Lesson Plan 1- Grade One Number & Algebra

FOCUS (Objective) Teaching skill or strategy to

observe during the activity

LEARNING INTENTIONS (Why I
have chosen to do this experience.
Why do students need to learn this
and how will doing this activity
help them in life)
Resources (MATERIALS - needed for the topic / needed
to address the focus, processes, procedures or activity)
(Know your focus before you select your resources)
The focus of this lesson is provide the children with
ownership, to learn and discover the number 10. During the
lesson I hope to observe exploration and discussions with
peers.


To find out what children know about
making ten.

White boards
White board markers
Unifix
Matchsticks
Counters

Organisation (time, space, resources, instructional model or teaching approach - (Audience
whole class small group individual)
AusVELS (with direct connection to the teaching focus)

Warm up- Ask children Tell Me what you know about the number ten? Create an anchor chart as a
class. Record childrens responses with supporting visuals on the Interactive Whiteboard. Print off and
place on the Numeracy Wall.

Introduction 5-10 minutes- Discuss Learning Intention To find out what children know about
making ten. Explain student activity below
Student Activity (Explore/Record)20-30 minutes- Children show you everything they know about
ten. They may make a model using materials of their choice (counters, unifix, match sticks), draw a
picture, write the numeral/word to show you what ten looks like. Teacher to take photos of childrens
models and present them on the IWB.
Evaluate/Reflection 10 minutes- Look at the photos. Discuss how different people represented ten.
Add the word recording on the Numeracy wall under Numeracy Vocabulary. Explain that we can
record using pictures, numbers and words.
Links to AUSVELS- Number & Algebra Progression Point
1.5
Connect number names and numerals with sets of up to
10 elements.
Use counting strategies to solve problems that involve
comparing, combining and separating these sets.
Match individual objects with counting sequences up to
and back from 10.
Discussion/Questions to ask

Key Vocabulary for developing mathematical skills,
strategies and knowledge.
Prompt Questions: More/less, most/least, altogether, count/touch, how many? Guess
What did you do?
Why is this helpful thing to know?
How will what we did today help us at another time?
Who would use this in real life and how would they use this?
How did you do it?
Could you have done this another way?
Did anyone else do it another way?
& check, before/after/next, first/last, order.
Possible follow up or future activities using the information from this resource and
following the observations of children doing the activity
Assessment How did the learning link to the AusVELS?

Introduce larger numbers
Allow the children to choose their own number to represent
Ask the children to look for numbers around the school, and take photos using the iPads

This is evident when children:
Establish understanding of the language and processes of
counting by naming numbers in sequences, initially to
and from 20, moving from any starting point.
Connect number names, numerals and quantities,
including zero, initially up to 10 and then beyond.
Subsidise small collections of objects.
Represent practical situations to model addition and
sharing.
Compare order and make correspondences between
collections, initially to 20.

Evidence of lesson Links to ICT
(use if planning an activity using ICT)

During reflection the interactive whiteboard will be used
to display examples of the childrens work collected
throughout the session.
This will support further learning, and encourage self
reflection.






Lesson Plan 2- Grade One Number & Algebra

FOCUS (Objective) Teaching skill or strategy to
observe during the activity

LEARNING INTENTIONS (Why I
have chosen to do this experience.
Why do students need to learn this
and how will doing this activity
help them in life)
Resources (MATERIALS - needed for the topic / needed
to address the focus, processes, procedures or activity)
(Know your focus before you select your resources)
The focus of this lesson is to allow children to explore
making 10 using materials. During the lesson I hope to
observe exploration and discussions with peers.


To explore making ten using concrete
materials.

Tens frames
Counters
Dice
Unifix

Organisation (time, space, resources, instructional model or teaching approach - (Audience
whole class small group individual)
AusVELS (with direct connection to the teaching focus)

Warm up- Daily Counting using Splat Square Exploring Tens Frames using Nelson Maths Prep
(Different combinations of ten)

Introduction 5-10 minutes- Discuss Learning Intention - To explore making ten using concrete
materials.

Student Activity (Explore/Record) 20-30 minutes- Children play in pairs. They each have one tens
frame and two different coloured counters/unifix. They take turns to roll a 10 sided dice. They need to
place that number of counters on their tens frame. Their partner needs to then identify how many more
they need to make ten. They use different coloured counters to show this on the tens frame.

Roving conferences: Tell me about your model. How did you make ten? How many more do you need
to make ten? How do you know? Encourage children to use language such as 7 and 3 more makes ten
1 and 9 is ten altogether.

Support Group: Children use 6 sided dice.

Evaluate/Reflection 10 minutes- Write Make a model on a card and place it on the Numeracy Wall as
a strategy. Take some students models. Blue tack the counters on the tens frames and place them on
the Numeracy Wall. Write about the models on small bits of card, e.g. 7 and 3 makes 10 and add them
to the Numeracy Wall.
Links to AUSVELS- Progression Point 1.5
Connect number names and numerals with sets of up to
10 elements.
Use counting strategies to solve problems that involve
comparing, combining and separating these sets.
Match individual objects with counting sequences up to
and back from 10.
Discussion/Questions to ask

Key Vocabulary for developing mathematical skills,
strategies and knowledge.
Prompt Questions:
What did you do?
Why is this helpful thing to know?
How will what we did today help us at another time?
Who would use this in real life and how would they use this?
How did you do it?
Could you have done this another way?
Did anyone else do it another way?
More/less, most/least, altogether, count/touch, how many? Guess
& check, before/after/next, first/last, order.
Possible follow up or future activities using the information from this resource and
following the observations of children doing the activity
Assessment How did the learning link to the AusVELS?

