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.
