Year 2

35mins

Maths Representing 2 digit Numbers on number

lines.

Week 2 - Term
1

MATHS

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline;
QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA
Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)
Prior knowledge:
LMQ1 - What does the
learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)
Students are able to work in groups and alone.
Students have been exposed to the methods of counting up to 100 and back to zero.
Students have a depth knowledge about the description of the skip counting process.
Are very familiar with the guidelines for all lessons.
Learning outcomes/standards:
LMQ2 - Where does the
learner need/want to be?
(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from
curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards
that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as
the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and
out of class.)
Knowledge & understanding: (declarative)
Skills:
(procedural/do)
The learner will know:
The learner will be able to:
D1 The features of a number line and explain why number lines P1 Identify to the teacher a 2 digit number while being able
are useful.
to use the correct descriptive language to justify their means
D2 The correct maths terminology for sequencing numbers.
in getting to this conclusion.
D3 how to use the processes of sequencing numbers.
P2 Organise a 2 digit number onto a number line and explain

their decision.

Learning processes:

LMQ3 - How does the

learner best learn?

Time

10minut
es

Learning procedures
LMQ5 - What will constitute the learning journey?
LMQ6 - Who will do what?
(Include adjustments in the learning experiences
to accommodate learner difference.)

Resources
Assessment & feedback
LMQ4 -What resources do LMQ7 - How will I check to see
I have at my disposal?
the learner has achieved the
learning outcomes? (See also
the QSA Assessment Bank.)
LMQ8 How will I inform others?
(Include moderation of teacher
judgments of standards if
necessary.)

Phase 1 Introduce, engage, focus, advance

organiser, review prior knowledge, hook
Learning objective.
Representing 2 digit numbers by using a number
line.

Checklist
Online dice.
represent a two digit number on
a number line

Provide explanations and

justifications for their answer

Guidelines for learning experience.

10minut
es

Thorough engagement of all students in the

learning experience.
Lots of questions being asked.

Digital number line

Best efforts.
In depth justifications and explanations of
processes used.
30minut
es

Hook
Dice game use digital dice (3) and roll them, Tell
the students that they will then use the numbers
to make 10. Students record ideas in maths diary.
Reviewing

Discuss, with the students what they know about

number lines, where are they used and what are
they used for.

Teacher draws a number line on whiteboard and

numbers it 0 - 40.

projected on the board.

Laminated number lines.

Teacher aids, student

teachers, parent helpers
to provide extra help
throughout the classroom.

Observations will provide

valuable information in regards
to each individual students
ability to represent 2 digit
numbers on a number line

Using the skip counting method demonstrate to

the class how to find 20 on the number line. First
off use something like counting by 2s then to
demonstrate a more efficient way of counting use
5s.

Feedback: Through the lesson

teacher will ask probe questions
to a students and once answered
will provide beneficial feedback.

Phase 2 Develop skills & knowledge, build,

practice, acquire, integrate, extend, refine

10minut

Using Tape or chalk create a number line either

outside or in the class room number it 0-100.
Explain to the class that they are going to be

Formative Assessment:
Students complete number line
task

A number line from 0-40

displayed either outside or
inside depending on the
weather.

es

given a number and that they will be using this

number throughout the lesson to help them with
number line and 2 digit numbers.

Ask class leaders to come get the cards and hand

one to every classmate.

Explain to the class that we will be going outside

to the number line that was drawn on the
concrete. Remind the students of the rules when
we go outside and also remind them of the
consequences involved.

When at the number line ask 5 students at a time

to find their number and go stand on it, ask them
how they knew that? What type of process did
they use? Proceed with this activity until every
child has had a go.

Back in the class Students will be asked to draw 3

number lines in their maths diary.

Teacher will uncover the 3 two digit numbers (1

at a time) that were written on the board for
students to represent separately on their number
line.

Students will then create sums for each number

using whatever process the feel works.
Phase 3 Conclude, culminate, draw together,

Maths diaries and all other

stationary needed.

Various 2 digit numbers on

a slide the unveil one at a
time for the students to
see.

review & summarise key learnings, checks for

learning, consolidation, homework/review tasks
1. Have a class discussion and ask the learners
what they learnt about skip counting and
number lines.
What is something they think they need
more help on?
Explain to learners that this stage of the
lesson (reflection) is a critical part of
learning (explain to learners why this is.

Reflection: As a class discuss how effective

counting by 2s, 3s, 5s and 10s is and discuss why
and where they are effective in our live.

Class vocab wall.

Record any new vocab learnt into the maths vocab

wall.
Reflection:

LMQ9 Why has the learner (achieved/)not achieved the learning outcomes (standards)?

(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual
learning issues that need to be addressed.)

Were the students engaged in the lesson? Why or why not? What was done well and what could be improved upon? Did I reach my learning objectives?