Today’s lesson for me was a maths lesson with Year 4. Overall, I am really pleased with how the lesson went and how much the children took away from this lesson. The children are learning about subtraction from decomposition and I chose to teach this in a way of telling a story and then doing a worksheet. I was concerned about the children not being active do also added in a short activity including the children answering the questions and getting into a line at the end. I have marked their written work which will be included in my placement folder for confidentiality purposes as well as a very positive evaluation sheet from the class teacher about my lesson.
Individual Lesson Plan Format (Primary)
Class/Group: Year 4 Lesson: Mathematics Date: 27.04.17
Children have done previous work on mental and written subtraction in previous terms
|Working towards outcomes of a National Curriculum
Pupils should be taught to: subtract numbers with up to 4 digits using the formal written methods of columnar subtraction where appropriate
|Literacy/Numeracy/ICT/HWB (where appropriate):|
|Learning Intentions||Success Criteria|
|To use compact decomposition to subtract 3 and 4 digit numbers from 4 digit numbers||I can use compact decomposition to subtract 3 and 4 digit numbers from 4 digit numbers|
|Resources||Whiteboards, smartboard, pens, worksheets, pencils, rubbers, post it notes, question cards|
| 6 mins
|Setting the context/Beginning the lesson (Introduction)
Give the children a question on the board (6273-4528) and give them each a post it note and some time to answer question. Answer at the end
Teaching the learning intentions (Development)
Explain the Everest “story” using the class whiteboard to draw on.
Have the children with individual whiteboards in pair answer the question 8848-453m using compact decomposition. Write the answer on the board as the children answer the questions given.
Continue with the whiteboards for subtracting 8848-985m if the balcony was lower down. Discuss this.
Children will then do the Everest camp worksheet in pairs putting names at the top. Timer on board. Another similar worksheet available if children finish early.
Tidy up from this and get out whiteboards
Play the silent game where the children have to answer questions and get into a number line – game must be silent and they must help each other
Ending the lesson (Plenary)
Answer the question set at the start on a ‘post it’ note. Stick on board and review – did class agree
Question and Answer
Question and Answer
Question and Answer
|Success Criteria Results||Next steps for the children|
|The children all responded well to the compact decomposition strategy with most getting all of the answers correct for each activity. Children 1, 7 and 13 were unable to complete the first activity and were allowed to continue it during the second activity. Even when getting the extra time, the same children got answers wrong, which could be down to the questions or them not being confident in using this technique.||Children 1, 7 and 13 need to continue to work with the compact decomposition strategy, possibly even with easier questions of only 2/3 digits.
I am confident for all other children to move on to harder subtraction questions, possibly even with 5 digits.
|EVALUATING MY PRACTICE|
|Going well (what worked and why?)
The lesson overall went really well with children listening well and there were no behavioural issues. This was most likely down to the amount of activities going on in this fast paced lesson, which allowed the children to be constantly busy and active.
Most children engaged well with the story which I think is possibly down to me telling the story in a fun way, allowing the children to come up to the board and draw things on themselves.
I had planned this lesson well so knew exactly when I should do things and how to start it off. )
|Areas for development (what didn’t work and why?I sent all the children to go up to get their books at once, which was a mistake as it caused a lot of chaos at the desks. I should have allowed them to go up one at a time or for one child from each table to go up to hand out the books.|
|Next Steps for Me
In future I will be more aware of what the children have already learned in maths lessons and the way they describe certain methods in mathematics. I will also remember to send children up one at a time or one from each table to get books etc.