Lesson Plan Pre-service Teacher: Arash Mohebbi

Class: 1H Date: 8 September 2014

Topic/Title: ____Australian coins and Values__________________________________

Learning

intentions/

Objectives

To revise and refresh students’ knowledge of coins and their values

To determine the extent of their knowledge of Australian currency

Adjustments for

Specific Learners

That’ll be covered by me patrolling the class during the Synthesis phase,

checking on students’ work and seeing how they’re going.

Resources/

Materials

Loads of plastic replica coins, arranged in sufficient bags for 8 groups

Worksheets pre-cut and ready for gluing into books

Orientation Phase

(introduction)

Discussion about money in general sense –

“Who here goes shopping with their parents?”

“Do you get any money for yourself?”

“What does money look like? What’s it made of?”

<pass around a range of mostly foreign coins> “can you buy anything with

these?”

Enhancing Phase

(body)

Students are grouped in 8 groups and are given a bag of coins each.

They are instructed to take out ONE of each coin type, examine them and

think of how they might be organised, arranged or sorted. Will they arrange

them by size, colour, or value?

Synthesising Phase

(summary)

Offer them the worksheet – it has scale drawings of the outlines of the

Australian coins with space for them to write in the values and a spot for them to draw the animal (and people) each coin bears.

Evaluation/

Assessment (how to

work out what

your students

learnt from lesson)

The worksheet will offer some small insight into the student’s abilities with

basic writing, numeracy and perhaps their drawing skills (and fine motor

skills). I think it’ll be an OK start considering I’ve not spent that much time

with this class yet

Critical Reflection

(How did your

planning and

implementation

go? What will you

do to follow on

from this lesson?)

Host Teacher

Comments/

Feedback:

Write the

numbers on the

coins

What is this coin in

words?

Can you draw the picture on the

coin?

Write your name in this box

Lesson Plan Pre-service Teacher: Arash Mohebbi

Class: 1H Date: 10th

October 2014

Topic/Title: Introduction to Graphing

Learning

intentions/

Objectives

To introduce students to graphing, describing it as a system of

displaying data in an easy to visualise way

Adjustments

for Specific

Learners

Work in pairs should help bypass particular issues of

comprehension and representation.

Resources/

Materials Neapolitan ice-cream grid worksheet, favourite pets survey sheet

Orientation

Phase

(introduction)

Go through a series of quick fire number comparisons, showing

how it’s sometimes hard to discern which is the larger numeral.

Demonstrate how much easier it is to use graphics (dots in

domino patterns, bars)

Enhancing

Phase (body)

Now use the data obtained earlier in the day to demonstrate a few

different methods of showing the preferred pet information as a

table with names, a table with tallies and a basic bar graph

Synthesising

Phase

(summary)

Use favourite ice-cream flavour (vanilla, strawberry, chocolate

and I’m Not Allowed) as a whole class activity – get students to

choose a corner of the room, note down the information in

sentences like “5 people like chocolate” on white board.

Demonstrate how to use graph paper, modelling how to mark in

the data for one of the flavours. Hand out the graphing

worksheet, get students to have a go filling in the remaining bars

on the graph.

Evaluation/

Assessment

(how to work

out what your

students learnt

from lesson)

The bar graph worksheet should be pasted into an appropriate

workbook, or handed in for grading. Further work will be done

with tallies and other kinds of graphing.

Critical

Reflection (How

did your

planning and

implementation

go? What will

you do to follow

on from this

lesson?)

Host Teacher

Comments/

Feedback:

Get Ready Tell me which number is bigger

Which is bigger?

Which is bigger?

14 17

Which is bigger?

45 36

Which is bigger?

89 98

Which is bigger?

45 37 54

Which is bigger?

45 53 65 37 54

Which is bigger?

Which is bigger?

14 17

Which is bigger?

45 37 54

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Write your name under the picture of a pet you like. CHOOSE ONLY ONE PET!

