Implementation

of instructional program

1. Planning instruction using the principles of backward design.
Using the principles of backward design and the knowledge I formed from conducting a pre-
assessment, I planned and implemented a unit plan consisting of six lessons. The unit
focused on the performance objective ordering and writing numbers, and on the individual
needs of the students.

- Please see appendix A for unit plan
- Please see Appendix B for lesson plans

2. Describe and justify methods for creating a positive and well-managed learning
environment for students.
It is important that environments created by teachers are inclusive and built on a
foundation of respectful and trusting relationships between teachers and students. To
create a positive and well-managed learning environment every child must feel valued and
have a sense of belonging. Importantly teachers must know their students and understand
how they learn; so that they can use effective differentiation strategies, and implement
relevant accommodations to provide for all students learning needs.

Methods used to create this learning environment:
Structure and visual schedules:
Repetition and structure are important in all classrooms, as they provide structure and
predictability, and particularly help to reduce anxiety in students on the Autism Spectrum. I
believe having structure and predictability through the use of visual schedules will
specifically support the needs of Harry and contribute to his social inclusion. A majority of
information is given verbally and assumptions are regularly made about students already
knowing or remember information; these types of assumptions can result in information
not being provided at all (Hodgen, 1995). This is often the case for Harry as he has
difficulties remembering and performing routines. Using a visual schedule for morning
routine with photos of the activities each student must perform will support Harry in
completing the routine. This schedule and the use of a visual day schedule will support
Harry and all the students who are all learning English as their second language. Developing
Harrys ability to perform regular class routines and transition between activities with ease
will support his social inclusion.

Visual supports: The use of visuals during instruction will support all students
understanding in the topic and assist students in processing information. All three students
will benefit from the use of visuals because they are all learning English as a second
language, and therefore will benefit from verbal instruction, which is assisted by visuals.
Visuals support students in improving their information processing skills, language skills
and social interaction skills (Schneider & Goldstein, 2010).

Calm environment with few distractions: To support the engagement and on task
behaviour of all students it is important that the classroom environment is calm and has few
distractions. This is especially important for Harry who is easily distracted and can become
distressed when experiencing a sensory overload (Xu, 2013). This often occurs when
classroom noise becomes to loud; conversations with children about how we learn and the
role noise plays Harrys and other students learning can support a quiet learning
environment.

Explicit one on one instruction: Often when children engage in disruptive behaviours
during activities it is because they dont understand the learning task or it is to hard for
them. I believe this is often the case for Tony; when he cuts up or draws all over his work it
is a result of him not understanding the task. This type of instruction will also support Harry
who has difficulties following more than two-step instructions; he will need support and
reminders of what is required throughout activities. It is important that Tony and Harry
both receive one on one explicit instruction on activities, to support their understanding
(Jameson, Walker, Utley, & Maughan, 2012). This instruction will help increase his
engagement and decrease his off task and undesirable behaviour. One on one instruction
will help teachers to ensure students understand tasks, and are working at an appropriate
level of challenge within their zone of proximal development (Brinner, 1999).

Appropriate response time: Allowing for time for students to respond is essential, it is
particularly important that sufficient time is given to students in this class. As they are all
learning English as their second language, it may take them longer to process information
and understand what is being asked of them. Allowing students thinking time supports
them in developing more lengthy and informed answers and decreases the chances of
students responding with answers such as I dont know.

Peer modelling: Peer modelling a very effective strategy, particularly when being used for
behaviour management. The research shows children are more likely to imitate a model
whose behaviour they see being rewarded or who is of the same age as themselves (Lowe,
Horne, Tapper, Bowdery & Egerton, 2004). Peer modelling will be most effect to support the
behaviour management of Tony and Maddie. When Tony and Maddie see their peers being
rewarded for good behaviour, they begin to model that behaviour, which the teacher can
then reinforce through the reward system.

Positive Reinforcement: The use of positive reinforcement is an effective strategy in all
classrooms, and supports students in engaging in desired behaviours. The principle of
positive reinforcement is that when reinforcements are given immediately after a desired
behaviour, then that the person is more likely to repeat that behaviour (Martin & Pear,
2011). This strategy will be used to support both Maddie and Tonys behaviour. When they
engage in the desired behaviours they will be reinforced through the classroom smiley face
reward chart. Majority of each day Tony is engaging in undesired and often disruptive
behaviour, this is why it is so important to use positive reinforcement with Tony in every
opportunity that presents.

Differentiation: The class of English as second language learners is very diverse, and will
require lessons and activities to be differentiated, so that every child is able to make
meaningful learning and achieve curriculum outcomes (Tomlinson, 2001). This will be
specifically important for Harry and Tony. Harry needs his learning extended and therefore
will have to work at a higher level where tasks are more complex. For tony to make
meaningful learning he will need to work at a lower level for most activities, this is due to
his un-readiness for school and structured learning tasks.

3. Describe and provide a rationale for the types of active participation strategies
utilized in the lessons.
Inclusive learning environments allow all students to develop a sense of belonging and be
active participants in all aspects of the classroom. Teachers plan and implement active
participation strategies to support the engagement and participation of all students in
lessons and activities. Active participation strategies are directly related to the content of
lessons and are very specifically defined by a number of characteristics; student responses
are overt, occur during teacher presentations, are made by all students at once, and are
frequent (Price & Nelson, 2013). Active participation strategies are the techniques all

teachers use to engage and involve all students in learning, and provide opportunities for
students to practice and process information and build understanding throughout lessons,
rather than just at the end (Price & Nelson, 2013). Active participation strategies are
essential for keeping students engaged which supports their attentiveness and on task
behaviour, and their ability to learn, retain and process information (Price & Nelson, 2013).
It is important that students feel valued, develop self-confidence and feel good about their
capabilities; active participation fosters an inclusive environment, which supports students
in developing these characteristics. Active participation not only supports students but also
helps teachers to gain knowledge on students understanding and therefore plan activities
and lessons more effectively.

