Lesson Plan

Class/Grade/Stage: Date: 2 June 2022 Time: Start: 11:30am

Class KM / Grade K / Early Stage 1 Finish: 12:30pm

Key Learning Area(s): Mathematics Lesson Topic: Consolidation of Subtraction

NESA Australian Professional Standards for 1.1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and
Teachers characteristics of students and how these may affect learning.
2.2.1 Organise content into an effective learning and teaching sequence.
3.5.1 Demonstrate a range of verbal and non-verbal communication strategies to support student
engagement.
4.1.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
5.2.1 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to
students about their learning.
6.3.1 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Recent Prior Experience:

In this unit of work, students have been learning to make two collections and combine them. Students are working towards learning concepts of addition and
subtraction using concrete materials and recording their evidence by drawing and writing.
In the previous week, students have been learning their ‘friends of ten’ and learning to find a total once two collections are combined or put ‘altogether’.
This week students have been introduced to the concept of subtraction as separating or taking away. Last lesson students practiced taking away from ten and
recording their answers on a tens frame.
Syllabus/Syllabi Outcome(s): Indicators of Learning for this lesson: Assessment:

MAe-2WM Observe student engagement and subtraction

uses objects, actions, technology and/or
trial and error to explore mathematical
problems
MAe-3WM
uses concrete materials and/or pictorial
representations to support conclusions
● record addition and subtraction
informally using drawings, words
and numerals
Learning intention: work (verbal, written and action based)
We are learning to separate/takeaway. during station work.
Provide live feedback to Ss when completing
Success Criteria: subtraction tasks.
I can: Review student work samples produced from
● Take away an amount from a collection. the rotation stations.
● Count a remaining total.
● Recognise friends of ten number patterns when
subtracting.

Any safety issues to be considered (APST 4.4.1): Resources:

Ensure students have a learning space that they can ● Week 4 Maths Powerpoint
navigate safely. Students must be encouraged to ● Mini Whiteboards, whiteboard markers and rubbers
tuck away chairs when not in use and classroom ● Playing cards
tools (e.g. pencils) put away after use. ● Concrete materials
● Unifix cubes
● Dice (6, 10, 12, 20)
● Playdough
● Playdough subtraction template
● Playdough subtraction questions
● Tenpin bowling set
● Pin template
● Bowling subtraction worksheet
● Magnetic tens frame
● Magnetic counters
● Subtraction board game
● 15 minute timer (Youtube video)

Lesson Content / Indicators of
Learning/ Teaching Strategies:
INTRODUCTION
Classroom Management
Remind Ss to show their 5 L’s throughout
the lesson and positively reinforce Ss who
demonstrate this with the token reward
system.
DEVELOPMENT
LESSON SEQUENCE
Timing Learning Experiences: Resources and Organisation:
(mins) (How it is taught)
3 Warm Up Resources
T and Ss will warm up for mathematics lesson using Jack ● Week 4 Maths Powerpoint
Hartmann - 1 to 30 and 30 to 1 Youtube video (slide 43). ● Jack Hartmann - 1 to 30 and
30 to 1 (Youtube Video)
2 Revision of Prior Learning (Class Discussion)
T will ask Ss to recap what they have been learning in Organisation
mathematics this lesson: Students will be seated on the
● “What is the new big idea we have been learning this classroom floor, on a spot.
week?”
● “What does subtraction mean?”
● “What are you doing when you are taking away?” (slide
44)
10 Model and Explanation of Subtraction Stations Resources
● Mini Whiteboards,
T will ask Ss to make a semi circle around T and TV. T will then whiteboard markers and
state the learning intention for the lesson and Ss will repeat after rubbers
T - “We are learning to take away.” ● Playing cards
● Concrete materials
T will explain to Ss that they will be engaging in fun subtraction ● Unifix cubes
activities in learning stations for the lesson. T will explain each ● Dice (6, 10, 12, 20)
station to Ss and model to Ss how to engage in each activity. T ● Playdough
will show Ss the activity cards and place them in the learning ● Playdough subtraction
area after explanation: template
● Playdough subtraction
questions
Station 1 Differentiation:
● Support: Ss will have unifix cubes
available for them to use throughout
the activity.
● Core: Ss will have a whiteboard with
“take away” and “makes” already
printed for Ss to fill in answers in the
appropriate spaces.
● Extend: Ss will have a blank
whiteboard and will need to write the
complete number sentence
themselves.
Station 2 Differentiation:
● Support: Ss will receive two ten
sided die.
● Core: Ss will receive two twelve
sided die.
● Extend: Ss will receive two twenty
sided die.
Station 3 Differentiation:
● Support: Ss will choose level 1
questions (yellow questions)
● Core: Ss will choose level 2
questions (green questions)
● Extend: Ss will choose level 3
questions (blue questions)
● Tenpin bowling set
Station 1: ● Student A will pick a card from a
● Pin template
Subtracting deck and tell Student B the number.
● Bowling subtraction
from 10 Race ● Student B will subtract the chosen
worksheet
number from 10 and write the ● Magnetic tens frame
number sentence on their whiteboard. ● Magnetic counters
● If Student B answers correctly they ● Subtraction board game
get one point and get to move their
concrete material one space up the Organisation
board. During explanation of activities Ss
● If Student B answers incorrectly they will be seated on the floor in a semi
do not get to move their concrete circle to view the TV and T.
material.
● Ss will then swap roles. Stations will be located at:
● Ss will have unifix cubes on the desk Station 1 - Standing table
in case Ss need to check their answer. Station 2 - Blue table
Station 3 - Circle table
Station 4 - Floor (in front of
Station 2: ● Ss will roll two dice into a tray.
Roll and Record ● Ss will record the bigger number on whiteboard)
Station 5 - White tables
the ‘roll and record’ worksheet by
drawing and writing.
● Ss will then take away the smaller
number rolled from the larger number
roll and record this on the ‘roll and
record’ worksheet by drawing and
writing.
● Ss will have counters available on the
table for support.
Station 3: ● Ss will receive a playdough smash
Playdough template.
Smash ● Ss will choose a subtraction question
from the table and attach it to their
template.
● Ss will represent the number sentence
by making playdough balls to show
the total in the collection.

