SOUTHERN CROSS UNIVERSITY LESSON PLAN – FLIP AND CREATE
Syllabus: NESA
Subject: Mathematics – Whole Numbers
Date:
Time:
Year Level/Stage: Stage One
Class:
School:
APST Focus
3.3 Use teaching strategies
3.4 Select and use resources
Outcome/s being addressed by this lesson
MA1-4NA Applies place value, informally, to count, order, read and represent two and three-digit
numbers
Numeracy Learning Progression
Content being addressed by this lesson
ACMNA014 Count collections to 100 by partitioning numbers using place value
- use place value to partition two-digit and three-digit numbers (e.g. 32 as 3 groups of ten and 2 ones)
- state the place value of digits in two-digit and three-digit numbers (e.g. 3 represents 30 or 3 tens, in the
number 32)
- partition two and three-digit numbers in non-standard forms (e.g. 32 as 32 ones of 2 tens and 12 ones)
Lesson Objective
As a result of this lesson students will be able to partition two and three-digit numbers into hundreds, tens and ones, stating the place value of specific numbers (i.e. the 2 in 321 is 20 or 2 lots of
10). Students will be able to order numbers into various place value units to create small and large numbers.
Background and/or Prior Knowledge
Students have engaged with base 10 blocks previously, being aware of the hundreds, tens and ones units. Students have partitioned two and three-digit numbers previously and are familiar with
the relevance of numbers within place values.
Learning Intention
- Recognise the difference between hundreds, tens and ones
- Order numbers in highest and lowest combinations
- Understand place value of zero
Success Criteria
- Highest and lowest
- Correct placement of zero
- Use the terms hundreds, tens and ones
SOUTHERN CROSS UNIVERSITY LESSON PLAN – FLIP AND CREATE
Timing
Allow 5
minutes to
introduce the
lesson
Procedure
Orientation
1. Introduce the ‘Flip and Create’ sheet
2. Explain the activity
Considerations
Room Layout
- Students sitting on floor on their designated dots
Organisation
- Display the ‘Flip and Create’ sheet on the board
Resources
- ‘Flip and Create’ sheet (see appendices)
HOT Questions
- What do you notice about the ‘Flip and Create’
sheet
- What do we know about place value?
- What do you think we might be doing?
Guided Discovery
1. Demonstrate the example, flipping over pre-chosen cards and
arranging them into highest combination
2. Lowest combination (student input)
3. Record your answers on the sheet
4. Confirm students have a clear understanding of the task (see LOT
Questions)
Equipment
- Whiteboard
- Marker
- Printed ‘Flip and Create’ sheet (see appendices)
- Playing cards (0 – 9)
Organisation
- Pick out the same cards used as an example on the
sheet (7, 2, 4)
- Hand out sheets and playing cards as students
return to desks
HOT Questions
- How do we know the 7 means 700, 2 means 20?
- How could we rearrange these numbers to make
the highest/lowest number?
Exploration
1. Working individually/in pairs
2. Students flip numbered cards (1 – 9)
3. Students organise cards into highest and lowest numbers, using
Equipment
- A pencil
Resources
- ‘Flip and Create’ sheet (see appendices)
HOT Questions
- How do you know that is the highest/lowest
number?
LOT Questions
“Working in pairs, you will flip over three playing cards. You will then
order them in the place value section, to create the highest number
possible, and the lowest number possible. You must record your
answers on your sheet”
3. Talk about place value columns (demonstrate example)
4. Swap the last number to the front to show the difference of place
value
Allow 5
minutes to
model the
activity
Allow 20
minutes for
the
Assessment
LOT Questions
- If I put a 6 in the hundreds column what would
that represent?
LOT Questions
- How many cards do I need to turn over?
- Am I going to put the cards in any order in my
highest/lowest column?
- Can you put 2 cards in a place value column?
Exploration
activity
the place value columns as a guide
4. Students record their cards and created numbers on the sheet
5. Assess students during Exploration (see assessment sheet)
- Playing cards (0 – 9)
Room Layout
- Students back at desks, working individually or in
pairs
- Walking around the room, assess individuals
- What numbers/cards are you working with?
- What number is in the hundreds/tens/ones
column?
- What is the highest/lowest number you can make
with your numbers/cards?
Allow 10
minutes for
the
Reflection of
the lesson
Reflection
1. Highlight common mistakes (from assessment notes)
Room Layout
- Students back on their designated dots
Organisation
- Stand out front, near whiteboard to record answers
HOT Questions
- What made it easy/what was tricky
- Did you notice any patterns?
LOT Questions
- Is that correct?
- What cards did you draw?
- What was the high/low number you made?
2. Discuss process and answers (see HOT and LOT Questions)
3. Ask for student examples (highest and lowest number)
Notes
Differentiation
Above
+ Thousands
Below
- Tens and ones with MAB blocks
Flip and Create
Flip over three cards and rearrange them to make the SMALLEST and LARGEST number
Hundreds
Tens
Ones
Fill in the sheet as you go!
Cards
Highest
Lowest