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19/04/2319/04/23
Lesson Planning Lesson Planning Planning for LearningPlanning for Learning
University of NewcastleUniversity of NewcastleEDUC2048EDUC2048
Semester 1, 2009Semester 1, 2009MARCH 30thMARCH 30th
Kate Ferguson-PatrickKate Ferguson-PatrickThanks to Paul Shearman for OGER lessonThanks to Paul Shearman for OGER lesson
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QT – underpins OGER lesson QT – underpins OGER lesson planningplanning Four central questions:Four central questions: 1. What do you want the 1. What do you want the
students to learn?students to learn? 2. Why does that learning 2. Why does that learning
matter?matter? 3. What are you going to get the 3. What are you going to get the
students to do or produce?students to do or produce? How well do you expect them to How well do you expect them to
do it?do it?
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What are you going to get the What are you going to get the students to do or produce?students to do or produce?
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Lesson StructuresLesson Structures
These help shape planning for the lessonThese help shape planning for the lesson::
Needs of learner/sNeeds of learner/s
Systemic expectations of curriculum and Systemic expectations of curriculum and schoolschool
Community of the school, Community of the school,
Teacher’s own knowledge, skills, interests Teacher’s own knowledge, skills, interests and resourcesand resources
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Consider the LearnerConsider the Learner
What are the learner’s needs?What are the learner’s needs?
What are the learner’s strengths?What are the learner’s strengths?
What does the learner already What does the learner already know?know?
How does the learner learn best?How does the learner learn best?
Who can support this learner?Who can support this learner?
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TeacherTeacher
What are my teaching strengths?What are my teaching strengths?
What is my knowledge of the content?What is my knowledge of the content?
How will I manage learning in this lesson?How will I manage learning in this lesson?
What resources can I access?What resources can I access?
How will I assess learning?How will I assess learning?
How will I reflect in actionHow will I reflect in action??
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Lesson PlanLesson Plan
OGEROGER
Start with the syllabus outcomeStart with the syllabus outcome
How do we choose the How do we choose the appropriate outcome/s?appropriate outcome/s?
--
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The IndicatorsThe Indicators
Describes..Describes.. Gathers information…Gathers information… Identifies…Identifies… Listens to…Listens to… Distinguishes between…Distinguishes between… Sequences…Sequences… Uses…Uses… Writes…Writes… Contributes to…Contributes to…
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Writing a Lesson PlanWriting a Lesson Plan
Identifying the outcomeIdentifying the outcome *** WS1.9 and specific indicators -*** WS1.9 and specific indicators -
Writes basic proceduresWrites basic procedures Identifying exactly what the Identifying exactly what the
learners will do in this lessonlearners will do in this lesson ***Learners will write simple instructions for ***Learners will write simple instructions for a known procedure involving a few steps in a known procedure involving a few steps in sequencesequence
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TimingTiming
ConsiderConsider AgeAge MotivationMotivation ContextContext FocusFocus
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Orientation Orientation
FocusFocus EngageEngage AccessAccess
Capture learners’ attentionCapture learners’ attention
Focus to new taskFocus to new task
Different stimuli – visual, auditory, Different stimuli – visual, auditory, kinaesthetickinaesthetic
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OrientationOrientation This is where you:This is where you:
Focus the students attention on the Focus the students attention on the task at handtask at hand
Engage and motivate the students Engage and motivate the students to become involved in the lessonto become involved in the lesson
Access learners background or prior Access learners background or prior knowledgeknowledge
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Guided DiscoveryGuided Discovery Explicit teaching Explicit teaching
Use CARE questioning to guide Use CARE questioning to guide learners’ discoverylearners’ discovery
CCommmunicateommmunicate AAcceptingccepting RRespondingesponding EExtendingxtending
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Guided DiscoveryGuided Discovery
This is where you explicitly This is where you explicitly demonstrate, model and explain demonstrate, model and explain what you say the students will be what you say the students will be
assessed on - the indicator/sassessed on - the indicator/s
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ExplorationExploration
Explore and construct own Explore and construct own understandingunderstanding
Rehearsal, organisation, elaborationRehearsal, organisation, elaboration
Interact with other learners and the Interact with other learners and the environmentenvironment
Assisted or monitoredAssisted or monitored
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ExplorationExploration
This is where the students This is where the students demonstrate their understanding of demonstrate their understanding of
the topicthe topic
Where the students “explore” what Where the students “explore” what you have demonstrated /modelled / you have demonstrated /modelled / explained in the Guided Discoveryexplained in the Guided Discovery
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IndividualisingIndividualising
Different ratesDifferent rates
Extension activity needed – extend Extension activity needed – extend lesson focus for advanced learnerslesson focus for advanced learners
Remedial activities for othersRemedial activities for others
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IndividualisingIndividualising
This is where you provide This is where you provide opportunities for advanced learners opportunities for advanced learners to extend their learning and support to extend their learning and support
for those who need itfor those who need it
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AssessmentAssessment
The “What” and “How”The “What” and “How” What do you want the students to What do you want the students to
learn?learn? Why does that learning matter?Why does that learning matter? What are you going to get the What are you going to get the
students to do (or to produce)?students to do (or to produce)? How well do you expect them to do How well do you expect them to do
it?it?
