Topic/Theme/Question/Focus : Math lesson Sequence days of the week

Date: 23/07/14
Time Period: 45 minutes
Who planned for (names, ages): 20 children, reception-year1, ages 5-6
Resource: Dash, M 2004, Teachers Resource Nelson Maths Book 2, p.72 & 157, Victoria,
Thomson Learning.
Expected Learning Outcomes
Key Ideas and outcomes drawn from the relevant curriculum document
The key idea and learning outcome for this session is: Mathematics - For the children to sequence
days of the week and explore the concept of time from ACARA. Connect days of the week to
familiar events and actions (ACMMG008)
Context for the Session
Relationship to previous and future sessions on this topic or curriculum area
In future sessions children will continue to learn about the concept of time, the sequence of days of
the week and months in a year.
Relation to previous or future activities for the day
In other lessons throughout the day such as in Investigations, children can incorporate this focus of
where they can see time while doing their activity. They could draw a picture of where they see
time in their activity or write down what they have seen.
Cross-reference to information previously gathered about an individual child or group of children
Each of the children learn differently and are at different learning levels so some of the children
will do more than what is expected for the lesson, while other children will do less. Each child is
learning still at the level that they are at.
Previous experience, knowledge that children bring to this session
Previous knowledge children can bring to this session is knowledge of the days of the week.
Session focus
Broadly speaking, what the pre-service teacher wants the child or children to learn during the
session
For the children to be able to understand the correct sequence of the says of the week and to
demonstrate this through putting together the correct sequence of days in a week using labels.
Preparation
Identify materials, equipment, space and pre-session organisation
- In classroom
- Worksheets Put the days of the week into the correct sequence (Worksheet has been made
by myself)
- Scissors
- Glue sticks
- Pencils and textas
- Children can sit on chairs at tables or use clipboards on the floor
- Math books
- Blu tac for cards
- Laminated cards of days of the week
Attach copies of printed material for distribution or text for display to be written on the board
- Activity sheet created by myself.

Teaching and Learning Strategies

Outline each step to be taken during the teaching session
1. Introduce Math focus The sequence of days in a week? 1-2 mins
- Looking at the sequence of days in a week.
(Today our Math focus is the sequence of days in a week and how to sequence the days
correctly)
2. First say days of week in incorrect order and ask the children to tell me whether it is right
or wrong.
3. Ask children if anyone can tell me the correct order of the days in a week.
(Whats the name of the day that comes first in a week, name of day that comes after
Monday, after Tuesday, after Wednesday, after Thursday, Friday, and Saturday?).
4. Tell children we will do an activity together now. Explain activity. We are going to work
together to put the days of the week into the correct order on the board. I have seven cards
showing the 7 days of the week. I would like you to help me to be able to put these cards
into the correct order. Ask which day of the week comes first? Choose children to answer
until sequence is completed on the board.
(write 1st, 2nd etc next to each day).
5. Say together the sequence of days. (Okay now lets all say the sequence of days together).
Ask what day is it today, what day was it yesterday, what day is it tomorrow?
6. Individual activity. Tell children I have an activity for each of them to do. Explain activity:
For this activity there are 7 boxes that have each of the days of the week in them. I would
like you to use cut each of these boxes out and then stick the days of the week in the
correct sequence in the boxes that say 1st day etc. Once you have finished this, you can
stick these sheets into your math books.
7. Check that children are sitting up straight, showing 5 Ls. Call out childrens names one at
a time, hand out sheets, let children go off and do their work. Float around to make sure
children are on task and help anyone who needs help.
- Observe children, write notes. Check on noise level and that everyone is working well.
8. Give children a warning when it is 5 minutes before they need to finish their work.
9. Once 5 minutes is up, ring the bell and tell everyone it is time to pack up. Say they have to
sit back on the floor by the time I finish counting from 10 to 1.
Models to be used are: laminated cards of days of the week to sequence with class together.
Reflections/Evaluation
Which learning outcomes were met by the children and how do I know?
The learning outcomes that were met by the children were for the children to sequence days of the
week and explore the concept of time. I know that they were able to meet these learning outcomes
as they were able to sequence the correct order of days in a week by sticking the days in order on a
calendar table that I made for them. I watched what the children were doing in the activity and they
were able to do this activity well. I also know that they met these outcomes as during group time I
asked them if they could tell me the days of the week in the correct order. First I said them in the
wrong order to see if the children would notice and then they said it in the right order. The children
enjoyed this group time. We also played a game to get the children to put the days in the correct
order and they understood where the days went in order. The children also took part in singing a

song about the days of the week.

How could I follow up on this experience?
I could follow up on this experience by recapping what the days of the week are in the next math
lesson. Then I could connect another experience that connects to the concept of time such as
sequencing events in a day.
What did I do well and what is my evidence for making this claim?
I believe I was able to explain the activity well and what the children needed to do for the activity. I
believe I did this well because I modeled what the children needed to do by writing the correct
order of the days of the week on the board for the children to see. I then explained specifically what
the children needed to do for the activity and I asked them if they understood what to do and they
said that they did understand. I believe I was able to keep their attention by saying whos showing
the 5Ls. Having a super star list and also making the activity sound fun and interesting.
What should I do differently? Why do I think that would work?
Next time I think I should model the activity more than I did, so I would have cards cut out of the
days of the week and then stick them on the board in the correct order so then the children will
really see what they have to do in the activity.
What understandings have I developed about myself as a teacher or about children as learners
through this experience?
As a teacher I believe I need to be more assertive and not be afraid to give children warnings if they
arent listening or being distracted. I believe that I am able to explain well the tasks that the
children need to do. I could work on not being so nervous but I know that as I keep teaching, then
these nerves will go away. I believe that I am able to really make myself available to the children
while they are doing their work by walking around and seeing what theyre doing and making sure
theyre on task. Then if they need help they can ask me as Im there.
Some of the children struggled a little to be able to read the words of the days, so I was able to help
them with this task. The children are at different learning stages so some of the children need more
help than others when doing the tasks. One of the girls said that she really enjoyed this task and on
the next day Thursday 24th July, she decided to do the task again with her friends during reflection
time. So this shows that if you make a lesson interesting for the children, then they will want to do
it again and then this reinforces what they are learning too.
What understandings have I developed about particular children or groups of children through
this learning experience?
Certain children get distracted easily from what they need to do such as during the activity. So I
need to watch those children and continue to encourage them to finish their work and then they can
have reflection time etc. Some children learn more visually so it is good to be able to show pictures
on the board or put the names of the days up on the board and model the activity for the children so
they will understand what to do.