LESSON PLAN FORMAT

The following is a sample of the lesson plan format used by the University.
Lesson Topic/Focus:

Money Assessment

Date:

23/11/2014

AusVELS Domain(s):

Mathematics

Year level(s):

Foundation/1

AusVELS strand (s):

Money and financial mathematics

Lesson duration:

50 mins

AusVELS sub-strand(s):
AusVELS Dimension(s) or
Religious Education
Guideline:
Learning Standard(s)/Outcome(s)/Objective(s):

Students will be able

Identify the different coins and their symbols

Order the coins from greatest value to least value

At the conclusion of this lesson, the students will know/understand that:

This lesson is assessing student understanding of money
At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
That coins have different animals on them to represent different values
Coins can be ordered in value from greatest value to least value
Assessment:
Students complete a post assessment task to demonstrate their ability to identify the different coins and order them in value from
greatest to least.

Assessment criteria for analysis:

Can correctly match the coin to the value

Can correctly order the coins from greatest to least value. (Misconception: ordered in size rather than value)

Teaching focus:
A.
the pre-service teacher's teaching skill for observation by Associate Teacher;
or
B.

teaching skills that the pre-service teacher would like to personally develop.

Focus on being more explicit in instructions to ensure all students know what they are doing and have required
equipment.
Background to the learning:
A.
References for teacher background knowledge
B.

Identify students current knowledge

This in the 5th lesson of 5 lessons on recognising money. Students have examined coins and notes and what they
look like. Students were introduced to the idea of needing to add two different coins together, make another amount.
Lesson resources:

White board and markers

Money work sheets
Colored pencils
Coins

Lesson content:
A.
Introduction

5 mins

Recap what students know about money and the different coins.

B.

Development

15 mins

Discuss the instructions for the assessment. Ensure students understand what is required.
C.

Consolidation, practice, extension

25mins

Students complete the worksheet individually.

D.

Closure

5 mins

Discuss student understandings about money.

Post-lesson review and evaluation:
Student achievement:
To what extent were outcomes achieved? How did the students demonstrate this?

Teaching effectiveness:
What have you learnt from the lesson?

What do you recommend for future lessons?

Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your self-development
focus for the lesson, referring to both strengths and areas to be addressed.

Associate Teacher comments:

Lesson/activity transition: 10 mins

This is the activity required to terminate the first lesson/activity and to initiate the next lesson/activity.
lesson/activity transition is not to be confused with a lesson/activity conclusion.

The maximum recommended time is 3-4 minutes. Activities may include collecting used materials, tidying the room,
returning materials to shelves, a song, a jingle/action rhyme, a stretching activity, reorganisation of furniture,
distribution of materials for the next lesson/activity.
The following format should be used to present the lesson/activity transition:
Step 1: Pack up all books into basket, all desks clear
Step 2: Standing behind chair when task is complete
Step 3: Lunch time

ASSESSMENT GRID
Outcome/Standard/Objective

That coins have different animals on them to represent different values

Coins can be ordered in value from greatest value to least value

Student name
(three focus students
for this lesson)

Assessment criteria

Can correctly
match the coin to
the value

Can correctly
order the coins
from greatest to
least value.
(Misconception:
ordered in size
rather than value)

Purpose of assessment
To inform future
lessons and student
learning

To ensure
coverage of
AusVELS
standards

To discuss with
parent

To inform 1:1
conference with
student
including
setting future
learning goals

Evidence for school

report