When planning and teaching active participation strategies were used to engage students
and to provide them with continual opportunities to learn, retain and process information.
This can be seen throughout the unit when questions are posed to the whole class, which
elicit a group response, or when the group was asked to perform an action or activity
together. These types of active participation were used because they are a simple yet
effective way of engaging students and supporting their understanding.

Examples of questions that prompted a group response:
- Do you think 26 is more or less than 100?
- So how many fingers did we hold up when we said zero?
- If I wanted to count all these unfix cubes would I count them one by one?

Examples of the strategies that required group actions:
- Counting the foods in the hungry caterpillar book together
- Counting to 100 as a class
- Counting from 0 9 with actions (holding up fingers)
- Drawing digits in air with fingers, repeating the language used by the teacher.

Active participations strategies throughout my teaching to ensure all students were
engaging with the learning content, processing information, and making meaningful
connections during instruction. The use of questions posed to the group, and small
activities within instruction that involved the whole class were effect for gaining the active
participation of all students.

4. Final post assessment task and results:
To assess all students understanding and ability in terms of the performance objective, a
post assessment that was basically identical to the pre-assessment was completed after the
unit had commenced.

Tony: Tony used the same 1 20 gird, to assess his fine motor development and ability to
write the numerals. He was also asked an extra question to see whether his number order
understanding had extended beyond 20.

Maddie: Maddie used the same 1-20 number grid to assess her number order understanding
and ability to write numerals correctly.

Harry: To assess whether he had gained knowledge on number formation, and to assess if
his learning had been extended beyond 100 he filled out a grid that was 1 -110.

The activity was verbally explained and the same questions used in the pre-assessment,
would be again used in the post assessment:

1. Can you count how many squares there are?

2. Can you write the numbers in the boxes?

Please see appendix C for post- assessment tasks and appendix D for the evaluation of the
results.

5. Evaluation of the instructional program:
The instructional program that was planned and implemented was a success, as all three
focus students met the performance objective. The knowledge gained from the pre-
assessment supported me in developing the successful instructional program. My unit plan
and lessons were developed using the principles of backward design, learning outcomes for
the unit were developed that would support students in learning and in achieving the
overall performance objective. Knowing what you want students to learn and
understanding why you want them to learn it supports the development of a clear focus for
your unit plan, where each lesson is a step towards the long term goal (Killen, 2013). Clear
learning outcomes were developed and used to identify the content and teaching strategies
that would be used to engage students in learning and support them in achieving the
outcomes. Knowledge on how students will be assessed to determine whether they
achieved the outcomes was also formed and used to develop a well-sequenced unit plan.
Throughout the development of the instructional program I used Andersons and
Krathwohls Taxonomy for Learning, Teaching and Assessing (2001) to inform my
planning and support my teaching practices. This taxonomy is driven by four key questions,
which I used in my planning and teaching:

1. What important things should students know?
2. How can instruction be planned and delivered so high levels of learning are achieved by
students?
3. What assessment instruments and procedures will provide accurate information about
how well students are learning?
4. How can teachers ensure that outcomes, instruction and assessment are aligned with
one another?

(Killen, 2013, p. 99)

The main teaching strategy which was used across the unit, was teacher centred, also
known as direct instruction, in this teachers have control over what is taught, and how
learners are presented with information to learn (Killen, 2013). A range of strategies were
used to engage students in learning, and to meet the individual learning needs of all
students. The core strategies used to do this were active participation and differentiation,
two core principles of inclusive education.

I believe the instructional program was engaging and supported the development of all
sixteen students, in the specific area of number and place value. A majority of the sixteen
students met the performance objective; a few of the students were not developmentally
ready to meet this objective. The students, who were not yet ready, were still able to
develop their number order and counting skills. Some of the development observed was
really amazing, an example of this was a boy who could not count past 6 before the program
began, but by the end of the program he could competently count to 10, with one to one
correspondence. The performance objective, which was created using the Intensive English
Language Program curriculum (IELP), was met by the three focus students; this was
assessed through the use of a post-assessment. The most important part of the program was
not the lessons themselves but the strategies I developed to support the focus students
learning needs, engagement and behaviour management; these were strategies I used
throughout my placement.

Learning needs, engagement and behaviour management strategies

The success of the instructional program and the three students development is largely due
to my ability to create a teaching-learning context in the classroom that was suitable for
every student. Providing for each student starts with a deep understanding that every child
has their own set of achievements, learning needs, learning styles, interests, personality,
background and personal experiences (Pagliano & Gillies, 2008). Recognising and accepting
the differences between learners is an educational approach known as adaptive teaching,
the approach uses knowledge of differences as the starting point for teaching and learning
(Van den Berg, Sleeger &, Geijsel , 2001). I used my understanding of the students
differences in learning needs, capabilities and styles as the starting point for my planning.
The adaptive teaching approach helped me in developing different supports and strategies
to assist me in planning an effective teaching program that would support the needs of
every student. Overall the strategies and supports I implemented for the three students
were successful, supporting their engagement, learning and behaviour. However
throughout the program I was able to assess and reflect on the behaviour management
strategies I was using to support Tony. During the program I found that the behaviour chart
was not working for Tony, in some instances I believe it reinforced his undesired behaviour,
I think this was due to a number of reasons. These reasons being that he actually enjoyed
going to the principles office and he enjoyed all the attention his behaviour caused. As this
strategy was not working I had to reassess my behaviour management, I then focused on
positive reinforcement. I knew Tony sought attention, so every chance possible I gave him
lots of praise and used the class reward chart for his good behaviour. The focus shifted to
ignoring his undesired behaviour as much as possible, in conjunction with over praising and
rewarding his good behaviour. I found this approach worked really well, he responded well
to praise and was proud of himself when he completed work and was respectful during
group times. Developing his pride and sense of achievement throughout the unit not only
helped to decrease his behaviour but also supported his engagement and learning.

