| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Number- part part whole |
| What length (min) | 30 |
| What age group | Year or Grade 1 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Number - Part, Part, Whole
Year 1
Mathematics
20 students
The lesson aligns with the Australian Curriculum: Mathematics, focusing on Number and Algebra, particularly within the sub-strand of "Number fluency" and "Patterns and algebra".
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Introduce the concept of part-part-whole using a visual aid on the whiteboard. Discuss how two parts can make a whole. |
| 2 | Direct Instruction | 10 | Explain and model part-part-whole relationships with simple examples using objects. Demonstrate how to fill out the part-part-whole diagram. |
| 3 | Guided Practice | 5 | Work together as a class to complete a part-part-whole diagram based on a given number. |
| 4 | Independent Practice | 5 | Distribute worksheets for students to fill in their own part-part-whole diagrams with different numbers. |
| 5 | Closing and Review | 3 | Recap key points about part-part-whole relationships and remind students of their homework. |
| 6 | Homework Assignment | 2 | Distribute homework sheets that reinforce the concepts taught in this lesson. Ensure students understand they can complete it at home. |