Lesson Plan

Day: Tuesday
Year: One

Date: 25th/8th/2015 Time: 10:30 11:00

Learning Area: Mathematics Topic: Tally, Number

sentences and MBA Drawing
Curriculum content description:
ACMNA015
ACMSP263
ACMNA036
Students prior knowledge and experience:
Students currently have been working on and know about the
topics of Tallys, Less than and More than, the systems of
Altogether, Addition and Subtraction.
Learning purpose:
This lesson is to recap on the concepts that students have been
working on in class and extend their current knowledge a little
further to promote abstract thinking.
Learning objectives:
On completion of this
lesson, students will be able
to:
On completion of this lesson
students will be able to use the
tally system to do addition and
subtraction. This will also
extend to the use of their MBA
drawings and also more than
and less than concepts.

Evaluation:
By working in small groups I will
be able to observe the students
and see if they are grasping the
different concepts of if they are
coping off their peers. At the
end of the group lesson I should
be able to ask the students a
range of questions on this topic
that they can confidently
answer and get correct to
ensure they understood the
lesson.

Preparation and Resources:

In this lesson the students will need:
Mini white boards
White board markers
Pencils
Tissues
And Worksheets

Catering for diversity:

When working with these students to ensure that I am catering
for the diverse range of knowledge that the students already
have we will be separating the class up into three groups (one for
students who need a lot of help, one for students who need some
help but know what they are doing and a group for those who are
exceeding in this topic). By doing so the students who need a
little more time and a lot more help can get this done while the
other students ca go ahead and get the help they need in other
areas.
Timin
g:
5
minut
es

15 to
20
minut
es

Learning Experiences:
1. Introduction:
To start off the lesson we will be separating the kids
off into their three groups for this activity. Once in
their groups I will ask my students what they
already know about Tallys, Number Sentences and
MBA drawings. This way I can see what area need to
most attention.
2. Sequence of learning experiences:
Then I will start handing out the worksheets and
explain to the group what I will be expecting from
them in the next half hour.
As a group we will then go through each question
together on their white boards and writing their
correct answers on their work sheets for future
reference.
When doing this we will start by a student reading
out the question then asking them what we do with
the information, then how we work it out. We will go
through each step of writing tallys, number
sentences and MBA drawings together to ensure
that the students know what they are doing.
After each answer has been written on the childs
white board they will show these to the rest of the

group so they know that they are all understanding

what to do.
2-5
minut
es
3. Lesson conclusion:
To finish up the lesson we will go around the group
asking the students what each of the concepts are
(Tally, more than less than, and MBA drawings) and
get them to say one thing that they learnt from the
lesson.
Lesson Evaluation:
Working in smaller groups was a good idea for this activity. This
way each student got the attention that they needed to succeed
in these topic areas.
There were a number of questions that the students struggled
with on the work sheet that I created. As these were the same
type of question that they had been working on in class I was not
sure if it was the way that they were worded or if they were
distracted as it was before lunch.
My group of 6 students were very well behaved. Whenever they
would start to get off task, all I had to do was ask them a question
about the task and they would be back on track.
One thing I did notice in the group was that the students loved
reading the little questions aloud to one another.
Using the white boards to write their answers on was a great way
to get them to be competitive. They would not show one another
then when I said go they would flip their answers to see who go it
correct. This made it fun and engaging but became a distraction
to the rest of the class so in future I may need to move my group
to another room.
I do realise that I need to work to my time frames precisely as we
did run out of time. This meant that the students did not get to do
all of the question that I had planned or finish the lesson with
questions or a proper closing.