Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2. Time: 11am-12pm Date: 18th June 2018 Students’ Prior Knowledge:
 Students can skip count by twos, fives and
Learning Area: Mathematics – Number and Algebra tens

Strand/Topic from the Australian Curriculum

Describe patterns with numbers and identify missing
elements (ACMNA35)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
✓ competence
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:
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:

 Continue a number pattern and find missing elements in patterns
 Describe the function of a pattern

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Robot x 3  Jorja to help Ellie stay on task
 Worksheets  Have 100 charts as a backup if some students
 Box are struggling with the activity
 Apples  Read the questions to Rebecca, Keelie and
 100 Charts Millie to ensure they know the task
 PowerPoint
 Pop sticks

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Judging from the worksheets, all students were capable of completing each pattern (+2, +5, +10) so the first and
second objectives were met. Each student was able to participate in class during the Robot activity by either
identifying how many of each object was to go in the basket at a time, or by telling me the function of the pattern (how
many were being added or how many were being taken away). My objective for the extension kids was a little harder
and they were able to meet it only asking for help a few times with little trip ups. Next time, I could make my objectives
a little more measurable by looking out for a specific focus however I think it was broad enough so that I could gauge
where students were at.

Teacher self-reflection and self-evaluation:

The lead up to this lesson gave me a lot of anxiety. I planned a lot so to avoid anxiety during the lesson – however
this idea backfired on me! It opened my eyes to the idea that not every single lesson has to be creative and ‘fun’.
Sometimes to get the job done a simple structure to the lesson is more beneficial for the class as a whole. So to keep
students on the same page and doing the same sort of thing, instead of letting early finishers create their own

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patterns with pop sticks, I gave pairs two dice and told them to identify the two digit number, then continue the pattern
that we were focusing on e.g. One person says 52, the next says 54 and so on (for the +2 pattern).
I still need to work on my overthinking before each lesson. In my self-reflections this has come up a lot and while it is
a tricky habit to combat, I am going to really work hard in my last two weeks to get it under control.
[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:
The lesson will run in different sections for each learning focus. It will begin
with an introduction to patterns which will lead into the pattern of +2. I will
send them off to complete an activity for 5-10 minutes then call them back for
a quick explanation that leads into the +5 pattern. They will complete this
activity. Finally, I will call them back for an explanation on +10 then they will
complete the activity. Each part will go along with the “Robot Story” then they
will be brought back to the front mat for some reinforcement questions on the
board.

11am  Introduce the topic by explaining the WALT: Investigate number

patterns

 Get straight into the Robot story. Tell students that I am looking after
my neighbour’s robot named Robbie the Red Robot for a while as Red Robot
they are going away. Robbie does all the chores around their house
and the only way he can stay strong is by eating two apples a day.

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

 I will choose seven students, one student to represent each day of

the week. I will also allocate one student as the tally person. Start
with choosing a student for Monday and give them two apples. Tell
them to pass the apples over Robbie’s tummy and into the box next 14 apples
to him. Ask the person tallying to write how many apples are in the
box so far. Monday person can sit down and choose someone to
represent Tuesday, give them two apples and ask them to do the Box
same as Monday. Tally person will write up how many apples are in
the box now. Do this for each day of the week and tally how many Whiteboard markers
apples there are each time two more are added. After 7 students
have added apples into the box, on the board should be written:
2, 4, 6, 8, 10, 12, 14

 Ask students, “Who can notice what is happening to the number of

apples each time we place more in the box?” We are adding two.
Write +2 on the Robots tummy.

 Explain that what we see on the board is a number pattern. Students

11:10am will be sent off with a sheet, BUT they are only focusing on the Red Worksheets
section for Robbie Red Robot. Go through the sheet with them so that
weaker readers understand the task.

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  After 10 minutes, or once all students have completed the majority of
11:20am
the Red section, tell students to be sitting back on the mat in 5
seconds.

 (While students are completing the first section, get the Blue robot Blue Robot
ready.)

 Keep with the story and tell students that another neighbour heard I Pencils
was babysitting Robots and wants me to look after hers, Bobby Blue
Robot while she goes away! Bobby also does all the chores but
needs his energy – he eats 5 pencils a day! Demonstrate the pattern
the same way you did for +2 patterns but show them rather than have
them volunteer.

11:25am  Send students off to complete the red section of their sheet.

 Call them back to the mat for the last section. We now have to feed
11:35am Gordon Green Robot, for some reason he only eats counters and Green Robot
needs 10 per day to function! Demonstrate what happens when you
add on ten. Counters

 Send students back to their desks to complete the green section of

11:40am
their pattern sheet.

 Extension kids have a different questions/patterns sheet.

Lesson Closure:(Review lesson objectives with students)

11:50am
 Instruct students to write their name on their sheet, hand it to myself
and then wait quietly on the mat.

 Tell students that the Robots have gone to sleep, and we are going to
finish up the lesson with some questions. Individually, students will
come up and fill in the missing element of each pattern given on the
board.

BACK UP
 For students that are not understanding the pattern task, give them
100 charts and tell them to colour in one colour every second Back up resources
number. Then do the same with 5s and 10s in a different colour. This -100s charts
will hopefully reinforce to them that these kinds of number patterns -Pop sticks
are just skip counting by different numbers.

 For students that finish each section well before others, give them
some pop sticks and have them create patterns for each other. On
the first pop stick they will write a number then put a blank pop stick
below it. They will create a pattern for their partner to fill in E.g.
First pops tick: 3
Second pop stick: blank
Third pop stick: 9
12pm Fourth pop stick: blank
etc.

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

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  Hand in their worksheets and clear their area then wait on the mat for
further instructions on the next lesson.

Assessment: (Were the lesson objectives met? How will these be judged?)
Use students’ worksheet to assess what they have achieved in this lesson.
19th June Continue a number Describe the function
2018 pattern/fill in the missing of a pattern
element
Cohen ✓ ✓
Taylan X Got upset about not X
understanding
Izzy ✓ ✓
Bella ✓ ✓
Casey ✓ ✓
Lawrence ✓ ✓
Maya ✓ ✓
Skye ✓ ✓
Hayley ✓ ✓
Shiloh ✓ X
Jordi ✓ X
Millie X X
Chloe ✓ ✓
Carla ✓ ✓
Mia X X
Hunter X ✓
Rebecca X ✓
Brodie ✓ ✓
Ellie X X
Hudson ✓ ✓ With guidance
Gabriel ✓ ✓