Monday, 25

th
August 2014 English Journal
Maths Fractions
Maths Probability
Day/Date:
Monday 25
th
August
Time/Duration:
9:30-11am
School:
Black Rock Primary
Supervisor:
Katrina Hutchins
Grade:
2H

No. of Students:
20
Subject:
English
Topic:
Journal Writing

Purpose
Aims:
- For students to learn the new spelling pattern for drop the e and add ing.
- For students to use the recount focus of turning me, mum and dad to mum, dad
and I in their journal writing.

Objectives:
- Students are able to use the correct recount in their journal writing.
- Students see the mistakes Ive made in my own journal writing.

Learning outcomes (AusVELS):
English Level 2
- Recognise most soundletter matches including silent letters, vowel/consonant
digraphs and many less common soundletter combinations.
- Reread and edit text for spelling, sentence-boundary punctuation and text structure.

Preparation:
Teacher:
Prepare Journal Entry that highlights mum, dad and me sentences.

Students:
-
Room:
Whiteboard
Whiteboard markers
IWB

Procedure:
Introduction: 9:30* 9:40
Roll, change of readers, and run through the plan for the day.

Body of the lesson 1: 9:40-10:00 (thereabouts)*
Introduce the spelling rule for this week when there is a bossy e on the end of a word
such as make, we drop the e to add ing (making)
Brainstorm with students a list of bossy e words where we can drop e and add ing bake,
take, time, move, drive, name ect.
Fruit Snack & Story

Body of the lesson 2: 10:15-10:30*
Go through journal entry on the IWB. Have students read out my journal and then ask them
what is wrong.
Explain the correct use of grammar, should always be I and not me. Then correct the
words in the journal.

Body of the lesson 3: 10:30-11am
Monday, 25
th
August 2014 English Journal
Maths Fractions
Maths Probability
Students are to write their journals, modelling the correct way to use the grammar
sequence.

Assessment:
Students are able to use the spelling rule for this week.
Students display an understanding of the correct grammar for me and I.

Learning outcomes?
- Students understand that to add ing to bossy e words we drop the e
- The correct use of grammar. Mum, dad and I and Claire and I not Claire and me
or me and Claire.

Extension:
Go over their journal and underline words with a red pen. Students must check to see if
they have spelt words correctly. Once this is done, they can do silent reading.




































Monday, 25
th
August 2014 English Journal
Maths Fractions
Maths Probability
Day/Date:
Monday 25
th
August
Time/Duration:
11:30-1pm
School:
Black Rock Primary
Supervisor:
Katrina Hutchins
Grade:
2H

No. of Students:
20
Subject:
Maths
Topic:
Fractions

Purpose
Aims:
- For students to partition shapes to represent different fractions.
- For students to create a flip chart that correctly shows the fraction and the
corresponding partitioned shape.

Objectives:
- Students are able participate in the partitioning shapes introduction activity.
- Students are to create a flip chart showcasing different fractions relating to
partitioned shapes.
- Students are to play fraction bingo with their flip charts.

Learning outcomes (AusVELS):
Maths Level 2
- Recognise and interpret common uses of halves, quarters and eighths of shapes and
collections.
- Recognise that sets of objects can be partitioned in different ways to demonstrate
fractions.
- Relate the number of parts to the size of a fraction.

Preparation:
Teacher:
-
Students:
Dice
Whiteboard Markers
Multiplication Cue Cards

Room:
-
Procedure/Introduction:
Introduction: 11:30 11:45
Quick Maths
Have students line up and use multiplication flash cards with 5s and 11s so students can
help their skip counting.

Body of the lesson 1: 11:45-11:55
Roll two dice to create a fraction for example 2/4. Draw the fraction on the board using a
square, rectangle or circle. Have a few turns of the dice with students drawing the fraction
as a shape in their notepads.

Body of the lesson 2: 11:55-12:35
Students can choose 6 different fractions they will create on a rectangular piece of paper.
They can use s 1/3s s 1/5s and 1/6s. There will be a flap on top of the written fraction
so students can check their answer
Monday, 25
th
August 2014 English Journal
Maths Fractions
Maths Probability
Discuss with students the size of fractions by drawing a circle. Explain that although a half
seems like a smaller number than a 1/6 it doesnt work that way in fractions. Model with a
picture to represent the size of the fraction.

Body of the lesson 3: 12:35-1pm
Students will then use their sheet to play a game with a partner (or threes). Students will roll
two 6-sided dice and if a fraction that is on their sheet comes up they can cover it with a
counter (sort of like bingo).

Extension:
Concentration Game

Assessment:
Students can successfully partition shapes in squares, rectangles and circles.
Students are able to make a flip chart with correct fractions and partitions.

Learning outcomes?
Students understand the correlation between partitioned shapes and fractions.

































Monday, 25
th
August 2014 English Journal
Maths Fractions
Maths Probability
Day/Date:
Monday 25
th
August
Time/Duration:
2-3:30pm
School:
Black Rock Primary
Supervisor:
Katrina Hutchins
Grade:
2H

No. of Students:
20
Subject:
Maths
Topic:
Probability

Purpose
Aims:
- For students to understand probability words such as unlikely, likely, possible,
impossible and certain.
- For students to correctly answer the questions using these terms.

Objectives:
- Students are able to answer the probability questions.
- Students are able to use their M&Ms and sort them into colour groups.

Learning outcomes (AusVELS):
Maths Level 2
- Identify practical activities and everyday events that involve chance. Describe
outcomes as likely or unlikely and identify some events as certain or impossible.

Preparation:
Teacher:
M&Ms

Students:
-
Room:
Counters
Whiteboard markers

Procedure/Introduction:
Introduction: 2-2:25
Roll
Show & Share
Quick Maths
Im thinking of a number. Have students ask questions to guess the number in your head.

Body of the lesson 1: 2:25-2:35
Write the probability terminology up on the board: certain likely unlikely possible
impossible
Have a collection of coloured counters 3 blue, 0 yellow, 10 red and 7 green.
Discuss the probability of pulling out each colour:
For example: its certain well get red, its possible well get green, its unlikely well get blue
and impossible well get yellow. Ect

As a class pull out 10 counters and record their colours.

Body of the lesson 2: 2:35-2:50
Students will be given a small bag of M&Ms remind them to cut open the top as they
need to stick the packet on the sheet.
Monday, 25
th
August 2014 English Journal
Maths Fractions
Maths Probability
Using the provided template they will write the number of each colour they get and then
will answer the probability questions.

Body of the lesson 3: 2:50-3:15
Complete activity.
Then have a class discussion about the answers see who had each colour.

Extension:
Another game of guess the number.

Assessment:
Students can use correct probability terminology
Students are able to complete the questions using the correct terminology.

Learning outcomes?
Students understand the language used to describe probability.