Name: Xxxx Xxxxxxxx Class: Year 2 No: 27 Date: XXXXX 2015 Area of Learning/National Curriculum Reference ( where applicable) S3: a&e.
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1 LP: LESSON PLAN Front Proforma Maths Number line subtraction to calculate change Name: Xxxx Xxxxxxxx Class: Year No: 7 Date: XXXXX 05 Area of Learning/National Curriculum Reference ( where applicable) At least standards S: a&e Demonstrate good subject and curriculum knowledge This maths lesson will focus on patterns and problem solving. Maths money calculating change Subtraction number line method to be evidenced during the lesson. S4: a&d Plan and Teach well-structured Lessons I have planned a range of activities, which must be well-timed in order for all elements of learning to occur. I have used yesterday s evaluation to split the class into two focus groups with the class teacher. Relevant pupil learning from last lesson evidence from evaluation and assessment in brief Pupils have been working out change using the number line method. Some children still need further input. The class teacher and I will split the class: I will teach the children who need more support and RO C will teach those who need pushing further. Learning Objectives: What will be learnt? (At least one) (I can) calculate change using a number line. Personalised learning, differentiation and inclusion: Identify strategies for individuals/groups S5: A,b,d S5: Adapt teaching to respond to the strengths and needs of all pupils The activities have been differentiated according to ability. I have used information from the previous lesson evaluation to plan for a focus group. Pupil learning targets from the previous lesson evaluation identify individuals Cubes (LA) Form focus group for next lesson Cuboids & Cylinders (MA) secure leaners move onto change from G******, A*****, E** & I***** - form focus group for next lesson Pyramids & Prisms (HA) - move onto larger numbers - do not forget to use sign in answers (.44 instead of 44p) Learning Outcomes: What MOST learners should be able to demonstrate during/by the end of the lesson/ ( differentiation for individuals/groups on LP) Most learners should be able to calculate amounts of change using a number line method. Assessment Opportunities: What evidence will be gathered to confirm learning outcomes have been achieved? Observation mini whiteboards Questioning can they articulate how to work out change and by using the number line mthod correctly? Written work have they applied the strategies correctly? Interactive whiteboard game can they apply these strategies mentally? Teaching approaches, strategies and organisation: ( including key concepts, questions, vocabulary)
2 I will work with LA and pupils who were unsure in previous lesson as focus group. I have prepared additional work sheets as guide to how to complete the method for the children to support them, to help them become more independent when working out the method. G*****, I*****, A*****, E***: worksheets to encourage independence Cubes: use mini-whiteboards with questions that require counting in ps: e.g. 0p 4p; 0p p Questions will be differentiated (see pupil learning targets) Resources: other than those standard to the teaching space Worksheets Mini whiteboards. Team teach RO C and I will split the class into two groups. I will work with the children who were not confident with the method in yesterday s lesson to address the issues. Vocabulary number line, addition, money, change, counting on Individual work pupils will work in their books individually working out number line subtraction to calculate change Teaching strategy I will provide more input to those who need additional support with the method. Those who feel they are confident I will allow to move on and work independently answering questions. Scaffolding Have worksheets the give an example of how to calculate the method, and then the questions become slowly more independent to see progression in method. PSHCEE/SMSC/Functional Skills ( not all need to be addressed in every lesson) : Literacy, ICT, Numeracy, EAL and other cross-curricular opportunities taken up Literacy the problems will be word based LP: LESSON PLAN : Working Plan Time (approx) Learning Objectives (number) LO Focus group teaching 50 mins Learner Activity: What are the learners doing? What is strategy for learning? What is the differentiation for the activity (enable/extend)? Cubes and G*****, I*****, A*****, E*** watching teacher-led demonstration Working on mini-whiteboards, working through the method step-bystep Using worksheets as a guide to support independent learning MA/HA groups working independently on written questions with RO C Teacher Activity: Including class management, organisation, teaching points and questions a separate script may be used (indicate when here). As I will have a small