Maths Lesson Plan PDF

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Math 2: Number & Algebra lesson plan. ...

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Appendix 1

LESSON PLAN SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: Year 3

Time: 8.30am – 9.15am

Date: 5/3/20

Students’ Prior Knowledge:

Learning Area: Mathematics

Recognise, model, represent and order numbers to at least

Strand/Topic from the Australian Curriculum:

1000 (ACMNA027). Elaboration: recognising there are

Recognise, model, represent and order numbers to at least 10

different ways of representing numbers and identifying

000 (ACMNA052).

patterns going beyond 100.

Elaboration: placing four-digit numbers on a number line using

Investigate number sequences, initially those increasing and

an appropriate scale.

decreasing by twos, threes, fives and tens from any starting point,

then

moving

to

other

sequences (ACMNA026). Elaborations: developing fluency and confidence with numbers and calculations by saying number sequences.

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

Numeracy

ICT competence

Critical &

Ethical behaviour

creative thinking

Personal & social

Intercultural

competence

understanding

Cross-curriculum priorities (may be addressed in the lesson) Aboriginal and Torres Strait Islander

Asia and Australia’s engagement with

Sustainability

Asia histories and cultures Proficiencies: Understanding, Reasoning and Fluency. 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:



Create a drawing of their chosen zoo animal and state the body length of the animal in metres.



Work collectively with classmates to order each students animal from shortest to longest in length.

 Place their chosen zoo animal correctly on the class number line based on their body length in metres. Teacher’s Prior Preparation/Organisation: Provision for students at educational risk: 



Gather students chosen zoo animals the day before the



Enabling prompt:

lesson, after the excursion. Print out colouring in sheet

Students may be confused if different students

for each student’s chosen animal on the Perth Zoo

have their animal’s lengths in centimetres or

School Resource page.

metres. Write conversions up on the board if

Have crayons, pencils and texters ready for students to

students require this to help them order correctly.

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use.

If they struggle when.



Have class iPads charged and ready.

If students need assistance when ordering in the



Have class number line prepared 0 – 10.

number line, suggest a smaller part of the number line where they might go. 

Extending prompts: Get students to convert their body lengths from either cm to m or m to cm. They may also continue research and add more numbers facts about their animals to their fact sheet.

LESSON EVALUATION (to be completed AFTER the lesson) Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant) Time 8.30am

Motivation and Introduction: 

Resources/References

This lesson takes place the day following the class excursion to the Perth Zoo

Maths Trail – used the

and focuses heavily on the first math trail question (Number and Algebra -

day prior at excursion.

Number and Place Value). Choose one animal at the zoo and use your iPad to research its body length from the Perth Zoo website and take a photo. Our lesson tomorrow will require these. 

Cue to start lesson – teacher to turn on ‘listening ears’ and then sit quietly with hands in laps. Wait for students to follow, turning on their ‘listening ears’ and placing their hands in their laps.



Greet students and begin the lesson with heads up guessing game, easing students into math with connections to their excursion the day prior. Get two students at a time to sit in front of the whiteboard. Another two students will

Whiteboard and

write a zoo animal up on the whiteboard. Each student sitting will take turns

whiteboard markers.

asking ‘yes or no’ questions about the animal whilst the class answer. After, another two students will go up, but this time, start incorporating maths by

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getting the students to take turns guessing a number written behind their head on the board. 

Once the warmup game has been complete, introduce the lesson. “Okay, Year three’s today we are going to be continuing on with our zoo

8.35am

activities! Yesterday on our maths trail, we got to choose our own animal and record its body length from its fact page on the Perth Zoo website. Today we are going to be creating a drawing of our animal with some fun maths facts about it and then place it on our class number line, based on its body length!” Lesson Steps (Lesson content, structure, strategies & Key Questions): 

The teacher will then hand out the printed animal colouring ins to each student. The day before, following the excursion each student gave their

Perth Zoo – animal

chosen zoo animal, from the maths trail, to the teacher. The teacher then

colouring in sheets.

printed the colouring in for each student’s animal from the Perth Zoo School Resource website. Teaching strategy of visualisation is used here (seeing the animals at the zoo in real life). 

The math trail was conducted as a way to help students become active learners by finding the math that exists in their communities. The basic activity is simple: students observe the environment outside the classroom, to discover examples of math concepts that they are studying and relate them to work in the classroom (Proficiency – Understanding).



Students are then allowed time to create their own fact sheet about their animal. They can colour in their drawing of their animals, add any fun math

Texters, crayons and

or number related facts about the animal on the back (for example; lion –

coloured pencils.

how far away their roar can be heard, elephant – weight), including the animals body length (Literacy – General Capability). This activity allows engages students and allows creativity as they are still year 3’s, but still incorporates math and numbers, before working up to the main math part of the lesson. 