Addition games up to 10 as a warm up
Number bingo

This is evident when children:
Establish understanding of the language and processes of
counting by naming numbers in sequences, initially to
and from 20, moving from any starting point.
Connect number names, numerals and quantities,
including zero, initially up to 10 and then beyond.
Subsidise small collections of objects.
Represent practical situations to model addition and
sharing.
Compare order and make correspondences between
collections, initially to 20.

Evidence of lesson Links to ICT
(use if planning an activity using ICT)







Lesson Plan 3- Grade One Measurement & Geometry

FOCUS (Objective) Teaching skill or strategy to
observe during the activity

LEARNING INTENTIONS (Why I
have chosen to do this experience.
Why do students need to learn this
and how will doing this activity
help them in life)
Resources (MATERIALS - needed for the topic / needed
to address the focus, processes, procedures or activity)
(Know your focus before you select your resources)
The focus of this lesson is to allow children to explore 2D
shapes, and categorise according to their properties.
To sort 2D shapes according to their
properties.

Scissors
Magazines
Glue
Shape chart

Organisation (time, space, resources, instructional model or teaching approach - (Audience
whole class small group individual)
AusVELS (with direct connection to the teaching focus)

Warm up- Daily Counting using Splat Square
Feely Bag Place 2D shapes inside a bag and students can take it in turn of feeling and
guessing the shape in the bag. How do you know it is that shape?
Introduction 5-10 minutes- Discuss Learning Intention - To sort 2D shapes according to their
properties

Student Activity (Explore/Record) 20-30 minutes- Using various magazines children are to cut out
different shapes and place them under the correct shapes class chart Eg:
Squares circles rectangles triangle Other

Evaluate/Reflection 10 minutes- Have an open discussion about the shape sorting activity as a whole
class record properties of the shapes discovered. What makes a rectangle a rectangle? Place completed
chart on Numeracy wall for further reference.
Links to AUSVELS- Measurement & Geometry Progression
Point 1.5
Students identify measurement attributes in practical
situations and compare lengths, masses and capacities of
familiar objects.
They order events, explain their duration, and match
days of the week to familiar events.
Students identify simple shapes in their environment and
sort shapes by their common and distinctive features.
They use simple statements and gestures to describe
location.
Discussion/Questions to ask

Key Vocabulary for developing mathematical skills,
strategies and knowledge.
Prompt Questions:
What did you do?
Why is this helpful thing to know?
How will what we did today help us at another time?
Who would use this in real life and how would they use this?
How did you do it?
Could you have done this another way?
Did anyone else do it another way?
Triangle, square, parallelogram, diamond, big and small.

Possible follow up or future activities using the information from this resource and
following the observations of children doing the activity
Assessment How did the learning link to the AusVELS?

Allow the children to tangrams to create their own shapes

This is evident when children:
Sort, describe and name familiar two-dimensional shapes
and three-dimensional objects in the environment

Evidence of lesson Links to ICT
(use if planning an activity using ICT)











Lesson Plan 4- Grade Prep Measurement & Geometry

FOCUS (Objective) Teaching skill or strategy to
observe during the activity

LEARNING INTENTIONS (Why I
have chosen to do this experience.
Why do students need to learn this
and how will doing this activity
help them in life)
Resources (MATERIALS - needed for the topic / needed
to address the focus, processes, procedures or activity)
(Know your focus before you select your resources)
The focus of this lesson is to allow children to explore 2D
shapes, and create a picture.
To create a picture using 2D Shapes.

Tangrams


Organisation (time, space, resources, instructional model or teaching approach - (Audience
whole class small group individual)
AusVELS (with direct connection to the teaching focus)

Warm up- Daily Counting using Splat Square
Shape Big Book to be selected from the library.
Introduction 5-10 minutes- Discuss Learning Intention - To create a picture using 2D Shapes.
Introduce students to the pattern shapes and model making a house .e.g. triangle rook, square frame etc

Student Activity (Explore/Record) 20-30 minutes- Using the tangram shapes students are to create a
picture using different shapes. Take photos for assessment.
Evaluate/Reflection 10 minutes- Place photos on Whiteboard and discuss properties of the pictures and
the different sizes of the shapes as well as the positioning.
Links to AUSVELS- Measurement & Geometry Progression
Point 1.5
Students identify measurement attributes in practical
situations and compare lengths, masses and capacities of
familiar objects.
They order events, explain their duration, and match
days of the week to familiar events.
Students identify simple shapes in their environment and
sort shapes by their common and distinctive features.
They use simple statements and gestures to describe
location.
Discussion/Questions to ask

Key Vocabulary for developing mathematical skills,
strategies and knowledge.
Prompt Questions:
What did you do?
Why is this helpful thing to know?
How will what we did today help us at another time?
Who would use this in real life and how would they use this?
How did you do it?
Could you have done this another way?
Triangle, square, parallelogram, diamond, big and small.

Did anyone else do it another way?
Possible follow up or future activities using the information from this resource and
following the observations of children doing the activity
Assessment How did the learning link to the AusVELS?

This is evident when children:
Sort, describe and name familiar two-dimensional shapes
and three-dimensional objects in the environment

Evidence of lesson Links to ICT
(use if planning an activity using ICT)

During reflection the interactive whiteboard will be used
to display examples of the childrens work collected
throughout the session.
This will support further learning, and encourage self
reflection.