LESSON PLAN PROFORMA
Name of Trainee: Bethan Roberts
Supervising school staff: Laura Green
Date:
November 26
Class / Year /
Group:
Lesson topic or
focus:
Mathematical Development – Place Value
Year 1
Number of learners:
20
Length of lesson:
1 hour
Boxes should be extended as necessary; do not be constrained by lack of space
Trainees’ TEACHING SKILLS TARGETS:
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(QTS Standards 3.2.4 ) Bring forward prior knowledge from coin recognition lesson (November 16) linking 10p to one ten,
1p to one unit etc
(QTS Standards 2.5) Reinforce to how to use the kids cam to document what they have found in the provision areas
(QTS Standards 2.7) Place CL and WH in different starting groups
(QTS Standards 2.1) Ensure both support staff are fully aware of nature of the lesson and terms to use.
RW and CH to start session with activity 1 to recap on previous money task.
Learners’ LEARNING TARGETS: Brought forward from previous lesson evaluations:
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To introduce the concept of tens and units.
To introduce correct terminology of tens and units
To provide opportunities to experiment with tens and units across the provision areas.
MAIN FOCUS of the LESSON:
To introduce place value by means of a treasure hunt- Mr Ten has lost his units. Can you find them?
Use the kids cam to document what you find in different provison areas. (see Provision planning sheet)
Expected LEARNING OUTCOMES:
(WALT) Today we are learning:
 the difference between tens and units,
 how to read and write the number
 to count the tens and to count the units
 to know that one ten and four units equals 14
SUCCESS CRITERIA: Suggested learner led to increase understanding and motivation (facilitated by the trainee):
(WILF) I’m looking for you to
 find Mr Ten and Miss Units hidden in the classroom
 count carefully Mr Ten and Miss Units
 to write one number in the column
 to be able to recognise and read the number aloud
 use Kid’s Cam to find Mr Ten and Miss Units
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SKILLS DEVELOPMENT: Literacy and Numeracy Frameworks,
NC/Framework/Syllabus requirements including cross curricular
links.
Mathematical Development:
 Use knowledge and pratical experience to inform
estimations (DNR)
 Interpret answers within the context of the problem and
consider whether answers are sensible (DNR)
SKILLS DEVELOPMENT: ICT, Thinking Skills, PSE, ESDGC,
Cwricwlwm Cymreig.
Thinking skills:
 Plan - Ask relevant questions and begin to link
questions into sequences. Give reasons for choice of
questions. (Playing the teacher at the matching card
game)
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Demonstrate an understanding of place value up to at
least 20.
Literacy
 Oracy 1.OS5 - Adopt a role using appropriate language. (I
am Mr Ten and I have lost my units!)
 Oracy 1.OC2- Take part in activities with others and talk
about what they are doing.
 Reading 1RS8- Identify words and pictures on screen
which are related to the topic.
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Plan - Suggest how to find relevant information and
ideas. (Discussions with GJ during treasure hunt. GJ to
record anything of interest on post its.)
Develop - Identify, describe and begin to explain
patterns and relationships.
Reflect - Describe how they have learned, and identify
the ways that worked the best. (Class discussion in the
plenary)
ESDGC:
 Link the learning to similar situations, within and
outside school. (Same concept as treasure hunt in coin
recognition lesson bringing forward prior learning)
ICT:
 Use given ICT resources to help create, present and
safely share their ideas, including text/word-banks,
images. (Using the kids cam on treasure hunt and
presenting their findings in the plenary.)
PSDWBCD:
 P3- Show curiosity and develop positive attitudes to
new experiences and learning.
 P5- Experiment with new learning opportunities
including ICT. (Kids cam)
 MS1- Respond to ideas and questions enthusiastically.
ASSESSMENT FOR LEARNING:
Introduction – Range and spread of effective questions, providing immediate feedback and addressing any misconceptions.
Activity 1 - Self assessment stamp on the completion of the written task . Once place value booklet is finished it is to be put in their
maths book along with a copy of the Learning Ladybird and Success Spider.
Activity 2 - GJ to feedback to me after the lesson. This feedback will help inform future planning of similar tasks.
Provision areas task (adult 3) -AFL will be done using reinforcement of the Learning Ladybird and Success Spider in mini plenaries and
through task sheets on the activities.
Plenary – Similar to introduction, reviewing success criteria and indicating future steps.
EVERYDAY WELSH: Greetings, commands, instructions, praise…
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Gwrandewch
Edrychwch
Aros
Eistedd mewn cylch
Amser tacluso
Dydd Iau
WELSH: Specific key terms, vocabulary, phrases and sentence
patterns relevant to the lesson:
Use Geiriau’r Ddraig card to introduce vocbulary including:
 Rhifau – 1,2,3,....
 Deg, degau
 Uned, unedau
 Ble mae ......?
 Un digid/dau digid
RESOURCES: For this activity
ICT RESOURCES: For this activity
Self made resources: Mr Ten and Miss Units treasure hunt, sand
dig resources, cut and stick Mr Ten and Miss Units, tens and units
matching cards, Mr Tens landing pad, ten rods and unit cubes.
