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OGER Lesson Planning. Maths. 3/3/08. 1M. 11.30 - 12.30. 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. - PowerPoint PPT Presentation
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OGER Lesson Planning
LESSON PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY
EXPLORATION
INDIVIDUALISATION
Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY
EXPLORATION
INDIVIDUALISATION
Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY
EXPLORATION
INDIVIDUALISATION
Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY
EXPLORATION
INDIVIDUALISATION
Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY
EXPLORATION
INDIVIDUALISATION
Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY
EXPLORATION
INDIVIDUALISATION
Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY
EXPLORATION
INDIVIDUALISATION
Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY Group Teacher’sStructure Role
Assessment Resources
What How
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)
Content Time EXPLORATION Group Teacher’sStructure Role
Assessment Resources
What How
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.
Content Time EXPLORATION Group Teacher’sStructure Role
Assessment Resources
What How
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
Content Time EXPLORATION Group Teacher’sStructure Role
Assessment Resources
What How
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
Content Time EXPLORATION Group Teacher’sStructure Role
Assessment Resources
What How
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
Content Time EXPLORATION Group Teacher’sStructure Role
Assessment Resources
What How
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
Content Time EXPLORATION Group Teacher’sStructure Role
Assessment Resources
What How
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
Content Time EXPLORATION
INDIVIDUALISATION
Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY Group Teacher’sStructure Role
Assessment Resources
What How
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 PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY Group Teacher’sStructure Role
Assessment Resources
What How
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)
LESSON PLAN
KLA:
Date: Class: Time:
SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:
TEACHING AND LEARNING ACTIONS
ORIENTATION: REFLECTIONS
Content Time GUIDED DISCOVERY Group Teacher’sStructure Role
Assessment Resources
What How
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
13
6
8
1.DK 2. DU 3. PK 4. HOT 5. M 6. SC 7. EQC 8. En 9. HE 10. SS 11. SSR 12. SD 13. BK 14. CK 15. KI 16. I 17. C 18. N
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)
6
Content Time EXPLORATION
INDIVIDUALISATION
Group Teacher’sStructure Role
Assessment Resources
What How
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 more capable students work independently
Creating & continuing an increasing number pattern
Create and represent increasing number patterns
1
16
1.DK 2. DU 3. PK 4. HOT 5. M 6. SC 7. EQC 8. En 9. HE 10. SS 11. SSR 12. SD 13. BK 14. CK 15. KI 16. I 17. C 18. N
Describe what has been learnt from creating patterns
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.
1.DK Deep Knowledge Focus on a small number of key ideas or concepts2. DU Deep Understanding Students demonstrate a profound and meaningful understanding, perhaps
outside of the context (or KLA) in which it was aught3. PK Problematic Knowledge Knowledge has been constructed therefore open to interpretation; multiple
perspectives should be encouraged to be considered, there is more than one correct answer or strategy
4. HOT Higher Order Thinking Thinking that requires analysis, synthesis and evaluation (see Bloom’s Taxonomy)
5. M Metalanguage The use and explanation of explicit language and technical terms specific to the domain of learning
6. SC Substantive Communication Sustained conversation about the key ideas or concepts on which the lesson is based 7. EQC Explicit Quality Criteria Students are told what makes quality work and his forms a reference point for
development and assessment of work8. En Engagement Most students are seriously engaged with the learning or assessment task9. HE High Expectations Expectations of success are communicated to all students. Risk taking is encouraged10. SS Social Support Encouragement, mutual respect between students and teachers. No put downs or
comments that might stifle student risk taking when it comes to learning. Group work and group formation often reflect aspects of social support
11. SSR Student Self Regulation Student demonstrate autonomy and initiative which results in less need for discipline and regulations
12. SD Student Direction Students are given the chance to have some control over the selection of tasks and the method of doing the tasks. Learning centres are an example of student direction
13. BK Background Knowledge This could means prior school knowledge as well as knowledge from other aspects
of their lives outside of school14. CK Cultural Knowledge This includes the diverse groups in our community. Can include economic class,
gender, ethnicity, race etc15. KI Knowledge Integration Linking knowledge in one KLA to other KLAs or subjects within the one KLA16. I Inclusivity All students can participate in learning tasks. Accommodation is made for learning
styles and learning ability17. C ConnectednessConnecting school knowledge to real-life knowledge and experiences18. N Narrative Housing lesson content in narrative form to enhance the lesson content or the
process of delivering the content. It can be used to enrich the learning environment