Sarah Hudy S00102573- Australian Catholic University 1

KLA: Maths LESSON: Make 100 lose 100

YEAR LEVEL: 2 LENGTH of LESSON: 1 hour
DATE:

OUTCOMES/LEARNING ESSENTIALS
Solve simple addition and subtraction problems using a range of efficient mental and written
strategies
Code
ACMNA030

Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more
efficient counting
Code
ACMNA028
RESOURCES

MAB blocks
4 x die
Whiteboard
Whiteboard marker

LESSON OBJECTIVES
By the end of this lesson, students will have an opportunity to demonstrate their ability to:
Students will have the opportunity to demonstrate their ability to add and subtract numbers
using material such as MAB blocks.
Students will demonstrate their ability to understand and comprehend regrouping using
materials such as MAB blocks.



STUDENTS PRIOR KNOWEDGE
Students have worked with MAB blocks and understand which each value is, students know how
to add and subtract numbers.
Sarah Hudy S00102573- Australian Catholic University 2


LESSON PROCEDURE
MOTIVATION
Begin with the students sitting at their desks, ask the students what value (showing a 100 MAB) is
this?
Now the ten MAB block- what value is this?
One MAB block- what value is this?

Ask the students what do I have to do if I have ten Ones blocks?

Ask the students what do I have to do if I have ten tens blocks?

(Show the students that you have each value and what they turn into)

PROCEDURE
Have students move desks back and sit into in a circle. Place the die a die and a variety of MAB
blocks.
Explain to the students they are going to make 100 lose 100, explain the rules-
1. Each student will need to roll the die
2. Then you need to collect the amount of MAB blocks the Die says to- Example: if you roll a 6
on the die you need to pick 6 ones up.
3. Once everyone has have there first go, you will roll again and pick the number it says to pick
up, but if you have 10 more ones in your hand what do you need to do? Ask students.
ANSWER- you need to swap 10 ones for a 1 ten MAB block.
4. Continue to roll the die until you get to 100 once you are at 100 you need to roll the die until
you have got back down to zero.
Do a run through to allow students to understand the concept. Once students understand start the
game.
Sit with the students and monitor each student making adding and subtracting the numbers. You will
be the holder of the blocks and students need to ask to change their ones for tens.


Once each student have made to 100 and back have everyone sitting at their desks.
CONCLUSION
Draw on the board a sum and ask the students using MAB blocks show the sum on their desk and
work the answer out.
Discuss with students how they got their answer.




DIFFERENTIATION OF LEARNING

Scaffolding through out the lesson to enable students to successfully answer question and complete
the requirements of the task.

I will be sitting in the circle with the students asking question such as- if you have ten ones what do
you need to do? This will allow students to re think and make a judgment.
The use of a group activity enables students to help their fellow peers with the adding and subtracting
of numbers.
Sarah Hudy S00102573- Australian Catholic University 3


Assessments of students learning
Formative assessment- observing the students knowledge on adding and subtracting and also
regrouping to enable me to plan for the next lesson.


















Sarah Hudy S00102573- Australian Catholic University 4







EVALUATION-SELF AS TEACHER


I found this lesson fun and rewarding. The students really enjoyed
playing the game, they did not grasp the concept of subtraction,
which will be further looked at in the next lesson.
I feel I was able to grasp ideas for future lesson on students
knowledge.





ASSOCIATED TEACHERS FEEDBACK

This was fun lesson for the students an it was wonderful to see the enthusiasm bubbling
throughout the activity.

The debriefing of the conclusion of this lesson was delivered effectively as it showed the overall
understanding of each learner.


Behaviour expectations were upheld to ensure a possible chaotic exercise was controlled and
effective.
Sarah Hudy S00102573- Australian Catholic University 5