Day: Friday

Date: 02/09/2016 Time: N/A Year: 1

Learning Area: Numeracy Topic: Revising tens and ones, and number names
Curriculum content description: (from ACARA)
Develop confidence with number sequences to and from 100 by ones from any
starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)
Students prior knowledge and experience:
(Outline what the students already know about this topic)
- Students understand basic concepts about tens and ones
- Students know what number names are and how to write them
- Students have experience in counting by both tens and ones
separately and together
Learning purpose: (May refer to the Elaborations of the curriculum content description
here)
- Students are learning to write two digit number names and relate
the number names to the number of tens and ones
Learning objectives:
Evaluation:
On completion of this lesson, students
(Explain how you will know that lesson
will be able to:
objective have been achieved / monitor
(What will students know and be able to do
student learning)
at the completion of the lesson specific,
concise and attainable objectives)
- Through questioning of
ideas
- Students will have a
- Discussion of the
greater understanding of
reasoning for answers
how to count using tens
presented
and ones
- Monitoring students work
- Students will feel confident
and responses to the work
in their ability to count
load
- Students will be able to
- Constantly check for
connect number names
understanding using the
greater than ten to their
thumbs up approach
respective numbers
- Explain how they have
found the amount of tens
and ones in each number
- Demonstrate and
represent tens and ones
using their hands and
blocks

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
-

Interactive whiteboard
Base-10 blocks (tens and ones)
Whiteboards (based on how students respond to demonstration)
Student journal 9.1

Catering for diversity (detail any adjustments considerations for educational/resource

adjustments)

Student whiteboards will be used if student demonstration is not

successful

Timing:

15-20
mins

50-60
mins

Learning Experiences:
1. Introduction: (How will I engage the learners?)
- Bring kids down to the mat (super 6)
- Set expectations I want to see people who are showing
their attentive listening today
- Lesson warm-up (counting up from a certain number 3
times, counting in twos, counting in fives, counting in
tens. Equations to ten and missing Numbers in counting
to ten)

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)
- Open flare number board select individual students to
come to the board and point out the answers to the
following questions
- Where is there a number that is one more than 40?
- Where is there a number that is two more than 50?
- Where is there a number that is four more than 80?
-

show slides two three and five get students to call

out the name of each number together as a class when told
do to so... Pick students to show how they would represent
these numbers using their hands
show slides of the number names twenty thirty fifty
what number will you show with two tens? How do you
know?
Invite a pair of students up to the front who think they
know how to represent these numbers using their hands
(one to show the tens and one to show the ones) , rotate
pairs and change numbers (choose any two digit number)
^ as this is being completed Record each number on the
board using the form _Tens and_ones ask what number
name will we write? have volunteers explain their
reasoning (repeat for each number).

Project student journal 9.1 and work through the starting

questions as a whole class. Check for understanding and
then read out the students task to make sure they are clear
on what they have to do

Send students back to desks, hand out worksheets and

allow them to individually complete the tasks on their
papers, helping where necessary --> allow students to use
base blocks in this time to help them find the correct
answers

3. Lesson conclusion: (How will you summarise the learning and relate it

to the lesson objectives?)

-

Students to explain how they are finding their answers and

why there are a certain amounts of tens and ones in a
given number
Make sure students are able to connect the number names
with the tens and ones format _tens and _ones

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Classroom management techniques were successful including low key

techniques and responses such as: signals to begin, wait time, gestures,
use of student names and winning over (praising students when questions
were asked or answers were correct).
By the end of the lesson, students were able to achieve the learning
outcome and successfully complete their work although this involved
quite a lot of prompting from myself and the mentor teacher.
At times, it was difficult to help students who were having difficulty
understand the topic as I did not prepare many other ways to understand
the topic rather than the one I was focussing on.
I may not have been strict enough on certain students calling only on
students I knew were trouble-makers.
I struggled half-way through the lesson because I felt as though I was not

prepared enough for the lesson next time I would create my lesson plan
as soon as possible and study it in depth to ensure that I have a full and
solid understanding of the topic I am to teach.