oger lesson planning

OGER Lesson Planning

LESSON PLAN

KLA:

Date: Class: Time:

SYLLABUS OUTCOME/S & INDICATOR/S In this lesson the learners will:

TEACHING AND LEARNING ACTIONS

ORIENTATION: REFLECTIONS

Content Time GUIDED DISCOVERY

EXPLORATION

INDIVIDUALISATION

Group Teacher’sStructure Role

Assessment Resources

What How

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

Maths

3/3/08 1M 11.30 - 12.30

• 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)

LESSON PLAN

KLA:

Date: Class: Time:





EXPLORATION

INDIVIDUALISATION



What How

PAS1.1 and WMS1.5

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

• 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

LESSON PLAN

KLA:

Date: Class: Time:





EXPLORATION

INDIVIDUALISATION



What How

PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30


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 etcAccess: 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

• 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)

LESSON PLAN

KLA:

Date: Class: Time:





EXPLORATION

INDIVIDUALISATION



What How

PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30


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 etcAccess: 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


LESSON PLAN

KLA:

Date: Class: Time:





EXPLORATION

INDIVIDUALISATION



What How

PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30




Describing and continuing number patterns

Describe what has been learnt from creating patterns

LESSON PLAN

KLA:

Date: Class: Time:





EXPLORATION

INDIVIDUALISATION



What How

PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30


8 mins

Questioning and observing

Conferencing and observing

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 etcAccess: 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




LESSON PLAN

KLA:

Date: Class: Time:




Content Time GUIDED DISCOVERY Group Teacher’sStructure Role


What How




PAS1.1 and WMS1.5


Maths

3/3/08 1M 11.30 - 12.30



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.


LESSON PLAN

KLA:

Date: Class: Time:






What How



Maths

3/3/08 1M 11.30 - 12.30



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

Identifying different ways to represent number patterns



PAS1.1 and WMS1.5


LESSON PLAN

KLA:

Date: Class: Time:






What How



Maths

3/3/08 1M 11.30 - 12.30






8-10 mins



PAS1.1 and WMS1.5


LESSON PLAN

KLA:

Date: Class: Time:






What How



PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30






8-10 mins

Whole class

TD




LESSON PLAN

KLA:

Date: Class: Time:






What How



PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30






8-10 mins

Whole class

TD

Different sized coloured balls x 2, Magnetic shoes,Magnetic numbers,Magnetic board,x2 different coloured whiteboard markers,Hundreds Chart overhead,




Content Time EXPLORATION Group Teacher’sStructure Role


What How

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.



What How



Create and represent increasing number patterns

Giving reasons for number placement



What How




15 mins




What How




15 mins

Individual TM

Individual

TM

Whole Class

TDCreate and represent increasing number patterns



What How




15 mins

Individual TM

Individual

TM

Whole Class

TD

Observation& Product analysis

Creating an increasing number pattern






What How




15 mins

Individual TM

Individual

TM

Whole Class

TD




Clown cut-out resource.

Coloured textas,scissors

Column picture graph and Hundreds Chart

Worksheet for 3’s and 4’s



Content Time EXPLORATION

INDIVIDUALISATION



What How




15 mins

Individual TM

Individual

TM

Whole Class

TD








Extension worksheet

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



LESSON PLAN

KLA:

Date: Class: Time:






What How



PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30






8-10 mins

Whole class

TD


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




LESSON PLAN

KLA:

Date: Class: Time:






What How



PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30






8-10 mins

Whole class

TD



5 mins




LESSON PLAN

KLA:

Date: Class: Time:






What How



PAS1.1 and WMS1.5

Maths

3/3/08 1M 11.30 - 12.30






8-10 mins

Whole class

TD



5 mins

13

6

8

1.DK 2. DU 3. PK 4. HOT 5. M 6. SC 7. EQC 8. En 9. HE 10. SS 11. SSR 12. SD 13. BK 14. CK 15. KI 16. I 17. C 18. N




6

Content Time EXPLORATION

INDIVIDUALISATION



What How




15 mins

Individual TM

Individual

TM

Whole Class

TD








Extension worksheet

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 more capable students work independently

Creating & continuing an increasing number pattern


1

16

1.DK 2. DU 3. PK 4. HOT 5. M 6. SC 7. EQC 8. En 9. HE 10. SS 11. SSR 12. SD 13. BK 14. CK 15. KI 16. I 17. C 18. N


Stage OneOutcome: PAS1.1 Creates, represents and continues a variety of number patterns, supplies missing elements in a pattern and builds number relationships.The resource could be used to demonstrate number patterns that increase or decrease through the addition of embellishments on the clowns that follow a pattern.

1.DK Deep Knowledge Focus on a small number of key ideas or concepts2. DU Deep Understanding Students demonstrate a profound and meaningful understanding, perhaps

outside of the context (or KLA) in which it was aught3. PK Problematic Knowledge Knowledge has been constructed therefore open to interpretation; multiple

perspectives should be encouraged to be considered, there is more than one correct answer or strategy

4. HOT Higher Order Thinking Thinking that requires analysis, synthesis and evaluation (see Bloom’s Taxonomy)

5. M Metalanguage The use and explanation of explicit language and technical terms specific to the domain of learning

6. SC Substantive Communication Sustained conversation about the key ideas or concepts on which the lesson is based 7. EQC Explicit Quality Criteria Students are told what makes quality work and his forms a reference point for

development and assessment of work8. En Engagement Most students are seriously engaged with the learning or assessment task9. HE High Expectations Expectations of success are communicated to all students. Risk taking is encouraged10. SS Social Support Encouragement, mutual respect between students and teachers. No put downs or

comments that might stifle student risk taking when it comes to learning. Group work and group formation often reflect aspects of social support

11. SSR Student Self Regulation Student demonstrate autonomy and initiative which results in less need for discipline and regulations

12. SD Student Direction Students are given the chance to have some control over the selection of tasks and the method of doing the tasks. Learning centres are an example of student direction

13. BK Background Knowledge This could means prior school knowledge as well as knowledge from other aspects

of their lives outside of school14. CK Cultural Knowledge This includes the diverse groups in our community. Can include economic class,

gender, ethnicity, race etc15. KI Knowledge Integration Linking knowledge in one KLA to other KLAs or subjects within the one KLA16. I Inclusivity All students can participate in learning tasks. Accommodation is made for learning

styles and learning ability17. C ConnectednessConnecting school knowledge to real-life knowledge and experiences18. N Narrative Housing lesson content in narrative form to enhance the lesson content or the

process of delivering the content. It can be used to enrich the learning environment

oger lesson planning

Documents

increasing number patterns

simple number patterns

teacher teacher

different representations

column picture graphs

hundreds charts

learning actionsorientation

syllabus outcomes indicatorsin