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Learning Task 2

The document outlines a 50-minute Year 1/2 mathematics lesson planned by pre-service teacher Kelly Bria on counting money, including the learning intentions, success criteria, teaching strategies such as group and individual activities, differentiation for varying ability levels, and a running schedule of the lesson. The pre-service teacher evaluates the lesson, noting that not enough time was left for the independent activity and some students still did not understand identifying coins and their values.

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55 views4 pages

Learning Task 2

The document outlines a 50-minute Year 1/2 mathematics lesson planned by pre-service teacher Kelly Bria on counting money, including the learning intentions, success criteria, teaching strategies such as group and individual activities, differentiation for varying ability levels, and a running schedule of the lesson. The pre-service teacher evaluates the lesson, noting that not enough time was left for the independent activity and some students still did not understand identifying coins and their values.

Uploaded by

api-481305496
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LEARNING TASK 2.

2
Pre-service Teacher name: Kelly Bria Date: Week 5

Year level/ age range & number of students: Year 1/2 Highlight planning process:
Planned collaboratively with Supervising Teacher

Estimated duration of lesson: 50 minutes Planned collaboratively with peer

Planned independently based on ST lessons

Planned Independently

Deconstruction of Supervising Teacher’s lesson

Learning area: Mathematics


Specific Topic: Counting money
Strand and sub-strand from the Australian Curriculum (AC): Number and algebra; Money and financial
mathematics
Australian Curriculum content description(s):
Count and order small collections of Australian coins and notes according to their value ACMNA034
Relevant parts of the achievement standard from the Australian Curriculum:
Students associate collections of Australian coins with their value

Learning intentions:
Count totals of different coins

Success criteria for students:


I know that I can do this when I have:
 Created more than one way to make $1.20
 Counted coins in different combinations

Indicators for the teacher:


 Using different combinations
 Identifying different coins

Prior learning and backgrounds of the students:


The students should already be able to identify all of the Australian coins and their values, and be able to
perform simple addition with them.

Teaching strategies: Preparation/ organisation/ resources:


(What are the different teaching strategies that you will use in  Fake coins
the lesson to maximise students’ engagement and higher order
 Whiteboard, markers, eraser
thinking in the lesson?)
 A3 paper
 A4 worksheets
 Scissors, glue stick, pencils

Differentiation:
Extending
MATCHING PAIR GAME
 Lay out cards on table for students to match
 Students stay at table
 Demonstrate how to play
 Teacher continues floating
GREATER QUANTITIES
 Independent activity with total amounts of $6, $13.95, $20
 Can include making it two, three, four different ways
Enabling
IDENTIFYING COINS
 Cut out a 5c, 10c, 15c, etc and label them on the page
SMALLER QUANTITIES
 Independent activity amounts of 10c, 15c, 20c, 30c, 40c, 50 – how many different ways can you
make them?

Opportunities to provide feedback:


 Teacher feedback to whole group during introduction
 Teacher feedback to small groups during group activity
 Teacher feedback to individuals during individual activity
 Student feedback using the criteria

Supervising teacher feedback of draft planning:

LESSON RUNNING SCHEDULE: Time frames


(Approximate time frames
What will I do? What will the students do? What range of teaching strategies will I use?
need to be flexible, tweak
What skills and strategies will be used by students? How will I support inclusion of all students? these to match context)

Transition: 2-3 minutes


Verbal communication used to get the attention of the class “I want you seated
quietly at your tables in the next 5 seconds. 5, 4, 3, 2, 1”. Reinforced with
nonverbal - hand in air and counting down on fingers. Use of names for those who
are still unsettled. Use of verbal “I am still waiting for some eyes on me”.

Introduction: 5-10 minutes


 Bring children onto carpet
 Introduce topic – money
 Recap what coins we use in Australia – ask them to recall and sort them by
value as a group
 Write a value on the whiteboard (say 15c to start)
 As a group, come up with different ways to reach the total
 Try again with a few different values (eg 50c, $1, $1.20)

Development: Group activity 10-15 minutes


 Children pair up, each with an A3 sheet (Adapt to less time for
 Children to work with their partner and the coins to come up with one way younger children)
to make $1.20 (the first box on the sheet)
 Group discusses their findings and count how many different combinations
add up to the same total
 See which combination used the most amount of coins
 Make up the total using only 5c coins
 See which combination used the least amount of coins
 Repeat with next boxes – total of $1.25, $1.40, $2.05, $1.50 and $4.55

Consolidation and practice: Independent activity 20-30 minutes


 Explain the worksheet task – cut out coins that add up to each box and stick
them on
 Students take coins, A4 sheets each and find a seat at the tables to
complete the task
 Teacher floats around, providing support when needed

Conclusion WWW reflection: 5-10 minutes


 Pack up
 Students write a sentence about what they’ve learned
 Students tick off their criteria

PST Evaluation:
I was surprised how quickly time went by! I know I spent too long discussing, demonstrating and collaborating
to solve problems on the carpet, not leaving enough time for the children to complete their worksheet.
However, I think this was partially due to not having a great understanding of where the class was at and
what their current understanding was like, which is only natural when I haven’t written any of the rest of the
unit and I don’t know the children well. In saying that, I think the time we spent on the carpet really helped
most of the students grasp the concept even if they didn’t get to record all of their answers when they went
back to the tables.
Some children still did not understand the concept by the end of the lesson, but they had trouble even
identifying which coin was which and how to read, for example, $1.20 (that means one dollar and 20 cents).
This is likely a result of them not understanding the first lessons in the unit, which I was not involved in.
My management skills were good – I brought the children into a circle initially and I found that really
successful.
Next time, I will let them play with the fake money for a little while first so it is not so exciting when I’m trying
to explain the task. I will also just show them all the coins instead of asking them about them and I will have
just one example.
We did not have enough time for anyone to attempt the extension activity, although I am sure some would
have been capable.

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