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A2 ICT EST204

Week 1

Session 1-4 lesson plans

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Learning Area: Mathematics and Literacy Year Level : Class Size: Class and then
1/2 focus group of six students

Topic: Using Near Doubles to Add

Curriculum Connections

Number and Algebra

Level 1

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts(VCMNA089)

Literacy

Engage in conversations and discussions, using active listening behaviours, showing interest, and
contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly
and using appropriate volume and pace (ACELY1788)

Level 2

Explore the connection between addition and subtraction (VCMNA106)

Solve simple addition and subtraction problems using a range of efficient mental and written
strategies (VCMNA107)

Literacy

Listen for specific purposes and information, including instructions, and extend students own and
others' ideas in discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement
in an appropriate manner, speaking clearly and varying tone, volume and pace
appropriately (ACELY1789)

Learning Intentions

We are learning to master addition facts where the add ends are one apart

Success I can add doubles plus one to find the total

Criteria

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Assessment The pre assessment worksheet has been completed in the previous
maths lesson.
Students are place in learning level focus groups.

Focus Using Near Doubles to Add

10 minutes Students use class IPads for Mental Maths 10 minutes - Hit the button against the
clock.( each student has individual learning levels arranged by the teacher)

https://www.topmarks.co.uk/maths-games/7-11-years/mental-maths

Procedure

Review double facts. Write and model a doubles fact on the Interactive
Whiteboard using the pens and save the file for tomorrows review.

Have students sit in groups of four and make the doubles using the
counters ( use the smaller tens frames and smaller counters, the small
yellow square unifix as we use larger numbers)

Both addend are the same. Double 6 =12 or 6+6=12. Double 5 =10 or 5+5=10.

Write the following on the IWB

Doubles plus 1

2 + 2 is a doubles fact

2 + 3 is 1 more than 2 + 2

It is a doubles-plus -1 fact

When its a doubles- plus- 1 fact, we choose the smaller number to double 6+7=?
We double the 6 and add the one. 6+7 is 6 + 6 and 1 more.

What do we do to the 6 +6 to find 6 + 7? (Add 1) Why? (7 is one more than 6)

What is 6 + 6? (12) What is 1 more than 12?

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How do you know that 6 + 7 is a doubles-plus-1 fact? ( The addends are one
number apart)

Ask students to come up and write the answers on the IWB, save the page.

Focus Groups

Students complete the worksheet and use counters if needed. Once completer
students can work in pairs to make and record some doubles-plus -1 addition
facts of their own, roll a dice and turn the number in to a double plus 1 fact.

Students will take a photo of their doubles-plus -1 addition facts and I will add it
onto Seesaw.

Choose a student to read out the success criteria and then I sum up the lesson.

Reflection:

What have you learnt about doubles-plus-1 facts today? What can you tell me?

Resources Mental maths program: https://www.topmarks.co.uk/maths-games/7-

11-years/mental-maths
Interactive Whiteboard
Counters
Maths work book
Writing pencil
Seesaw, the online student learning portfolio:
https://web.seesaw.me/seesaw-for-schools/

Reflection How will I get students to reflect on their learning?

Evaluation

What worked well? What would I modify? What would I do differently next
time?

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Doubles Facts
Near Doubles Facts

Write the answer. Cut and paste onto the correct column

6+6= 7+7= 5+6= 2+3=

K Leahy_A2_EST204_S233006
Learning Area: Mathematics and Literacy Year Level : Class Size: Class and then
1/2 focus group of six students

Topic: Near Doubles

Curriculum Connections

Number and Algebra

Level 1

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts(VCMNA089)

Literacy

Engage in conversations and discussions, using active listening behaviours, showing interest, and
contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly
and using appropriate volume and pace (ACELY1788)

Level 2

Explore the connection between addition and subtraction (VCMNA106)

Solve simple addition and subtraction problems using a range of efficient mental and written
strategies (VCMNA107)

Literacy

Listen for specific purposes and information, including instructions, and extend students own and
others' ideas in discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement
in an appropriate manner, speaking clearly and varying tone, volume and pace
appropriately (ACELY1789)

Learning Intentions

We are learning to use double facts to learn near doubles facts

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Success I can use double facts to make near doubles facts
Criteria

Assessment How will I know that my intended learning outcomes have been achieved?

Focus Using Near Doubles to Add

10 Minutes Students use class IPads for Mental Maths 10 minutes Addition, Repair the
slide.( each student has individual learning levels arranged by the teacher)
Procedure
Choose a student to read out the learning intention.

You have learnt about doubles-plus-1 facts. These can also be called near
doubles facts. Today you will practise more near doubles facts by finding the

Review doubles: Review the IWB document created in previous lesson.

Students sit in pairs and take turns to ask each other a doubles fact from 1-10.
One student says 4, other says 8.

Students make doubles facts with unifix ( Use all the same colour) 3+3= 6, 5+5=
10, 8+8=16

Now make near double facts by adding 1 more (different colour) 3+4=7, 5+6=11,
8+9=17

Near doubles are two numbers that differ by one, such as 2 and 3 or 8 and 9.

Focus Group

Play the Candy Land near doubles board game in pairs and record your near
doubles on the sheet provided.

