Title (Lesson 2) Animal Legs Activity Duration of lesson 1 hour Class Size 22

Topic and Focus Mathematics Multiplication Year Level 1/2

Learning Intentions/Objectives: Students will be able to;
- Group collections in twos and fours
- Use skip counting and repeated addition
- Use multiplicative thinking to record number sentences

Key Vocabulary List:

Multiply, skip count, addition,
Curriculum: Victorian Curriculum (2016)
Level Content Content Descriptions Elaborations
Level 1:
Level 1:
- Developing fluency with
- Develop confidence with number sequences to
forwards and backwards counting
and from 100 by ones from any starting point.
in meaningful contexts
Skip count by twos, fives and tens starting from
- Understanding partitioning of
zero
numbers and the importance of
- Count collections to 100 by partitioning
grouping in tens
numbers using place value
- Developing a range of mental
- Represent and solve simple addition and
strategies for addition and
1/2 Number and Algebra subtraction problems using a range of
subtraction problems
strategies including counting on, partitioning
and rearranging parts
Level 2:
- Developing fluency and
Level 2:
confidence with numbers and
- Investigate number sequences, initially those
calculations by saying number
increasing and decreasing by twos, threes, fives
sequences
and ten from any starting point, then moving to
- Recognising patterns in number
other sequences
sequences, such as adding 10
 - Recognise and represent multiplication as always results in the same final
repeated addition, groups and arrays digit
- Representing array problems
with available materials and
explaining reasoning
- Visualising a group of objects as a
unit and using this to calculate the
number of objects in several
identical groups
Assessment Strategies:
Observation Correct students work after the lesson
Resources and Materials:
Animal legs worksheet template, students workbook, whiteboard, whiteboard markers, laptop, apple T.V
ICT Considerations: For online reading of 1 is a snail 10 is a crab ensure that;
The school internet is working
The YouTube video is appropriate
The video has a clear sound
The Apple T.V is available to use and reserved
Stage of Student Action /Tasks Time Differentiated Teacher Action
lesson Learning
Considerations
Introduction Students are seated on the 15 Mins Have large - Before the lesson: Double check that you have tested the video of 1
colour mat on the floor copies of is a snail 10 is a crab to make sure it works
template - Reserve the apple T.V for the duration of the lesson
printed for - Have the templates printed and placed next to the teachers chair at
vison impaired the front of the classroom
students. - Begin the lesson by capturing the students attention of watching
the online video. https://www.youtube.com/watch?v=6lUoCUI3F6c
 Some students - If the video fails to load, have the hard copy of the book at the ready
are allowed to and read it to the class
sit on chairs or - After that, ask a collection of students what their favourite animal
have fiddle was in the book and to remember how many legs that animal has
toys for - Once a number of students have revealed their animal move onto
concentration introducing the activity
- Explain to the students that the reason why we read this book was to
get you to think about how many legs certain animals have, and will
guide you through the animal legs activity

Body of Students remain on the floor 30 Mins Students who - Hold up the template for the Animal legs activity, and display the
lesson to watch the teacher are ready can template on the apple T.V for vision impaired students
demonstration begin and - Students are given a template with 20 legs hidden behind a fence
students who - Explain to the students that their task is to think about how many
need more animals or humans could be hiding behind the fence, and to match
assistance can the animal or human body to the correct number of legs
remain on the - But tell students that they are only allowed to choose 2 or 4 legged
floor for a animals (e.g. a person, bird, dog, cat, horse)
limited time. - And also explain that they have to write a number sentence that
applies to their drawings. E.g. 10 people can be written as 10 x 2 = 20
or 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 20
- Either draw a fence on the whiteboard, or attach an A3 template to
the whiteboard
- Begin by asking the class how many legs they see behind the fence, if
they cant see, tell them that there are 20 legs hidden by counting
the legs with them
- Ask questions such as how many legs do humans have? How many
legs does a dog have? How many legs does a cat have?
- Modelling Start with the human legs example (for lower level
students) by drawing the correct amount of people to match the
number of legs (10 people)

