Topic/Theme/Question/Focus : Math lesson Sequencing time in a day.

Sequencing events
that happen in our day.
Date: 28/07/14
Time Period: 45 minutes
Who planned for (names, ages): 20 children, reception-year1, ages 5-6
Resource: Bradby, J 2001, Rigby Maths South Australia 1, p.103, Victoria, Rigby Heinemann.
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 children to connect days
of the week to familiar events and actions from ACARA. For children to compare and order the
duration of events using the everyday language of time (ACMMG007)

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 and how they can connect days of the week with events that happen
on those days.
Relation to previous or future activities for the day
Children have already been learning about where we see time, the sequence of days in a week and
connecting events to different parts of a day.
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. Some children will need
more help than others.
Previous experience, knowledge that children bring to this session
Previous knowledge children can bring to this session is knowledge of what they do in their day.
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 how they can sequence the events that happen in a day.
Preparation
Identify materials, equipment, space and pre-session organisation
- In classroom
- Worksheets One Thing After Another, sequencing pictures of events in a day; sheet with
labels for times, sheet to stick pictures on.
- Pencils and textas
- Children can sit on chairs at tables or use clipboards on the floor
- Math books
- Blu tac for cards labels of times for the day
Attach copies of printed material for distribution or text for display to be written on the board
- Activity sheet, having cut outs of the cards from the sheet and labels to stick on the board
when doing group activity with children.
Teaching and Learning Strategies
Outline each step to be taken during the teaching session
1. Recap on previous Math lesson. Sequencing times and events that happen at different
parts of a day. Ask children to tell me what activities we can do at these different times? 5
Ls. Superstar list. Label parts of the day, morning, afternoon, night and draw pictures on

the board.
2. Introduce Math focus Sequencing time and events in a day.
(Today for Math we will be looking at sequencing time and the events that happen at
different times in a day. Similar to what we did last Thursday.)
3. Group activity - First tell the children I have an activity that Id like you to help me to do
now.
Explain activity. For this activity I have 6 cards that show a girl taking part in different
events during different times of the day. Discuss with children what is in each card and ask
children to tell me what time of the day they think it is in each card.
Choose children showing the 5Ls.
-

Have cards stuck on the board in random order for children to see. Have a pointer to point
to each card to explain to children what is in each.
Have the times of the day on board in the correct order in boxes numbered from 1 - 6 for
children to put the cards next to each.

4. After discussing what is in each card, children help with the activity. So now that we know
what time of the day it is in each card, Id like you to help me to be able to put these cards
into the right sequence and match them with the correct labels that say the times of the day
which are morning, school time, lunch time, afternoon, night time and bed time.
Each of these cards has a number on it so you can also look at the numbers to know how to
put them in the correct order.
Choose children who are showing 5Ls to come up and help one at a time until all cards are
in the correct sequence.
5. Individual activity. Okay now that we have done this together, Id like you to do the same
activity on your own this time.
Explain activity: First explain easier activity to Sachi, Aiden and Lilly. Sachi, Aiden and
Lilly, for this activity I would like you to cut out each of these pictures and stick them in
the correct order from 1 to 6 in the boxes on this piece of paper. You can then colour in
these pictures.
Tell Sachi, Aiden and Lilly to come up and hand out sheets to them and they go off.

Talk to other children of what they need to do. 5Ls.

Same as group activity.
Cutting out each of these pictures and matching each picture with the correct label and
sticking them in the correct order in the boxes numbered from 1 6 on the piece of paper.
They can then colour in the pictures and stick them in their math books.

6. Check that children are sitting up straight, showing 5 Ls. Call out childrens names one at
a time, When I call your name out you can come up and get one of each of these sheets,
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, ring bell ring bell if need and that
everyone is working well.
7. Give children a warning when it is 5 minutes before they need to finish their work.
8. 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: Pictures and labels on white board.
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 children to compare and
order the duration of events using the everyday language of time (ACMMG007). I believe
that this learning outcome was met as the children were able to tell me the different times
and parts of a day. Which are, morning, afternoon and night time. I was then able to
introduce 3 other parts of the day and the children were able to understand why I included
these parts when I got them to do the group activity. For the group activity the children had
to sequence the different pictures of events that happened in a girls day from morning to
bed time. The children enjoyed helping me to be able to put these pictures into the correct
order and match them up with the correct labels which had the different time of the day on
them. While I was walking around when the children were doing the activity on their own,
I could see that they understood what to do as they were able to match the different events
with the parts of the day and put it into the correct sequence.
How could I follow up on this experience?
I could get the children to learn about putting into sequence the events that happen each day of the
week. Then the children would be learning about putting the days in the correct order and matching
these days with an event that happens.
What did I do well and what is my evidence for making this claim?
I believe I was able to explain well what to do as the children were able to go off to do the activity
on their own. Only a few children needed help but that was if they couldnt read a word or they
needed help matching a label to a picture. I believe that I modeled the activity well in the group
activity as then the children felt confident to give the activity a try on their own. I also tried to
make the work sound like fun by using excited tones in my voice. I also was able to create different
lessons for groups. There were some children who needed an easier task than others, so I was able
to make a few changes to the activity for those children.
What should I do differently? Why do I think that would work?
Maybe next time I could make sure to include all the children somehow in the group activity as
some of them were being a bit distracted.
What understandings have I developed about myself as a teacher or about children as learners
through this experience?
I have understood that children are willing to give things a go and they will ask for help if they
need help. When a teacher explains well what they want the children to be able to do, the children
will then understand and be able to do the activity on their own.
What understandings have I developed about particular children or groups of children through
this learning experience?
Some of the children need more help than others when completing tasks. Some of the children need
easier activities than others. Some of the children need a bit of encouraging to be able to finish their
work, as some of them get distracted and not focused with what they have to complete.
Over all, the children enjoyed this lesson. I asked some of them if they did enjoy it and they said
they did.