Kids cam for treasure hunt (this will feed into the plenary)
Interactive whiteboard for game on tens and units.
Desktop computer for RM Maths.
iPad mini for incerts snap (if applicable)
ALN: Notes on special organisational circumstances.
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Place CL and WH in different starting groups
RW and CH to start session with activity 1 to recap on previous money task.
Grwp Melyn to concentrate on single digit numbers ensuring understanding before progressing to two digit numbers.
Role of support staff: (2 members )
Health & Safety: as relevant, for significant hazards a risk
Either supporting activity 2 or overseeing and supporting the
different provision areas.
assessment should be completed and attached to the plan.
No specific issues identified
LESSON STRUCTURE & DETAILED PLAN OF ACTIVITIES
Show how you will plan for differentiation (for e.g. teaching: through questionning, through support; learning: organisation
and contents of group tasks & mixed groups, MAT group, ALN group; middle ability group; as appropriate)
Time
LEARNERS’ ACTIVITY: What the learners will do?
Introduction: 10-15 minutes
Sat on the mat listening to the introduction. Some
children involved in role play situation. All to chant as
a class terms ‘tens’ and ‘units’.
TEACHER ACTIVITY: What you will do?
Eistedd i lawr pawb. Amser cofrestru a dewis helpwr
heddiw.
Introduce WALT and WILF
Today I’m going to introduce you to Mr Tens and Miss
Units...Role play introduction to tens and unit,
emphasing that one ten is equivalent to one 10p coin
and one unit is equivalent to one 1p coin. Introduce the
terms (tens and units) and ensure all are familiar with
their meaning. Reinforce how to use the kids cam to
record within the provision areas. Quick recap of tasks
in provison areas and set expectations for the lesson.
Main activities:
Main activities:
ACTIVITY 1 (DIRECTED/ FOCUSSED TASK.)
Writing in our new place value booklet- Children to
write their name on the front of their book. Using
tens and unit rods, draw around the rods to create
different one and two digit numbers recording the
number they make next to it.
ACTIVITY 1 (DIRECTED/ FOCUSSED TASK.)
Adult led (BR)
Discuss with the children the role play scenario
demonstarted in the introduction. Ask them to make
different one and two digit numbers. Ensure all are
familiar with the terminology – one/two digit numbers.
Distribute the books to the children and show them the
tens and units sticks. Ask them to make a 2 digit
number, reinforcing the column headings (tens and
units). Complete one or two examples as a whole group
again reinforce how and where to place the materials to
make different numbers and correct number formation
as necessary.
Children to attend this task in their ability groups grwp
Gwyrdd first, Piws, Glas and Melyn last. Reinforce single
digit numbers with groups glas and melyn before
progressing to two digit numbers as applicable.
ACTIVITY 2 (DIRECTED)
Mr Ten has lost his units! Can you help him find the
Miss Units?
Go around the school with GJ in groups and look for
Miss Units/Mr Tens. Tick the box once tens/units have
been found and write the corresponding number next
to it.
Take the kids cam and document what you see. Have a
look at the pictures in the plenary.
Other activities across the provision areasTen and units rubbing, interactive whiteboard Tens
and Units game, sand hunt/dig; sort the tens into
their box and the units into their box,cut and stick Mr
Ten and Miss Units, tens and units matching cards.
ACTIVITY 2 (DIRECTED TASK)
Adult led (GJ, HLTA) (see TA sheet for more detail)
Set scenraio of lost tens and units. Take groups to find
hidden tens and units around the school. Children to tick
sheet and record the numbers as they find the resources.
Ensure correct terminolgy is used (Tens/Units, single
double digit number). Help record using a kids cam for
use in the plenary.
Provision Areas (supporting adult)
(see enhancing provision area /learning zones sheet)
Ensure that the children complete tasks in the provision
areas using correct terms. Make sure that all have a
mixture of the different tasks.
Plenary: Learner Activity
Plenary: Teacher Activity
Children all on mat listing and responding to
questions as individuals and as groups. Group piws
and gwyrdd to show pictures from Kids Cam on
whiteboard.
Recap the the introduction and question the children
from the different class groups. Discuss can we tick off
WILF?
Look at kids cam and ask children what number they see.
How many tens and how many units?
If time, revisit the role play aspect from the
introduction.
CRITICAL REFLECTION, ANALYSIS AND EVALUATION
(incorporate feedback from support staff and mentor/tutor, referring to individual learners)
LEARNING: (these SHOULD BE TRANSFERRED into the subsequent LESSON PLAN PROFORMA in the Learners’
LEARNING TARGETS section)
TARGETS: How can I consolidate and strengthen their learning? What targets can I set for them / can they set for
themselves?
TEACHING: Teaching (strategies, differentiation, styles, organisation, management, activities, resources)
TARGETS: (these SHOULD BE TRANSFERRED into the subsequent LESSON PLAN PROFORMA in the Trainees’
TEACHING SKILLS TARGETS section)
Critical reflection on the SPECIFIED TEACHING STANDARDS ACHIEVED