Rosendale, AF Lesson Study: Research Lesson Planning
Date:
17.10.14
Year group:
School:
Rosendale
People present:
Anja, Helen, Olivia, Eileen
Date of research lesson:
17.11.14
Permission to video
lesson:
Research lesson title:
Money Muddle
Place of lesson in the
sequence:
Year and ability group
Year 2
Number of children
Impact focus (from
Impact Framework):
Anja to fill in
Initials of focus children
(from Impact
Framework):
Year 2
Yes:
No:
30
Anja to fill in
Lesson description:
In this lesson children will develop their reasoning skills through a structured guessing game based on
money. The lesson then moves to a problem where children have to systematically generate a list of
possible solutions using replicate money materials and then find a way of recording.
Research Questions:
 Can children work independently from an adult and systematically
within their teams using the resources and modelled strategies?
 What language of reasoning do the children use?
 Does teamwork help the children to learn from one another?
Lesson objectives
I am learning to be systematic when solving a problem and explain my
thinking.
Phase A - 10 minutes
Tell the children “I don’t know whether I need to go the bank tonight on the
way home! I need to see how much money I have in my purse…what might I
have?” Choose children to feedback. Get purse out, count out my notes,
“oh…I only have 1 coin!” Ask children to hold up a coin. Ask child who has
matching coin how they knew? Now tell them to shut their eyes, hide a coin
in your hand. They have 5 questions to find out what it is, I will answer yes or
no. Children to discuss what a good question might be within their teams.
Play the game once or twice as whole class, cross of questions left as you go.
Phase B – 10 minutes
Children to now play the game in teams. Teacher to choose child from each
team to start.
Phases within the
lesson, purpose, and
neriage:
Phase C - 15
Tell children the story of going to the supermarket with a young child who
wants to go on the ride (display visual). “The ride costs 30p and I only have 2
coins in my purse!” Ask children to talk in pairs using coins to work out what
these would be. After a few minutes, show the coins they have selected. “On
the way out, I have more coins, because I used my note for groceries and got
some change” We can now have another go on the ride as we have more
coins. What coins could we use? On whiteboard, start with 20 and 10 then
model process of exchanging coins and model how to record on separate
sheet, tell them you’re not concerned about drawing coins ‘exactly’ Model
20/10, 20/5/5, 20/5/2/2/1, ask them what the next line would be. Direct
children to activity, explain they will work in their teams, use the coins to
exchange and record/ discuss as a whole group.
Phase D – 20 minutes
Children continue activity as directed in their teams.
Phase E – 5 minutes
Final questions
“How many ways have you found?
“Have you been systematic?”
“Were there any coins you did not need?”
“If it was 40p do you think there would be more/less options?”
Materials:
IWB – Coins for starter, image of ride, coins for exchange
Whiteboard
Coins (and pots) – 1p to £2
Pre prepared A3 sheet with first 3 rows completed
Planned teacher – student interaction
Key questions that the teacher will pose
Phase A
‘How did you know?’
During the 5 questions activity
‘What is a good question?’
Phase B
Phase C
Phase D
Phase E
Anticipated student responses
I guessed’
‘Is it 20p?’
Key discussion points (question stems for
guidance only)
What do the observers need to know about the
class?
Decisions made / how points were resolved
We discussed the different children with special
needs; the need for name labels, and that in the
morning of the lesson we would discuss the
current of the class.
How to ensure children have enough time to …..?
Reassure the children that they probably won’t
finish their list.
How to support children who struggle with ….?
We discussed how to start children off on the
recording. We decided to have a pre-prepared
sheet with the first 3 rows done in a systematic
way but using representations of coins.
What vocabulary should we use?
We discussed whether the children needed to
know the word ‘systematic’ and we decided that
we would use the word when sharing the
learning objective, throughout the activities as
well as in the final plenary.
We discussed how to ensure we have the time
for phase D. We decided that in phase B children
would stay on the carpet.
What should we do if we run out of time?
We discussed the amount that the ride would
cost so that it has different combinations of coins
but that it remains realistic. We decided that 30p
was a good number.
We discussed how to give it an engaging and
purposeful context and we decided that Anja
would get out her own purse.
We discussed how to ‘teach’ children to be
systematic. Our decision was that Anja will
model being systematic and then use a preprepared sheet.
Focus for observers (should relate closely to Research Question)




Do children use the language modelled by the teacher?
How do the teams go about their independent work? (phases B/D)
How do the social dynamics affect the team work?
What support do children offer each other?