Lesson Plan Template 1 Primary & Secondary Unit/Topic: Num*er and Place 0alue'Usin" standard place +alue partitionin"

o- t)o'di"it num*ers 1ate: Time: 3at!s

2ey Learnin" #rea:

4ear Le+el: 11 Lesson: % 55555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555555 Curriculum outcomes -or t!e unit: 4ear 1 3at!ematics 6 Content descriptions Num*er and al"e*ra Num*er and place +alue &e#ognise, model, read, write and order numbers to at least 3(($ Lo#ate t!ese numbers on a number line (.0+4.(33)$ 0ount #olle#tions to 3(( b partitioning numbers using pla#e "alue (.0+4.(35)$

LESSON OUTCOME:
(2e 2nowledge and /kills students s!ould a#!ie"e in t!e lesson taken from rele"ant #urri#ulum do#uments$) /tudents will partition a two-digit number into standard pla#e "alue parts (tens and ones)$ /tudents will identif t!e parts and t!e "alue of ea#! part$

LESSON STRUCTURE: Time 11$%&' 11$%( Introduction (Set : Unit 7: Lesson 3 Introduce t!e lesson You will partition, (or break up) a two-digit number into tens and ones and identif t!e "alue of ea#! part$ Teac!in" #pproac!es Experiencing the known and the new (authentic pedagogy learning is situated, contextual and grounded in the real world and connects school learning with practical application in a real life context) Applying appropriately and creatively(functional pedagogy) Analysing functionally(critical pedagogy human purposes) Conceptualising by naming(didactic teaching metalanguage) earning by !esign "#nowledge processes$ #alant%is & Cope, '()')

Partition t)o'di"it num*ers into standard place +alues

%it!er at desks in groups or as group on floor using magneti# manipulati"es on #!art$ &emo"e t!e single-digit #ards #ut from Num*er sym*ols , to 1,, (ma be also e'#lude numbers !ig!er t!an 3() as too man tens frames and manipulates re*uired from t!e +at!s ,a#k, and pla#e t!e remaining #ards upside down in a pile on t!e table$ ,ro"ide students wit! #ounters and Ten -rames (S!eet . , from Lesson -$ .sk students to: sele#t a two-digit numeral #ard from t!e pile (e$g$ -3) ( /tudents to s!ow t!e number using #ounters and t!e ten frames, for e'ample, t!en: 0!e#k t!e total b skip #ounting t!e tens t!en #ounting on t!e ones

/!ow t!e number using +.1 blo#ks /!ow t!e number using ot!er materials (e$g$ pla#e "alue beads)

0!e#k t!e total b skip #ounting t!e tens t!en #ounting t!e ones

6rite t!e total on #!art (or mat!s books)

7dentif t!e tens and ones parts using t!e 7olded cards (from t!e 3at!s Pac8)

0ombine t!e tens and t!e ones parts to #reate t!e w!ole$

%'plain to students !ow to des#ribe standard partitioning using a multiple of ten (e$g$ -() as one part$

I !a+e made .%$ I !a+e . tens and % ones$ I can use t!e part'part')!ole model to !elp me )rite t!e addition num*er sentence 1ra) a part'part')!ole model on c!art or mat!s *oo8s and )rite t!e standard partitions (e$"$ ., and % and t!e 9)!ole: (e$"$ .% $ 3

6rite t!e addition num*er sentence on c!art paper or I;< and )or8 *oo8ds i- at des8s= I )rite (., > % ? .% or (% > ., ? .% $ &emember t!at t!e parts in addition #an be rearranged and it doesnt #!ange t!e total$ 8!e parts in addition #an be rearranged at it doesnt #!ange t!e total$

7ocus @uestions 9$ *hat are the two parts+ .$ -( and 3 9$ *hat is the whole+ .$ -3 9$ ,ow have you partitioned the number+ .$ e$g$ into tens and ones

#s8 students to repeat t!e acti+ity usin" anot!er t)o'di"it numeral card dra)n -rom t!e pile$ Use part, part w!ole model, folded #ards, tens frames and manipulati"es$

Conclusion Practise standard place +alue partitionin"

NOTE /tudents will #omplete a monitoring task to s!ow t!eir understanding of standard pla#e "alue partitioning using stru#tured materials (e$g$ pla#e "alue beads or #ounters and 8en frames: linking #ubes) and unstru#tured materials (e$g$ dried beans, s!ells, pasta and resealable bags)$ 8ake p!otos of students work and atta#! t!ese p!otos to S!eet A$ /ee also p!otograp! of metre ruler, +.1 blo#ks, #!arts et# (atta#!ed), written word, mini tens frames, tens;ones #!art, number #ard, 3( less is, 3 less is, 3( more is, 3 more is<

%'plain t!at students will #omplete a partitioning a#ti"it and re#ord t!eir work on S!eet A 6 +onitoring partitioning, in t!e #cti+ity <oo8$

(
= 3 7ocus @uestions 9$ *hat are the two parts+ .$ -( and 3 9$ *hat is the whole+ .$ -3 9$ ,ow have you partitioned the number+ .$ e$g$ into tens and ones .sk students to: sele#t a two-digit numeral #ard from t!e pile and write t!e number on S!eet A s!ow t!e number using stru#tured materials #!e#k t!e total b skip #ounting b tens t!en #ounting on b ones s!ow t!e number using unstru#tured materials #!e#k t!e total b skip #ounting b tens t!en #ounting on b ones write t!e number word s!ow t!e tens and ones parts using t!e 7olded cards (from t!e 3at!s Pac8) s!ow t!e w!ole using t!e >olded #ards #omplete t!e part-part-w!ole model write t!e mat#!ing addition number senten#e$

RESOURCES

Post Re-lection: C!art paper and mar8er 3ini tens -rames laminated Tens and ones c!art 3a"netic manipulati+es (countersB Place +alue *eads Num*er sym*ol cards ,'1,, (remo+e sin"le di"it cards Tens and ones -olded cards Part'part )!ole model laminated 3anipulati+es structured (icy pole stic8sC C 3#< *loc8sC connector *loc8s etc 3anipulati+es unstructured (countersC animals etc 3onitorin" tas8 s!eet -or eac! student (to monitor understandin" o- standard place +alue partitionin"

S#7ET4 CONSI1ER#TIONS/3#TERI#LS