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AssessmentAssessment
This is where you assess the This is where you assess the indicator/s you said you would be indicator/s you said you would be teaching and the students would be teaching and the students would be doingdoing
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ReflectionReflection
Share /Justify / ExplainShare /Justify / Explain
Consolidate Consolidate
Challenge / ExtendChallenge / Extend
ReflectReflect
ResourcesResources
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ReflectionReflection
This is where you give opportunities This is where you give opportunities for students to share / justify / for students to share / justify / explain their learningexplain their learning
Consolidate the lesson’s focusConsolidate the lesson’s focus
Challenge and extend the learning Challenge and extend the learning and help learners reflect on their and help learners reflect on their learninglearning
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ContentContent
This is the subject matter or the This is the subject matter or the specific skills being taught at that specific skills being taught at that
time in the lessontime in the lesson
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Lesson ReflectionLesson Reflection
Based on ‘in action’ during lesson Based on ‘in action’ during lesson and the assessment of the learningand the assessment of the learning
Reflection “on action” after the Reflection “on action” after the lessonlesson
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ReferencesReferences
Hinde-McLeod, J. & Reynolds, R. (2007).Hinde-McLeod, J. & Reynolds, R. (2007). Quality Teaching for Quality LearningQuality Teaching for Quality Learning, , South Melbourne: Thomson Social Science South Melbourne: Thomson Social Science PressPress
Hinde-McLeod, J. & Reynolds, R. (2003). Hinde-McLeod, J. & Reynolds, R. (2003). Planning for Learning, Planning for Learning, Tuggerah: Social Tuggerah: Social Science PressScience Press
Brady, L & Scully, A (2005). Brady, L & Scully, A (2005). Engagement: Engagement: Inclusive Classroom Management,Inclusive Classroom Management, Frenchs Frenchs Forest: Pearson EducationForest: Pearson Education
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY
EXPLORATIONEXPLORATION
INDIVIDUALISATIONINDIVIDUALISATION
GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
PAS1.1 and WMS1.5 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
Maths
3/3/08 1M 11.30 - 12.30
• Creates and describes simple number patterns that increase or decrease (p74)• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) (p74)
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY
EXPLORATIONEXPLORATION
INDIVIDUALISATIONINDIVIDUALISATION
GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
PAS1.1 and WMS1.5
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY
EXPLORATIONEXPLORATION
INDIVIDUALISATIONINDIVIDUALISATION
GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
PAS1.1 and WMS1.5
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY
EXPLORATIONEXPLORATION
INDIVIDUALISATIONINDIVIDUALISATION
GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
PAS1.1 and WMS1.5
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY
EXPLORATIONEXPLORATION
INDIVIDUALISATIONINDIVIDUALISATION
GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
PAS1.1 and WMS1.5
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
Describing and continuing number patterns
Describe what has been learnt from creating patterns
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY
EXPLORATIONEXPLORATION
INDIVIDUALISATIONINDIVIDUALISATION
GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
PAS1.1 and WMS1.5
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
Describing and continuing number patterns
Describe what has been learnt from creating patterns
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY
EXPLORATIONEXPLORATION
INDIVIDUALISATIONINDIVIDUALISATION
GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
PAS1.1 and WMS1.5
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
8 mins
Questioning and observing
Conferencing and observing
Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
Describing and continuing number patterns
Describe what has been learnt from creating patterns
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Questioning and observing
Conferencing and observing
Describing and continuing number patterns
PAS1.1 and WMS1.5
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing.Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Describe your pattern.“Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern.
Describe what has been learnt from creating patterns
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Questioning and observing
Conferencing and observing
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing.Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship.“Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern.
Creating and describing a number pattern through the use of a column picture graph
Identifying different ways to represent number patterns
Describing and continuing number patterns
Describe what has been learnt from creating patterns
PAS1.1 and WMS1.5
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Questioning and observing
Conferencing and observing
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing.Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship.“Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern.
Creating and describing a number pattern through the use of a column picture graph
Identifying different ways to represent number patterns
8-10 mins
Describing and continuing number patterns
Describe what has been learnt from creating patterns
PAS1.1 and WMS1.5
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Questioning and observing
Conferencing and observing
PAS1.1 and WMS1.5
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing.Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship.“Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern.
Creating and describing a number pattern through the use of a column picture graph
Identifying different ways to represent number patterns
8-10 mins
Whole class
TD
Describing and continuing number patterns
Describe what has been learnt from creating patterns
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Questioning and observing
Conferencing and observing
PAS1.1 and WMS1.5
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing.Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship.“Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern.
