Lesson Plan Template 1 Primary & Secondary

Unit/Topic: Mathematics/ Describing patterns that involve addition or

subtraction
Date: 31/05/2016
Key Learning Area: Year 2: C2C Unit Unit 2 & Year 3: C2C Unit Unit 2
Year Level: 2
LESSON OUTCOME
(Key Knowledge and Skills students should achieve in the lesson taken from relevant
curriculum documents.)
Year 2 Content Description:
Patters and Algebra
Odd and even numbers
Describe patterns that involve adding or subtracting 3
Represent numbers in the 3s counting sequence
Identify the next numbers in a 3s counting sequence
Describe and continue number sequences using mathematical
language
o Identify pattern rules for number sequences
o Identify missing elements in a number sentence
o
o
o
o
o

Year 3 Content Description:

Patterns and Algebra
o Extend pattern rules for familiar four-digit number patterns
o Consolidate identifying and continuing additive four-digit number
patterns
o Extend identification of missing elements in four-digit number
patterns

LESSON STRUCTURE:
Time

Introduction (Set):

Teaching
Approaches

2
Mins

WALT We are learning to We are learning

about patterns including subtraction and addition.
WILF What Im looking for Students to be
able to create a pattern for their peer to solve
using the Blank Star worksheet.

e.g. DOL strategies, grouping

strategies
DOL Strategies:
Strategy One - Attitudes and
Perceptions

Strategy Two - Extend and

Refine Knowledge
Strategy Four - Use Knowledge
Meaningfully
Grouping Strategies:
Within class performance
grouping.

Time
40
mins

Main Content:
-

Explain to students that we are going to

make patterns using addition and
subtraction.
Give the students the blank star chain
worksheet and ask them to put their
names on it. Use one of the big foam
dices to roll to start students with their
first number in their pattern. Roll the dice
again to determine a number to add to the
starting number. Follow on with a
number to subtract with. Give students
individual dice to complete the star chain
with. Ask students when completed to
hand to a peer who is also completed to
complete the pattern (solve). Check the
students work to ensure that the
mathematical sums are correct.
Continue onto patterns with the students,
Blue tac MABs to the board to create
patterns and ask the students to write on a
student whiteboard the pattern using the
numbers from the MABs shown on the
board. Ask the students to complete the
pattern by writing the next number in the
pattern. Solve the pattern on the board
showing the students the working out and
the rule of the pattern. Complete another
number sequence on the board.

Teaching
Approaches
DOL Strategies:
Strategy One: Attitudes and
Perceptions.
Strategy Three: Extend and
Refine Knowledge
Strategy Four: Use Knowledge
Meaningfully.
Grouping Strategies:
Within class performance
grouping.

Classroom Management: Sitting on a spot on

the carpet to ensure enough space for a circle
around the pattern.
Differentiation: Scaffold to higher numbers and
harder patterns dependent on the students in the
group. Ensure that no students arent able to get
out of the learning pit.
Time

Conclusion:

Teaching

Approaches
2 mins Revise with students the patterns that we have
just covered.

DOL Strategies:
Strategy Four: Use Knowledge
meaningfully.
Strategy Five: Habits of mind.

Resources
(Include equipment required for class and/or for teacher preparation)
Show me boards
Whiteboard markers
MABs
Blank Star Chain Worksheet

Safety Considerations/Materials
Students to sit at their desks. No students to roam around the roam.

Assessment
Formative Assessment by asking students to complete some of the patterns themselves.
E.g. you do.