Lesson Plan (Primary) Lesson title: Date: 6 /9/21 Year level: 2/3 The Doorbell Rang-division sums Topic: Duration of lesson: 50min Arrays Learning areas Strands & sub-strands Content descriptors Links to the Australian Year 2/Maths Number and Algebra Curriculum: Lesson rationale: What influenced your lesson choice? e.g. student interest, global/local event. As part of the curriculum, students are required to review division and subtraction. This book is an interactive way for students to develop the concept through demonstration, explaining their problem solving and practicing recording number sentences. Students background knowledge: What is your starting point – what do the Teacher focus: What areas will you concentrate on yourself? e.g. classroom management, voice, students already know, what have they done before, how does this lesson connect to or build on their existing knowledge? body language, student motivation. Students have learnt to use division sums in previous units. Students have had lots of experience using manipulatives in math. Learning objectives: What will the students learn? Students will learn to create division sums using blocks and number sentences. Supporting students to use the blocks to represent their problem solving and explaining the division sum they have created. Learning environment and resources: Where will this lesson take place? e.g. indoors or outdoors. What resources will you need to have prepared? In the classroom. Assessment strategies: How will you identify what the students have learnt and how will you record this? Engagement in discussion, contributing ideas and answering open/closed questions, anecdotal notes on children’s conceptual development and student work samples. Stage of lesson Approx. Pre-service teacher’s actions What will you do during this time? Time What prompting questions might you need to prepare? How might you assess and record student learning? How will you cater for individual differences? Student actions/tasks What will the students be doing during this time? Stage 1 Introduction How will you gain the students’ attention, engage the interest of the students and introduce the concept(s)? Draw students attention to the book ‘The Doorbell Rang’ by Pat Hutchins and explain to them that we are going to read this book and then have a role play at the end. Ask students What they think this book is about and take responses. Ask students What they think division is and take responses. Identify the author/illustrator and make predictions about what students think this book is about. Stage 2 Body of lesson Describe each activity and the order in which it will be undertaken. Ask students to describe how it relates to mathematics, share ideas and thoughts. Encourage students to use blocks to make division and multiplication discoveries. (From these discoveries students will be prepared to work with a partner to complete the worksheet “Cookie Math.”) Watch: https://youtu.be/ESHLF92_rBw Once the book is finished, discuss what happened. Model how to use blocks to show how a picture/image can match a sentence. (E.g. There were 12 cookies that had to be shared between 4 people. That’s 3 cookies each.) *** Guide students to notice the last bit is like what the children say in the book**** Model again with a different number of cookies (E.g 6 between 3 and so on). Demonstrate how to fill out the cookie table (see IWB), model how to complete. Allow students who are ready to move off and begin working in pairs or by themselves (ensuring they have all their blocks. Work with students who need support on the floor, go back through the book and support them in making each division problem every time the doorbell rings. When they understand, they can work independently or with a partner. ***fast finishers go on with extension sheet*** Stage 3: Conclusion How will you draw the lesson ideas together so that the students can evaluate what they have learnt? How will you prepare the students for the next task? Discuss with students the division problems from each of the doorbell rings. Ask students if they have seen any other ways that division problem solving has been used with food? Record answers on the board. Ask students to keep adding to the chart, when they experience different division problem solving in their own lives with food. Evaluation and self reflection of the lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of the lesson could be improved and how could they be improved? e.g. Lesson flow, classroom management, resources, assessment of student learning. Follow up: Are there any areas that you feel you need to follow up with the students? Mentor teacher comments: Pre-service teacher comments:
