Generic Lesson Planning Template
Year Level/s: Year 3
Date: 17/05/2012
Curriculum topic: Year 3 Mathematics- Number patterns
Syllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus or curriculum?)
Year 3 Mathematics- Number and place value:
Investigate the conditions required for a number to be odd or even and identify odd and even numbers.
Duration: 1 Hour
Lesson Objective: What specific part of this broad goal does this lesson aim to develop? A good objective must indicate “Given what, Do what, How well?”
Given the stated curriculum above and that provided on the C2C planning framework, grade three students will revise number patterns and as they do so, identify odd and
even numbers.
Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) do students need to develop?
Students need to know ...
Students need to be able to …
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

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What a number sequence is
How to work out what is changing each time
How to write up the sum of an equation
Taking note of whether the numbers end in an odd or even digit can help
determine the following terms of the pattern.
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Identify number patterns
Continue on number sequences
Identify odd and even numbers and how these form patterns
Create their own number sequence in order to peer teach other students
Evaluation/ Monitoring and Assessment:
Prior Knowledge: (How will I find out what the
Formative Assessment: (How will I monitor student
Summative Assessment: (How will I provide concrete
students know and/or remember?):
understanding along the way?):
evidence of student learning?):
Prior knowledge will be ascertained through looking
over previous work covered by the students and the
goals of the prior year’s curriculum. It will also be
uncovered through monitoring student’s answers to
questioning about the topic.
Formative assessment is taken consistently
throughout lessons as the teacher monitors student
participation, answers to questioning and written
work accuracy. The teacher can also gauge student
understanding
through
monitoring
on-task
behaviour.
Lessons take place between 9:30-10:30. Between 10:0010:30, students complete textbook or written activities that
allow for the teacher to collect concrete evidence of what
students have learnt.
Students also participated in a mini test at the end of the
number unit and a purchasing activity at the end of the
money unit to demonstrate their learnings.
Resources
needed:
-Student utensils
-Classroom computers
-Microsoft Word
–Student math books
– The Interactive Whiteboard (IWB)
-Calculators
-Simple addition number patterns work sheets
- Student textbooks or work activities
-Whiteboard/markers
Teaching Strategies and Learning Steps
What to say
Organisation/Resources
Individualising learning
Introduction - key learnings and how they will be achieved (Consider strategies, relevance, individual/group work, clarify student understandings of task, student voice, student choice etc.)
Time Allocation: 5 minutes
Year three’s are introduced to the morning’s lesson through a stimulus question that
is presented creatively in a Word document on the Interactive Whiteboard. This
question should focus on number sequencing but be slightly more advanced than
those given to the year twos as the grade threes should have already covered that
content. The question could look something like this: 20, _, 24, _, _, 30, _, 34, _, _, 40
“What are the missing numbers? How do you know?” Have students work out what is
changing each time, what the missing numbers are and then write up the sum. For
example, this equation’s sum can be written 20 +2 +2 +2 +2 and so on. Explain that
this is the same as counting up in two’s and if they start on an even number they will
always count up in even numbers. Provide each student with a calculator and have
them double check their answers. Then ask them questions such as what would be
the next two terms? Once figuring out how the patterns continue on, students should
be becoming familiar with the new concept.
What key messages will I convey?
How to solve missing
numbers in a number
equation.
How to identify if the
numbers are following a
pattern of being odd or
even and if this can help
determine the answers.
How will I organise learning
activities and utilise resources? ......
How can I make adjustments to
meet individual student needs? ......
Students will alternate
between facing the
SmartBoard and whiteboard
at their desks to being
positioned at the computers
present in the classroom.
As there is an intellectually
impaired student in the class
a teacher aid is in place to
assist these students one on
one. As for students who
complete activities at
varying paces, there are
procedures in place for early
and slow finishers.
Lesson Body - step by step outline of learning experience sequence (Consider HOTS tasks, monitoring understandings, provision and use of resources, general student responsibilities etc.)
Time Allocation: 25 minutes
During this phase students will each use a computer in the classroom to complete
online work sheets that have number patterns on them like the one above.
These number sequences will vary in how many they increase each time, and then
how much they decrease by each time. Having students complete these activities on
the computer provides a template already created for students to work with and is
easy to save for later reference when assessing student learning. As a final activity,
students can return to their desks and think of a number pattern with spaces missing,
for other students in the class to complete. Take it in turns to have students write
their number pattern onto the whiteboard while the rest of the class must solve it.
What questions will I ask? .....
Are the numbers getting
greater in value or smaller in
value?
What is changing each time?
How would you write this as
a sum?
How can this be checked on
a calculator?
Will our answers be odd or
even?
How will I handle the transitions
between activities?
How will I know if students are
achieving the learning objective/s?
Students alternate between
being positioned as a group
on the floor in front of the
Interactive Whiteboard and
as independent workers at
their desks. This helps
provide a clear and smooth
transition between activities
Through questioning and
monitoring of on-task
behaviour, participation and
the summative assessment
students complete.
Conclusion - reviewing learning/ Summarising/Articulating where to next (Strategies to capture learning that occurred and move thinking forward.)
Time Allocation: 30 minutes
For the final phase of this lesson, students will complete the year three primary
mathematics workbook page 100 as well as Targeting Maths Yr 4 page 20. These
activities are in place to provide documentation of student work and learning and to
help students apply the knowledge they have gained.
How will I help students to
synthesise learnings?
What plans are in place for those
who finish early?
What about those who need more
time?
Learnings were synthesised
as students are recapping
what they already know
about number sequences.
This is also achieved through
having students apply their
learnings to individual work
at the end of the lesson.
Students can complete work
they haven’t already
finished or play a relevant
game using Sheppard’s
Software/similar program
on the class computers.
Offer one on one time with
the teacher/teacher aide
during breaks and class time.
Allow the student to take
work home to complete it at
their own pace.
Reflection and Adjustments
Did students learn what they were supposed to?
(Self-evaluation of learning experience outcomes)
How could this lesson be improved for next time?
(If I was to teach this lesson again what would I change and why?)
Students participated enthusiastically as they enjoyed using calculators (as this
was out of the norm). They also engaged well with creating their own number
patterns. Some however, struggled to grasp how they can work out what is
changing each time.
For the future, during the beginning of this lessons I would recap more with the
students about counting up in twos, fives, tens, threes and sevens before
introducing them to this task as some of them could not recognise how many the
number sequences were going up by each time. This would hopefully bridge them
into thinking “What is being added each time?”
What’s next?
(Points to inform subsequent lesson)
How were authoritative pedagogies supported?
As this is the end of the unit for the grade threes the next lesson will be on money
and will be introduced at the start of the new week.
(e.g. Productive Pedagogies, Bloom’s Taxonomies, Habits of Mind)
This was a constructed lesson as students were required to foster a lot of their
own learning as well as peer teach and use higher order thinking to complete the
missing components of a number sequence.
References to remember:
DadsWorkSheets.com (2011) . Simple Addition Number Patterns worksheet. Retrieved May 22, 2012, from
http://www.dadsworksheets.com/v1/Worksheets/Number%20Patterns/Addition_Patterns_1_V4.html