Lesson Planning Planning for Learning

Lesson Planning Planning for Learning
University of Newcastle EDUC2048 Semester 1, 2009 MARCH 30th Kate Ferguson-Patrick Thanks to Paul Shearman for OGER lesson 20/04/2017

QT – underpins OGER lesson planning
Four central questions: 1. What do you want the students to learn? 2. Why does that learning matter? 3. What are you going to get the students to do or produce? How well do you expect them to do it? 20/04/2017

What do you want them to learn?
20/04/2017

Why does that learning matter?
20/04/2017

What are you going to get the students to do or produce?
20/04/2017

How well do you expect them to do it?
20/04/2017

These help shape planning for the lesson:
Lesson Structures These help shape planning for the lesson: Needs of learner/s Systemic expectations of curriculum and school Community of the school, Teacher’s own knowledge, skills, interests and resources 20/04/2017

Consider the Learner What are the learner’s needs?
What are the learner’s strengths? What does the learner already know? How does the learner learn best? Who can support this learner? 20/04/2017

Teacher What are my teaching strengths?
What is my knowledge of the content? How will I manage learning in this lesson? What resources can I access? How will I assess learning? How will I reflect in action? 20/04/2017

Lesson Plan OGER Start with the syllabus outcome
How do we choose the appropriate outcome/s? - 20/04/2017

The Indicators Describes.. Gathers information… Identifies…
Listens to… Distinguishes between… Sequences… Uses… Writes… Contributes to… …. 20/04/2017

Writing a Lesson Plan Identifying the outcome
*** WS1.9 and specific indicators - Writes basic procedures Identifying exactly what the learners will do in this lesson ***Learners will write simple instructions for a known procedure involving a few steps in sequence 20/04/2017

Timing Consider Age Motivation Context Focus 20/04/2017

Orientation Focus Engage Access Capture learners’ attention
Focus to new task Different stimuli – visual, auditory, kinaesthetic 20/04/2017

Orientation This is where you:
Focus the students attention on the task at hand Engage and motivate the students to become involved in the lesson Access learners background or prior knowledge 20/04/2017

Guided Discovery Explicit teaching
Use CARE questioning to guide learners’ discovery Commmunicate Accepting Responding Extending 20/04/2017

Guided Discovery This is where you explicitly demonstrate, model and explain what you say the students will be assessed on - the indicator/s 20/04/2017

Exploration Explore and construct own understanding
Rehearsal, organisation, elaboration Interact with other learners and the environment Assisted or monitored 20/04/2017

Exploration This is where the students demonstrate their understanding of the topic Where the students “explore” what you have demonstrated /modelled / explained in the Guided Discovery 20/04/2017

Individualising Different rates
Extension activity needed – extend lesson focus for advanced learners Remedial activities for others 20/04/2017

Individualising This is where you provide opportunities for advanced learners to extend their learning and support for those who need it 20/04/2017

Assessment The “What” and “How”
What do you want the students to learn? Why does that learning matter? What are you going to get the students to do (or to produce)? How well do you expect them to do it? 20/04/2017

Assessment This is where you assess the indicator/s you said you would be teaching and the students would be doing 20/04/2017

Reflection Share /Justify / Explain Consolidate Challenge / Extend
Resources 20/04/2017

Reflection This is where you give opportunities for students to share / justify / explain their learning Consolidate the lesson’s focus Challenge and extend the learning and help learners reflect on their learning 20/04/2017

Content This is the subject matter or the specific skills being taught at that time in the lesson 20/04/2017

Lesson Reflection Based on ‘in action’ during lesson and the assessment of the learning Reflection “on action” after the lesson 20/04/2017

References Hinde-McLeod, J. & Reynolds, R. (2007). Quality Teaching for Quality Learning, South Melbourne: Thomson Social Science Press Hinde-McLeod, J. & Reynolds, R. (2003). Planning for Learning, Tuggerah: Social Science Press Brady, L & Scully, A (2005). Engagement: Inclusive Classroom Management, Frenchs Forest: Pearson Education 20/04/2017

OGER Lesson Planning

TEACHING AND LEARNING ACTIONS
LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY EXPLORATION INDIVIDUALISATION Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource Creates and describes simple number patterns that increase or decrease (p74) describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) (p74)

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY EXPLORATION INDIVIDUALISATION Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY EXPLORATION INDIVIDUALISATION Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY EXPLORATION INDIVIDUALISATION Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY EXPLORATION INDIVIDUALISATION Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Describing and continuing number patterns Describe what has been learnt from creating patterns

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY EXPLORATION INDIVIDUALISATION Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Describing and continuing number patterns Questioning and observing Describe what has been learnt from creating patterns Conferencing and observing

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Describe your pattern. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Describing and continuing number patterns Questioning and observing Describe what has been learnt from creating patterns Conferencing and observing

