KERRIMUIR PRIMARY SCHOOL LESSON PLAN

Practicum Lesson
Number
2
Time of Lesson
12 pm on 19th May, 2014
Duration of lesson
30 minutes
Class Size 20
Topic and
Focus
Algebra - Exploring Equality
Year Level
2
Supervisor
Sherrin Strathairn
Learning Focus: What will the students learn and how does it relate to curriculum documents?
AUSVELS Strands

Level:
2 Domains Dimensions Key elements of standards to which lesson is focussed
Mathematics
Number and
Algebra
Number and Place Value
Recognise and represent division as grouping into equal sets and
solve simple problems using these representations (ACMNA032)
Assessment Criteria and Method of Evaluation How will you identify what they have learnt and how will you record or note this
Standards Assessment Criteria (Ability to: )
Evidence How will you identify what they have learnt and how will you record or
note this
Number and Algebra
Number and Place Value
Understand the concept of an equation (equal to both sides)
Interpret the functionality of an equal sign in their own work
Teacher observations.
Students work in their maths book.
Student reflections.


Students Background Knowledge What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing
knowledge?
Students have been exposed to addition and subtraction concepts (signs +,-,=), they will be using this knowledge to connect to the new topic of algebra.
Resources and Materials What materials and resources will you need to have prepared?
Smartboard, Online Scale tool: http://nrich.maths.org/5676, Equal Snowflakes Worksheet.
Student Teacher Focus What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?
My focus for this lesson is on my classroom management and in particular on how I manage students listening to the whole class teaching aspect.
Stage of lesson Tasks Time Student action
What will students be
doing? Explain how the
students are expected to
work.
Teacher action
What will you do during this time? What prompting questions
may you need to prepare? How will you monitor student
progress and needs?
What preparations have you made for early finishers so that
they will be extended in a relevant and interesting way?
Stage 1 Introduction
How will you engage and
stimulate the interest of the
students?
Include possible
questions that
you may choose
to use
Demonstrations etc

Introduce the topic of Algebra.
Ask the students on their prior knowledge of algebra.
What they know, whether they have heard of it before.
Why is it important when learning maths.

A simple equation written on the board:
2+2=4

Class explores how this is algebra.

5 mins

Sit as group on floor and
respond to questions
after acknowledgement
of hand up.

To tell the class:
Algebra is important to understand maths. Especially
learning how to add and subtract.
In fact, you guys have already been doing algebra and you
dont even know it!

2+2=4 is an equation which is algebra.

What does the = sign mean exactly?
This is what we will be focusing on today.
Stage 2 Body of lesson
Describe each distinct
task in the order to be
undertaken. Start a new
task each time the
teacher or students
behave in a different
manner. State an
estimated length of time
for each task.
Ensure that there is
some form of prompt or
reinforcement available
for students
What preparations have
you made for early
finishers of each task so
that they will be
extended in a relevant
and interesting way?
Task A: Smartboard

The online version of a number scale will assist students
in understanding the importance of an equal equation.

The teacher will demonstrate first, and then choose
students to come up and create their own equations for
the class.


20 mins
Students will put their
hand up to give an
answer.
The teacher will give an example from previous equation of
2+2=4.
If there is 4 on one side, how many of the two numbers do
we need to make in order for the scale to be equal? (two
2s).

To ask:
What happens to the scale when we put the wrong
numbers in?
What does that tell us about the scale?

RULE: An equation must ALWAYS be equal on both sides!
Task B: Snowflake Worksheet

The teacher will quickly demonstrate on the board what
is expected of the worksheet.
Student must cut out a number of snowflakes so that it
is equal on both sides. This must be stuck onto the
table.

20 mins
Students will go back
tot heir tables and focus
on their own individual
worksheets. Once
finished, check by the
teacher and then stuck
to their book.

Extension: Students must write the equation in a sentence.
They must make numbers from 20-99+ equal.

Below: Working with teacher on the floor if they do not
understand. Working with numbers from 0-20 to make
equal. (use counters for visual aid).
Stage 3: Conclusion
How will you draw the
findings of the lesson
together so that the
students can evaluate
what they have learnt?
SHARE TIME/REFLECTION
Students get in a circle and share one equation which is
is equal on both sides. They need to provide
clarification if prompted by the teacher.

10 mins
Students sit in a circle
around the teacher.
What is that equation equal?
What makes it equal?
Are there any other ways to make this equal to ?
Stage 5: Closure
Do you need to prepare
the students for handing
over to another teacher,
or another subject
PACK UP
-Tell students to put away their Maths books in their
tubs.
Students to get out
their headphones and
internet password
keychains and line up in
pairs for ICT.
- Thank students for participating! :)

Reflection on Student Learning What did you observe about student learning?

Comments on Future Lesson Directions Are there areas you need to go over or move beyond?

Reflection on Lesson How was the timing or the flow of the lesson? What other observations did you make?

Reflection on Student Teacher Outcomes Did you meet your own focus objectives? Could you still improve in that area? Were there other areas you feel you could concentrate on in the
future? What were the positive points of your lesson?





Supervisor Evaluation