Mathematics lesson for Early Stage 1 students

Lesson Objectives. Students will experience various teaching strategies that will develop their knowledge of counting
on to the number 6. For e.g. if 2 counters are hiding and the students can see 4 than students are expected to count on
from 4 to get to 6 to identify that there are 2 counters hiding.
Lesson
1
Focus
Maths

Hidden
Numbers
Making 6
Teaching and Learning Experiences

I ntro 20mins:
Teacher to introduce mathematics lesson.
Discuss with the students that they are going to
be counting on with numbers that make 6.
Question a student when I hold up 4 fingers how
many more fingers do I need to make 6 fingers?
Start by counting 4 fingers, instruct students to
lock number 4 in their heads and count on 5-6.
Repeat activity now holding up 5 fingers and
then 3 fingers.
a) Using the Smart Notebook application on the
IWB teacher to display slide number one 6
monkeys. With students count 6 monkeys and
allow then to watch you hide two monkeys then
discuss with the students how many monkeys
are hiding. Ask students how many monkeys
can you see? Have students lock in their heads
that amount number (4 monkeys) and count on
to make 6 (5-6) and explain thats how many
monkeys are hiding. Using same slide repeat
activity hiding a different amount of monkeys
and again discuss with the students how many
monkeys can you see? Lock that number of
monkeys in your head and count on the make 6
thats how may monkeys are hiding. Have
students repeat holding their fingers up and
counting on to make 6. Display slide number
two of 6 puppies and count 6 puppies with the
students. Have students close their eyes and
hide 4 puppies, select a student to work out how
many puppies are hiding reminding them to
look at how many puppies they can see, locking
that number in their head and counting on then
discuss with the whole class how the student
worked out the answer. Display slide number
three of 6 cars. Have students close their eyes
and hide 1 car, then select a student to work out
how many are hiding. Again discuss how the
student worked out the answer. Specifically for
Tai (boy with Autism) Display slide number
four of 6 dinosaurs and allow Tai to work out
how many are hiding.
b) Transfer activity to floor and have students
form a circle sitting. Repeat activity using
concrete materials. Using cars display 6, advise
students to close their eyes and place your hand
over 2 cars, then select a student to work out
how many cars are hiding under your hand.
Move hand away to display 2 cars and discuss
with the students. Repeat with activity counters,
then with dinosaurs to engage Tai, and then with
marbles.

Resources











Smart
Notebook
IWB

























Cars
Dinosaurs
Counters












Outcomes


MAe-1WM
describes
mathematical
situations using
everyday
language,
actions, materials
and informal
recordings

MAe-2WM uses
objects, actions
technology
and/or trial and
error to explore
mathematical
problems

MAe-3WM
uses concrete
materials
and/or pictorial
representations
to support
conclusions

Mae-4NA
counts to 30,
and orders,
reads and
represents
numbers in the
rage 0 to 20

Mae-5NA
combines,
separates and
compares
collections of
objects,
describes using
everyday
language, and
records using
informal
methods
Assessments












Student
observation
notes from
teacher-
student
interactions




















Collection of
student
workbooks
(work
samples) and
G&T sheets
of paper









The teaching
strategies I
have
implemented
have
supported
inclusive
student
participation
and
engagement
in classroom
activities.
During
teacher-
student
discussions I
allowed time
for all
students to
have an input.
I was also
selective in
who I was
questioning to
identify if
students were
paying
attention. The
various
resource
materials I
utalised as
well as the
lesson
structure
were effective
for student
engagement
as students
were very
eager to work
out hidden
images/mater
ials. This
eagerness was
a key
indicator that
the lesson
activities
were highly
engaging.
4.4.1 Support
student
participation
Body 25mins:
Teacher to introduce Maths Plus workbook
and turn to unit 11 pg.14. Teacher to go
through explicitly each question with the
students to consolidate an understanding of
what is required. When working out each
question always remind students about key
concepts of locking the number of counters
you can see in your head and count on to
make 6 and invite whole class to explain how
you (teacher) got the answer. When teacher
has completed all questions in workbook,
hand out to all students their Maths Plus
workbook. Advise the students that they are
now going to their desks to complete same
page as the teacher and whole class just did.
Before sending students to their desks ask
them does anybody not know what to do? If
so work closely with these students on the
floor.
For G&T students give them a sheet of paper
and for every question in the workbook they
are to write the equation so for e.g. if they can
see 2 counters and 4 are hiding they must
write on their sheet of paper 2+4=6

Extended activity: For early finishes- students
to find another student who has finished and
practice hiding counters up to 6 for their
partner to work out.

Conclusion 10mins:
Gather the students in circle back on floor for
lesson reflection. Discuss with students what
did you learn? Teacher to count out 6
counters with the students and hide 3, select
a student to work out how many are hiding.
Discuss with class how did the students work
out the answer. Select a student to count 6
counters out and the teacher to close their
eyes and work out how many are hiding
under the students hand. Again discuss with
the students how the teacher worked out the
answer.










Maths
Plus
textbook




Sheets of
paper
(G&T)



Counters
(early
finishes)





























Student
observation
notes during
lesson
reflection
discussing
what they
learnt

4.4.2 Manage
classroom
activities
During the body
of the lesson
students with
different
learning
capacities were
given different
clear directions
to complete
tasks. My
capacity to
organise these
activities/tasks
demonstrate this
focus area.
4.4.3 Manage
challenging
behavior
Providing an
extended activity
for early finishes
is vital for any
teacher to
manage
challenging/und
esired behaviors
as these students
may disrupt
other students
who are still
doing their work.
By instructing
early finishes to
practice the
making 6
concept has
demonstrated
this focus area.
Providing an
extended activity
for early finishes
is vital for any
teacher to
manage
challenging/und
esired behaviors
as these students
may disrupt
other students
who are still
doing their work.
By instructing
early finishes to
practice the
making 6
concept has
demonstrated
this focus area.
During the lesson
I constantly
reminded
students about
my expectation
appropriate
behaviors. I
referred to KCs
face chart and
moved individual
student names
up and down the
chart according
to the behavior
they were
displaying. The
counting down
from 5 was also
an effective
behavior
management
strategy.