Overall I was able to plan and implement a successful teaching program, where I was able to
support the individual needs of all students. Throughout the program I was also able to
reflect and assess strategies to better support the needs of the students, helping them to
engage in learning.

References
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2015). The Australian
Curriculum. V 6.0. Mathematics foundation to Year 10.
http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10

Anderson, L, W., and Krathwohl, D, R. (eds) (2001). A taxonomy for learning, teaching and assessing:
A revision of Blooms taxonomy of educational objectives. (Abridged edition) New York: Longman.

Briner, M. (1999). Learning Theories. Constructivism.

Government of South Australia. (2013). Intensive English Language Program: Mathematics and
Numeracy - Report Levels ABC. Department for education and Child Development.

Jameson, J. M., Walker, R., Utley, K., and Maughan, R. (2012). A Comparison of Embedded Total Task
Instruction in Teaching Behavioural Chains to Massed One-on-One Instruction for Students With
Intellectual Disabilities Accessing General Education Settings and Core Academic
Content. Behaviour modification, 36(3), 320-340.


Jarvis, Jane 2013, 'Differentiating learning experiences for diverse students', in Hudson, Peter
(ed.), Learning to teach in the primary school, Cambridge University Press, Port Melbourne, Vic.,
pp. 52-70.

Killen, R. (2013). 'Planning for quality teaching and learning', in Killen, R, Effective teaching
strategies: lessons from research and practice, 6th edn, Cengage Learning Australia, South
Melbourne, Vic., pp. 86-110.

Lowe, C, F., Horne, P, J., Tapper, K., Bowdery, M., and Egerton, C. (2004). Effects of a peer modelling
and rewards-based intervention to increase fruit and vegetable consumption in children. European
Journal of Clinical Nutrition 58, 510 522.

Martin, G., and Pear, J. (2011). Getting a behaviour to occur more often with positive
reinforcement, in Martin, G., & Pear, J, Behavior Modification: What it is and how to do it, 9thEd.
Pearson, Boston MA p. 31-49

Pagliano, P and Gillies, R . (2008). 'Curriculum, adjustments, and adaptations', in Ashman & Elkins
(eds.), Education for inclusion and diversity, 3rd edn, Pearson Education Australia, Frenchs Forest,
NSW, pp. 201-234.

Price, K., & Nelson, Karna L. (2013). Planning effective instruction: Diversity responsive methods and
management (5th ed.). Belmont, CA: Wadsworth/Cengage Learning.

Schneider, N., and Goldstein, H. (2010). Using social stories and visual schedules to improve socially
appropriate behaviors in children with autism. Journal of Positive Behavior Interventions, 12(3),
149-160.

Tomlinson, C, A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Upper-
Saddle River. NJ: Pearson Education Inc.

Van den Berg, R., Sleegers, P., and Geijsel, F. (2001). Teachers concerns about adaptive teaching:
evaluation of a support program, Journal of curriculum and Supervision, 16, 3: 245 58.

Xu, J. (2013). Why do students have difficulties completing homework? The need for homework
management. Journal of Education and Training Studies,1(1), p98-105.

Appendix A: Unit Plan

NUMBER AND COUNTING UNIT PLAN

Class: 16 students all learning English as a second language
Year Level: Foundation/Year 1 (Intensive English Language Program)
Subject: Maths
Topic: Number and place value counting.
Duration: 4 Weeks (2 lessons per week)

RATIONALE:
This instructional program was created after three students in the class were pre-assessed on their
number order abilities. The program will be taught to the whole class as mathematics develops
sophisticated and refined mathematical understanding; capabilities, which enable students to
respond to familiar and unfamiliar situations by using mathematical strategies, to make informed
decisions and solve problems efficiently (ACARA, 2015). Specifically number order is part of the
IELP curriculum, meaning all students must build competence in the skill to be able to transition
into mainstream schooling. Attention will be placed on the three focus students throughout the
program. It is important that these three students achieve the objective; however importance will be
placed on their engagement and individual needs. The instructional program will build on all
students understanding of number order to develop their understanding, and to give them the
necessary skills to order beyond what they already know. Instruction will also center on correct
number formation and fine motor skills. The different stages of the students current understanding
will require the lessons to be differentiated, so that all students are working at the appropriate level
of challenge. Differentiation is a holistic approach to teaching and planning that is founded from an
inclusive philosophy, which maximizes all childrens learning and potential (Tomlinson, 2001).
Differentiated instruction supports all children by providing different avenues to acquiring content,
to processing or making sense of ideas, and to developing products so that each student can learn
effectively (Tomlinson, 2001, p. 1).

