You are on page 1of 3

More or Less Mathematics Activity, Burrendah Primary School

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: KINDERGARTEN Date: Term 2, week 8 Students’ Prior Knowledge:

Learning Area: Mathematics The students are able to count from 0-10 and beyond
as well as identifying dice arrays from 1-6.

Strand & Content Description(s) from the Australian


Curriculum:
Mathematics
o ACMMG006 Use direct and indirect comparisons to
decide which is longer, heavier or holds more and explain
reasoning in everyday language.
o ACMNA003 Subitise small collections of objects.

General Capabilities ( areas that are covered in the lesson)


Personal and
Literacy Numeracy ICT Critical and Ethical
Social
Intercultural
competence creative thinking behaviour understanding
Competence
Cross-curriculum priorities ( areas that may be addressed in the lesson)
Aboriginal and Torres Strait Islander
Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives
As a result of this lesson, students will be able to:
 The students will be able to identify what more or less is by observing bear figurines.

Teacher’s Prior Preparation/Organisation: Provision for Students:


o Dice (6 sided) Students with vision impairments may be provided with
o Masking Tape larger text sheets or further assistance in retrieving the
o Bear Figurines correct materials for the activity.
o 10-Square Laminated Sheet
o Discussions For early finishers, they are to transition to the free play
o Questioning centres around the classroom.
o Anecdotal Notes
o Checklist Students who struggle to keep focused on the task at hand
will be provided with other alternatives (for example, if you
finish this work you will be able to go and play with the
blocks).
More or Less Mathematics Activity, Burrendah Primary School

LESSON DELIVERY Resources/References


Time
Motivation and Lesson Introduction:
No mat session is conducted for this lesson as it is primarily an assessment
tool to identify which students understand the more or less topic and those
students that do not.

10:00am Lesson Development:


Table Top Activity
o The students are asked in groups of 2 whilst the other students are
free playing in the available play centres around the classroom.

1. The table top activity is set up with bear figurines and two 10-square
laminated grids (one for each student).

2. The educator separates two colours of the figurines into containers.


As well as covering a dice with masking tape and drawing the
respective coloured dots on the six sides. Bear Figurines
For example, 3 red sides and 3 blue sides.
Dice (6 sided)

Masking Tape

10- square Laminated

3. The students will then role the dice cube and name the colour they
say. Once they have identified this, they will take the bear out of the
container in front of them and place the bear on their grid.

4. The students continue to roll the dice cube and placing a bear on the
grid until the whole grid is full.
The educator must use the prompts of “only one bear per square”.

5. The students will then sort their coloured bears by putting the red
ones on one side of paper and the blue on the other side. They will
then count each colour.
More or Less Mathematics Activity, Burrendah Primary School

6. The educator will then ask the students the questions of:
Which colour has more?
Which colour has less?
The educator may need to adapt this terminology depending on the
students understanding.

As recess takes place at 10:30pm if some students have not completed the
activity they will do so after recess or in the next session on another day.

It is important for the educator to praise the students as they are completing
their work to increase their self confidence.

10:30am Lesson Closure:


At the completion of the table top activity, the students will be assessed on
their level of understanding in terms of the following:
Discussions
o Could the students identify the colour on the dice.
o Were the students able to collect the correct coloured bear figurine,
Observations
place only one figurine in each box
o Can the students provide reasoning for their mathematical process.
Questioning
The educator may wish to use the prompts explained throughout the lesson
development to gather an understanding of these.

Assessment:
The students are observed during the table top activity through scaffolding
Anecdotal Notes
questioning which will be recorded in the form of anecdotal notes.
A more formalised assessment will be undertaken in the form of a checklist
Checklist
with the objectives as headings.
1. Identify the colour.
2. Identify which coloured pile is more or less.
3. Able to place one figurine in each box.

Early Years Learning Framework Outcomes


o Outcome Two – Children are connected with and contribute to their world.
- 2.4 Children are connected with and contribute to their world where they
become socially responsible and show respect for their environment.

o Outcome Five – Children are effective communicators.


- 5.1 Children interact verbally and non-verbally with others for a range of
purposes.
- 5.2 Children engage with a range of texts and gain meaning from these
texts.

o Outcome One – Children have a strong sense of identity.


- 1.3 Children have a strong sense of self through creatively expressing
ideas and responding to the ideas of others.
- 1.1 Children feel safe, secure and supported through developing their
emerging autonomy, inter-dependence, resilience and sense of agency.

o Outcome Four - Children are confident and involved learners.


- 4.1 Children develop dispositions for learning such as curiosity,
cooperation, confidence, creativity, commitment, enthusiasm,
persistence, imagination and reflexivity.
- 4.2 Children develop a range of skills and processes such as problem
solving, enquiry, experimentation, hypothesising, researching and
investigating.