Learning Centre Plan

Year Level: pre-primary Time: 9.00am Date: 28/09/2019 Learning Area: mathematics Strand/Topic: number and algebra

Lesson Outcomes: (anticipated outcomes of this lesson, in point from beginning with an action verb) Student’s Prior Knowledge:

As a result of this lesson, students will be able to: - be able to count to 10

- Accurately identify at least five numbers by stating the number name - can write numbers up to 10
- Find the suitable match of the given numbers on the board provided - know regular shapes such as square, circle and triangle
- Correctly program the ‘beebot’ to end up on the appropriate tile - some understanding the concepts of equations, addition
NB: Lesson objectives are for teacher directed activity only and subtraction

Proficiencies: (Mathematics only)

- fluency: recalling factual knowledge and concepts readily (identifying number names when given in number form)
- problem solving: formulate and solve problems when using mathematics (programming ‘beebot’ correctly)
Assessment: (Were the lesson objectives met? How will these be judged?)
- create a checklist and key to demonstrate whether students are able or unable to accurately identify the names of at least five numbers
- in a second column on the checklist use a similar key to express whether the students are able to match the number they have said with the number on the board provided
- give a tick or dot based on whether the ‘beebot’ was programmed appropriately to land on the correctly chose tile
Mat season: (Introduction and motivation)

1. Invite students to sit on the mat by calling out the different house factions one at a time, this will prevent cluster or congestion and allow for a smooth transition between play and the mat session
2. Watch the youtube video “Here is the Beehive” and get the students to sing along (https://www.youtube.com/watch?v=V5Bs9xydba0)
3. Have a discussion about what the numbers 1 to 10 look like in numeral form
- write the numbers 1 to 10 on the board in a random order
- point to a number and get the students to call out what they think it is
- next write the numbers one to ten in word form
- get the students to say the word and use their “magic finger” to write the numeral form
4. Get the students to stand up to sing and dance to the youtube video “The Bees go. Buzzing” (https://www.youtube.com/watch?v=bWUgZm_AE64)
5. Go over with the students what an addition, subtraction and equals sign looks like
- incorporate an example equation that equals to 10 *leave this on the board*
- point to a number and get the students to call out the number that adds to make 10
 


Planning
Documents
Early Childhood
EDUC1635
University of
Notre Dame
 
 term 1
OUTCOME 1
Children have a strong sense of identity
children feel safe, secure, and supported
children develop their emerging autonomy,
inter-dependence, resilience and sense of
agency
children develop knowledgeable and
confident self identities
children learn to interact in relation to
others with care, empathy and respect
PRINCIPLES
1. Secure, respectful & reciprocal relationships
PRACTICES
Holistic approaches
Continuity of learning & transitions
term 2
OUTCOME 2
Children are connected with and
contribute to their world
children develop a sense of belonging to
groups and communities and an
understanding of the 
 emotional wellbeing
reciprocal rights and responsibilities
necessary for active community participation
children respond to diversity with respect
children become aware of fairness
children become socially responsible and
show respect for the environment
2. Partnerships
Responsiveness to children
Cultural competence
term 3 term 4
OUTCOME 3
Children have a strong sense of well
being
children become strong in their social and
children take increasing responsibility for
their own health and physical wellbeing
3. High expectations & equity
Learning through play
Assessment for learning
EARLY YEARS LEARNING FRAMEWORK
OUTCOME 4
Children are confident and involved
learners
children develop dispositions for learning
such as curiosity, cooperation, confidence,
creativity, commitment, enthusiasm,
persistence, imagination and reflexivity
children develop a range of skills and
processes such as problem solving, enquiry,
experimentation, hypothesising,
researching and investigating
children transfer and adapt what they have
learned from one context to another
children resource their own learning
through connecting with people, place,
technologies and natural and processed
materials
4. Respect for diversity
Intentional teaching
Learning environments
OUTCOME 5
Children are effective communicators
children interact verbally and non-verbally
with others for a range of purposes
children engage with a range of texts and
gain meaning from these texts
children express ideas and make meaning
using a range of media
children begin to understand how symbols
and pattern systems work
children use information and
communication technologies to access
information, investigate ideas and represent
their thinking
5. Ongoing learning & reflective practice
Table Activity One: (teacher directed) Lesson Preparation and Resources

