EEC4102 Teaching Primary Mathematics 3
LESSON PLAN
Aron Mifsud – s3915213
Teaching Primary Mathematics 3
Topic: Trends in Propaganda and Food Focus Media
Level: 4
Content Descriptor(s):
Joining strand for group 6: Investigate equivalent fractions used in contexts (VCMNA157)
Solve problems involving purchases and the calculation of change to the nearest five cents with and without
digital technologies (VCMNA160)
Solve word problems by using number sentences involving multiplication or division where there is no
remainder (VCMNA162)
Use equivalent number sentences involving addition and subtraction to find unknown quantities (VCMNA163)
Sequence: ‘Elaborate’ phase of the 5E Model teachers allow students to create a larger understanding of their
learning. Using an inquiry-based lesson during this phase allows students explore within the topic to better
understand the learning, to connect their learning within the different areas of the topic. As students use food
catalogues and advertisements used in other areas of the topic. Students are given the freedom to control the
items used to support their learning whilst creating their work. “Elaboration is the process of making meaningful
connections or associations to a particular idea or concept. The process requires one to think about how
ideas, concepts, experiences, or prior knowledge are related to the lesson or idea.” Whilst completing their shop
they are allowed the time to use their learning to calculate the change required.
Materials/Resources:
Supermarket catalogues
Scissors, glue stick and A3 paper
Calculator
Pen/Pencil + Rubber
Workbook
Learning intention:
Today we are learning to calculate our change whilst shopping. With and without a calculator.
Success criteria
I can now go shopping and calculate how much each item costs and the change I’ll receive, to stay in my
budget.
Guiding questions:
How much change will you receive?
What is the value of the number before and after decimal?
How many times does 10 ‘fit’ into one hundred?
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EEC4102 Teaching Primary Mathematics 3
Lesson Outline
Warm up
As group, students will be seated on the floor. Students
will be given a budget - $5, $6. Teacher to look through
one catalogue and present to students’ items with equal
value - with low amounts of cents included – i.e $4.10 or
$4.20. (Numbers easy to calculate without a calculator)
Academic Literature Connection
The goal of this phase is to help develop deeper and broader
understandings of the concepts. Students may conduct
additional investigations, develop products, share information
and ideas, or apply their knowledge and skills to other
disciplines.
Explicit teaching
Inquiry may be referred to as a technique that encourages
students to discover or construct information by themselves
instead of having teachers directly reveal the information
(Uno, 1999).
Waratah students focusing on advertising foods in Literacy.
Focusing on the applicable curriculum strands, students are
required to complete shop within a budget.
Given catalogues and budget. Students are required to pick a
minimum of 5 items without going over their budget. Students
will cut out – or write – using books or technology (their iPads or
computers) to include the item’s cost, the change given after
each item and to ensure they do not go over their budget.
HIT FOCUS:
Questioning
DIFFERENTIATION:
Students provided freedom, choosing method, whilst creating
their work – writing in books, using Microsoft word and the
internet, cutting out shapes.
Key vocabulary:
Common:
Price
Shop
Change
Exchange
Rounding
Goods
Cents
Services
Dollars
Purchase
Specific:
Afford
Family
Provide
Afford
Lifestyle
Requirements
Foods
Recent research findings have shown that an inquiry-based
approach within mathematics and science is beneficial to
students and that even young children can learn through
inquiry processes (Etheredge & Rudnitsky, 2003).
EEC4102 Teaching Primary Mathematics 3
Open-ended task
An open-ended task include is providing student’s opportunity
to calculate how they want. Using a timeline, calculator,
number equalisations including place value. Students are
required to calculate within 1 other method.
HIT FOCUS:
Metacognitive Strategies
Multiply exposures
Reflection
Required to assess their purchases. Consider necessity
of item within grade 4’s life. As class, explains purchase
and amount of money they had when purchasing,
amount of change given and how worked it out.
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EEC4102 Teaching Primary Mathematics 3
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REFERENCES:
Boser, U., 2022. Elaboration - The Learning Agency Lab. [online] The Learning Agency Lab. Available at:
<https://www.the-learning-agency-lab.com/learning-strategies/elaboration/>
Duran, L. and Duran, E., 2004. The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based
Science Teaching. [online] pp.1,4,5. Available at: <https://files.eric.ed.gov/fulltext/EJ1058007.pdf>
Leblanc, J. and Scogin, S., 2017. The Art of Teacher Talk: Examining Intersections of the Strands of
Scientific Proficiencies and Inquiry. [online] pp.1,2,3. Available at:
<https://www.researchgate.net/publication/316668012_The_Art_of_Teacher_Talk_Examining_Intersectio
ns_of_the_Strands_of_Scientific_Proficiencies_and_Inquiry>
Numeracyguidedet.global2.vic.edu.au. 2022. Questioning | Department of Education and Training,
Victorian Government Initiative. [online] Available at: <https://numeracyguidedet.global2.vic.edu.au/hitsquestioning/>
Numeracyguidedet.global2.vic.edu.au. 2022. HITS. [online] Available at:
<https://numeracyguidedet.global2.vic.edu.au/hits>
Victoriancurriculum.vcaa.vic.edu.au. 2022. Level 4 - Victorian Curriculum. [online] Available at:
<https://victoriancurriculum.vcaa.vic.edu.au/level4>