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Lesson Plan

Day: M T W T F Date: 5/2/17 Time: 11:30-12:30pm


Year: Pre-Primary

Learning Area: Maths Topic: Number sequencing and day


& night (bedtime)
Curriculum content description:
- Establish understanding of the language and processes of counting by
naming numbers in sequences, initially to and from 20, moving from any
starting point (ACMNA001)
- Compare and order duration of events using everyday language of time
(ACMMG007

Students prior knowledge and experience:


-can count out loud to ten
-can recognise numbers
-had one previous lesson on day and night
(the differences and how the sun and moon make them)

Learning purpose:
-to be able to put numbers 1-10 in order (sequencing)
-being aware of bedtime routine and the ordering of what we do before bed

Learning objectives: Evaluation:


On completion of this lesson, -checklist and observation
students will be able to:
-order numbers 1 to 10
-identify bedtime things and order
them based on when we use them
Preparation and Resources:
-PowerPoint warm up slides
-27 bus ten frames on whiteboards with a set of numbers for each student
-mystery box (tooth brush, teddy, pyjamas, plate of dinner, story book)
-book I dont want to go to bed by David Cornish
-checklist with all students names on it.

Catering for diversity


-I will have lower achievers sit next me in the circle and I will help them
place numbers in order.
-Higher achievers I will ask them to start with the number 3 and see if they
can order the numbers from any starting point.
Timin Learning Experiences:
g:
1. Introduction:
- Warm up Use PowerPoint slide show. Students count and
11:30
identify colours and shapes.
am - Then show students the bus ten frame. Explain we are going
to put the numbers 1 to 10 in order. As a whole class place
numbers 1 to 10 in the ten-frame bus.
- I will model and scaffold with prompting questions. I will
have students come up and place the correct number in the
boxes.
- Then students will form a circle and be given their
whiteboard with their own bus ten frame and numbers 1 to
10.
- Ask students to have a go at putting the numbers in order
(sequence) on the bus. Once they are done they will put
their hands on their head.
- I will move around the circle helping the students who need
guidance.
- I will also take note using a checklist of who can complete
the task and who needs to practice this more.
- Then students will stack the whiteboards to the side of the
mat.
- I will then do a quick movement game. (tip toes, hands up,
11:45 hands down, jump 5 times, hop on one foot 5 times, shack
our silly hands and sitting down with hands in our lap)
am
2. Sequence of learning experiences:
- I will then show the students my mystery box.
- I will choose students to come up and pull something out of
the box.
- We will discuss what each item is and its purpose.
- Then we will establish what the items have in common
(bedtime things)
12:00 - Then we will talk about what order we would use them
pm before we go to bed. (dinner, pyjamas, tooth brush, story
book & teddy)

3. Lesson conclusion:
- Then I will read the book I dont want to go to bed by David
Cornish
- We will discuss how we know its bedtime.
- Students wash hands ready for lunch.

Focus Questions:
-What other things could we add to this group of bedtime things?
-When is it bedtime? (after story time, after dinner)
-Why do we need sleep?
-What makes you tired and sleepy?
-How does our body tell us we are tired? (yawning, feel sleepy,
itchy eyes)
-How much sleep do we need?
-Do you sometimes find it hard to go to sleep?
-What helps you go to sleep?

Lesson Evaluation:
What worked? The hands on concrete materials (magnets and bus ten
frames) really helped the students visualise and sequence the numbers. The
mystery box kept them engaged and wanting to participate in the discussion
as they could all relate to bedtime.

What did not work? Majority of the lesson was sitting on the mat. Students
became restless at points and I had to get them up and moving.

What would you change? Why? Next time I would have incorporated a
movement activity. Creating a large ten frame on the mat and delicate
students a number and see if they could move into the right box, sequencing
the numbers together as a class.