Appendix 1

LESSON PLAN
SCHOOL OF
EDUCATION

LESSON ORGANISATION
Year Level: 2
Time:9am-10.30
Date:31.03.16
Learning Area:
Mathematics Number and Place Value

Students Prior Knowledge:

Recognise number order up to 1000
Have some prior knowledge of place
value
Understands the difference between
ones, tens and hundredths
Has previously used recording
butterflies for other lessons

Strand/Topic from the Australian

Curriculum
Recognise, model, represent and order
numbers to at least 1000 (ACMNA027)
Group, partition and rearrange
collections up to 1000 in hundreds, tens
and ones to facilitate more efficient
counting (ACMNA028)
General Capabilities (that may potentially be covered in the lesson)
Literacy
Numeracy ICT
Critical
Ethical
Personal
competen and
behaviour and Social
ce
creative
competen
thinking
ce
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres
Asia and Australias
Strait Islander histories
engagement with Asia
and cultures
Proficiencies:(Mathematics only)

Intercultu
ral
understan
ding

Sustainability

Number and Algebra

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:

Match sound of a number to the visual of a number

Demonstrate understanding of one, tens and hundredths

Teachers Prior Preparation/Organisation:

pre-record numbers on butterflys
Test recordings
Make number cards to match each of the
butterflys recording

Provision for students at educational

risk:
Students with hearing impairment
can have the volume on the app
adjusted. The talking butterflys can
be replayed until the student has
clear understanding or the
teacher/assistant can help the
students by repeating the recording.
The task can be made easier if
students are struggling and they can
also be made more challenging if
required
Each group will have an assistant to
ensure all students have the help and
guidance they require.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

Time

LESSON DELIVERY (attach worksheets, examples, marking key, etc,

as relevant)
Resources/Refer
Motivation and Introduction:
ences
Align these with
the segment
Students will sit on the mat
where
they will be
Teacher will begin discussion on place vale
introduced.
Teacher will use interactive white board to demonstrate
a few numbers and ask students to tell the class what
the numbers are
Hello everyone, today we will be doing an activity on place
value. Who can tell me what they think place value might be?
It is recognising what value each digit hold in a whole number.
Who can tell me what number this is? Who can tell me what


number is in the ones column, the tens column and the
hundredths column.
Lesson Steps (Lesson content, structure, strategies & Key
Questions):
1. The teacher will demonstrate to the children how the
butterflies work. 12 butterflies that the teacher has
previously recorded himself/herself saying numbers.
Some numbers will be two digit numbers such as
seventy six and some will be three digit numbers such
as four hundred and twenty one. This way the teacher
can assess how well students are at the activity and can
make it easier or harder for student to cater to their
individual learning abilities.
2. The teacher will now explain to the students the aim of
this activity is to carefully listen to the number recorded
on the butterfly and then find the matching number on
the number cards.

12 recorded
butterflies that
have previously
had numbers
recorded with
place values of
tens and
hundreds
Cards with
numbers on them
to match the
butterflies

3. The activity will now begin and students will now match
the sound of the number recorded on the butterfly to
the written number on the cards. Students will be
challenged to see if they can recognise what a number
sounds like out loud to what it looks like written down.
4. As they students continue this activity the teacher will
judge how well the students understand the task. The
teacher will assist where he/she can without taking over
the learning experience. The teacher may choose to
make the lesson harder or easier, depending on how the
child is managing, using the numbers with two place
values or three place values.

Lesson Closure:(Review lesson objectives with students)

Now the students will gather on the mat and discuss

what they have learnt. The teacher will ask students
what they did today, what they enjoyed, what they
found difficult and what they learnt.
The teacher will end the lesson by asking a few students
to demonstrate their findings by showing the class a
butterfly and the card and telling everyone why they
decided this butterfly matched this card.

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

Students are directed to put away anything left out from

the lesson
Students are asked to move back to their desks and
await the teachers next instructions

Assessment: (Were the lesson objectives met? How will

these be judged?)
We will be assessing childrens ability to recognise place value
of ones, tens and hundreds. We will be looking for students
ability to listen, view and create numbers with a place value up
to 100s.
We will assess this by questioning the students during the
lesson about what they are doing and how they have done it.
We will record my findings by taking photos of the students
when they are working on each activity, later these photos
could be used for an English lesson to write a recap of what
they have learnt about place value. We will also take notes
throughout the lesson on our findings. From our observations
we can recognise if the class are ready for the next stage in
learning place value or not. We can also look at students
individually and see if they need extra help to catch up.