Appendix 1 Key:
LESSON PLAN Kindergarten Curriculum
SCHOOL OF EDUCATION Guidelines
Penny running session
Megan running session
LESSON ORGANISATION Example
Year Level: Kindy Time: 11:30 Date: 15/05/19 Students’ Prior Knowledge:
 Students (most) are beginning to count with
Learning Area: Mathematics
one to one correspondence above five

 Students know how to finger paint to great

dots.
Strand/Topic from the Australian Curriculum
Develop knowledge of number and algebra;
 Count objects using one to one
correspondence.
 Know that numbers always happen in a
conventional order.
 Recite number names in order, initially to 5 and
then to 10 consistently
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence 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:

 Students are able to count with one-to-one correspondence according to the number given.
 Students are able to actively participate during the activity.

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

 Lady bug template A4 pages (1-4/5-8/9-12).
Faith, Emily and Rief will start on the 1-4 lady bug
 Black paint in sponge trays for finger painting template, this is due to them struggling to count to 3 or
5.
 Name checklist
Challenge students such as Caleb, Teagan. Norah and
 Lead pencils Axel to start on the 9-12 lady bug template.

LESSON EVALUATION (to be completed AFTER the lesson)

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Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

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

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

Resources/References
Time Motivation and Introduction: Align these with the

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Mat Session Three segment where they will

be introduced.
Students are seated on mat

Students are completing the mat session three with Penny (Mrs Zajitz)

where they will WALT: Revise patterning AB, ABC.

Use large DUPLO blocks outside.

Split children into 5 groups of 3.

Have chn, work as a group to build a AB and then ABC pattern.

Discuss activities

Megan – Explain the fine motor activity.

“You will be given a piece of paper with four lady bugs on it”

“You need to put some black spots on the lady bug using your finger.”

“You will dip your finger in some paint to create the spots.”

“For example if you have the number 6 you would need to put 6 black

spots on the lady bug”

Ask one of the students to tell repeat back to what you said, so you

know the students understand.

Megan – select students to come to the lady bug activity.

Penny – send students to the other activities

Lesson Steps (Lesson content, structure, strategies & Key

Lady bug template
Questions): Lead pencils
Black paint
Ask students to put their aprons on and get their name cards. Name checklist

“Can everyone put their aprons on and go get your name card.”

Ask students to use their name card to help them write their name on

the back on their page.

“Using your name card you need to write your name on the back.”

“Once you have written your name go put your name card back”

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Explain to students what they need to do.

“You need to dip your finger into the paint, remember we are only

using one finger to make the spots”

“You need to the put the same amount of spots as the number at the

bottom of the lady bug.”

For Example – “If there is a number 5 at the bottom of the lady bug you

need to put 5 black spots”

Ask students throughout the activity how many spots they need to put

on their lady bug to check they understand what they need to do.”

For Example – “ Caleb how many spots do you need to put on the lady

bug?”

“Yes that’s correct, the number 9 is at the bottom so you need 9 spots”

Check with students throughout the whole activity to make sure they

understand what they need to do.

Make sure students have completed at least 4 lady bugs correctly.

Get students to count the spots on each of their lady bugs before

moving on to the next step.

For Example – “Faith can you please count the spots on your lady bug

for me?”

Lesson Closure:(Review lesson objectives with students)

Get students to wash their hands and put their artwork .on the drying

rack.

Give students feedback on how they went during the activity.

For Example – “Holly you did really well but remember to count when

you are putting the spots onto the lady bug.”

“You can go and wash your hands and then come back and put your

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ladybugs on the drying rack.”

“Make sure you remember to take your apron off before you go to the

next activity.”

Get students to move to their next activity.

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

Call another group of students over to complete the activity until all the

students have done the activity once.

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

judged?)

This assessment will be done through a checklist to make sure

students have met the objectives when completing the activity.