LESSON PLAN FORMAT

The following is a sample of the lesson plan format used by the University.
(see Unit Outline for PEP program)

Lesson Topic/Focus: Using number lines Date:

VCF-10 Learning Area: Mathematics Year level(s): 1
VCF-10 Mode: Lesson duration: 60 minutes
VCF-10 Strand(s): Number and Algebra
VCF-10 sub-Strand(s): Number and Place Value

Learning Standard(s)/Outcome(s)/Objective(s):

At the conclusion of this lesson, the students will know/understand that:

By the end of the lesson the students will know how to use number lines to solve simple addition
problems.

At the conclusion of this lesson, the students will demonstrate the skills/strategies of:

By the end of the lesson the students will be able to effectively use number lines to solve
addition problems.

Assessment:
The students will work individually or in pairs to solve and represent addition problems using
a number line.

Assessment criteria for analysis:

The students can independently and collaboratively represent addition equations on
a number line.
The students are able to produce the correct answer to an addition problem using a
number line.
The students are able to use the number line and correct mathematical language to
justify why their answer is correct.

Teaching focus:
A. the pre-service teacher's teaching skill for observation by Supervising Teacher;
I will focus on providing clear and succinct instructions for students to follow.
I will model correct mathematics vocabulary.
or
B. teaching skills that the pre-service teacher would like to personally develop.
I will focus on my ability to roam the room and visit all students to ensure that they are on task
and engaging with the learning.
Background to the learning:
A. References for teacher background knowledge
Before undertaking this lesson with the students I will prepare a life size number line that
students will be able to engage with and practice locating numbers on before introducing the
operation of addition. Prior to the lesson it may be beneficial to introduce the concept of
number lines in another lesson where they can work to identify numbers from 0-100.

B. Identify students current knowledge

Before commencing the lesson, I will ensure that all students know how to locate numbers on
a number line and how a number line functions. I will also ensure that they are able to use
other strategies to solve simple addition problems.

Lesson resources:

Life size number line

Number lines for students to use back at tables
Counters to use to represent numbers on number line
Pencils/erasers and poster paper to represent equation
Whiteboard and whiteboard markers to display tasks and equations for students
Interactive whiteboard

Lesson content:
A. Introduction 5 mins

Instruct students to sit in a semi circle on the floor facing the interactive whiteboard.
Ask for a student to volunteer to help unroll the giant number line that you have produced.
Ask the students, does anyone know what this is?
Select students to represent particular numbers on the number line from a selection of
numbers on the board.
If the number line shows the numbers 0-10 you could ask questions such as;
Mary, can you please come and choose the number that you think would be in the middle of
the number line and then stand in that spot on the number line.
Phil, can you please select a number that will be closer to 10 then Mary is. What number have
you selected? How do you know that it will be located closer to 10?

B. Development 20 mins

1. Show the students the YouTube clip Addition Using a Number Line
(https://www.youtube.com/watch?v=-asia5u5iV0, 0.00-2.20)
2. FQ: How do we know where to start on the number line? An expected answer would
be along the lines of it is the first number in the equation/number sentence.
3. FQ: Who can tell me how many jumps we need to make on our number line? Answers
should indicate that we need to add the addend.
4. FQ: What would be the answer to our number sentence? Again answers should allude
to something like the number that you land on after adding the number.
 5. The teacher suggests to students that we use our big number line to try and example
altogether and asks for some volunteers to assist. Write a simple equation on the board
such as 3+5=,
FQ: Sarah, could you please stand on our number line and show us where the 3 would
be. Depending on the level of understanding of the students I would either get Sarah to
jump ahead 5 places to show how we add 5 or get another 5 students up and add them
one at a time to more obviously demonstrate how 5 can be added to 3.
6. Now that we have all worked together to solve 3+5 using our number line you will need
to collect a number line and head back to your table, working with a partner to solve the
questions on the board. After you have solved all the questions you can create your
own equation and present it on a number line, poster or any other way that you think
will clearly show your learning.

C. Consolidation, practice, extension 30 mins

1. The teacher will instruct the children to find a partner who they think they can work well
with to complete the task and when happy with the partnerships send the students back
to the tables to commence the task.
2. With their partner the students can use number lines and concrete materials, such as
counters, to develop their understanding of addition using number lines.
3. After they have grasped this idea in the concrete stage they can move to the visual
stage where they represent what they have learnt using diagrams and visual
representations in their maths books.
4. The children are to write a sentence to justify why their answer is correct.
5. After practicing the skills required by solving the set equations the students are to
create a number line for display using an equation that they come up with themselves.
Their work should also contain a symbolic representation of the number sentence and a
description of what the number line demonstrates, justifying their answer.
6. When the students have finished this task they can swap with another pair and check
each others work to ensure they have arrived at the correct answer, showing
appropriate visual representations.

For students who require extra assistance it may be best to remain at the concrete stage of
learning where they are able to work with concrete materials to interpret the learning. If they
develop enough understanding to move through the remainder of the lesson you can suggest
that they use one of the questions that they already solved to create their timeline for display
rather than having to try and create an equation while trying to focus on the mathematics
involved.