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Describing and continuing number patterns Questioning and observing Describe what has been learnt from creating patterns Conferencing and observing Identifying different ways to represent number patterns

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Describing and continuing number patterns Questioning and observing 8-10 mins Describe what has been learnt from creating patterns Conferencing and observing Identifying different ways to represent number patterns

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Describing and continuing number patterns Questioning and observing 8-10 mins Whole class TD Describe what has been learnt from creating patterns Conferencing and observing Identifying different ways to represent number patterns

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Different sized coloured balls x 2, Magnetic shoes, Magnetic numbers, Magnetic board, x2 different coloured whiteboard markers, Hundreds Chart overhead, Describing and continuing number patterns Questioning and observing 8-10 mins Whole class TD Describe what has been learnt from creating patterns Conferencing and observing Identifying different ways to represent number patterns

Content Time EXPLORATION Group Teacher’s Structure Role Assessment Resources What How Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided.

Content Time EXPLORATION Group Teacher’s Structure Role Assessment Resources What How Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns Giving reasons for number placement

Content Time EXPLORATION Group Teacher’s Structure Role Assessment Resources What How Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns 15 mins Giving reasons for number placement

Content Time EXPLORATION Group Teacher’s Structure Role Assessment Resources What How Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns Whole Class TD Individual TM 15 mins Giving reasons for number placement Individual TM

Observation& Product analysis Creating an increasing number pattern
Content Time EXPLORATION Group Teacher’s Structure Role Assessment Resources What How Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns Whole Class TD Observation& Product analysis Creating an increasing number pattern Individual TM 15 mins Observation & Product analysis Describe what has been learnt from creating patterns Giving reasons for number placement Individual TM

Clown cut-out resource.
Content Time EXPLORATION Group Teacher’s Structure Role Assessment Resources What How Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Clown cut-out resource. Create and represent increasing number patterns Whole Class TD Observation& Product analysis Creating an increasing number pattern Coloured textas, scissors Individual TM 15 mins Column picture graph and Hundreds Chart Worksheet for 3’s and 4’s Describe what has been learnt from creating patterns Observation & Product analysis Giving reasons for number placement Individual TM

Clown cut-out resource.
Content Time EXPLORATION INDIVIDUALISATION Group Teacher’s Structure Role Assessment Resources What How Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Clown cut-out resource. Create and represent increasing number patterns Whole Class TD Observation& Product analysis Creating an increasing number pattern Coloured textas, scissors Individual TM 15 mins Column picture graph and Hundreds Chart Worksheet for 3’s and 4’s Describe what has been learnt from creating patterns Observation & Product analysis Giving reasons for number placement Individual TM Students can add something to their clowns that would form the basis of a 5s pattern and then create a column picture graph to represent the pattern. Work with students having difficulty during Exploration as capable students work independently Creating and continuing an increasing number pattern Extension worksheet

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Consolidate: St A. Tell me a number pattern you’ve learnt today? Can you give me an example? How about you St B, can you tell me a different number pattern we looked at today? Challenge: -Students stand in a circle with the teacher -Teacher has 2 balls, one each for ‘twos’ and ‘fives’. -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two. - include the ‘5’ ball where students continue by 5 Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Different sized coloured balls x 2, Magnetic shoes, Magnetic numbers, Magnetic board, x2 different coloured whiteboard markers, Hundreds Chart overhead, Describing and continuing number patterns Questioning and observing 8-10 mins Whole class TD Describe what has been learnt from creating patterns Conferencing and observing Identifying different ways to represent number patterns

LESSON PLAN KLA: Date: Class: Time: SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will: TEACHING AND LEARNING ACTIONS ORIENTATION: REFLECTIONS Content Time GUIDED DISCOVERY Group Teacher’s Structure Role Assessment Resources What How Maths 3/3/08 1M PAS1.1 and WMS1.5 Creates and describes simple number patterns that increase or decrease describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource 8 mins 5 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Consolidate: St A. Tell me a number pattern you’ve learnt today? Can you give me an example? How about you St B, can you tell me a different number pattern we looked at today? Challenge: -Students stand in a circle with the teacher -Teacher has 2 balls, one each for ‘twos’ and ‘fives’. -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two. - include the ‘5’ ball where students continue by 5 Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Different sized coloured balls x 2, Magnetic shoes, Magnetic numbers, Magnetic board, x2 different coloured whiteboard markers, Hundreds Chart overhead, Describing and continuing number patterns Questioning and observing 8-10 mins Whole class TD Describe what has been learnt from creating patterns Conferencing and observing Identifying different ways to represent number patterns

Stage One Outcome: PAS1.1 Creates, represents and continues a variety of number patterns, supplies missing elements in a pattern and builds number relationships. The resource could be used to demonstrate number patterns that increase or decrease through the addition of embellishments on the clowns that follow a pattern.

Lesson Planning Planning for Learning

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Lesson Planning Planning for Learning

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