PROFESSIONAL EXPERIENCE LESSON PLAN

Pre-service Teacher name: Kobi Keeley

Date: 3/6/19

Year level/ age range & number of students: Year 1- 13 students

Estimated duration of activity: 35 minutes

Learning area: Mathematics- 100 chart

Specific Topic: (including Australian Curriculum content descriptor)

• Recognise, model, read, write and order numbers to at least 100 (ACMNA013).
• Count collections to 100 by partitioning numbers using place value (ACMNA014).

Learning intentions: Recognising placement of numbers on a hundred chart.

Success criteria for students:

• When students are able to demonstrate the ability to build a 100 chart using the 100 chart puzzles.
• When students are able to strategise to find numbers on a 100 chart.
• When students are able to fill in a blank number chart.

Preparation/ organisation/ resources:

• Hundred chart puzzles
• Large hundred charts with counters

Differentiation:
• Provide students with extra scaffolding when applicable.
• Extend students by asking challenging questions or by playing the dog bone game to contextualise
the 100 chart.
Lesson running schedule:
• 100 chart interactive game on the big screen, number placement on the 100 chart
• 100 chart puzzles in partners- once completed- what do you notice? All the 1s in one column etc
• Show 100 number chart- this is what yours should look like, using the large 100 chart and counters,
find out of students understand the placement of numbers
• ‘Place a counter on number 82.. 36.. 5.. etc’
• Place an empty number chart on the board, ask children individually to come place a certain number
(consider abilities) on the chart, to ensure they understand the concepts and patterns of the 100
chart

What range of teaching strategies will I use?

• Hands on head when you have finished to help monitor when to move forward
• Pairing students up who need extra support
• Extra scaffolding where needed
• Group collaborative work, individual work and then group collaborative work to finish lesson
Evaluation:
• Noticed a large gap between mathematical abilities
• Students were engaged and challenged during the 100 chart puzzles- it was good to have this as a
warm-up and it helped me comprehend what the students already know about 100 charts
• Could have spread students out more, was a bit crowded on the floor with the puzzles
• Students understood the task, I think my directions were clear and easy to follow
• All students were successful and able to demonstrate a sound understanding of a 100 chart
• It was effective to finish the lesson with a group collaborative task, this also helped me understand
each individual’s ability
• To extend this task I could provide a jumbled 100 chart and ask students to fix it
• I was able to introduce counting on at the end of the lesson, which leads me to the next lesson