What makes a whole in a
equal parts interaction Resource - Numerators and denominators fraction?
of a Fractions - 1 - Collaborative - Fractions must be equal parts Which vocabulary do
fraction to Monitoring TRB_3_11.pdf learning you think of when you
Review what students know about fractions and what makes
make a hear fractions?
fractions. (numerators and denominators, sets, etc.)
whole Self- Paper plates Illustration Body: (Activities) How many pieces do you
assessment Provide individual students with a paper plate and tell them have?
Use Scissors Demonstration to colour and decorate it. Which colour has the
diagrams Differentiated Give a scenario of a person carrying a plate, and it suddenly most pieces and what is
to explain worksheets Colour Think-pair-share drops and breaks in pieces. their fraction?
fractions. pencils Tell students to cut their paper plate into many equal parts, What is the fraction of
some in halves, quarters, thirds, eighths, etc.
the selected piece?
Let the students come in the middle of the class and make a
How many pieces make
circle.
They place their pieces of plate in the centre of the circle. up a whole for sixths?
Select a piece and hold it then ask them the fraction that it
represents.
Note the fraction on the board and ask one student to collect
the missing pieces that make a complete plate and the
fraction.
Count together with them the plate pieces and decide if the
plate you have matches the fraction on the board.
Repeat the activity with different size fractions.
Conclusion:
Students do the activity on the worksheets and teacher
assesses them to see their understanding of fractions.
Ask the students to mix and match their plates with partners
and see how many different fractions they could find using
different pieces of plates.
Time Period (Week 7: 1 x 60-minute lesson) – SUBJECT FOCUS: MONEY

Topic: Year 3 Students: Identifying features and values of coins
Specific Learning Assessmen Materia Teaching Learning Experience Focus Questions
Goals t Plan ls & Strategie
Resourc s
es
Recognise and Collect Envision Experime Prior Knowledge: What is in the
order Australian worksheets Resourc nting - Meaning of money zipped bags?
coins following to check e - Reading How do we call
Money - - Numbers and figures
their value. understand Demonst each of the coins
1- Introduction: (Activities)
ing TRB_1_ rating Give all students small zipper bags with coins and ask them to name the you see?
Identify the heads 4.pdf different coins they know. Which of the
and tails sides of Assign an Ziplock Introduce to then the different coins used in Australia and tell them what sides contains …
coins and explain informal bag each coin is called. image?
their images. assignment with Body: (Activities) What are the
Attach different the different coins sides on a board and write their names
(Present coins differences
next to each coin.
Discuss Math 3) Whiteb between 1 dollar
Draw a few of them and show students the different shapes and sizes.
similarities and Let oard Each student writes the money they have on in their journals and arrange and 5 cents?
differences students and them in order of value from lowest to highest. Mention the
between the use their markers Using a worksheet, students display their coins on their tables and identify colours of your
different coins coins to Learnin the images on each side of the coin as they record. coins.
Describe complete g They record the colours of each coin.
Tell their neighbour to check their worksheet
Australian coins their journals
Conclusion:
according to worksheets Worksh Class discussion of what are the differences and similarities between coins.
shape, size, and eets Discuss what has been learnt about coin shapes, sizes, and values.
colour Interacti Learning & Teaching Adjustments:
ve wall Move to paper money and show how many coins it takes to equal the
monetary value of a selected note.
Time Period (Week 7: 1 x 60-minute lesson) – SUBJECT FOCUS: MONEY
Topic: Year 3 Students: Recognising the values of coins
Specific Learning Assessmen Materia Teaching Learning Experience Focus Questions
Goals t Plan ls & Strategie
Resourc s
es
Recognise and Checklist of Envision Experime Prior Knowledge: What features do
order Australian recording Resourc nting - Meaning of money you know about
coins following learner’s e - Australian coins different coins?
Money - Introduction: (Activities)
their value. ability to Discover What is the value
1- Review the features of different coins as a class to see if students remember
differentiat TRB_1_ y of your coin?
them.
Identify the e coins by 4.pdf Give all students small zipper bags with coins and ask students to pick Which coin is of
differences their value Coopera randomly and tell the value of what they have. great value than
between coins of Ziplock tive Body: (Activities) the rest?
different values Anecdotal bag learning Inform students that they are going to arrange the coins in their value order. Which coin is of
notes Place a chart with images of coins arranged in value order from lowest to less value?
with
highest on the board and ask students to observe them.
Describe the recorded coins Can you arrange
Each student arranges their coins in that very order as they record on the
coins that are of during the Whiteb worksheets. the coins
greater or less discussion, oard The board is removed, and students arrange in the order of big to small. beginning from
value than others. observatio and Student are paired and told to pick coins from their bags; they tell the ones the smallest?
n, and markers they have and their value. How can you
Conclusion:
activities Chart differentiate a
review what has been learnt after the individual activities and answer the
Learnin coin of bigger
questions that students could have.
Worksheet g Learning & Teaching Adjustments: value from that of
s journals Discuss the use of coins in everyday life and tell how much their coins can do less value?
Worksh to help them relate coins with daily life.
eets

Maths - Lesson Planning (Primary Students)

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Running head: MATHS - LESSON PLANNING (YEAR LEVEL 3 STUDENTS) 1

Maths - Lesson Planning (Year Level 3 Students)

Maths - Lesson Planning (Year Level 3 Students)

YEAR LEVEL 3 – 8-year-old students – 24 students

Overview of Lesson Sequence

Topic: Year 3 Students: Telling time to the nearest 5 minutes

Time Period (Week 5: 1 x 60-minute lesson) – SUBJECT FOCUS: FRACTIONS

Note: whatever manner we divide the whole in halves, there

Draw a rectangle and divide it in fourths. Label every section

mastery. craft sticks etc.) let students go back,

Time Period (Week 6: 1 x 60-minute lesson) – SUBJECT FOCUS: FRACTIONS

Time Period (Week 7: 1 x 60-minute lesson) – SUBJECT FOCUS: MONEY

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