D. Closure 10 mins

1. The lesson will close with all students displaying their posters or timelines on their
tables and walking around in an orderly manner to look at and make sense of the work
produced by all class members.
2. Teacher will instruct the students to return to the floor for a discussion and reflection of
the learning.
Questions that will provoke reflective thinking will be, what did you like most about the
lesson?, what did you find challenging?, what is the most interesting thing that you
learnt today?
 3. Encourage students to share their work with the class and select 3 examples. Get the
students to justify and explain how the timeline has been used to solve the equation
and how they know that they have arrived at the correct answer.
Ask questions such as what does this symbol that youve used represent?, how did
you know that you needed to have 6 bumps on your timeline?
4. The teacher may suggest, youve done such a good job with these posters and
timelines that well display them out in the corridor or on the mathematics learning wall
so that everyone can see the hard work that the grade 1s have been doing.

Post-lesson review and evaluation:

Student achievement:
The students were all fully engaged with the activities set for the duration of the lesson. They
thoroughly enjoyed using the life size number line to begin investigating how a number line
can be used to solve addition problems. This approach helped students to consolidate their
prior knowledge, which they were able to do through demonstrating what they already know
about number lines. The idea of moving from this model to a number line with concrete
materials helped them to transition to the visual stage of learning as they were able to interpret
using the physical number line and then record their findings. Some students invested a lot of
time and energy into creating perfect timelines for the practice questions which meant that
they ran out of time to finish their good copy. The most challenging aspect of the task seemed
to be students justifying their answers as they would often just describe what they did.

Teaching effectiveness:
Overall I was impressed with how the lesson progressed as I feel that all students engaged in
the learning and developed a better understanding of solving addition problems using number
lines. Incorporating different approaches of learning, such as the physical use of the timeline
and YouTube clip, appealed to a variety of learners and helped all students to tune in to the
content of the lesson. In future I will definitely use this approach again.
Some students worked through the task quite quickly and so in future I would encourage these
children to work with 2-digit numbers, with answers up to 100, as well. It may also be beneficial
to pair students up based on abilities so that they can challenge each other with harder
equations to solve. It may also work in the favour of all students though to have mixed ability
pairs as this requires students to explain and listen to the learning process which requires a
deeper level of thinking and understanding for all.
My teaching focus for this lesson was to try and visit all students to see how they were
progressing throughout the lesson. I felt that I made a conscious effort to do so and there was
a vast improvement from the previous lesson I took but I still feel as though I was spending
more time with certain students who feel like they need reassurance are constantly calling for
my attention and help. I noticed that often the students who arent quite sure about the task
spend a lot of time sitting there before they commence the activity and so next time I will
endeavour to visit them first and help them get on task before roaming around the rest of the
room. I also think that it will be beneficial for the stronger students if I make sure that they are
being adequately challenged throughout the task and if not write them a list of more
challenging equations that they can work through, rather than following the ones listed on the
board.
My supervising teacher commented that it was clear I had focused on providing clear and
succinct instructions because she had noticed that I was confident in informing students of
what the lesson requires of them, and so it was evident I had put a lot of thought into this. One
suggestion she made was that I be more prepared in displaying the instructions for the task so
that I am not spending time writing up the tasks when I could be helping the students get
focused on the activity. I could do this by writing them on the whiteboard before the lesson
commences and covering them with something, having them already written on butchers
paper and only displaying it after the development of the lesson or by having them ready on
the interactive whiteboard and only displaying them when it is time.

Lesson/activity transition:

Step 1: At the end of the conclusion phase the timer set on the interactive whiteboard (that
signals the end of the lesson) will begin to sound and play the tune that indicates to students
that it is time to finish what they are doing and pack up.

Step 2: Students will be required to put away any materials used throughout the lesson and do
a quick tidy of the room.

Step 3: Students return to sit on the floor once they are satisfied with the state of their learning
environment, ready to commence the next lesson.
 ASSESSMENT GRID

Outcome/Standard/Objective
By the end of the lesson the students will know how to use number lines to solve
simple addition problems.

Student Assessment Criteria

Name 1. They were 2. Students were 3. Students were
(three able to use able to create able to
focus a physical their own produce a
students number line equation and justification
for the and present this in as to why
lesson) concrete an appropriate they have the
materials to visual correct
show the representation answer, using
operation . correct
that occurs. mathematical
terminology.
Melissa confidently Melissa raced through Melissa strongly
Melissa and correctly used the set tasks and was justified why her
counters to show eager and excited to answer was correct
how addition create her own using symbols and
equations can be equation. Her timeline words using correct
solved using a poster was an mathematical
number line. accurate language and
representation of the terminology.
equation and showed
perfect detail.
Daniel was able to Daniel waited for his Daniel could explain
Daniel use the number line partner to come up and write a few words
to solve addition with an equation about the process
problems following before they worked undertaken to solve
his partners lead. together to represent the equation but
this diagrammatically couldnt quite put
on a poster. together a convincing
argument as to why
we should believe he
has found the correct
solution.
Maddy was only Maddy was unable to Maddy did not
Maddy able to use the come up with her own attempt to write a
number line in an equation but made sentence but did
effective way when some attempt to orally communicate a
guided by the create a poster with few reasons as to why
teacher. one of the equations she thought she
she solved throughout might have the
the lesson. correct answer.
 Purpose of Assessment

To inform To ensure To discuss To inform 1:1 Evidence for

future coverage of with parent conference school report
lesson & Victorian with student
student Curriculum including
learning standards setting future
learning
goals