Pre service Teachers Name: Caroline Farag and Tanya Nguyen

Year level: 2
Lesson Focus: Unknown quantities in number sentences
Lesson Time and Date: Wednesday 11th May, 8am

Lesson Duration: 1 hour

Learning Outcomes
To find unknown quantities in number sentences involving multiplication
To further understanding of the connection between equivalent multiplication equations
To decipher worded problems to find unknown quantities
Links to curriculum
AusVELS
Mathematics / Level 2 / Number and Algebra / Number and place value
Recognise and represent division as grouping into equal sets and solve simple problems using
these representations (VCMNA109) (grade 2)
This is the foundation lesson that will (eventually) inform:
(Mathematics / Level 5 / Number and Algebra / Patterns and algebra
Use equivalent number sentences involving multiplication and division to find unknown quantities
(ACMNA121)
- Using relevant problems to develop number sentences)
Students Prior Learning
They are learning multiplication and the connection between multiplication and division
They have been exposed to equivalent multiplication equations before.
They have been exposed to worded problems before.

Teaching and Learning Preparation

Classroom furniture (tables + chairs)
Whiteboard + markers
Poster/butchers paper + markers
Kahoot Quiz (prepared)
Smartboard/Projector screen
iPads/Laptops per student or pair of students
Worded questions sheet (prepared)
Maths books + pencils
Various materials (chocolates, popsicle sticks, counters, anything we can find in the classroom)
If ICT fails us:
Hula hoops x 12
Coloured flag/paper
Cards with number sentence problems (prepared) Coloured sashes
Computer/phone/music playing device
Speakers

Teaching and Learning plan

Lesson Phase
Orientation
/Introduction

Assuming were in a classroom with 24 student chairs (12

tables) set out in random table groups, before the class
begins, set the tables into 2 rows of 12 chairs . (This can be
flexible and can be adjusted to suit however many students
there are in the class).
As the students come in and sit on the floor, well begin by
asking them what happened to the tables and chairs?
Write/draw on the board:
- Draw how the chairs are set out in the room:
xxxxxxxxxxxx
xxxxxxxxxxxx
- How many chairs are there? 24
- How many rows (or groups) are there? 2
- How many chairs per row (group)? 12
- How could we write this as a mathematical equation?
2 x 12 = 24
Instruct the students that they have to reorganise the room.
The only rule is that we want 6 chairs/people per table group
and we still need room to sit on the floor. They get a certain
amount of time to complete this task.
When students are back on the floor, ask them what we just
did and why. Have a look at what the room looked like before.
We had two groups of twelve, what do we have now? 4
groups of 6.
Write/draw on the board:
- Draw how the chairs are set out in the room:
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
How did you know to make 4 table groups? How can we
write this as a mathematical equation? 4 x 6 = 24
Thats what this lesson is about finding unknown values, like
what we just did.
Ask students how else we could have organized the room. Do
a paper brainstorm on the number 24.
(A: 1 x 24, 2 x 12, 3 x 8, 4 x 6, 6 x 4, 8 x 3, 12 x 2, 24 x 1).
What are these kinds of equations called? Equivalent
equations.
What does equivalent mean? Having the same value.

Teaching strategies/
Learning Activities

So when we have two equations that are different, and we

want the same answer, the equations have to be equivalent.
2 x 12 = 4 x 6
24 = 24
Think back to what we did with the tables. If we had wanted 8
people per table group, how many table groups would we
need?
Before we even think of the answer, how could we represent
this mathematically?
2 x 12 = ? x 8
Do a couple more examples as a class without using 24 as
the answer. Model a worded question.
12 | 18 | 36 | 60
Students can choose to work in pairs or independently. Each
table will have different materials on them that match the
questions, so students sitting at those tables would do that
question first (for e.g. counters table will do the counters
question first). The only rule is that if all the chairs on one
table has been filled, they must go elsewhere. Once, theyre
done, they move on to the next table.
ENABLING PROMPT:
Think back to the table situation. Reiterate, draw it out again
if necessary, show that the two scenarios are equivalent to
one another. Use the materials provided as a hands-on
approach to show equivalence.
EXTENDING PROMPT:
Think of other ways you could represent the equation (draw it
out and write equations). Think of real life situations where
youd have to do something like this (apart from the
classroom).
(Examples: seating arrangements at party or concert, sharing
lollies, etc.)
Catering for Diversity:
Examples to work from
Group work (or independent)
Concrete materials for students to use
Visual component (drawing out the equations)

Conclusion /Closure

KAHOOT QUIZ kahoot.it

Students take out iPads and laptops while we bring up Kahoot
quiz on the Smartboard/projector. Put in game code.
There will be six questions that will cover what the students
were doing in the lesson.
If ICT fails us, play a game:
Go outside, spread the 12 hula hoops on basketball court/oval
and number them 1-12. Split students into four groups and
hand them a coloured sash each.
Students are to walk/run around the hula hoops, until we hold
up a coloured flag/paper and a card that has an equation on
it. The group has to figure out what the answer is and when
the music stops, they have to run to the right hula hoop. If all
group members make it to the hula hoop within the
countdown time, they get a point. The other groups have to
freeze when the music stops.
(For e.g.
GREEN flag, equation: 10 x 3 = 15 x ?
Green group members have to figure out answer, then run to
2 Hula Hoop when music stops.
Red, yellow and blue groups freeze.)

Assessment Strategies

Questioning
Work samples (worded questions)
Kahoot Quiz / Hula Hoop Game
Observation

Appendix 1

I was going to give 9 popsicle sticks each to 4 friends. One of my

friends left, so how many popsicles would I now give to my 3
remaining friends?
9x4=?x3

=
TOTAL:

TOTAL:

There were 2 paddocks. Each paddock had 9 sheep in them. If I

wanted to arrange my sheep evenly into 3 paddocks instead, how
many sheep would there be in each paddock?
2x9=3x?

TOTAL:

TOTAL: