Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: One Students’ Prior Knowledge:
Establish understanding of the language and
Time: 11:20am – 12:05pm Date: Friday 6th March 2020
processes of counting by naming numbers in
Learning Area: Mathematics sequences, initially to and from 20, moving
from  any starting point (ACMNA001)

Subitise small collections of objects (ACMNA003)

Compare, order and make correspondences

between collections, initially to 20, and explain
reasoning (ACMNA289)

Represent practical situations to model addition

and sharing (ACMNA004)

Strand/Topic from the Australian Curriculum

Number and Algebra
Count collections to 100 by partitioning numbers
using place value (ACMNA014)

Represent and solve simple addition and subtraction

problems using a range of strategies including counting
on, partitioning and rearranging parts (ACMNA015)

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)
Understanding
Fluency
Problem Solving
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:

 identify that different combinations of numbers can be used to make ten or one hundred by matching ten
frames.
 solve simple addition and subtraction equations of one-digit and two-digit numbers by manipulating ten
frames.
 Calculate total amounts of collections through partitioning one-digit and two-digit numbers using ten frames.

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Teacher’s Prior Preparation/Organisation:
 Create, print, cut and laminate zoo animal ten
frames.
 Create and print zoo animal investigation recording
sheet.
 Create, print, cut and laminate zoo group headings
for mat session.
 Collect demonstration ten frames.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Provision for students at educational risk:
For students that need an enabling prompt they will be
given a smaller ten-frame and placed in the groups
with less animals so that partitioning, addition and
subtraction will be done with more familiar numbers.
The teacher will also spend more time around these
students.
For student who need an extending prompt, they will
be encouraged to continue with the recording sheet on
their own rather than with the class and will be dealt
bigger numbers for partitioning, adding and
subtracting.

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
11:20am Students will be invited to the mat after recess. The teacher will tell the segment where they will be
students that after they left the Zoo on Wednesday from their excursion, introduced.
some of the animals escaped from their enclosure.
The teacher will explain that it is their job to help find which animals go
together in an enclosure, what area of the Zoo the animals belong in and
how many animals they need to find in total.

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

Step 1: Making 10
11:21am The teacher will explain that there are many different ways to make ten and
demonstrate some of these on the board using ten frames.

Demonstration:
Teacher draws these combinations on the board for students to see:
0 and 10, 1 and 9, 2 and 8, 3 and 7, 4 and 6, and 5 and 5. Understanding

11:23am According to the Zoo Keeper, there has to be ten animals in each enclosure.
Students will be given a ten frame each with animals on them filling a certain
portion of the frame. The students must find the person who has the
remaining number of animals to make their enclosure full. Problem Solving

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 Demonstration: Teacher will demonstrate an example of a ten-frame
partitioned into 3 and 7. “If I have 7 animals in my ten-frame, how many
more do I need to make ten? 1, 2, 3. So my partner will have three animals
in their ten-frame.”
11:28am
Once students have found their partner, they need to retrieve a recording
sheet from the teacher and choose a desk to sit at. The teacher will then
explain the first two questions and guide the students in answering them.

1. What animal did you find?

2. A) Draw yours and your partners animals together in one enclosure
(ten-frame)
B) How many animals do you and your partner have all together?

Students will then be asked to re-join the mat with their partner.
11:36am
Step 2: Making collections.
When students re-join the mat, the teacher will then explain that the
students need to help the Zoo Keeper find the group their animals belong in
using the Perth Zoo map to demonstrate. Students will either be in the:
- Australian Bushwalk group
- Australian Wetlands group
- Asian Rainforest group
11:38am - African Sahara group
The teacher will tell the students which animals belong to each group to help
them find the rest of their group.
For example: In the Australian Bushwalk group live the Kangaroos, Dingo,
Kookaburra’s, Wombats and Numbats.

Once students have found their group they will find a desk to sit at with their
group. They will need their recording sheet, their iPad, their pencil and their
ten-frame.

In their group’s students need to place all their ten frames together so they
can see how many full ten frames they have. Problem Solving

Students will then, under teacher instruction, complete questions 3, 4, and 5

11:39am of the recording sheet. These questions require students to count the total
number of full ten frames in their collection, the total number of individual
animals in their collection and record these as well as taking a picture of
how they have represented it. Fluency

3. Which group does you animal belong to?

4. How may enclosures (full ten frames) are in your group (take a
picture)?
5. How many animals in total are in your group?

11:45am Step 3: Subtraction

While students are at their desk the teacher will explain the next part of the
investigation – question 6 on the recording sheet. Students must remove
their own portion of the ten-frame card from the group and take a picture
one at a time.

6. Take your original animal away from the group.

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 A) How many animals did you take away?
B) How many animals are left in the group in total?

Demonstration: Teacher will display on the board the number 40 using ten
frames. “If there are 4 full ten frames in my group, and my ten-frame had 6
animals, how many animals would I be taking away from the total number of
animals in my group? Let’s look at how many are left in the ten-frame, 4, so
now I know I have 3 full ten-frames and a ten-frame with four one, so my
total number of animals is now 34.” Understanding
11:47am From this picture, they need to work out how many animals they took away
from the collection and how many animals in total are left in the collection.
Fluency
11:52am
Students will then be asked to return to the mat with their ten frames,
recording sheet, clipboard and pencil.

11:53am

Step 4: Making 100

When students re-join the mat, the teacher will explain that just like there are
many ways to make 10, there are also many ways to make 100. This will be
demonstrated using ten frames on the board. Understanding

The students will then be asked to form a circle on the mat. One by one
students will place their ten frames in pairs on the floor under their group
heading (set up by the teacher). This will create a display of all of the
animals in the Zoo.

From this the teacher will be able to demonstrate the total number of
enclosures and the total number of individual animals in the Zoo which will
give students the answers to questions 7 and 8 on their recording sheet.
Students will also be able to see the different ways to make 100 from this
visual representation. The teacher will ask the students how they have made
one hundred – (3 x 10 + 2 x 10 + 3 x 10 + 2 x 10) so they can understand
that is a way of partitioning. Understanding

7. How many enclosures (ten-frames) are in the Zoo all together?

8. How many animals did we find in total?

11:57am Step 5: Consolidating Addition and Subtraction

The last step of the investigation is a teacher guided subtraction and
addition problem. It helps students answer questions 9 and 10 on their
recording sheet.

9. What if we couldn’t find the Kangaroo’s after they escaped:

A) How many animals have been subtracted from the total?
B) How many animals would we have in total?
C) How many enclosures would we have in total?
10. What if one of the Sun Bears had three babies:
A) How many animals would we have in total?
B) How many enclosures would we have in total?
C) Would all the enclosures be full?

The teacher will remove one of the full ten frames from the display, as if the
‘Kangaroo’s weren’t found’ and ask the students how many animals were

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 subtracted from the total, how many animals were left in the Zoo, and how
many enclosures were left in the Zoo. Understanding

The teacher will do the same with addition and three more ones to the total.
The students will then be asked how many animals are there in total, how
many enclosures there are in total and whether all the enclosures are full.
Understanding

12:02pm Lesson Closure:(Review lesson objectives with students)

To close the lesson the teacher will ask students to list all the ways you can
make ten and write these on the board.

The teacher will then re-explain how when you take an amount away from a
ten frame you can clearly see the tens and ones still left in the collection.

Demonstration: Teacher has 3 full ten frames on the board and shows “if I
subtract four, I can see that there are still six ones and two tens left, so I
know that my total number is 26”

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

Students will need to hand in their recording sheets, return their belongings
12:05pm to their desks and line up with their hats at the door ready to go to Physical
Education.

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

1. As a result of this lesson, students will be able to identify that

different combinations of numbers can be used to make ten or one
hundred by matching ten frames.
This will be assessed by the student’s ability to find the matching ten
frame and represent this combination to ten on paper. The teacher will
judge this based on the work sample handed in by the student.

2. As a result of this lesson, students will be able to solve simple

addition and subtraction equations of one-digit and two-digit
numbers by manipulating ten frames.
This objective will be assessed by the student’s ability to subtract a one-
digit number from a two-digit number by using the ten frames to
represent this equation. The teacher will judge this objective based on
the picture taken by the students of their representations and their
answer to the equation on the work sample.

3. As a result of this lesson, students will be able to calculate total

amounts of collections through partitioning one-digit and two-digit
numbers using ten frames.
This objective will be assessed by the student’s ability to count the total
number of both the collection and individual units represented in ten-
frames. The students will be judged on their work sample and their
contribution to the class questions.

References:

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Government of Western Australia. Perth zoo and discovery learning map [Map]. Retrieved from
https://perthzoo.wa.gov.au/PerthZooWebsite/media/PerthZoo/All%20Images/DL-Zoo-
Map.jpg