Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 1 Time: 50 min Date: 30/Oct/18 Students’ Prior Knowledge:

Learning Area: Mathematics

SCSA:
Subitise small collections of objects (ACMNA003)
Strand/Topic from the Australian Curriculum
Growth Point 1:
Number and Algebra Read, write, interpret and order single digit numbers

Number and Place Value

Count collections to 100 by partitioning numbers using

place value (ACMNA014)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Understanding
Problem-solving
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

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

 Partition a two-digit number into tens and ones
 Given a number, identify ten more and ten less
 Represent number values using MAB picture representations
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

- Odd and even monster numbers - Student at educational risk are going to be
- Units mats given direct instructions and part one-to-one
- Mab stick ons work with the teacher
- 10 more/less worksheet
- Expand my number worksheet

1
  

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Review
Odds and Even numbers
5 min
Students are given the challenge to order the monster numbers in their Odd and even monster
groups of odds and even. numbers

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Activity 1. Tens & Ones - Quantity Exploration

Students are given tens and ones mats and stick on MAB blocks
Discuss with students each unit values and how to make a tens row
Giving students a number each (according to their capabilities) discuss the Tens/ones mats
values of each unit i.e. 7 tens and 3 ones Tens and ones stick on
Students are then to use the stick on MAB blocks to create their number MAB
Depending on how long students take; students can be given another number
to complete. Number cards

Key questions:
Show me which ones are the tens and which ones are the ones?
6 min How do you make a ten stick?
How many ones are needed to go into a ten?
Looking at the number given to you can you point to the tens unit and the
ones unit?
How would you make that number using the MAB blocks?

Activity 2. Ones, Tens & Hundreds - Quantity Exploration

Same activity though students are challenged with a hundreds, tens and ones Hundreds mat
mat. Hundreds stick on MAB
6 min Students are to create a different number with a hundred block and then
explain their understanding.

Activity 3. 10 more / 10 less - Investigation

Students are given worksheets with 10 more/10 less/1 more/1 less written on 10 more/10 less/ 1
them. more/ 1 less worksheet
10 min Markers
Students are given a number card to place in the middle and then use
markers to work through the worksheet

Key Questions:
How can we use the MAB blocks to help us solve the questions?

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Lesson Closure:(Review lesson objectives with students) - Reflection

Expand my number
10 min Students are given a worksheet with different ways to expand their number Expand my number
Questions: work sheet
Standard form
Expanded form
Word form
Base ten blocks

Transition: (What needs to happen prior to the next lesson?)

Review assessment focusing on objectives not yet met and how activities can
be adjusted to help students meet these objectives next lesson.