CAT

DOG

BIRDS

FISH

Arash Mohebbi Maths_03 Addition and Subtraction

1

Resources Needed: Maths exercise books, counters, mini whiteboards

Desired Outcomes Teaching Strategies and Activities Differentiation Strategies

WALT – Demonstrate how Addition and Subtraction are related and useful when problem solving. WILF- Demonstrated understanding of how addition and subtraction can be used to solve problems (in this case, word problems) TIB – Students are expected to be able to recognise mathematical problems even when not expressed as simple number sentences.

Brief recap of the Missing Addend problems we’ve been studying recently

VERY brief introduction to WALT, WILF and TIB (looking at how Addition and Subtraction are tools to use when problem solving)

Watch video “related Addition and Subtraction”

Consider given example – Tom has 12 pens, Fiona borrowed 7 of them, and Tom had 5 left. After class, Fiona returned the pens. How many does Tom have now? (example in C2C has ambiguities)

o Ask focus questions – “what happened when Fiona borrowed the pens? Was it Addition or Subtraction? What about when she returned the pens? What words clued you in about what was happening? How did the total change throughout the day?”

Get students to show what happened using the part-part-whole model.

Demonstrate how subtraction is the flip side of addition in these situations (i.e.: 5 + 9 = 14, but we can also express it as 14 – 9 = 5) using the PPW diagram. Discuss addition as joining, subtraction as taking or breaking.

Students are to show all the variations of this theme, prompting them to demonstrate the commutability of addition – they will work in pairs with mini whiteboards and counters.

These variations will be recorded in their maths books.

Use Word Problems provided in C2C Sheet 29 to model how a solution may be found.

Observe children

Walk around the room

Scaffold students who may need assistance – particularly the Hamishes, Harvey, Caden and the quieter girls.

Provide extension questions for fast finishers

Use of manipulatives and visuals to support different learning styles

Multimodal resources for engagement

Assessment (measuring student progress)

Casual in-class observation and marking of their maths books for understanding of the concepts laid out in this lesson.

Date: 14 October 2014 Lesson Based on: C2C Yr1, Unit7, Lesson 18

Arash Mohebbi Maths_03 Addition and Subtraction

2

Reflections

Evaluation

Doubles

Near Doubles

Add to Ten

Count On

Rainbow Facts

WALT We are learning to - Extract the facts from a narrative.

WILF What I am looking for -

Facts about ducks that come from the story The Ugly Duckling and are true.

TIB This Is Because – You are going to

write a report about ducks for your assessment.

WALT We are learning to - See How Adding and Subtracting are Related and Useful

WILF What I am looking for -

Use of Addition and Subtraction to solve

Word Problems

TIB This Is Because –

You are not always going to see nice,

easy number sentences

Tom has 12 pens.

This morning, Fiona borrowed 7 of them.

Tom had 5 pens left.

After lunch time, Fiona returned his pens.

How many pens does Tom have now?

Tom has 12 pens. This morning, Fiona borrowed 7 of them.

Tom had 5 pens left. After lunch time, Fiona returned his

pens. How many pens does Tom have now?

Let’s Show This So We Can Play With It

5 + 9 =14

Let’s Try Another One

“Are you going to eat all of that?”

Can sometimes mean

“OI! Why won’t you share some with

me you greedy guts!?”

5 + 9 =14

14 – 9 = 5

We Can Also Say…

I’m going to show you a problem

1- THINK - Is it a Subtraction or Missing Addend

problem?

2- Write the NUMBER SENTENCE in your books

3- Draw and use the Part-Part-Whole diagram to help

4- You can use counters if you need to.

Let’s practice maths together

We’ll do some together, then you have a go on your own

Sequences

34, 36, 38, __, __, __.

19, 29, 39,__, __, __.

35, 40, 45, __,__,__.

72, 62, 52, __, __, __.

85, 80, 75,__, __, __.

72, 70, 68, __,__,__.

• 4+4 = _____

• 8+2 = _____

• 10+4 = ____

• 12+3 = ____

• 4+5 = _____

• 5+0 = _____

• 15+5 = ____

• 20+30 = ___

• A baker was preparing cupcakes for a party of seven. When he was done, he was told the party was now for twenty people. How many more would he need to bake?

As he was finishing his twenty cupcakes, his oven was faulty and burned a lot of them. All he could save from the mess was twelve cupcakes. How many did he throw out?