At the end of the lesson each pair will stand up and read out a near doubles
equation and the answer to their peers.

Reflection:

At the end of the lesson each pair will stand up and read out a near doubles
equation and the answer to their peers.

Ask a student to read out the success criteria, sum up the lesson.

Resources Interactive Whiteboard

Repair the slide

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Dice
Unifix
Maths book
Writing pencil
Reflection How will I get students to reflect on their learning?

Students will present a near doubles equation to their peers.

Evaluation What worked well? What would I modify? What would I do differently next
time?

K Leahy_A2_EST204_S233006
Learning Area: Mathematics Year Level : Class Size: Class and then
1/2 focus group of six students

Day: Week 1, Lesson 3

Topic: Revision

Curriculum Connections

Number and Algebra

Level 1

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts(VCMNA089)

Literacy

Engage in conversations and discussions, using active listening behaviours, showing interest, and
contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly
and using appropriate volume and pace (ACELY1788)

Level 2

Explore the connection between addition and subtraction (VCMNA106)

Solve simple addition and subtraction problems using a range of efficient mental and written
strategies (VCMNA107)

Literacy

Listen for specific purposes and information, including instructions, and extend students own and
others' ideas in discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement
in an appropriate manner, speaking clearly and varying tone, volume and pace
appropriately (ACELY1789)

Learning Intentions

We are learning to master addition facts where the add ends are one apart

Success I can add doubles plus one to find the total

Criteria

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Assessment Class discussion on yesterdays lesson, revision

Focus Using Near Doubles to Add

10 Minutes Students use class IPads for Mental Maths 10 minutes Loop Cards.( Each
student has individual learning levels arranged by the teacher)
Procedure
Choose a student to read out the learning intention

How could I make a near double fact?

Using counters on the carpet show me the following: Use a small white
board to write equation for students to look at.

6+6=? (12) Thumbs up if its a doubles fact, thumbs down if its a doubles-plus -1
fact.

6+7=? (13) Thumbs up if its a doubles fact, thumbs down if its a doubles-plus -1
fact.

3+4=? (7) Thumbs up if its a doubles fact, thumbs down if its a doubles-plus -1
fact.

4+4=? (8) Thumbs up if its a doubles fact, thumbs down if its a doubles-plus -1
fact.

Create a poster called Addition Strategies. Students can come up and write their
own equation.

It can be either a double fact or a near double.

first, when its your turn come up and show me then write it on the poster.

Focus Groups

In pairs students have a set of number cards (0-10) each. Shuffle the cards and
hold them in their hands. Both students turn over the top card at the same time,
students use their addition strategies to add the two numbers on the cards

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together. The first student to say the correct answer gets a point or a counter.
The first to 10 points wins.

Reflection:

What is something thing you could tell me about todays addition strategies?

Choose a student to read out the success criteria written on the board.Sum up
the lesson.

Resources Interactive Whiteboard

Loop Cards https://www.topmarks.co.uk/maths-games/7-11-years/mental-maths
Writing pencil
Maths workbook
1x small whiteboard
Set of number cards (1-10)
Reflection How will I get students to reflect on their learning?

Students can share their addition strategy equation with their parents on Seesaw
and discuss what they were learning.

Evaluation What worked well? What would I modify? What would I do differently next
time?

K Leahy_A2_EST204_S233006
Learning Area: Mathematics and Literacy Year Level : Class Size: Class then
1/2 focus group of six students

Day: Week 1, Session 4

Curriculum Connections

Number and Algebra

Level 1

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts(VCMNA089)

Literacy

Engage in conversations and discussions, using active listening behaviours, showing interest, and
contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly
and using appropriate volume and pace (ACELY1788)

Level 2

Explore the connection between addition and subtraction (VCMNA106)

Solve simple addition and subtraction problems using a range of efficient mental and written
strategies (VCMNA107)

Literacy

K Leahy_A2_EST204_S233006
Listen for specific purposes and information, including instructions, and extend students own and
others' ideas in discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement
in an appropriate manner, speaking clearly and varying tone, volume and pace
appropriately (ACELY1789)

Learning Intentions

Success I can add numbers in any order

Criteria

Assessment How will I know that my intended learning outcomes have been achieved?

Focus Using Near Doubles to Add

10 Minutes Students use class IPads for Mental Maths 10 minutes Speed Challenge,
student has individual learning levels arranged by the teacher)

Procedure Choose a student to read out the learning intention written up on the board.

Ask 3 girls and 2 boys to stand up. Write the addition equation 3+2=5. Have the
girls and boys swap the order.

Write the new equation 2+3=5. Does the total change? No

We can add numbers in any order and the total will be the same

Use two 10 frames, put 4 counters on one and 5 on the other, 4+5 =? (9) Now

Do another one, 6 + 4=? (10) Reverse the ten frames around, has the answer
changed?

Focus groups

3 Dice Roll-off

Working in pairs, students roll one dice each and they then use their addition
strategies to add up the total shown.

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Students can use the white boards and markers to write their answers, write 4
equations, choose one equation to explain the addition strategy that you used to

Seesaw program

Writers pencil

counters

Reflection How will I get students to reflect on their learning?

Students will reflect on their choice of addition strategies during their video
presentation

Evaluation What worked well? What would I modify? What would I do differently next
time?

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