Students move to their desks
to begin activity
Conclusion Students remain at their
desks
- After that write the number sentence
- After that example, use dogs as another. Draw the dogs body to
match 4 legs (5 dogs total) Then ask students what number sentence
you could use
- May be: 4 + 4 + 4 + 4 + 4 = 20 or 4 x 5 = 20
- Then explain to students that they dont only have to draw one
animal or just people they could draw 2 people and 4 dogs, they
could draw 4 dogs and 1 cat, or 3 cats, 1 dog and 2 people (for high
level students) write number sentence examples for those on the
board
- E.g. 4 dogs, 2 people (4 x 4 = 16, 2 x 2 = 4, total = 20)
3 cats, 1 dog, 2 people (3 x 4 = 12, 1 x 4 = 4, 2 x 2 = 4, total = 20)
- Ask the students if they have any questions, and if they feel alright to
begin the activity
- For those students who are not confident to begin activity, form a
smaller group on the floor and work with them to get them started
on the activity (but must not complete entire activity together, each
student must attempt the task by themselves)
- Hand each student a worksheet and send them off to complete the
task (apart from those who may need further assistance and remain
seated on the floor)
10 Mins ES to work - If students are finding this task challenging, prompt students to think
with assigned about how many legs they have and could redraw the human
group (2 example on the whiteboard
funded and 2 - Assign ES to work with students who are struggling
at risk - Write the number sentence for the human example on the
students) whiteboard for those students who may need guidance
I will check in - Walk around the classroom and assist other students who may be
with my finding this task challenging
identified - Once students have finished the task check their work to see if they
accelerated have understood the task
 group and - Begin concluding the lesson and start packing up
provide them - Guide the students to glue the templates into their math work books
with prompts and clean up their tables of rubbish, pencils, erasers and sharpeners
to challenge
themselves
further (i.e. a
mix of animals)
Closure Students who have not 5 Mins Extra time for - Allow time for students to share their work, so others can see
completed the activity students examples and learn from each other
remain at their desk. needing it. - Ask students how they felt about this lesson and if they enjoyed
Students who have can sit on Sharing allows completing the activity
the floor students that - For those students who have finished the activity, they can all join in
havent in a game of Maths tigi
finished to see - And the students who have not completed their work can join in the
an example. game once they have finished
- Explain to students that in the next lesson they will be doing a fun
investigation that will develop their multiplication skills

Post lesson Reflection: 24/10/16

- The students responded well to the activity, after further assistance from myself and my mentor teacher
- The online video of one is a snail, ten is a crab served the purpose to grab the students attention however with some technical glitches, I
quickly turned to the hard copy of the book, and began reading it to the class, which I found to be a better approach and should have done it that
way from the beginning as the students were so engaged that they all joined in with me reading the book, which became more exciting
- And using the Apple T.V to display the activity template was very beneficial as the students were drawn to the screen and could clearly see what
was being asked of me
- I feel as though I overthink everything, and I need to become more relaxed when explaining an activity, and not feel as though Im reading off a
script (lesson plan)
- I need to start becoming more firm with the students, and try not to be their best friend but rather become the person in charge. Must work on
giving out warnings for bad behaviour with a firm tone of voice
- Must learn to reiterate the learning intentions with the students throughout the activity so they know what they are trying to achieve
- I was very nervous at the beginning but after having discussions with the students I became more confident in what I was doing
- I need to have more self confidence in what Im teaching the students, and how to speak to the students, I began doubting my ability at one
stage, but after a brief chat to my mentor she explained that I was doing a great job and to not overthink everything, so then I became more
confident to raise my voice and speak to the entire class without hesitation
- Overall, I feel as though the lesson was a success, my lesson went to plan and I had enough resources and there were no critical errors made by
me
- I just need to work on introducing the activity with more relevance to the learning intentions, and start being a teacher figure to the students
rather than a friend
- Every student attempted this task with excitement, and each student was happy to share their work with myself and the class, which was a
positive response from them and a rewarding feeling for me
- All the students respected me and were very understanding that this was my first official teaching lesson
- I believe that I have created a strong bond with these students, and they all give me positive feedback on me as a teacher
- I feel as though I need to become more confident in myself and what I am teaching, with focusing more on the learning intentions rather than
overthinking how I am explaining the task

Mentor Feedback: 24/10/16

- Its a good idea to remind them of your expectations and wait for everyones attention. Dont try to speak over them. Utilise the traffic light and
give warnings
- Draw attention to positive behaviour e.g. I like how this person or that person is listening
- I like how you got them to all join in with reading the book it made it very engaging
- Good how you drew their attention to the legs, so they remembered what they were looking for on each page
- I like how you got them to predict the next animal
- A lot of calling out/chatter whilst related to the book, its a good idea to remind them to wait their turn, put hands up and not talk over you
- I like how you got them to count the legs
- Remember to state the learning intention/what they are learning. Some students wouldnt have realised what math skills they were applying
- Well prepared had all of your resources organsied
- They were excited and engaged when discussing their favourite 4 legged animals
- It would be good to list some animal idea on the board
- Remember to refer back to the learning intention
- Try to pick different people to answer questions, even if they dont have their hands up
- Good example I like that you included multiplication and repeated addition
- Good thumbs up/side/down to check understanding
- Nice work circulating the room during task
- Good work the way you gave them a time warning with a clap and also said who will be the first desk to be ready
- Good to share the work it gave them a chance to explain their work/strategies they used. This was a great teaching moment
- Good use of I.C.T apple T.V for video of one is a snail, ten is a crab and also task example. Students could easily refer back to the example you
did on the whiteboard
- A well thought out and planned lesson. You were prepared and engaging. Some work on classroom management will make the lesson even
stronger
- Great control over class during sharing. You seemed very confident as you warmed up by this stage
- You have such a warm and friendly manner with the students
- Great, positive feedback during sharing