CONNECTION TO CURRICULUM:
IELP: The Mathematics and Numeracy report states that students use the language and process of
counting to develop the essential mathematical understandings. The key concepts highlighted in the
curriculum, within the Number and Place Value: Counting strand for reception and year one are:
- Recognising numerals
- Ordering numerals
- Writing numerals
- Counting with one-to-one correspondence
- Skip counting

AIM(S):
The focus of the term is number and place value counting; within this unit a focus will be placed on
ordering numbers, the skills related to this will be developed throughout the maths unit. The units
focus will centre on developing students understanding of number, and their confidence in counting.
The aim of the unit is for students to develop their understanding on digits, and how they are used
to create numerals; this will help support their ability to recognise numbers and understand the
patterns of number sequencing and order. Students develop an understanding on the process of
counting, and learn about strategies for more efficient counting. Students will develop their
knowledge around counting, knowing that one numeral is used for one object (one-to-one
correspondence). The topic will also develop students knowledge on the terms digit, numeral and
number.
The unit will develop students ability to become competent in counting and recognising

and ordering numerals. It will also develop students confidence and ability to count objects using
one-to-one correspondence, with an ability to trust the count. The unit will also begin to develop
students ability to use skip counting as a more efficient counting strategy.

The class includes both reception and year 1 students, the development of students and
understanding and knowledge will be more or less the same, but what they are expected to perform
will be slightly different in terms of number. In the pre-assessment process four performance
objectives were developed for the instructional program, the focus of the pre-assessment and this
unit is writing and ordering numerals. At the commencement of the unit all students should have
developed their number order and writing skills and should have achieved or be working towards
the performance objective:

Students will write the numerals (0 10) and then (10 - 20) (Reception) or (to 100) and then
(100 and beyond) (Year 1) in order with continually developing accuracy when given a
number grid worksheet. It is expected that by the end of they year students can perform this
skill with 100% accuracy.

For students to become competent in the units learning outcomes; specific instruction and
opportunities for practice must be given to develop students:
1. Fine motor skills
2. Ability to hold and manipulate writing pencil correctly
3. Ability to manipulate objects
4. Counting skills
5. Understanding of number formations
6. Ability to write numbers correctly
7. Understanding of number order
8. Ability to order numbers
9. Confidence in counting objects with one-to-one correspondence
10. Develop an ability to trust the count
11. Understanding strategies for more efficient counting (skip Counting).

The unit will consist of six lessons to develop students' knowledge, understanding and
ability in number and place value counting:

1.
2.
3.
4.
5.
6.

Number knowledge and order.

Number formation and order.
Teen numbers.
Writing, ordering and representing numerals
Counting
Skip counting

FOCUS STUDENTS
Strategies and supports will need to be developed to support the focus students engagement and
learning. Throughout the lessons these supports and strategies must be implemented to support the
individual needs of each student.

Harry
Engagement:
- Harry will have a sensory spot to sit on, this will be placed so that he is sitting with the group
towards the front of the Smart-board, to support his focus and attentiveness during lessons.
- He will also be given a fiddle toy, this will help prevent him from lying down to play with the
carpet, and the fiddle toy will support his sensory needs and therefore his engagement.
- It is important that the class noise levels are monitored and prevented from becoming to
loud, as this can upset and cause stress for Harry, and makes it to difficult for him to work.
(Conversations with children around the different needs of everyone, and what makes a good
learning environment will support the implementation of these supports).
Tasks and activities must really interest Harry and seem relevant in his mind; he has some

very specific and keen interests around evolution, pre-historic times and dinosaurs. Subtlety
involving his interests into topics will support his engagement and motivation to complete learning
tasks.

Learning needs:
- Harry needs motivation and support to complete learning activities (as mentioned before,
involving his interests will help this, little reminders throughout activities can also help him
to stay on focus).
- Harry is very ready to have his learning extended in all areas, it is important that this is done
throughout all lessons. This can be achieved by asking him more complex questions with
advanced vocabulary, differentiating activities so he is working at a higher level, having him
explain concepts to class, and by having meaningful discussions about learning topics with
him, so that his knowledge and understanding can be extended.

Learning needs in relation to the number order objective:
- The pre-assessment showed Harry was very capable of writing and ordering the numerals 1
100, but could not write beyond this. His fine motor skills were very well developed and he
only needs a small amount instruction on the number formations.
- The lessons will extend Harry, so he can begin to develop his writing and ordering skills for
numbers beyond 100. Instruction will also support him in writing 4s, 7s, 9s and multiples of
10 correctly.

Maddie
Learning needs:
- Maddie needs reassurance and encouragement throughout activities, as she has been
observed erasing her good work multiple times.
- Maddie needs to understand its ok to make mistakes.

Behaviour management:
- Maddie is constantly engaging in defiant behaviour, it being the opposite to what her peers
are doing and of what she has been asked to do.
- When it comes to individual activities she often refuses to do so, sometimes explaining that
she doesnt know how to do the task. During the tasks she continually engages in off task
behaviour, such as wandering around the room talking to other children.
- To support Maddie and manage her behaviour a number of strategies will be used, which will
include:
1. Setting clear expectations and provide clear instruction on good behaviour.
2. Positive reinforcement for good behaviour through the reward chart.
3. Reinforcing her peers who model good behaviour.
4. Using language such as first time, and explaining that when shes asked to do something,
you want her to do it the first time.
5. Building her confidence and reassuring her in her abilities.
6. Consequences for not doing work during class Maddie will understand that if she does
not do her work in class, she will have to do it during activity time.

Learning needs in relation to the number order objective:
- The pre-assessment showed that Maddie was very competent in the ordering of numbers 1
13, but needs some instruction on ordering numbers beyond 13. Her fine motor skills were
refined, but she will need some instruction on number formation.
- The lessons will develop Maddies competence in counting, ordering and writing of the
numerals 1 20. Specifically counting and ordering beyond 13, and in developing her ability
to trust the count.

Tony
Learning needs:
- Tonys seeks and requires a more play based curriculum as this is where he is at in his stage
of development, as he is only four.
- Some of his behaviours may be a result of not providing him with enough play based
learning, where possible teacher will bring Tonys pretend play into his learning. This is a
relatively easy thing to do, which engages and excites Tony. This engagement supports his
learning and may contribute to the decrease of his behaviour.

