Lesson Plan

Lesson title: Position

Lesson: 1 of 5 Grades: 2 Date(s) Teacher(s):

Taught: 30/10 Jordan Melenhorst

BACKGROUND
- Students can use the terms 'left' and 'right' to describe the positions of
objects in relation to themselves and from the perspective of a person facing
in the opposite direction, e.g. 'The ball is on her left'
- Students can give and follow directions, including directions involving
turns to the left and right, to move between familiar locations, e.g. within the
classroom or school
use amounts of turn (full and half) to describe direction
- Students can give and follow instructions to position objects in models
and drawings, e.g. 'Draw the bird between the two trees'
- Students can give and follow simple directions using a diagram or
description
- Students have experience in describing the path from one location to
another on drawings
- Students can use a diagram to give simple directions
- Students have experience in creating a path from one location to
another using computer software

CURRICULUM STANDARDS
Position:
 MA1-1WM

describes mathematical situations and methods using everyday and

some mathematical language, actions, materials, diagrams and symbols
 MA1-16MG

represents and describes the positions of objects in everyday situations

and on maps
 Interpret simple maps of familiar locations and identify the relative
positions of key features (ACMMG044)
 interpret simple maps by identifying objects in different locations, e.g. find
a classroom on a school plan map
 describe the positions of objects in models, photographs and drawings
 give reasons when answering questions about the positions of objects
 make simple models from memory, photographs, drawings or descriptions,
e.g. students make a model of their classroom
 use knowledge of positions in real-world contexts to re-create models
  draw a sketch of a simple model
 use drawings to represent the positions of objects along a path

LESSON INTENTION

During this lesson, students will:

interpret simple maps by identifying objects in different locations, e.g. find a
classroom on a school plan map

VOCABULARY: RESOURCES: DIFFERENTIATION:

Extra modelling and
 position Swipe rights scaffolding will be offered for
 location Whiteboard pens students especially in
 map Students mathematics regards to positional
 path workbooks language.

STARTING ACTIVITY (20 MINUTES)

DNS: Knock out

1. Each player chooses a “knock out number” – either 6, 7, 8, or 9. More

than one player can choose the same number.

2. Players take turns throwing both dice, once each turn. Add the number
of both dice for the score.

3. If a player throws a 6, 7, or 8, they are knocked out of the game until the
next round.

Introduce the learning intention:

interpret simple maps by identifying objects in different locations, e.g. find a

classroom on a school plan map

Focus questions:
Sitting where you are, how would you describe to someone the position of the
tree. Make a list of the words you would use.
MAIN ACTIVITY (40 MINUTES)
Concept Development:
Have the words associated with the position language of mathematics and
their definition.
Use the flash cards to have a discussion on what the words mean. For
example, what does left mean?
 Position- the comparison of where something is
related to another object
or its surroundings.
 Location- a place or position.
  Map- a diagram of an area of land or sea showing physical features,
cities, roads, etc.

Learning:
Each student gets a copy of the Holy Family map.
- Put your finger on where you think 2P is
- Now use your finger to map out the path you would take to work to 5C.
- Grab a coloured pencil and circle the library
- Grab another colour and circle 2P
Continue identifying several areas around the school.

CLOSING ACTIVITY (10 MINUTES)

Reflection:
Look on Google maps (satellite) at Holy Family Skennars Head. What can the
kids see? Use words such as position, location etc.
SELF-DIRECTED/INDEPENDENT ASSESSMENT:
LEARNING

The expectation on students is that 1. Assessment for learning:

they engage with their own
learning and take charge of
following along with the class. Not
a lot of self-directed will be taken
during this lesson as it is an
introduction.
Identify which students can
identify familiar areas on a
map.
2. Choose at random, students
during the reflection to come
identify places- using
positional language.

TEACHER REFLECTION
What went well?
What needs improvement?
New ideas, resources to add.
Adapted from Herbert & Alford (2017).

Lesson Plan
Lesson title: Patterns and Algebra

Lesson: 2 of 5 Grades: 2 Date(s) Teacher(s):

Taught: 31/10 Jordan Melenhorst

BACKGROUND
- Students can use the terms 'left' and 'right' to describe the positions of
objects in relation to themselves and from the perspective of a person facing
in the opposite direction, e.g. 'The ball is on her left'
 - Students can give and follow directions, including directions involving
turns to the left and right, to move between familiar locations, e.g. within the
classroom or school
use amounts of turn (full and half) to describe direction
- Students can give and follow instructions to position objects in models
and drawings, e.g. 'Draw the bird between the two trees'
- Students can give and follow simple directions using a diagram or
description
- Students have experience in describing the path from one location to
another on drawings
- Students can use a diagram to give simple directions
- Students have experience in creating a path from one location to
another using computer software

CURRICULUM STANDARDS
 Positions:

 MA1-1WM

describes mathematical situations and methods using everyday and

some mathematical language, actions, materials, diagrams and symbols
 MA1-16MG

represents and describes the positions of objects in everyday situations

and on maps
 Interpret simple maps of familiar locations and identify the relative
positions of key features (ACMMG044)
 interpret simple maps by identifying objects in different locations, e.g. find
a classroom on a school plan map
 describe the positions of objects in models, photographs and drawings
 give reasons when answering questions about the positions of objects
 make simple models from memory, photographs, drawings or descriptions,
e.g. students make a model of their classroom
 use knowledge of positions in real-world contexts to re-create models
 draw a sketch of a simple model
 use drawings to represent the positions of objects along a path

LESSON INTENTION

During this lesson, students will:

describe the positions of objects in models, photographs and drawings

 give reasons when answering questions about the positions of objects
VOCABULARY: RESOURCES: DIFFERENTIATION:
Alter questions to suit the
 position Swipe rights current level of the child.
 location Whiteboard pens Have a basic image for those
 map Students mathematics students to grasp the
 path workbooks concept of above, behind
etc.

STARTING ACTIVITY (20 MINUTES)

DNS: Ladders.
- Random number generator

Introduce the learning intention:

Today we will describe the positions of objects in models, photographs and
drawings and give reasons when answering questions about the positions of
objects

Focus questions:

MAIN ACTIVITY (40 MINUTES)

Concept Development:
Show the students many image scenes. Discuss the positions of differing
objects such as where is the tree compared to the farmer. Have a class
discussion.
Learning:
Model for the students the activity for the day, what the title should
be and the expectations of the sentence structure.
Each student is to pick up a picture book from the front of the room. They are
to pick one illustration of a scene (ensure all books meet the criteria). They are
to describe the positions of different objects. For example, the Octopus is in
the top left corner and underneath that is the rainbow fish.

CLOSING ACTIVITY (10 MINUTES)

Reflection:
Pick random names out of the paddle pop stick bucket. Give the students an
object and they are to describe its position within the room.
SELF-DIRECTED/INDEPENDENT ASSESSMENT:
LEARNING

Students are required to have a 1. The language students used.

differing image to those around 2. Formative assessment: the
them and therefore are expected reflection task.
to engage in independent learning.

TEACHER REFLECTION
What went well?
What needs improvement?
New ideas, resources to add.
Adapted from Herbert & Alford (2017).

Lesson Plan
Lesson title: Patterns and Algebra

Lesson: 3 of 5 Grades: 2 Date(s) Teacher(s):

Taught: 1/11 Jordan Melenhorst

BACKGROUND
- Students can use the terms 'left' and 'right' to describe the positions of
objects in relation to themselves and from the perspective of a person facing
in the opposite direction, e.g. 'The ball is on her left'
- Students can give and follow directions, including directions involving
turns to the left and right, to move between familiar locations, e.g. within the
classroom or school
use amounts of turn (full and half) to describe direction
- Students can give and follow instructions to position objects in models
and drawings, e.g. 'Draw the bird between the two trees'
- Students can give and follow simple directions using a diagram or
description
- Students have experience in describing the path from one location to
 another on drawings
- Students can use a diagram to give simple directions
- Students have experience in creating a path from one location to
another using computer software

CURRICULUM STANDARDS
Position:

 MA1-1WM

describes mathematical situations and methods using everyday and

some mathematical language, actions, materials, diagrams and symbols
 MA1-16MG

represents and describes the positions of objects in everyday situations

and on maps
 Interpret simple maps of familiar locations and identify the relative
positions of key features (ACMMG044)
 interpret simple maps by identifying objects in different locations, e.g. find
a classroom on a school plan map
 describe the positions of objects in models, photographs and drawings
 give reasons when answering questions about the positions of objects
 make simple models from memory, photographs, drawings or descriptions,
e.g. students make a model of their classroom
 use knowledge of positions in real-world contexts to re-create models
 draw a sketch of a simple model
 use drawings to represent the positions of objects along a path

LESSON INTENTION

During this lesson, students will:

make simple models from memory, photographs, drawings or

descriptions, eg students make a model of their classroom

 use knowledge of positions in real-world contexts to re-create models

VOCABULARY: RESOURCES: DIFFERENTIATION:

Have MABS or counters for
 position Swipe rights people to use as an assisting
 location Whiteboard pens tool to answer the questions.
 map Students mathematics Have a wide range of
 path workbooks problems for the students to
answer.
 Scaffold for some students
how to write one. – Have a
small session on the board.
STARTING ACTIVITY (20 MINUTES)
DNS: Maths bingo

Introduce the learning intention:

 Today we will be making simple models of our bedrooms from memory

Focus questions:

MAIN ACTIVITY (40 MINUTES)

Concept Development:
Teacher to draw their bedroom, for all the students to see. Explain it is done
from my memory. Really focus on the language being used.

Learning:
Students are given two options, they can draw their bedroom or they can use
a number of materials at the front of the classroom to create a model of their
bedroom.
Teacher to ask the students positioning questions.
Take a photo of the models before the students discard them.

CLOSING ACTIVITY (10 MINUTES)

Reflection:
Students are given a post note and answer the following question.
What positioning word, would you use to describe the position of the door from
you. Give the students an example.
SELF-DIRECTED/INDEPENDENT ASSESSMENT:
LEARNING

Students are working 1. Assessment as learning: peer

independently and directing their
own learning during most of their
lesson. The expectation will be
they are moving themselves
forward in a pace with the rest of
the class.
assessment
2. reflection activity will show if they
are aware of number strategies.
3. Observation and teacher
questioning

TEACHER REFLECTION
What went well?
What needs improvement?
New ideas, resources to add.
Adapted from Herbert & Alford (2017).

Lesson Plan
Lesson title: Patterns and Algebra

Lesson: 4 of 5 Grades: 2 Date(s) Teacher(s):

Taught: 2/11 Jordan Melenhorst

BACKGROUND
- Students can use the terms 'left' and 'right' to describe the positions of
objects in relation to themselves and from the perspective of a person facing
in the opposite direction, e.g. 'The ball is on her left'
- Students can give and follow directions, including directions involving
turns to the left and right, to move between familiar locations, e.g. within the
classroom or school
use amounts of turn (full and half) to describe direction
- Students can give and follow instructions to position objects in models
and drawings, e.g. 'Draw the bird between the two trees'
- Students can give and follow simple directions using a diagram or
description
- Students have experience in describing the path from one location to
 another on drawings
- Students can use a diagram to give simple directions
- Students have experience in creating a path from one location to
another using computer software

CURRICULUM STANDARDS
Position:
 MA1-1WM

describes mathematical situations and methods using everyday and

some mathematical language, actions, materials, diagrams and symbols
 MA1-16MG

represents and describes the positions of objects in everyday situations

and on maps
 Interpret simple maps of familiar locations and identify the relative
positions of key features (ACMMG044)
 interpret simple maps by identifying objects in different locations, e.g. find
a classroom on a school plan map
 describe the positions of objects in models, photographs and drawings
 give reasons when answering questions about the positions of objects
 make simple models from memory, photographs, drawings or descriptions,
e.g. students make a model of their classroom
 use knowledge of positions in real-world contexts to re-create models
 draw a sketch of a simple model
 use drawings to represent the positions of objects along a path

LESSON INTENTION

During this lesson, students will:

draw a sketch of a simple model

VOCABULARY: RESOURCES: DIFFERENTIATION:

Have MABS or counters for
 position Swipe rights people to use as an assisting
 location Whiteboard pens tool to answer the questions.
 map Students mathematics Have a wide range of
 path workbooks problems for the students to
answer.
Scaffold for some students
how to write one. – Have a
small session on the board.
STARTING ACTIVITY (20 MINUTES)
DNS: Ladders
Introduce the learning intention:
Today we will be drawing a simple sketch of the playground.

Focus questions: If I walked out of 2P and wanted to walk to the front office am
I going around the school or through the school. Write your answer on a
swipewrite.

MAIN ACTIVITY (40 MINUTES)

Concept Development:
Make the expectations very clear on where we will be sitting and what each of
them is to complete. Remind students of the math language associated for
example, don’t forget to look up, look to the right etc.

Learning:
Students are to in their books to draw the playground. They are to really focus
on the positioning
- Is that tree closer or further away from the space net compared to that
tree over there?
- Use the language and check if the students have a clear understanding
of drawing a simple sketch and the positioning of the objects.

CLOSING ACTIVITY (10 MINUTES)

Reflection:
Students are to share their work with the people around them.
- Are they the same or are they different?

SELF-DIRECTED/INDEPENDENT ASSESSMENT:
LEARNING

Students are working 4. Assessment as learning: peer

independently and directing their assessment
own learning during most of their
lesson. The expectation will be
they are moving themselves 5. Observation and teacher
forward in a pace with the rest of questioning on positioning
the class.
 TEACHER REFLECTION
What went well?
What needs improvement?
New ideas, resources to add.
Adapted from Herbert & Alford (2017).

Lesson Plan
Lesson title: Patterns and Algebra

Lesson: 5 of 5 Grades: 2 Date(s) Teacher(s):

Taught: 3/11 Jordan Melenhorst

BACKGROUND
- Students can use the terms 'left' and 'right' to describe the positions of
objects in relation to themselves and from the perspective of a person facing
in the opposite direction, e.g. 'The ball is on her left'
- Students can give and follow directions, including directions involving
turns to the left and right, to move between familiar locations, e.g. within the
classroom or school
use amounts of turn (full and half) to describe direction
- Students can give and follow instructions to position objects in models
and drawings, e.g. 'Draw the bird between the two trees'
- Students can give and follow simple directions using a diagram or
description
- Students have experience in describing the path from one location to
another on drawings
- Students can use a diagram to give simple directions
- Students have experience in creating a path from one location to
another using computer software

CURRICULUM STANDARDS
Position:
 MA1-1WM

describes mathematical situations and methods using everyday and

some mathematical language, actions, materials, diagrams and symbols
 MA1-16MG

represents and describes the positions of objects in everyday situations

 and on maps
 Interpret simple maps of familiar locations and identify the relative
positions of key features (ACMMG044)
 interpret simple maps by identifying objects in different locations, e.g. find
a classroom on a school plan map
 describe the positions of objects in models, photographs and drawings
 give reasons when answering questions about the positions of objects
 make simple models from memory, photographs, drawings or descriptions,
e.g. students make a model of their classroom
 use knowledge of positions in real-world contexts to re-create models
 draw a sketch of a simple model
 use drawings to represent the positions of objects along a path

LESSON INTENTION

During this lesson, students will:

use drawings to represent the positions of objects along a path

VOCABULARY: RESOURCES: DIFFERENTIATION:

 position Check in with students
 location Swipe rights regularly to ensure some of
 map Whiteboard pens them are on track.
 path Students mathematics
workbooks Constant reminder of the
task in steps will have to be
given for some students.

STARTING ACTIVITY (20 MINUTES)

DNS: Number chart game

Introduce the learning intention:

We are learning to draw the positions of objects along a path. We will be going
outside for this activity.

Focus questions: If I walked from the Interactive Whiteboard to the reading

tree at the back, what are three different objects I will see on my path?
Remember you can look up, down and all around.

MAIN ACTIVITY (40 MINUTES)

Concept Development:
Remind students of positional terminology by handing out the cards. Students
are to define this word.
Model to the students what we will be doing today.

Learning:
As the students will be sitting outside the classroom they are to be silent when
working.
Sit outside the canteen and look towards to library. Students are to draw all
the buildings and objects that would be along the path, including the path
itself they would see when walking to the library.

CLOSING ACTIVITY (10 MINUTES)

Reflection:
All students, stand up and share one object they have included in image of the
path. They can sit down once they have shared it.
SELF-DIRECTED/INDEPENDENT ASSESSMENT:
LEARNING

Students are working 6. Assessment of learning: The

independently and directing their
own learning during most of their
lesson. The expectation will be
they are moving themselves
forward in a pace with the rest of
the class. Students are in charge of
following the silent instruction
when being outside.
students weekly book with indicate
what grade they are likely to
receive.
7. Reflection activity will show if they
completed the learning activity.
8. Observation and teacher
questioning

TEACHER REFLECTION
What went well?
What needs improvement
New ideas, resources to add
Adapted from Herbert & Alford (2017).