1. Send the maths groups one at a time to their activity, instructing them to move as quickly, yet as quietly as they can - have all activities set up and prepared for
- stand next to a table and call out a maths group (which are listed on the board) before the lesson begins
- that group has to “creep like mice” to their activity - YouTube videos should be loaded. and ready
- the next group can “fly quietly like bees” … “swim like fish” … “slither like a snake” to play to prevent slowdowns
- do actions for all of these so students know what to do and make sure the instructions include the adverb “quietly”
2. Get the students settled in and explain how the activity will run:
- “Today we are going to look at the different numbers from one to ten and what each of them looks like in numeral form.”
- “So to start with, one at a time, you pick up one of these cards *points to deck of cards* and have a look at it.”
- “Only the person who is holding the card is allowed to speak okay?”
- “So that person will call out what the number that is on the card” (fluency) - replace old batteries and make sure spare
- “Then you look for the number on the on the big board” batteries are available incase beebot runs out
- “Once they found it they can point to it and program the ‘beebot’ to fly all the way there.” (problem solving) - make the boards and cards and ensure they
- “Make sure we are encouraging today pre-primaries! We want the ‘beebot’ to end up on the right square so lets encourage our classmates are accessible and available
and cheer for them when the ‘beebot’ lands on the right tile”
3. Take the students through how to program the ‘beebot’ incase they cannot remember *have done this before*
- a turn means the ‘beebot’ stays on the same tile and just rotates
4. Each student has three turns, going around the group 3 times
5. When the students are not having their turn they can watch and encourage, cheering when the ‘beebot’ reaches the correct destination
* Know the students and their abilities so that you can provide the stronger students with an extending prompt and the weaker ones with some support * note that once the students have finished they
6. Once the students have completed the task, warn the rest of the class that there is about 5-10 minutes left (depending on how long activity took) can play quietly in the play corner
7. Your students can play and those who have finished can play in the games corner. *quietly so that others are not distracted*
8. After the 5-10 minutes is up, all students can help pack away the maths activities and them continue to play for two minutes while teacher sets up
the lesson closure on the whiteboard

Provision for students at educational risk

Activity one: Activity two: Activity three: Activity four:

- extending: add numbers 1-10 in word form,
creating a larger board with more options
- enabling: take the numbers 6-10 out of the
pile and just focus on numbers 1-5 to make
sure they gain an understanding
- extending: students can try name the shape
and count the number of vertices each has
- enabling: start my matching to regular
shapes taking the abstract ones out from the
scenario, can be added back later
- extending: get the students to write a
subtraction equation (10 — __=__) using
the number on their game card
- enabling: students can begin by working
with numbers 1 to 5 rather than all 10
- extending: students can write down three
different equations that they have made
- enabling: teacher assistance gives the
students two numbers and they have to
group the bees into those numbers
 Activity Table Two Activity Table Three Activity Table Four

Match the Shape How many bees? Making 10

- the students are given a worksheet containing flowers with
shape cut out of the centre
- using the bees provided they must match the shape of the
bee with the shape missing from the flower
- the students must then count each side of each shape
- note the number of sides of each shape in the space provided
- 10 game cards each with a different set number of bees are - a placemat is provided to each student
provided to the group of students - they are to count out 10 bees from the centre pile
- together they must work together to sort out and correctly pair - they are two then investigate the different ways to make 10
the number and the game card together - separating the bees into the two sections and exploring what
- after each is paired correctly, they must organise them in order two numbers add to make 10

Lesson Closure
- bring the students back to the mat from the play corner
- ask the reporter (highlighted on the group lists, changes every week) to explain what their group did to the class and give an example of an activity sheet
Activity 1: what is this number *pointing to numbers still on the board* (the group should collaboratively say it)
Activity 2: how many sides does a square have? (get them to look at their sheet if they need guidance)

Activity 3: which numbers are bigger and how do you know? (the bigger numbers fill more squares)
Activity 4: what numbers are friends of ten? (list the examples)

Transition
- students are already on the mat so they are prepared for the next lesson
- desks should have been cleared by the groups, however, a look over by the assistant will prompt and quicker transition for the next activity with fewer distractions