Behaviour management:
- Throughout the day during both group times and individual activities Tony engages in baby
like and disruptive behaviour. During group times this means he is rolling around on the
floor, sticking his hand in his mouth and asking silly questions to the students around him.
- This prevents him and sometimes the students around him from engaging in learning. Other
behaviours that occur in class include him running out of the classroom and hiding, pushing
chairs over and ripping up or drawing all over his work.
- A number of strategies will be used with Tony to manage this behaviour to support his
engagement in learning; these will be used not only in the unit but also across the
curriculum. The strategies used will be:
1. Setting clear expectations and providing clear instruction on good behaviour.
2. A behaviour scale chart (Is a visual representation to show the consequences for behaviour,
has 4 stages allowing him to correct his behaviour, the 5th stage is a visit to the principles
office and as a last resort the 6th stage is being sent home).
3. Positive reinforcement for good behaviour using the reward chart.
4. Reinforcing her peers who model good behaviour
5. Using lots of praise when engaging in good behaviour and when doing his work.


Learning needs in relation to the number order objective:
- The pre-assessment showed that he is very competent in ordering the numbers 1 20, he
needs instruction on number formation and needs opportunities to develop his fine motor
skills.
- The lessons will support Tony in developing his knowledge on number formation and on
developing his writing skills through frequent opportunities to develop his fine motor skills.

Appendix B: Lesson Plans

LESSON 1: NUMBER KNOWLEDGE AND ORDER

Subject: Maths
Topic: Number order
Year Level: Foundation/Year 1
Duration: 40 minutes

AIM(S): The aim of this lesson is to develop students understanding around numbers, specifically
looking at the pattern in number order. The lesson aims to develop students competence in
counting and ordering numbers.
CONNECTION TO CURRICULUM:
IELP: Students understand that digits are used to create numerals which represent a quantity or
number. Students will recognise the numerals (initially 0 10, then 10 20 and then 20 and
beyond) (Reception), (to 100 and 100 and beyond) (Year 1). Students order numerals (initially 0
10, then 10 20 and then 20 and beyond) (Reception), (to 100 and 100 and beyond) (Year 1).
Students understand that the counting system uses a repeating pattern.

EXTENSION (Harry): Students describe the pattern.

OUTCOMES:
Understanding: Students will understand that there is a repeating pattern in our counting system,
Knowledge: Students will know the meaning of the term digit.
Skill: Students will order number cards based on their readiness and ability levels.

MATERIALS AND RESOURCES:

- Smart-board for 100 grid
- Materials for Caterpillar Paper plates, pipe cleaners, green and yellow paint for body and red
paint for head
- Laminated number card packs for odering

INTRODUCTION (10 min)
- Introduce the Lesson by reading the Very Hungry Caterpillar
- Talk about the story with the children, discussing all the food the caterpillar ate.
- Ask the children Lets see how much food the caterpillar ate in the book
- Count all the food in the book with the children, ask if they they think it is a lot of food?
- He must have been very hungry if he ate 26 foods, do you think 26 is more or less than 100?
- It is less. I think we should all count to 100 just to make sure As a class count to 100
- Using the Smart-board to show the 100 number grid, ask students if they can see any patterns
on the grid.
- Ask Harry if he can see any patterns? Can he explain them? Highlight the patterns he
talks about.
- Talk about the patterns of number, explaining that you only need to know the first 10 numbers,
as all numbers are made using the first 10 numbers 0 - 9, which are called digits.
- So what number would come after 100? Harry do you know how to write that number?
- Lets count from zero to 9 together with out fingers, what are these numbers called again?
- So how many fingers did we hold up when we said zero? None? Because zero means nothing.

DEVELOPMENT (20 min)
- Explain to the class that they will be making a big hungry caterpillar which will be 10 digits
long, explain how this will be on display in the classroom so they can use it to help them when
counting and writing numbers.

-
-
-

Have children work together to create the caterpillar - painting all the paper plates, gluing pipe
cleaners on for legs and creating the face with cardboard.
Explain that it will be put together, with the numbers glued on at the end of the lesson.

Have children order number card packs: Explain the activity to the children and differentiate
by assigning number packs in terms of ability level.

For the focus students:

Harry The number packs (90 99) and (100 109) and (110 119)

Maddie The number pack (10 19)

Tony The number packs (20 29) and (30 39)

CLOSURE (10 min)
- Bring children back together and assemble the caterpillar as a class, writing one digit on each
plate, so the caterpillar will show the digits 0 9.
- Hold a short closing conversation with children, highlighting the ley outcomes of the lesson.
Guiding Questions
- What do we call the numbers on our caterpillar?
- Can someone read out the digits on the caterpillar?
- So if I said the caterpillar ate zero things, what would that mean? How many would he have
eaten?

ASSESSMENT OF LEARNING
Students will be assessed on their understanding on the pattern in the counting system and their
knowledge on the term digit. I will be assessing students ability to order number cards.

LESSON 2: NUMBER FORMATION AND ORDER

Subject: Maths
Topic: Number order
Year Level: Foundation/Year 1
Duration: 40 minutes

AIM(S): The aim of the lesson is to continue to develop students knowledge on number order, and
provide specific instruction and opportunities for students to develop their understanding of
number formation.

CONNECTION TO CURRICULUM:
Students order numerals (initially 0 10, then 10 20 and then 20 and beyond) (Reception), (to 100
and 100 and beyond) (Year 1). Students write numerals (010 and to 20 and to 100 an d then
beyond 100) (Year 1).

OUTCOMES:
Understanding: Students will develop their understanding of number formation.
Knowledge: Students will use iapds to develop their knowledge on number order.
Skill: Students will use play dough to make the digits 0 9.
MATERIALS AND RESOURCES:
- Ipads
- Play-dough

INTRODUCTION (15 min)
This lesson will begin my giving students the opportunity to practice number order at their own
pace, while working at their current ability levels.
- The students will spend the first 15 minutes of the lesson practising number order on the
ipads, playing the Numerical Order game found on the www.abcya.com website through the
Grade K resources.
- Support students in selecting the appropriate level for their current ability level.
- Walk around supporting students learning of ordering numbers.

DEVELOPMENT (10 min)
- Have children stay where they are, getting them to lock their ipads.
- Give children instruction on writing numbers before giving them the opportunity to practice on
their ipads.
- Going through the 10 digits with the children, demonstrating and explaining how to write each
digit. (Example: Using finger draw a 2 in the air, using language such as around down and
across). Then have children draw the digits in the air saying the words as well. Have children
repeat each digit a few times.
- Then give children the opportunity to practice writing the digits on the ipads using the Little
Writers app.
DEVELOPMENT (15 min)
To close the lesson students will be given the opportunity to practice their fine motor skills while
demonstrating their knowledge on number formation, in a fun and engaging activity.
- Ask students to make the digits 0 9 using play dough.

ASSESSMENT OF LEARNING


Throughout
the lesson I will be assessing
students understanding and knowledge on number
formation and order.

LESSON 3: TEEN NUMBERS

Subject: Maths
Topic: Number order
Year Level: Foundation/Year 1
Duration: 40 minutes

AIM(S): The aim of this lesson is to develop students understanding of teen numbers, with specific
instruction on how to write them. The lesson will also work towards developing the students fine
motor skills of writing.

CONNECTION TO CURRICULUM:
IELP: Students recognise and order numerals and develop an understanding that our counting
system uses a repeating pattern.

OUTCOMES:
Understanding: Students will understand why teen numbers have a one at the front.
Knowledge: Students will know how to write the teen numbers.
Skill: Students will be able to use math counters and ten frames to represent the teen numbers.

MATERIALS AND RESOURCES:

- Counters
- Ten frames
- Zip locks bags, glitter paint and cotton buds

INTRODUCTION (10 min)
Use the smart board to show students the teen numbers, ask them to read them out. Guide a
student discussion around teen numbers and their formation.
Guiding Questions
- Can anyone see a pattern in these numbers?
- Can you explain the pattern?
- Why is there a one at the front?
- Does anyone know what the one stands for?
- Harry can you tell me what the one means in these numbers?
Explain the pattern of the teen numbers and what the one stands for, explaining how it represents
or means 10. Give children some examples using the number on the smart board as visual
representations so 14 is 10 plus four more.
- Can someone tell me what 12 would be?
- Who can you give me another example?
- Harry can you give me another example, (extend his thinking further) Harry now how about
the number 23? Could you tell us what the 2 represents in this number?
Re-affirm students understanding of the concepts, before moving onto the next activity.

DEVELOPMENT (20 min)
Have children seated at their desks with counters, ten-frames and a pack of laminated cards with
the teen numbers between two students. Explain how the activity will work:
- Students will work in pairs, one at a time they will flip one of the cards.
- Both students will show each number using their counters and ten frames, and then they will
write the number in the box provided.
- Then students will show and compare their work with the person next to them.
During this activity students will be paired based on ability level, allowing the teacher to support
those students who will need further explicit instruction and help throughout the activity. During
the activity
the teacher will walk around supporting all students learning and checking for their
understanding.


CLOSURE (10 min)
The lesson will finish with a fun and engaging sensory activity, the activity will work towards
students developing their number writing skills and fine motor development through a engaging
sensory activity.
- Each child will have a zip-lock bag filled with glitter paint, using their fingers or cotton buds
they will practice writing their teen numbers in order on the bags.

ASSESSMENT OF LEARNING
Throughout the lesson I will be assessing students understanding of the formation of teen
numbers, specifically the meaning of the one. I will be assessing students ability to represent teen
numbers using counters and ten-frames, and their ability to write the teen numbers correctly.
Photos of their ten frame and writing work will be taken, to be used for assessment.

LESSON 4: WRITING, ORDERING AND REPRESENTING

NUMERALS

Subject: Maths
Topic: Number order
Year Level: Foundation/Year 1
Duration: 40 minutes

AIM(S): The aim of the lesson is to develop students handwriting abilities, giving them
opportunities to practice writing and ordering numerals.
CONNECTION TO CURRICULUM:
IELP: Students order numerals (initially 0 10, then 10 20 and then 20 and beyond) (Reception),
(to 100 and 100 and beyond) (Year 1). Students write numerals (010 and to 20 and to 100 an d
then beyond 100) (Year 1).

OUTCOMES:
Understanding: Students will develop their understanding on writing numerals.
Knowledge: Students will develop their knowledge on using base ten materials to represent
numerals.
Skill: Students will write and order a set of numbers.

