PGCE (Primary) Lesson plan

Subject: Mathematics and Numeracy

No. of
Class P3 Date 23/1/06 Time 11.10 Duration 40mins 27
children

Prior Learning
Children have previously learned how to group objects into groups of 10. they can count
fluently in 10’s.
Context :
Base Ten materials. Tens and ones
Learning outcomes
• Children will begin to recognise that 1 ten rod is equal to ten one rods
• Children will be able to group objects into tens and exchange the ten individual objects
for one ten value object
• Children will begin to recognise the tens digit in a two digit number

Lesson Introduction (2-3 mins approx.) Resources

Lesson phase 1
(Share lesson outcomes with children, introduce key learning point, link to previous learning, set lesson Base ten
expectations)
Boys and girls we are going to learn something today called exchange. We will material.
group 1 rods into groups of, how many do we group them into? 10, that’s right.
After we group the rods into groups of ten we will change each group of ten for a Teacher
ten rod. made
materials
Lesson phase 2 (10mins approx.) equivalent to
(Part of lesson where teacher teaches, new material is outlined, demonstrated and explained) base ten.
Children gathered in a circle on the floor.
What we are going to do is a wee bit like grouping that we did last day only we
are going to do a wee bit more.

Select an amount of rods.

Can anyone remind me what I should do when I have so many rods?
Group into tens.

Get a child to demonstrate putting the rods into groups of ten.

Encourage all other children to count along.

What are ten one rods the same as?

A ten rod.

Get a child to lay out a ten rod alongside ten one rods to show that they are the
same.

If ten ones are the same as one ten can anyone think what would be easier for
me to count with instead of having groups of ten like we had last day?
A ten rod.
It’s kind of like shopping, it’s easier if you have a 10p instead of having 10
pennies.

So we all know that a ten rod is the same as how many one rods? 10.
 PGCE (Primary) Lesson plan
Well then we can EXCHANGE the group of ten one rods for a ten rod.

What is it I do when I get a group of ten one rods?

Exchange for a ten rod.

I don’t need these ten one rods anymore because I know that this ten rod is the
same so I put the one rods back again.

Teacher demonstrates the tens and ones notation card with the class. Only ten
rods can go in the tens house and only one rods can go in the ones house.

I have the number twelve.

I lay out twelve ones. Where can I put the one rods? In the ones house.
Can we make a group here? We’ll all count together and see –
1,2,3,4,5,6,7,8,9,10. We were able to make a group of ten. What do I do now
with my group of ten? Exchange for a ten rod.
Do I keep my one rods as well? No
What do I do with the one rods? Put them back
Why? Because the ten rod is the same as the ten one rods.

So I put my ten rod where the one rods were!

Is that right? No.
Why?
Because the ten rod can’t go into the one’s house.
Where do I put it?
In the tens house.
How many tens do I have? 1
How many ones do I have? 2

Teacher shows how to write this. 1 ten and 2 ones is 12.

Lesson Development (15-20mins approx) Resources

Lesson phase 3
(The key section of the lesson. Children are given the opportunity to make personal sense of the material they
have encountered, information becomes learning. Time needs to be spent on activities and tasks that enable the
learners to manipulate and interrogate information in order to make sense of it.) Notation
cards
Children are given a notation card, ten rods and one rods.
Some numbers are written on the board for the children to make on their Base ten
notation cards using the base ten materials. materials
The children group the one rods and exchange for the ten rods and place the
rods in the correct house on their notation cards.
Focus of teacher interactions during learning phase
(Plan and describe what the teacher will do or who the teacher will work with once all the children have settled to complete their
tasks)
Group 1: (more able) Children are encouraged to group for only the first 2 or 3 numbers. They
are then encouraged to lay out the rods without grouping. (Teacher assists these children in
moving on that little bit without grouping).
Group 2: (average) Children group and exchange for all numbers.
Group 3: (less able) Teacher works closely with these children on number 17. Children group
objects of 17 together.
 PGCE (Primary) Lesson plan

Lesson Conclusion (5-10mins approx.) Resources

Lesson phase 4
(Review, reflect and summarise lesson, ensure children know what they know, cement learning and
understanding and ensure that it is remembered)
What was it that we learned today?
Exchange. Teacher
made base
Teacher gives a number to the class and they have to talk the teacher through ten
the process of exchange. materials.
Assessment (What will you assess and how will you assess it?)
What? Children recognise that 1 ten rod is the same as ten 1 rods and can exchange a group
of ten one rods for a ten rod. That children begin to recognise the tens digit in a 2 digit number.
How? Observing the children throughout the demonstration, the questions they may ask and
the answers they give. Observing them through their practical activity and during the plenary
when they are telling someone what to do.