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Appendix 1


Year Level: 2. Time: 11am-12pm Date: 19th June 2018 Students’ Prior Knowledge:
 Students can skip count by twos, fives and
Learning Area: Mathematics – Number and Algebra tens
 Students have had an introductory lesson on
number patterns where they filled in continued
on and worked out the pattern
Strand/Topic from the Australian Curriculum
Describe patterns with numbers and identify missing
elements (ACMNA35)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
✓ ✓ competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Fill in missing elements of number patterns
 Continue number patterns

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 BeeBots  Give different tasks to the different groups
 Large 100/50 Charts for BeeBots using BeeBots so that they are challenged but
 Robots from yesterday can get the tasks done
 Whiteboards
 Ask Jorja to help Ellie stay on task throughout
the lesson

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
All students were capable of completing each pattern (+2, +5, +10) so the first and second objectives were met. Each
student was able to participate in class during the Robot activity by either identifying how many of each object was to
go in the basket at a time, or by telling me the function of the pattern (how many were being added or how many were
being taken away). My objective for the extension kids was a little harder and they were able to meet it only asking for
help a few times with little trip ups. Next time, I could make my objectives a little more measurable by looking out for a
specific focus however I think it was broad enough so that I could gauge where students were at.

Teacher self-reflection and self-evaluation:
I still need to work on my overthinking before each lesson. In my self-reflections this has come up a lot and while it is
a tricky habit to combat, I am going to really work hard in my last two weeks to get it under control.

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Motivation and Introduction:
11am  Before the class begins make sure all materials are accessible to
avoid chaos throughout the lesson.

 Before you call students onto the front mat instruct them to quietly get
a whiteboard and a whiteboard marker and come and sit with it in Whiteboards/Markers
front of you on the mat. Reward students on the chart to reinforce
good behaviour.

 Tell students that we are continuing number patterns today and the
WALT is “continue and fill in number patterns”.

 Ask students,
“Who can remind me what a number pattern is?”
“If the number pattern is +2 does the difference between each
number stay the same?”
“Does a number pattern have to start from the number that is being
added on?” (A few kids asked this yesterday. For example, do +2
patterns have to start at 2.)

 Tell students that sometimes when we need to work out a number

pattern we have to look at numbers in the middle to work out the Link to number
pattern easily. E.g. 26, __,__, 11, 6, __ sequence game

 We will start with some simple questions on the board. I will write up a
number pattern and ask students to come up individually and either
continue the pattern or fill in the blank. Start with 2s, 5s and 10s.
 After a few students have had a chance to fill in the board, we will do
the interactive game (multiples up to 5) that is a little bit trickier and
will see how much students know about numbers and number

 After the first level is complete, put students into four groups and tell
them that we will be using BeeBots to continue patterns and find the
missing number on their 100/50 charts.
100/50 Charts

Lesson Steps (Lesson content, structure, strategies & Key Questions):

11:10am Task sheets
 Put students into groups. Each group will be given a large 100/50
chart, a BeeBot and a page with similar questions to yesterday. They
will work through the list of patterns but instead of writing it down they
will program the BeeBot one at a time to follow the pattern.
E.g. 20, 22, 24, 26, 28  The first student will place the BeeBot on

20 and program it to get to 22, the next student will program it to get
to 24 and so on.

 As students work through the tasks they will be required to practice

2s, 5s, and 10s but also find missing numbers within the pattern and
continue on patterns, jotting down their answers.

 If time permits, give students small 100 charts. Have them cut out the
11:40am numbers and make their own number patterns. They can start at any
number and decide on a pattern (2s, 5s, or 10s) then order the
numbers based on the pattern. Stronger students can take numbers Exit tickets
out then get their partner to fill in the missing number.

Lesson Closure:(Review lesson objectives with students)

 Call students to the front mat at 11:45am to complete an exit ticket
based on number patterns. Instruct them to write their name then
answer the questions:

1. What is the pattern of these numbers? 2, 4, 6, 8, 10 +2

2. Write the missing number: 20, 18, __, 14, 12 16
3. What is this pattern? 50, 60, 70, 80, 90 +10
4. Write the missing number: 45, 40, 35, __ , 25, 20 30
5. Extension: What is the pattern? 32, 35, 38, 41, 44 +3

Transition: (What needs to happen prior to the next lesson?)

12pm  Students will need to put back any materials they used and clear their
space then wait on the front mat ready for instruction from Mrs C.

Assessment: (Were the lesson objectives met? How will these be judged?)

Use exit tickets to check students off and write a comment if needed.

19th June What is the Figure out What is the Figure out Extension:
2018 number missing number the missing What is the
pattern number pattern number pattern
Keelie ✓ ✓ ✓ ✓ X
Cohen ✓ ✓ ✓ ✓ ✓
Taylan X X X X X
Izzy ✓ ✓ ✓ ✓ ✓
Bella ✓ ✓ ✓ ✓ ✓
Casey ✓ ✓ ✓ ✓ ✓
Lawrence ✓ ✓ ✓ ✓ ✓
Maya ✓ ✓ ✓ ✓ X
Skye ✓ ✓ ✓ ✓ X
Hayley ✓ ✓ ✓ ✓ X
Shiloh ✓ X ✓ X X
Jordi ✓ ✓ ✓ ✓ X
Millie X X X X X
Chloe ✓ ✓ ✓ ✓ ✓
Carla ✓ ✓ ✓ ✓ ✓
Mia ✓ ✓ ✓ X ✓
Hunter ✓ ✓ ✓ ✓ ✓
Rebecca X ✓ X X X
Brodie ✓ ✓ ✓ ✓ ✓

Ellie X X X X X
Hudson ✓ X X X X
Gabriel ✓ ✓ ✓ ✓ ✓