MATERIALS AND RESOURCES:

- Number writing activity sheets
- Blank number grids
- Base ten blocks

INTRODUCTION (15 min)
Students will be given empty number grids, and asked to write a set of numbers in order; this
activity will be differentiated to students readiness and ability levels. Explain and demonstrate the
activity to the children, then hand out the different number grids to the groups of children. Remind
and show each student the numbers they will be writing.
Differentiation levels:
Numbers 1 10
- Sebastian
- Sonya
- Mohammad
Numbers 1 20
- Hiba
- Maddie
- Lara

Numbers 20 40
- Tony
- Elfie
- Zeeza
- Saike

Numbers 80 100
- Bilal
- Jagger
- Chenglong

Provide further instruction and demonstration on writing 100s for this group of children before
giving them their number grids.
- Explaining place value (hundreds, tens and ones columns)
Numbers 100 120
- Benny
- William
- Harry

DEVELOPMENT (15 min)
As children finish the number grids, have them come to the floor where there are base ten blocks
set up. Have children use these materials to begin to represent some of these numbers using the
materials. During this time support students learning, and engage with them in conversations
about their process.
Guiding Questions:
- Can you show me how you are using the materials to represent the numbers?
- Do you have to count every square on the blocks?
- How many groups of 10 are in that number?
- How many units is that number?
CLOSURE (10min)
To end the lesson students will be grouped on the floor around three large trays filled with sand.
Students will practice writing the digits 0 9 in the sand using their fingers. During this time the
teacher can gain an understanding of the students who are competent in the formation of the digits
and which students may need more instruction and opportunities to develop this skill.
ASSESSMENT OF LEARNING
Students will be assessed on their ability to write numbers in order and represent them using base
ten materials.

LESSON 5: COUNTING

Subject: Maths
Topic: Number order
Year Level: Foundation/Year 1
Duration: 45 minutes

AIM(S): The aim of this lesson is to develop students counting, specifically their ability to count
objects with one-to-one correspondence and develop their understanding of the concept of
number conversation.
CONNECTION TO CURRICULUM:
IELP: Students understand that in our counting system, one number name is used for one object
(one to one correspondence, cardinal number).

OUTCOMES:
Understanding: Students will develop their understanding that the count will be the same no
matter what order you count the objects in.
Knowledge: Students will know that the count will be the same no matter what arrangement the
objects are in.
Skill: Students will count objects with one to one correspondence and develop their ability to trust
the count.

MATERIALS AND RESOURCES:

- Annos counting book by Mitsumasa Anno, big book.
- Unifix Cubes
- Ipads

INTRODUCTION: (25 min)
Introduce the lesson with Annos counting book big book (This is a really good book for one to
one counting).
- Count some of the pages demonstrating one to one counting, choose some children to count
some pages, and count some pages together as a class.
- Talk about the counting strategies with the children:
- Only counting each object once
- How I remembered which ones I had counted (pointing and touching each picture)
- What about if I turned the book upside down, would the count be the same? Lets try it! Count
one page with the children, then turn it upside down and count again.
Demonstrate these concepts by counting a few of the children as a class:
- Ask about five children to stand at the front in a row
- Count the children as a class
- Discuss some strategies for counting one to one (tapping each student as we count, students to
sit down after we have counted them, moving them to the side as we count them).
- Change the order of the students Do we still have five children here? Lets count and check?
- Re-arrange children into different positions (in a circle, random, ect.) Is there still the same
amount of children?

Counting activity
This is an activity to give students the opportunity to practice one to one correspondence counting
and develop their ability to trust the count and know the arrangement and order of objects does
not change the count.
- Have children spread around the room, give each child a handful of Unifix cubes.

Differentiation
- Level 1: Ask these children to count out ten unfix cubes
- Level 2 Ask these children to count out 20 unifix cubes (Maddie and Tony)
- Level 3: Ask these children to count all the unfix cubes they were given

During this activity teacher will walk around the room, supporting students learning and gaging an
understanding of the students knowledge and ability to count the cubes.
- Ask the students how they keep count?
- Help students develop strategies who struggle to keep count of the cubes (provide them with
plastic cups so as they count the cube they can place it in the cup, so they know they have
counted it).
- Develop students knowledge on number conversation through questions:
- If I mix all these cubes up, is there still the same amount?
- What if you were to count them starting in a different position?

DEVELOPMENT (15 min)
For 10 minutes of the remaining time students will practice their counting skills using the ipads,
using the counting fish game on the abcya.com website to practice one to one correspondence.
After students have spent time developing their counting skills, they will spend 5 minutes on the
little writers app to continue their knowledge on number formation and develop their ability to
write numbers. This is a skill that will need continued practice; the children will also have
opportunities to practice writing numbers during hand writing lessons.

CLOSURE (2min)
To end the lessons have a group discussion reflecting on the lesson and reconfirming their
learning. Guide the discussion, with a focus on some of the different strategies children used to
keep count.

ASSESSMENT FOR LEARNING
Throughout the lesson I will be assessing students understanding of the key concepts:
- The count will be the same no matter what order you count in.
- The count will be the same no matter what arrangement the objects are in.

ASSESSMENT OF LEARNING
During the two activities I will be assessing the students counting abilities, observing to see their
ability to trust the count.

LESSON 6: SKIP COUNTING BY 10s:

Subject: Maths
Topic: Number order
Year Level: Foundation/Year 1
Duration: 40 minutes

AIM(S): The aim of the lesson is to develop students ability to count by 10s, by counting
collections by making groups of 10s.

CONNECTION TO CURRICULUM:
IELP: Students choose counting strategies such as skip counting when quantifying.

OUTCOMES:
Understanding: Students will begin to develop their understanding of the pattern of skip counting
by 10s.
Knowledge: Students will know that skip counting is a more efficient counting strategy.
Skill: Students will be able to use collections to make groups of ten.
MATERIALS AND RESOURCES:
- One Hundred Hungry Ants picture book by Elinor J Princez
- Unifx cubes
- Math counting collections
- Number grid on smart board

INTRODUCTION (10min):
Introduce the lesson with the picture book One Hundred Hungry Ants. This will support children
to transition from one lesson to the next, helping them to settle and prepare for the lesson. The
picture book will engage students in learning and act as a visual introduction to the maths lesson.
After the book has finished guide a class discussion on the book that will lead into skip counting.
Guiding questions:
- Can you tell me what that story was about?
- Why did the littlest ant stop the ants?
- What did the ants do to move faster? So the ants divided into two groups again and again
- First there was one row on 100 ants and then two rows of 50 and then four rows of 25 and then
five rows of 20, ten rows of 10.