Station 4 Differentiation:
Support: Ss may use the magnetic tens
frame and magnetic counters.
Core: Ss will have the words “take away”
and “makes” already printed on the sheet.
Extend: Ss will need to write the
complete number sentence on the line
provided.
Station 5 Differentiation:
● Support: Ss will have unifix cubes
available for them to use throughout
the activity.
● Core: Ss will have a whiteboard with
“take away” and “makes” already
printed for Ss to fill in answers in the
appropriate spaces.
● Extend: Ss will have a blank
whiteboard and will need to write the
complete number sentence
themselves.
T will explain Ss expectation for the lesson:
● Ss will then take away from the
collection by ‘smashing’ the
playdough balls that have been ‘taken
away’.
● Ss will then record the answer on
their sheet using a whiteboard
marker.
● Ss will then choose a new playdough
subtraction question and repeat.
Station 4: ● Ss will bowl a ball to hit ten pins.
Bowling ● Ss will draw how many pins were
Subtraction knocked over on the ‘bowling
subtraction’ worksheet to show how
many pins were taken away.
● Ss will then write the number
sentence below.
● Ss then reset the pins and swap with
their partner.
Station 5: ● Ss will play with a partner.
Subtraction ● Ss will roll a dice and move their
Board Game material object to that space on the
board game.
● Ss will write the subtraction number
sentence for the collection they see
on the board game on a whiteboard.
● Ss must show their partner. If Ss are
correct they get to stay on the new
space. If Ss are incorrect they must
move back to the space they were
before.
● T will set timer on the board for 10 minutes. Ss will have
10 minutes to complete one rotation. Ss must stop the
activity and clean up their station and reset it to the way
 it was found once the timer rings. Ss must then sit back
on the floor for the next instruction.
● Ss must stay at their stations and cannot swap or change.
● T will display noise level on the board, Ss should not
exceed noise level.

Assessment 15 Rotation 1 Resources

Observe student engagement and Ss will work at their first allocated station. ● Mini Whiteboards,
subtraction work (verbal, written and Ss must stop working at the end of the 15 minute timer set on the whiteboard markers and
action based) during station work. board, reset their station and go back to the floor space. rubbers
● Playing cards
Provide live feedback to Ss when ● Concrete materials
Station 1 Station 2 Station 3 Station 4 Station 5
completing subtraction tasks. ● Unifix cubes
Orange Pink Lime Grey Purple ● Dice (6, 10, 12, 20)
Review student work samples produced Sebastian Nathan Madelyn Anten Cynthia ● Playdough
from the rotation stations. Miya Y Chloe Natalia Evelyn Johnny ● Playdough subtraction
Jake Archie Luke Marko Z Emma template
Sosaia Josie ● Playdough subtraction
questions
● Tenpin bowling set
15 Rotation 2 ● Pin template
Ss will work at their second allocated station. ● Bowling subtraction
Ss must stop working at the end of the 15 minute timer set on the worksheet
board, reset their station and go back to the floor space. ● Magnetic tens frame
● Magnetic counters
Station 1 Station 2 Station 3 Station 4 Station 5 ● Subtraction board game
● 15 minute timer (Youtube
Pink Orange Purple Lime Grey video)
Nathan Sebastian Cynthia Madelyn Anten
Chloe Miya Y Johnny Natalia Evelyn
Archie Jake Emma Luke Marko Z
Sosaia Josie

5 Clean Up
Ss will clean up the classroom space with direction from T.
CLOSURE

5 Check your understanding - Feed the Shark Resources

Ss will engage in a subtraction game presented by T. Ss must ● Feed the Shark Game
feed the shark to make it grow by answering subtraction
questions.