Allow students to take out their class iPad and bring up fact sheet on their zoo animal on the Perth Zoo Resource website. They may also review their recorded body length of the animal and photo they took of their animal the day before on the iPad (ICT competence – General Capability) to help them

Class iPads – Perth Zoo

with the colouring. This activity help students value mathematics by giving

website & Photo of

them an opportunity to discover its applications in the real world, in this case

animal from day prior.

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at the zoo. The teacher must ensure iPad use is monitored to make sure students are using the technology appropriately. 

Set a ten-minute timer on the board for students to complete their animal fact sheet in.

8.40pm



8.50pm

Once all students have finished colouring in and cut out their animal pictures, start class activity.

Countdown timer –

“Okay Year Three’s, we are now going to start working on our place value

projected on

skills. So, everyone has their own fact sheet they made up of their zoo

whiteboard.

animal. Now we are going order ourselves into one big line based on the body lengths of our animals. So, we will have the shortest animal starting on the left side of the room and then the longest animal on the right side. Now we will all have to work together as a class to compare all of our animals body lengths to work out where each one of us will go in the line”. 

Get students to work together to line up with their animals in order from shortest to longest. This helps to improve students’ problem-solving ability by giving them an opportunity to create and solve their own problems and improve students’ ability to work together on mathematical problems (Numeracy and Critical & Creative Thinking – General Capability) (Fluency – Reasoning).



Once students have ordered themselves in line, start from shortest and go through the entire line. Ask students to read out what their fun fact is and also the body length of their animal. This encourages the students’ ability to

9.05am

communicate mathematical ideas to be expressed. 

When going onto the next person, ask the class “Is this student’s animal larger than the one in front of them?”. Invite students to think about it and collectively answer.



Once all students have shared their animal, the body length of their animal and correctly placed themselves in the line, the teacher can then introduce the number scale, which transitions into the lesson closure.

Lesson Closure:(Review lesson objectives with students) 

Each student gets the chance to place and staple their animal onto the number scale based on the size of their animal’s body length (Numeracy – General Capability).

9.10am



Teacher is to go through, and check students have correctly placed their

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animal on the number line and can justify their reasoning (Proficiency – Reasoning). 

Class number line.

Review lesson objectives with the students. “Well done today Year Three’s! All of your zoo animal fact sheets look amazing and you all worked so well together when you were putting yourselves in number line based on the body lengths of your animals. I am going to hang up our number line so we can refer back to our number line throughout the rest of the term!”



Assessment will then be done based on if they placed their animal in the correct place on the number line and if they converted the measurement correctly if it was in cm.

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

Number line is then left up in the classroom, for students to show off their animals from the zoo and to refer back to for later place value activities.

9.15am

Assessment: Assessment based on the student’s creation of their animal math fact sheet, working together with their classmates to organise animal sizes in order from smallest to largest, and the placement of their animal on the class number line. Original lesson objectives assessed: -

Create a drawing of their chosen zoo animal and state the body length of the animal in metres.

-

Work collectively with classmates to order each students animal from shortest to longest in length.

-

Place their chosen zoo animal correctly on the class number line based on their body length in metres.

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Highly Proficient

Good

Needs Development

Created chosen zoo animal with math fun fact and body length in metres Participated in class activity of lining up in animal length order Accurate placement of their zoo animal on the class number line, based on the size of the animal Enthusiasm, participation and motivation Comments:

Perth Zoo 20 Labouchere Rd, South Perth WA 6151

This maths trail has been created to encourage students to become active learners by finding that mathematics exists in their communities and daily lives.

1.

Number and Place Value

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Choose one animal at the zoo and use your iPad to research its body length from the Perth Zoo website and take a photo. Our lesson tomorrow will require these. 2.

Fractions and Decimals

What is the fraction of snakes in the reptile enclosures? 3.

Money and Financial Mathematics

If you purchased lunch at the café and ordered a fruit salad and a juice box, how much would this cost? 4.

Patterns and Algebra

What is the increasing money cost of entry tickets for children, students and parents? 5.

Using Units of Measurement

Estimate in meters, the length of the lions Centralian Blue-Tongue Skinks enclosure. 6.

Shape

Locate a circle at the zoo and draw a representation of it. 7.

Location and Transformation

Create a bird’s eye view map of the zoo. 8.

Geometric Reasoning

Find one acute angle at the zoo and take a photo. 9.

Chance

What is the chance you will find giraffes and penguins in the same enclosure? 10. Data Representation and Interpretation Collect data from the African Savanah enclosure and create a table to count how many of each animal there is in the enclosure.

References: School Curriculum and Standards Authority (2014) Western Australian curriculum: Mathematics Retrieved from: https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/mathematics-v8

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