So just like the ants in the story we too use some different strategies to help us count faster.
If I wanted to count all these unfix cubes would I count them one by one? What might be a quicker
way of counting them? Lets count some of these unifix cubes together by 10s.

DEVELOPMENT (10min):
Count some of the unifix cubes
Lets see how many unifx cubes we have if everyone makes two groups of 10.
- Have each student make two groups of 10 with the unfix cubes
- Line the rows of 10 up at the front of the classroom
- Count them together putting a sticky note under each row with the count, explaining each row
still only has 10.
Show students the number grid, pointing out the 10s column, together read the 10s column aloud
with actions (holding up 10 fingers).
ask if they can see a pattern, ask if Charlie can explain the pattern.

Explain the pattern in counting by 10s.

On the smart board number grid use a square to show that it is the same as counting by 1s (1,2 , 3,
4 , 5 ect), except that it has a zero on the end. So every number in the 10s must end in a zero. So if
you can count to 10 (which I know you all can) you can count by 10s.

CLOSURE (25min):
Have children count collections by making groups of 10:
Division of resources and differentiation
Level 1: Make 3 groups of 10 (Have Tien and Sebastian begin by making 1 group):
Unifix Cubes:
- Tien
- Sebastian
- Sonya
- Hiba
- Mohammad

Level 2: Make 5 groups of 10
Coloured buttons and cups:
- Maia
- Lara

Popsticks:
- Elfie
- Zeeza
- Saike

Level 3: Make 10 groups of 10
Foam squares and patty pans:
- Bilal
- Jagger
- Chenglong

Small red counters and patty pans:
- Benny
- William

Coloured counters and coloured patty pans
- Charlie
(Extension: Once Charlie has finished ask him to add three more groups of 10 and then see if he
remembers how to record the counting by 10s on paper, if not explain again and have him record
his work.)

During this activity, I will walk around supporting students, specifically helping them to make
their groups of 1,0 and to count the groups to help form and develop their understanding around
skip counting by 10s. Most children may not be able to count the groups by 10, but counting with
them and talking about the counting process will support them in forming the knowledge and
understanding in this area.

ASSESSMENT FOR LEARNING
Throughout the lesson I will be assessing students understanding of skip counting as a more
efficient way of counting.

ASSESSMENT OF LEARNING

I will be assessing students ability to make groups of 10. I will use a checklist to record which
students can make groups of 10.

Appendix C: Post Assessment

Numbers 1 20

Numbers 1 - 110

Appendix D: Evaluation of post-assessment results

1. Can you count how many squares there are?
Tony was able to do this competently, as it was a skill he could already perform.
Maddie showed her development in this skill, as she was able to count all the boxes correctly,
only having to restart the count once. Maddie could not perform this skill last time, as she was
only able to count 1 13, after recounting multiple times. This shows Maddies development in
the program as she is now able to competently count from 1 20, and the fact she only recounted
once shows her developing ability to trust the count.
Harry I didnt believe this was necessary for Harry to complete, as he is already a very
competent counter, and he also would not have seen relevance in the activity and not
completed it like last time.
2. Can you write all the numbers in the boxes?
Tony has shown development in his English and understanding, as he understood the task
after just one explanation. From last time we know he is very competent in ordering the
numbers 1 20, it was the formation and his fine motor skills that needed developing.
- The numbers 2, 3 and 5 could now be distinguished apart, last time they all showed a 3.
- His number 6 -11 had become more refined and were very good.
- His teen numbers had come a long way and were all now recognisable as numbers, and
were able to be read. They were all written correctly (the one first).
- It is evident from his writing that he has developed knowledge on how numbers are
written, and it shows continual developing fine motor skills
To see if Tonys knowledge had been extended beyond the number 20, I asked him if he could
write the number that comes after 20, and then I asked can you write the next two numbers
that comes after that?
- He was able to write these three numbers with competence
We already knew that Tony was very capable at ordering numbers from 1-20. It is now evident
that his ability to write them has developed, specifically his knowledge on teen number and his
development in fine motor. Tony has achieved the performance objective and shown that his
knowledge has been extended.
Maddie has come along way in terms of ordering and writing the numbers 1 20. It is evident
that she can now order the number 1 20 and her already competent fine motor skills have
developed even more. Her knowledge on number formation has improved drastically, none of
her digits were written back to front and all of her teen number, was written correctly. The
only number written slightly wrong was her 20, which was written as 02, with continued
practice she will able to perform this skill with 100% accuracy.
Maddie showed development in all areas and can now competently write and order numerals 1
20. Her post- assessment shows her development in competence and shows that she has achieved
the performance objective.
Harry already had excellent fine motor skills and was very very capable in ordering numbers
1- 100. He showed is development as:
- 4s , 7s and 9s were no longer written back to front.
- And all his multiple of tens were written correctly (with the 0 at the end).
- And was now also able to correctly order and write the numbers 100 110
Over the course of the program I was able to see his on-task behaviour improve, he still
sometimes talked of in tangents, but I no longer had to continually help him to stay on task in
every activity. He showed his understanding throughout lessons by explaining patterns in
counting. His post assessment shows he is now able to correctly write all digits and order and
write the numbers 1 110. His learning was extended throughout the program and the post-
assessment is evidence of this as, he can now write and order beyond 100.