PGCE (Primary) Lesson plan

Subject: Mathematics and Numeracy

No. of
Class P3 Date 6/2/06 Time Duration 35mins 27
children

Prior Learning
Children have been introduced to data handling with the tree diagram. They have used the tree
diagram to sort for two criteria.
Context :
Carroll diagram
Learning outcomes
• Children will be able to identify the area in which an item should be placed in a carroll
diagram
• Children will understand the concrete representation of the carroll diagram as
represented in pictorial form
•

Lesson Introduction (2-3 mins approx.) Resources

Lesson phase 1
(Share lesson outcomes with children, introduce key learning point, link to previous learning, set lesson
expectations)
Today boys and girls we are going to do some data handling. That means we
are going to do some sorting. We are going to sort ourselves using a carroll
diagram. Our carroll diagram will have four boxes to sort into. After we have
done the sort we are going to write what we found onto a page.
Lesson phase 2 (10mins approx.)
(Part of lesson where teacher teaches, new material is outlined, demonstrated and explained)
What is the diagram we are going to use?
A carroll diagram.

We are going to sort for girls and not girls. We are also going to sort for age 7 Mats in PE
and not age 7. hall.
What do you think our labels will be? Girl, Not girl, aged 7, not aged 7. String in
classroom.
We need to label the diagram.
Teacher demonstrates labeling the diagram.
Aged 7 not aged 7
Girl

Not Girl

Teacher explains that only girls can go along the top two boxes.
Only not girls can go along the bottom two boxes.
Only Aged 7 girls and not girls can go in the two left hand boxes.
Only not aged 7 girls and not girls can go in the two right hand boxes.

The top left box. Read the labels. Girl and aged 7. Who do you think can go in
this box? Only girls who are aged 7.
 PGCE (Primary) Lesson plan
Top right box. Read the labels. Girl and not aged 7. Who do you think can go
in this box? Only girls who are not aged 7.
Bottom left box. Read the labels. Not girl and aged 7. Who do you think can go
in this box? Only not girls who are aged 7.
Bottom right box. Read the labels. Not girl and not aged 7. Who do you think
can go in this box? Only not girls who are not aged 7.

Lesson Development (15-20mins approx) Resources

Lesson phase 3
(The key section of the lesson. Children are given the opportunity to make personal sense of the material they
have encountered, information becomes learning. Time needs to be spent on activities and tasks that enable the
learners to manipulate and interrogate information in order to make sense of it.)
If in PE hall
Each child takes it in turn to stand in the appropriate place in the carroll diagram. mats for
Children are asked to read the labels and think which box applies to them. boxes. If in
Teacher asks some children questions why are you in that box? Why are you classroom.
not in this box? String to
make boxes.
Focus of teacher interactions during learning phase
(Plan and describe what the teacher will do or who the teacher will work with once all the children have settled to complete their
tasks)
Teacher will work with the whole class assisting the children who are unsure of where they
belong in the diagram. Ask questions. Are you a girl or not girl? Are you aged 7 or not aged 7?

Lesson Conclusion (5-10mins approx.) Resources

Lesson phase 4
(Review, reflect and summarise lesson, ensure children know what they know, cement learning and
understanding and ensure that it is remembered)
Carroll diagram is drawn out on A3 sheet of paper as it was when the children
were placing themselves into the concrete one. Teacher explains what each A3 page with
box represents. Children have to come to the A3 page and write their name in carroll
the correct box. diagram
Assessment (What will you assess and how will you assess it?)
What? Children are able to identify an area in a carroll diagram where an item should be placed
according to certain criteria and can then transfer that data onto paper.
How? Observing the children as they are placing themselves in the carroll diagram. Asking
questions e.g. why are you in that box? Observing where children write their names on the
pictorial representation of the carroll diagram.