Lesson Plan Template 1 Primary & Secondary Unit/Topic: Key Learning Area: Number and Place Value-Doubling and

Halving Maths Date: 3rd Sept 2013 Time: 12.35-1:05

Year Level: 1D Lesson: 9 ___________________________________________________________________________________________________________ Curriculum outcomes for the unit: Measurement and Geometry Location and transformation Give and follow directions to familiar locations (ACMMG023) Using units of measurement Describe duration using months, weeks, days and hours (ACMMG021) Tell time to the half-hour (ACMMG020) Number and Algebra Money and financial mathematics Recognise, describe and order Australian coins according to their value (ACMNA017) Number and place value Count collections to 100 by partitioning numbers using place value (ACMNA014) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Patterns and algebra Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)

LESSON OUTCOME:
(Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) Investigate doubling and halving in everyday situations eg rolling two numbers the same on two dice, sharing a biscuit between two people. Identify the language of doubling and halving eg double, twice as much, halve, sharing into two equal amounts, half as much.

LESSON STRUCTURE: Time 12.351.05 Introduction (Set): Make connections to doubling and halving using add and take away. Today well be adding to the number ten.

Time

Main Content:

Suggested learning activities Adding ten to a single digit number Record and display an addition number sentence where ten is added to a single digit e.g.

5 + 10 =
Ask students to: act out the addition number sentence use materials to model the addition number sentence e.g.

Focus questions:

What are the parts in this number sentence? What will you do with the parts to find the whole? What is the whole? How did you work it out? Demonstrate how the whole is recorded using the two parts e.g. the part of ten is written first

10

15
followed by the part of five

Adding a single digit number to a ten Present the addition number sentence:

10 +

Ask students to model the addition number sentence using materials:

Demonstrate how to record the whole. Draw attention to the previous recording of 5 + 10 = 15

10

15

Ask students to identify and discuss the similarities and differences between the representations and the two addition number sentences.
Focus questions:

What is the same/different about the representations? Which representation was easy to see 15? Why did you choose that representation? What is the same/different about the two number sentences? What can you tell me about the parts and whole? Does the whole change if we rearrange the parts? Explain. Which addition number sentence was easier to work out? Explain. Reinforce:

Trusting the ten can make the addition process simpler. Rearranging the parts in an addition number sentence does not change the whole.

Present a different addition number sentence, adding a single-digit number to ten. Have students work in pairs or small groups and: use materials or visual representations to model the addition number sentence record the addition number sentence using numerals and symbols draw an arrow linking the tens part to the tens part of the whole draw an arrow linking the ones part to the ones part of the whole.

Adding a single digit number to a multiple of ten Revise and say the skip counting by tens number sequence. Explain to students that they will be adding a single digit to a multiple of ten number and it is the same process as adding a single digit number to a ten. Select a multiple of ten number and record it e.g. 90. Use materials or a visual representation (e.g. mini ten frames) to model the number. Demonstrate how to add a single digit e.g. 4 to the multiple of ten number i.e. 90.

90

Identify the two parts and display the numeral cards under each representation. Reinforce the importance of: trusting the multiple of ten i.e. not having the need to count out the tens again starting with the number makes the addition process simpler

Demonstrate how the whole is recorded using the two parts e.g. Reinforce: the multiples of ten part is recorded first (9 tens) followed by the ones part (4)

90

94

Instruct students to: use materials or visual representations to model the addition number sentence record the addition number sentence using numerals and symbols identify the numeral in the whole which represents the tens and the numeral which represents the ones.

Post Reflection:

RESOURCES (Include equipment required for class and/or for teacher preparation) Resources: Markers Butchers paper Human props 10s frame for whiteboard w clear plastic to draw on to represent tens and ones Mini ten frames Number line for whiteboard Paddlepop sticks Connector cubes S AFETY CONSIDERATIONS /MATERIALS Plastic counter Lollies