Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2

Time: 9.00 9.30

Students Prior Knowledge:

Date:

Learning Area:
Mathematics

Recognise numbers up to 1000.

Have some prior knowledge of place value.

Can order numbers.

Strand/Topic from the Australian Curriculum

Number and algebra
Number and place value
Recognise, model, represent and order numbers to at least
1000 (ACMNA027)
Group, partition and rearrange collections up to 1000 in
hundreds, tens and ones to facilitate more efficient
counting (ACMNA028)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

Ethical
behaviour

creative thinking

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
Asia and Australias engagement with Asia
histories and cultures
Proficiencies:(Mathematics only) problem-solving, understanding

Sustainability

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:

Describe what QR code readers are

Use QR code readers to find out information

Solve simple place value problems

Teachers Prior Preparation/Organisation:

Provision for students at educational risk:

Enough iPads for students to share between two.

Worksheets prepared targeted questions for
students ability.
Make personalised QR codes with answers.
MAB blocks accessible.

Do not sit students with behavioural issues at

same table
Group students according to ability for this
activity.

LESSON EVALUATION (to be completed AFTER the lesson)


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)

Time

Motivation and Introduction:

9.00

Bring up place value and ask questions about it.

What have we been learning about lately in maths?

Resources/References
Align these with the
segment where they will
be introduced.

What do you think of when I say place value?

Who can tell me the names of the three columns in place value that we have
been looking at?
Hundredths, Tens, Ones yes thats it
What objects have we been using to separate out numbers into these
columns?
(MAB Blocks)
Lesson Steps (Lesson content, structure, strategies & Key Questions):
9.05

QR Code Place Value activity

Allow the students a minute to play, touch, and fiddle with the objects
in front of them.
"These are the objects that we will be using for our place value
activity today. Who can tell me what this piece of technology is
called?' (iPad)

QR Codes
iPads
Worksheets
MAB Blocks

"Has anyone seen these before? (QR codes). These are called QR
codes."

Familiarise students with the QR codes and clearly explain their

purpose in this activity.
"QR codes are pictures that have hidden information. I am going to
show you how we find out what this hidden information is. When I
scan the QR code with my iPad, the iPad reads the code and then
displays information. We are going to use the iPad and QR codes for
our place value activity."

Demonstrate how the QR code reader app words with the QR codes.
"You point the camera at the code and then press the scan button
and the information will be displayed on the screen.

Each student will have a place value worksheet with a few different
questions.

The work sheets will consist of a set of questions and matching QR

codes on the back. The QR codes are for the students to check their
answers.

As the students are familiar with place value using the MAB blocks,
there will be a set of them on each table to use as manipulatives.
Examples of the questions that will be on the sheet are:
What is the value of 5 in 958?
The MAB blocks show how many children ride their bikes to school.
How many students are there?

What is 300+90+6?
Which number has a 9 in the hundredths place?
390, 979, 899, 509

Each of these will be accompanied by a QR code on the back of the

sheet that will give them the correct answer for them to check if they
have got it right, with an explanation so they can correct themselves if
they got it wrong.
The task is to use the manipulatives (MAB blocks) on the table to
help to figure out the answers and then when all questions have been
answered they can turn the page over and find out if they are correct.
All students at the same table will have slightly different questions so
they are not worried about someone finding the answer before them
and therefore rushing through it.
9.30

When the students have finished, ask them back to the mat quietly to
debrief the lesson and share what they have learned.


Assessment: (Were the lesson objectives met? How will these be judged?)
Students are to hand in the sheets for assessment.
teacher takes anecdotal notes while observing the students working both
independently and collaboratively to solve the problem.