Lesson Planning Planning for Learning

1. Lesson Planning Planning for Learning University of Newcastle EDUC2048 Semester 1, 2009 MARCH 30th Kate Ferguson-Patrick Thanks to Paul Shearman for OGER lesson

2. QT – underpins OGER lesson planning • Four central questions: • 1. What do you want the students to learn? • 2. Why does that learning matter? • 3. What are you going to get the students to do or produce? • How well do you expect them to do it?

3. What do you want them to learn?

4. Why does that learning matter?

5. What are you going to get the students to do or produce?

6. How well do you expect them to do it?

7. Lesson Structures These help shape planning for the lesson: • Needs of learner/s • Systemic expectations of curriculum and school • Community of the school, • Teacher’s own knowledge, skills, interests and resources

8. Consider the Learner • What are the learner’s needs? • What are the learner’s strengths? • What does the learner already know? • How does the learner learn best? • Who can support this learner?

9. Teacher • What are my teaching strengths? • What is my knowledge of the content? • How will I manage learning in this lesson? • What resources can I access? • How will I assess learning? • How will I reflect in action?

10. Lesson Plan • OGER • Start with the syllabus outcome • How do we choose the appropriate outcome/s? -

11. The Indicators • Describes.. • Gathers information… • Identifies… • Listens to… • Distinguishes between… • Sequences… • Uses… • Writes… • Contributes to…

12. Writing a Lesson Plan • Identifying the outcome *** WS1.9 and specific indicators - Writes basic procedures • Identifying exactly what the learners will do in this lesson***Learners will write simple instructions for a known procedure involving a few steps in sequence

13. Timing • Consider • Age • Motivation • Context • Focus

14. Orientation • Focus • Engage • Access • Capture learners’ attention • Focus to new task • Different stimuli – visual, auditory, kinaesthetic

15. Orientation • This is where you: • Focus the students attention on the task at hand • Engage and motivate the students to become involved in the lesson • Access learners background or prior knowledge

16. Guided Discovery • Explicit teaching • Use CARE questioning to guide learners’ discovery • Commmunicate • Accepting • Responding • Extending

17. Guided Discovery • This is where you explicitly demonstrate, model and explain what you say the students will be assessed on - the indicator/s

18. Exploration • Explore and construct own understanding • Rehearsal, organisation, elaboration • Interact with other learners and the environment • Assisted or monitored

19. Exploration • This is where the students demonstrate their understanding of the topic • Where the students “explore” what you have demonstrated /modelled / explained in the Guided Discovery

20. Individualising • Different rates • Extension activity needed – extend lesson focus for advanced learners • Remedial activities for others

21. Individualising • This is where you provide opportunities for advanced learners to extend their learning and support for those who need it

22. Assessment • The “What” and “How” • What do you want the students to learn? • Why does that learning matter? • What are you going to get the students to do (or to produce)? • How well do you expect them to do it?

23. Assessment • This is where you assess the indicator/s you said you would be teaching and the students would be doing

24. Reflection • Share /Justify / Explain • Consolidate • Challenge / Extend • Reflect • Resources

25. Reflection • This is where you give opportunities for students to share / justify / explain their learning • Consolidate the lesson’s focus • Challenge and extend the learning and help learners reflect on their learning

26. Content • This is the subject matter or the specific skills being taught at that time in the lesson

27. Lesson Reflection • Based on ‘in action’ during lesson and the assessment of the learning • Reflection “on action” after the lesson

28. References • Hinde-McLeod, J. & Reynolds, R. (2007). Quality Teaching for Quality Learning, South Melbourne: Thomson Social Science Press • Hinde-McLeod, J. & Reynolds, R. (2003). Planning for Learning, Tuggerah: Social Science Press • Brady, L & Scully, A (2005). Engagement: Inclusive Classroom Management, Frenchs Forest: Pearson Education

29. OGER Lesson Planning

30. Maths 3/3/08 1M 11.30 - 12.30 PAS1.1 and WMS1.5 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource • Creates and describes simple number patterns that increase or decrease (p74) • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) (p74)

31. Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5

32. Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two

33. Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two

34. Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Describing and continuing number patterns Describe what has been learnt from creating patterns

35. Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Describing and continuing number patterns Describe what has been learnt from creating patterns

36. Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Questioning and observing Describing and continuing number patterns Conferencing and observing Describe what has been learnt from creating patterns

37. Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Describe your pattern. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Questioning and observing Describing and continuing number patterns Conferencing and observing Describe what has been learnt from creating patterns

38. Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Questioning and observing Describing and continuing number patterns Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns

39. Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Questioning and observing Describing and continuing number patterns 8-10 mins Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns

40. Whole class TD Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Questioning and observing Describing and continuing number patterns 8-10 mins Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns

41. Whole class TD Maths 3/3/08 1M 11.30 - 12.30 Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Different sized coloured balls x 2, Magnetic shoes, Magnetic numbers, Magnetic board, x2 different coloured whiteboard markers, Hundreds Chart overhead, Questioning and observing Describing and continuing number patterns 8-10 mins Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns

42. Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided.

43. Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns Giving reasons for number placement

44. Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns 15 mins Giving reasons for number placement

45. Whole Class TD Individual TM Individual TM Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns 15 mins Giving reasons for number placement

46. Creating an increasing number pattern Observation& Product analysis Whole Class TD Individual TM Observation & Product analysis Describe what has been learnt from creating patterns Individual TM Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Create and represent increasing number patterns 15 mins Giving reasons for number placement

47. Creating an increasing number pattern Observation& Product analysis Whole Class TD Individual TM Individual TM Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Clown cut-out resource. Create and represent increasing number patterns Coloured textas, scissors Column picture graph and Hundreds Chart 15 mins Worksheet for 3’s and 4’s Observation & Product analysis Describe what has been learnt from creating patterns Giving reasons for number placement

48. Creating an increasing number pattern Observation& Product analysis Whole Class TD Individual TM Individual TM Using the clown cut-outs, “unfold one clown at a time”, students will identify the number of buttons and represent this increasing number pattern (increasing by 3s) on a column picture graph worksheet which has been based on the guided discovery work. Students will also represent this information on a Hundreds Chart by colouring in the correct numbers for the 3s pattern. On a separate worksheet students repeat the process however, this time identifying the number of stars (increasing by 4s). Students should predict and colour the pattern for the remainder of the hundreds chart on both worksheets and describe their pattern in the spaces provided. Clown cut-out resource. Create and represent increasing number patterns Coloured textas, scissors Column picture graph and Hundreds Chart 15 mins Worksheet for 3’s and 4’s Observation & Product analysis Describe what has been learnt from creating patterns Giving reasons for number placement Students can add something to their clowns that would form the basis of a 5s pattern and then create a column picture graph to represent the pattern. Work with students having difficulty during Exploration as capable students work independently Creating and continuing an increasing number pattern Extension worksheet

49. Whole class TD Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Consolidate: St A. Tell me a number pattern you’ve learnt today? Can you give me an example? How about you St B, can you tell me a different number pattern we looked at today? Challenge: -Students stand in a circle with the teacher -Teacher has 2 balls, one each for ‘twos’ and ‘fives’. -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two. - include the ‘5’ ball where students continue by 5 Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Different sized coloured balls x 2, Magnetic shoes, Magnetic numbers, Magnetic board, x2 different coloured whiteboard markers, Hundreds Chart overhead, Questioning and observing Describing and continuing number patterns 8-10 mins Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns

50. Whole class TD Maths 3/3/08 1M 11.30 - 12.30 • Creates and describes simple number patterns that increase or decrease • describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (Reflecting) Learners will be able to identify increasing number patterns through different representations on column picture graphs and hundreds charts using a clown resource PAS1.1 and WMS1.5 5 mins 8 mins Focus: Teacher stands at the front of the classroom. Students copy the Teacher’s actions when focussed. Eg- One arm in the air, finger on nose, or clicking. Engage: Teacher- “We’re going to do some work on patterns today. We’ll be looking at how to work out the next number in a pattern, and using patterns in some fun activities and games! When do we use patterns in our everyday life?” games, colouring, drawing, building etc Access: Ball Game -Students stand in a circle with the teacher -Teacher has a ball, labelled ‘twos’ -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two Consolidate: St A. Tell me a number pattern you’ve learnt today? Can you give me an example? How about you St B, can you tell me a different number pattern we looked at today? Challenge: -Students stand in a circle with the teacher -Teacher has 2 balls, one each for ‘twos’ and ‘fives’. -Starting with the ‘twos’, the students throw the ball around the circle, each time a student throws the ball they continue the number pattern forward by two. - include the ‘5’ ball where students continue by 5 Students will be seated in a group on the floor. Four students will be selected to stand at the front and in turn, identify the number of shoes they are wearing. Magnetic shoes will then be placed onto the board to form a column picture graph (increasing by 2s). “Can anyone see a pattern here?” Students will be questioned to identify any patterns. Magnetic numbers will then be placed beneath each column to represent the number relationship. Students will again be asked to identify a pattern and a possible relationship. Predict what will come next. “Explain how you worked that out?” Identify relationship. “Another way to represent this pattern is on a Hundreds Chart.” Students selected to circle the numbers on the hundreds chart overhead. As a whole class, work through predicting and colouring further numbers to continue the pattern. Creating and describing a number pattern through the use of a column picture graph Different sized coloured balls x 2, Magnetic shoes, Magnetic numbers, Magnetic board, x2 different coloured whiteboard markers, Hundreds Chart overhead, Questioning and observing Describing and continuing number patterns 8-10 mins Conferencing and observing Describe what has been learnt from creating patterns Identifying different ways to represent number patterns