Mathematics Entry 1 - Functional Skills Lesson plan 1
Functional Skills Mathematics: Entry Level 1
Sample Lesson Plan – Week 4
Aim
To work with addition of numbers up to 10
Learning Outcomes
At the end of the session, the learner will be able to:
· read and recognise numbers up to ten in word and digit
form
· count numbers up to ten
· add numbers up to a total of ten
· work with numbers up to ten in a practical situation involving
counting, comparison and addition
Aspiration
· For learners to feel confident about working with numbers up
to ten in problem solving involving counting and addition
DIFFERENTIATION:
MUST participate in exercises (be able to match different
representations of numbers, find different totals to ten)
SHOULD complete a data collection activity
COULD gain an understanding of how to use a data collection
activity to extract information
RESOURCES:
Matching card activity: set of cards for each pair of learners,
cards should be cut up beforehand
Card activity: set of cards for each small group of learners,
scissors, A3 sheet of paper for each group of learners, glue
sticks
Worksheets: one for each learner
Mini whiteboards, marker pens and board rubbers
Functional Skills
Coverage and range:
Understand and use numbers with one significant figure in
practical contexts
Sort and classify objects practically using a single
criterion
Process:
· Examining patterns and relationships
· Thinking through a plan for solving a problem
· Selecting appropriate mathematical procedures to solve a
problem
· Applying mathematical procedures correctly
· Finding results and solutions
· Interpreting results and solutions to problems
· Communicating solutions to practical problems, either verbally
or by writing answers down so that they make sense
Differentiation and extension strategies
Paired work and small group work, extension activities
Time
Stage of Lesson
Tutor Input
Learner Input
Evidence of Learning
Resources
5mins
Introduction
Introduces theme of session:
· Recognise, read and count numbers up to ten
· Addition of numbers up to ten
· Activity on ‘healthy eating’
Listens and responds as required
15mins
Matching card activity
Introduces the context of the activity:
organises class into pairs or small groups
gives out matching cards
describes context: learners match images with the correct number
in digits and words
responds to questions
· checks learners have matched correct cards
· Familiarises themselves with context of the activity
· Asks and responds to questions about images on matching
cards
· In pairs or small groups: discusses which cards match and
why
· Successfully answers questions verbally
· Successfully completes matching card activity
Whiteboard
Or interactive whiteboard
Matching card activity
10mins
Consolidation of pre-requisite skills
Recaps use of + and = signs in addition questions for totals up
to ten.
Recaps associated language e.g:
+: plus, add, sum
=: equals
Uses reinforcement questions on whiteboard/interactive
whiteboard: e.g.
‘What numbers are missing in the following sums?
2 + 5 = ?
3 + 6 = ?’
· Listens and asks questions
· Completes questions in pairs on mini whiteboards
· Notes key words and phrases used
· Practices using introductory words and phrases as modelled by
teacher
· Successfully answers questions verbally
· completes questions on mini whiteboards
Whiteboard
or interactive whiteboard
Mini whiteboards
Marker pens
Board rubbers
20mins
Card activity
Introduce the context of the activity:
organise class into pairs or small groups
give out cards, scissors, glue sticks, A3 paper, marker pens
describe context: learners find as many different ways as
possible to achieve a total of ten using the numbers they are
given, then stick numbers on A3 paper inserting appropriate + and =
signs
responds to questions
asks groups open questions to help them through the task
compares findings between different groups
leads discussion on how many different ways each group found to
total ten.
uses open questions to facilitate groups making decisions. e.g.
‘which digits did they use most of?’
· Familiarises themselves with context of the activity
· Asks and responds to questions about images on matching
cards
· In pairs or small groups: Discusses which cards match and
why
· Successfully answers questions verbally
· Successfully completes card activity
Sets of cards
Sets of statement cards
Glue sticks
Flipchart paper
10mins
Consolidation of pre-requisite skills
Recaps extracting information from lists of numbers up to
ten:
selecting highest value
selecting lowest value
selecting values lower or higher than a given value
putting numbers in numerical order
Uses reinforcement questions on whiteboard/interactive
whiteboard: e.g. ‘Here is a list of the number of valentine cards
received by each of a group of friends. Who received the most
cards? Who received the fewest cards?’
Familiarises learners with associated language for comparing
numbers: most, more than, fewest, fewer than etc
Familiarises learners with language of types of fruit: orange,
apple, banana, peach, pear, strawberry
Introduces use of a tally as a ‘count’
Listens and asks questions
Completes questions in pairs on mini whiteboards
Notes key words and phrases used
Practices using introductory words and phrases as modelled by
teacher
Successfully answers questions verbally and completes questions
on mini whiteboards
Whiteboard
or interactive whiteboard
Mini whiteboards
Marker pens
Board rubbers
20mins
Healthy eating activity
Introduces the context of the activity:
organises class into pairs or small groups
gives out worksheet
introduces the task: to compare the number of pieces of fruit
eaten by each friend and answer the questions on the worksheet
asks groups open questions to help them through the task
compares findings between different groups
(DIFFERENTIATION: extension activity – ‘can you think of any
other questions you could ask the others in your group using the
information given on the worksheet?’)
Discusses how to use the information to complete the data
collection sheet and answer the questions on the worksheet
Successfully completes healthy eating activity
Healthy eating activity worksheet
10mins
Evaluation of the session
Collects feedback on how the learners felt participating in the
activity
Recaps and reviews aims and learning outcomes.
Evaluation and close
Talks about the activities:
what they learnt about using information to find solutions to
real life problems
Gives feedback on the activity
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Rachel and her friends counted the number of pieces of fruit
they ate in one day, as part of their ‘five a day’ healthy eating
diet.
Rachel
Fatima
Aisha
George
Abbas
Alex
Ashley
Wesley
Shukri
1.How many different types of fruit do the friends eat?
2.Fill in the table to find the total number of pieces of each
fruit that the friends eat altogether.
Name of fruit
Type of fruit
Tally
Total
strawberry
banana
apple
orange
pear
peach
3.Which fruit did the friends eat most of?
_____________________________________________
4.Write the fruits in order, from the most eaten to the least
eaten fruit.
Most eaten____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Least eaten____________________________________________
5.Which of the friends ate the most pieces of fruit?
6.Which of the friends ate the fewest pieces of fruit?
7.How many of the friends ate three pieces of fruit?
8.Which two friends ate the same pieces of fruit?
____________________________________
____________________________________
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Functional Skills Mathematics
Entry Level 1 – Sample Lesson Plan
Week 4
