Maths Lesson Plan 14

Date: 30/07/2015
Term: 3
Week: 3
Year Level: Prep
Time/length: 40 min
Key Learning Area: Maths
Topic/focus: Number and Place Value Representing Addition (2)

Pre-planning considerations
Topic analysis
Students have previously described addition situations and modelled addition experiences. In this lesson they will represent and
justify addition situations in various ways.

Learner considerations
Slayter has been away this week and had not experienced the various contexts in which addition has been explained and
represented. He will need one-one catch up with Michelle so he understands combining collections, joining to find how many
altogether and adding means getting bigger. By catching him up quickly he will not be at a disadvantage when joining in the
activities. Watch 1-1 correspondence when Paddy and Kendall are counting. Watch Ben for understandings of joining together
and altogether.

Learner prior knowledge

Slayter will need opportunity to become familiar with and understand addition. Michelle will take Slayter for individual catch-up
then will join him in when he is up to the rest of the class.
All students except for Slayter have participated in the addition lessons. All students have prior knowledge of joining collections
together and how many altogether. Students have shown they are able to represent various addition stories with concrete
objects and drawing.

Literacy considerations
Students will understand and use maths specific language when describing addition representations:
add, makes, equals, and, more, total, altogether, sum, addition, combine, plus, join

Organisation and management

Grouping

Whole class activities and lesson.

Physical environment

Begin on carpet area between story chair and IWB as necessary. Finish/consolidate lesson at desks working on representing
addition situations.
Seating

Pre-determined seating arrangement at desks.

Behaviour

Begin lesson with reminder of classroom rules, hands up, active listening. Discuss expectations and rewards for appropriate
behaviour.
Watch for off-task behaviour during long sessions and change up the pace of lesson if necessary. Use name chart more often for
positive behaviour, e.g sitting up waiting nicely etc.

Resources and equipment

Physical resources
Learning Object Introducing the addition concept
2 large dice
Small whiteboard
Magnetic counters of two different colours

Outcomes
Context of lesson
This is the fourth lesson of the addition lessons in number and place value. This lesson provides students opportunities for
consolidation of addition representations and justification of representations.

Lesson outcomes

Assessment of lesson outcomes

Today students will:

Evidence of learning
Can the student:
Model and represent addition experiences?
Explain and justify the addition in the representation?

represent addition experiences.

Procedure
Time

Steps

11.45am

Getting focussed

Key questions, including checking for

understanding
Resources
Management reminders
Provision for extension/special support

Counting in Twos Have Fun Teaching Video

Beginning
Introduce the lesson
Play a dice game
Explain to students how to play this dice game:
You need two players. Each player rolls one dice each.
Players look at the number on their dice and call out, as
quickly as they can, more, less or equal, depending on
whether the number shown on their dice is more than, less
than or the same as the other players dice.
Repeat for 10 rolls of the dice.

Warm up with this activity. Students pair

up and play 10 rolls each. Monitor each
group and keep on track with rolls. Pair
suggestions: Paddy and Zara Ben
and Lacy Kendall and Tilly (If
Slayter is here he will pair with Tilly and
Kerry will pair with Kendall)
Kerry will monitor and work with
Kendalls speech throughout activities.

Middle
Explain to students that they are going to make groups of
counters on the whiteboard and talk about the addition.

Q: How many [red] counters did you

take out of the container?

Have students randomly select counters of two different

colours and place them on the whiteboard in groups
according to their colour, until you say stop.

Q: How many [blue] counters?

Say stop when they have eight counters on the board.

Q: Does the [red] group have more,

less or the same number of counters as
the [blue] group?

When students have made two groups, ask questions to help

them to identify the addition.

Q: How can you tell?

Repeat the above activity twice. In the first game, say stop
when students have seven counters on the board; in the
next game, say stop when they have nine counters on
the board.
Ask students to describe what they see on the board (for
example, I can see seven red counters and two blue
counters. That makes nine counters.)
Explain to students that we use words such as and or add
when we join two groups together.

Q: What is the total number of counters

on the whiteboard?
Q: How did you work that out?
Q: How would you describe what you
did and what you ended up with?
Q: What can you say about the [red]
counters, the [blue] counters and how
many altogether?

Help students to use words and numbers to record one of the

addition situations which they created with the counters on
the whiteboard.

Extension Activity
MOVE TO DESKS
Use addition sheets to record1) Girls v Boys at school incl. teachers.
2) Strawberry ice cream v vanilla ice cream.

Record addition stories, using images, words and

numbers on addition sheets paste in maths
scrapbooks.

Justify and explain the addition happening.

Conclusion
Learning Object: Introducing the addition concept

Ideas for monitoring

Observe and consult students as they
model, represent and record addition
stories.
Learning alerts
Be aware of:
Students being unable to make
connections between different
representations, models and recordings
of addition.

Blackboard / whiteboard development

IWB used only for digital text and slideshows

Self Evaluation