Lesson Plan

Unit/Topic: Mathematics/ Describing patterns that involve addition or

subtraction
Date: 30/05/2016
Key Learning Area: Year 2: C2C Unit Unit 2 & Year 3: C2C Unit Unit 2
Year Level: 2
LESSON OUTCOME
(Key Knowledge and Skills students should achieve in the lesson taken from relevant
curriculum documents.)
Year 2 Content Description:
Patters and Algebra
Odd and even numbers
Describe patterns that involve adding or subtracting 3
Represent numbers in the 3s counting sequence
Identify the next numbers in a 3s counting sequence
Describe and continue number sequences using mathematical
language
o Identify pattern rules for number sequences
o Identify missing elements in a number sentence
o
o
o
o
o

Year 3 Content Description:

Patterns and Algebra
o Extend pattern rules for familiar four-digit number patterns
o Consolidate identifying and continuing additive four-digit number
patterns
o Extend identification of missing elements in four-digit number
patterns

LESSON STRUCTURE:
Time

Introduction (Set):

Teaching
Approaches

2
Mins

WALT We are learning to We are learning to

solve patterns that involve addition or
subtraction, using three-digit and four-digit
numbers.
WILF What Im looking for Students to be
able to look at the MABs, write the pattern on

e.g. DOL strategies, grouping

strategies
DOL Strategies:
Strategy One - Attitudes and
Perceptions

their student whiteboard and solve the problem. I

will do the first one, we will do the second one
together and the students will attempt to solve the
problems from there.

Strategy Two - Extend and

Refine Knowledge
Strategy Four - Use Knowledge
Meaningfully
Grouping Strategies:
Within class performance
grouping.

Time

Main Content:

16
mins

Time

Make a pattern number sequence out of

MABs. Get the students to write the
numbers down in the exact order onto
their student whiteboards as a numeral.
Then ask the students to write the next
number in the number sequence. Build up
to four digit numbers and ask the students
to build up to working out the next three
numbers in the pattern. Working on
subtracting patterns and addition patterns.

Teaching
Approaches
DOL Strategies:
Strategy One: Attitudes and
Perceptions.
Strategy Three: Extend and
Refine Knowledge
Strategy Four: Use Knowledge
Meaningfully.
Grouping Strategies:

Classroom Management: Sitting on a spot on

the carpet to ensure enough space for a circle
around the pattern.
Differentiation: Scaffold to higher numbers and
harder patterns dependent on the students in the
group. Ensure that no students arent able to get
out of the learning pit.

Within class performance

grouping.

Conclusion:

Teaching
Approaches

2 mins Revise with students the patters that we have just

covered.

DOL Strategies:
Strategy Four: Use Knowledge
meaningfully.
Strategy Five: Habits of mind.

Resources
(Include equipment required for class and/or for teacher preparation)
Show me boards
Whiteboard markers
MABs

Safety Considerations/Materials
Students to sit on the carpet so that all students can see the patterns. No students are to
walk around the room.

Assessment
Formative Assessment by asking students to complete some of the patterns themselves.
E.g. you do.