focus group of 8 children, I focus very carefully on their individual needs First, recap on the method. Break the method down step-by-step very carefully so they are aware what is the actual question they need to work out, smallest number must go at the beginning of the number line, adding on to reach the biggest number Allow children to work at own pace Ensure children are focused Give questions to solve on whiteboards according to their needs When I feel children have understood the method, allow them to return to the class Learning outcomes addressed: LO Assessment opportunities: Assessment of learning; How will evidence be recorded? Observation mini whiteboards (focus group) - are MA/HA working appropriately? Questioning explanation of next steps and method
3 LO Plenary 0 mins Rejoin the rest of the class Recapping on how to work out change Working out change mentally applying knowledge from written work Rejoin the rest of the class RO C recap on how to work out change LO Observation/ Questioning can they use coins to calculate the right amount of change needed? LP: LESSON EVALUATION Handwritten notes SBLB file Name LO Next Steps to be actioned in the next lesson plan Please make specific comments in relation to the learning that has been assessed. The AT should consider areas of difficulty and how the AT will plan for the child s next steps in the following lesson G****** E** I***** A***** A**** (Cubes) E**** (Cubes) L** (Cubes) F***** (Cubes)
4 Groups LO Next Steps to be actioned in the next lesson plan Please make specific comments in relation to the learning that has been assessed. The AT should consider areas of difficulty and how the AT will plan for the child s next steps in the following lesson Cubes (LA) Can use method with smaller numbers with support Continue practising method with larger numbers Cuboids & Cylinders (MA). Can use method Ensure that the questions are wrote the correct way around 60p 40p = Find a new method to calculate change Prisms & Pyramids (HA) Secure in method Explore alternative methods to calculate change Key: x - not achieved achieved achieved easily LP: LESSON EVALUATION REFLECTION AND TARGET SETTING Evaluation: Evaluate the success of the learners in context of the targets set in the previous lesson, the planning produced, the resources used. DATE Lesson Maths Number line subtraction to calculate change LEARNER PROGRESS: Were the learning outcomes achieved? individual/groups learner progress. Critical Incident? If not how is this to be addressed? How will learner feedback be used (pupil voice)? Comment on
5 I felt that my focus group worked effectively, and I was able to address misunderstandings carefully. G******, A*****, E** & I***** were able to rejoin the rest of the class soon after they had worked in the focus group. Their written work produced with the rest of the class showed evidence of being able to use the method independently The worksheets with a step by step guide supported this group PUPIL LEARNING TARGETS FOR NEXT LESSON (individual and/or group) Cubes (LA) Continue practising method with larger numbers Cuboids & Cylinders (MA) Ensure that the questions are wrote the correct way around 60p 40p = Find a new method to calculate change Prisms & Pyramids (HA) Explore alternative methods to calculate change YOUR PLANNING AND FACILITATION FOR NEXT LESSON; Quality of my subject knowledge? How successful was the teaching and learning approach? What was the impact of my teaching on pupil learning? Changes needed for future sessions? Were learners working appropriately? Critical Incident? Reference to data!!! Find new methods to calculating change OVERALL STANDARDS AND TARGETS (with this group with implications for my next lesson ( planning, delivery and assessment) targets for the next lesson: include on next lesson plan) Make use of splitting the class into focus groups in future lessons (where appropriate). By taking the group into a separate room it enabled me to work much more closely with them
6 LP4: PLANNING FOR AN ADDITIONAL ADULT Planning for an Additional Adult Date Lesson/ Focus Objectives Activity (a brief account of the activity and the AA s role in any whole class introduction, shared reading, mental and oral, etc.) Resources needed Key vocabulary to use Key questions to use For completion by the Additional Adult after group work Names (First name only) Can do Needs additional assistance with Notes/Targets
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Name: Class: Yr 7 No: 25 Date: 20/4/14. Pupil learning targets from the previous lesson evaluation identify individuals
LP: Lesson Plan Physical Education Name: Class: Yr 7 No: 25 Date: 20/4/4 National Curriculum Reference ( where applicable) use a range of tactics and strategies to overcome opponents, develop their technique
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