Creating and describing a number pattern through the use of a column picture graph
Identifying different ways to represent number patterns
8-10 mins
Whole class
TD
Different sized coloured balls x 2, Magnetic shoes,Magnetic numbers,Magnetic board,x2 different coloured whiteboard markers,Hundreds Chart overhead,
Describing and continuing number patterns
Describe what has been learnt from creating patterns
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
ContentContent TimeTime EXPLORATIONEXPLORATION GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s).
Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided.
ContentContent TimeTime EXPLORATIONEXPLORATION GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s).
Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided.
Create and represent increasing number patterns
Giving reasons for number placement
ContentContent TimeTime EXPLORATIONEXPLORATION GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s).
Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided.
Giving reasons for number placement
15 mins
Create and represent increasing number patterns
ContentContent TimeTime EXPLORATIONEXPLORATION GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s).
Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided.
Giving reasons for number placement
15 mins
Individual TM
Individual
TM
Whole Class
TDCreate and represent increasing number patterns
ContentContent TimeTime EXPLORATIONEXPLORATION GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s).
Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided.
Giving reasons for number placement
15 mins
Individual TM
Individual
TM
Whole Class
TD
Observation& Product analysis
Creating an increasing number pattern
Create and represent increasing number patterns
Observation& Product analysis
Describe what has been learnt from creating patterns
ContentContent TimeTime EXPLORATIONEXPLORATION GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s).
Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided.
Giving reasons for number placement
15 mins
Individual TM
Individual
TM
Whole Class
TD
Observation& Product analysis
Observation& Product analysis
Creating an increasing number pattern
Clown cut-out resource.
Coloured textas,scissors
Column picture graph and Hundreds Chart
Worksheet for 3’s and 4’s
Create and represent increasing number patterns
Describe what has been learnt from creating patterns
ContentContent TimeTime EXPLORATIONEXPLORATION
INDIVIDUALISATIONINDIVIDUALISATION
GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s).
Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided.
Giving reasons for number placement
15 mins
Individual TM
Individual
TM
Whole Class
TD
Observation& Product analysis
Observation& Product analysis
Creating an increasing number pattern
Clown cut-out resource.
Coloured textas,scissors
Column picture graph and Hundreds Chart
Worksheet for 3’s and 4’s
Extension worksheet
Students can add something to their clowns that would form the basis of a 5s pattern and then create a column picture graph to represent the pattern.Work with students having difficulty during Exploration as capable students work independently
Creating and continuing an increasing number
pattern
Create and represent increasing number patterns
Describe what has been learnt from creating patterns
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Questioning and observing
Conferencing and observing
PAS1.1 and WMS1.5
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing.Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship.“Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern.
Creating and describing a number pattern through the use of a column picture graph
Identifying different ways to represent number patterns
8-10 mins
Whole class
TD
Different sized coloured balls x 2, Magnetic shoes,Magnetic numbers,Magnetic board,x2 different coloured whiteboard markers,Hundreds Chart overhead,
Consolidate: St A. Tell me a number pattern you’ve learnt today? Can you give me an example? How about you St B, can you tell me a different number pattern we looked at today? Challenge: -Students stand in a circle with the teacher -Teacher has 2 balls, one each for ‘twos’ and ‘fives’.-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two.- include the ‘5’ ball where students continue by 5
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
Describing and continuing number patterns
Describe what has been learnt from creating patterns
LESSON PLANLESSON PLAN
KLA:KLA:
Date:Date: Class:Class: Time:Time:
SYLLABUS OUTCOME/S & INDICATOR/SSYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:In this lesson the learners will:
TEACHING AND LEARNING ACTIONSTEACHING AND LEARNING ACTIONS
ORIENTATION:ORIENTATION: REFLECTIONSREFLECTIONS
ContentContent TimeTime GUIDED DISCOVERYGUIDED DISCOVERY GroupGroup Teacher’sTeacher’sStructureStructure RoleRole
AssessmentAssessment ResourcesResources
WhatWhat HowHow
Questioning and observing
Conferencing and observing
PAS1.1 and WMS1.5
Maths
3/3/08 1M 11.30 - 12.30
Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource
8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking.Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etcAccess: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two
Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing.Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship.“Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern.
Creating and describing a number pattern through the use of a column picture graph
Identifying different ways to represent number patterns
8-10 mins
Whole class
TD
Different sized coloured balls x 2, Magnetic shoes,Magnetic numbers,Magnetic board,x2 different coloured whiteboard markers,Hundreds Chart overhead,
Consolidate: St A. Tell me a number pattern you’ve learnt today? Can you give me an example? How about you St B, can you tell me a different number pattern we looked at today? Challenge: -Students stand in a circle with the teacher -Teacher has 2 balls, one each for ‘twos’ and ‘fives’.-Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two.- include the ‘5’ ball where students continue by 5
5 mins
Describing and continuing number patterns
Describe what has been learnt from creating patterns
• Creates and describes simple number patterns that increase or decrease• describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting)
Stage OneOutcome: PAS1.1 Creates, represents and continues a variety of number patterns, supplies missing elements in a pattern and builds number relationships.The resource could be used to demonstrate number patterns that increase or decrease through the addition of embellishments on the clowns that follow a pattern.