| 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 & algebra |
| What length (min) | 90 |
| What age group | Year or Grade 1 |
| Class size | 40 |
| What curriculum | NZ Mathematics 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 & Algebra
Year 1
Mathematics
40 students
90 minutes
This lesson corresponds to the NZ Mathematics Curriculum, focusing on number and algebraic thinking.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 10 | Introduce the topic of number and algebra. Engage students with questions about their previous knowledge of numbers. |
| 2 | Homework Presentations | 15 | Select 2-3 students to present their homework. Encourage the class to ask questions to foster discussion. |
| 3 | Number Concepts Review | 15 | Review basic number concepts (addition, subtraction) using visual aids. Involve students in demonstrating problems. |
| 4 | Group Activity | 25 | Split the class into small groups (5-6 students each) for collaborative problem-solving activities using worksheets. |
| 5 | Class Discussion | 10 | Regroup and discuss findings from group activities. Highlight different strategies used to solve the problems. |
| 6 | Wrap-Up | 10 | Summarize key concepts learned during the lesson. Ask students to share one new thing they learned. |
| 7 | Assigning Homework | 5 | Assign homework to consolidate learning. Provide instructions clearly and ensure students understand what is expected. |
"Good morning, everyone! Today, we’re going to dive into an exciting topic in mathematics: Number and Algebra! I want you to think about numbers for a moment. Can anyone tell me what a number is? (pause for responses) Great! Numbers are everywhere in our lives, from counting our toys to understanding the time. Now, let's talk about some of the things you've learned about numbers. Who can share something they know about addition or subtraction? (encourage several students to respond) Fantastic! You all have a good foundation, and today, we will build on that understanding."
"Now, let's move on to the next part of our lesson. I would like to invite a few of you to share what you found while doing your homework. Who remembers their task? (pick 2-3 students to present) Please come up one by one and explain what you did. As they present, I encourage everyone to listen carefully and think of questions you want to ask.
(After each presentation) 'Thank you so much for sharing, [Student's Name]! Can anyone think of a question they would like to ask? (call on classmates to engage in discussion) Excellent questions everyone! Let's give our presenters a round of applause!"
"Now let's take a moment to solidify our understanding of some basic number concepts. Here on the board, I have a chart of numbers. (point to visual aids) Can anyone tell me what 3 + 2 equals? (wait for response) That's right, it equals 5! Now, can someone come up and show us how to do this on the board? (invite a student to demonstrate) Wonderful job!
Let’s try another one: What is 7 - 4? (prompt for answers and invite a student to demonstrate subtraction) That's fantastic! Remember, addition means putting together, and subtraction means taking away. You are doing great!"
"Now we are going to break into small groups for a fun activity. I want you to work together with your group to solve some problems on these worksheets. Each group will get a worksheet that has different number problems to tackle. Make sure to discuss your strategies among yourselves and come to a group agreement on how to solve each problem.
As you work, I will walk around to help anyone who might have questions. Let's spend the next 25 minutes on this. Ready, set, group up!"
"Okay, everyone, let’s come back together as a whole class. I hope you enjoyed working with your groups! I want each group to share one problem they found interesting and discuss the strategy you used.
(Group by group, ask them to share) ‘Who would like to start?’ (encourage participation) Great points! I'm hearing a variety of strategies, and that's what math is all about—finding different ways to solve problems!"
"To wrap up our lesson today, let's quickly review some of the key concepts we've discussed. What is one thing you learned today about number and algebra? (ask several students to share) Those are some strong insights! You all worked really hard, and I am so proud of the progress you’ve made."
"For homework tonight, I would like you to practice more problems similar to what we did in class today. I will give you a worksheet that you will complete at home. Make sure to read the instructions carefully. If you have any questions about it, please feel free to ask now!
(Distribute homework worksheets) Remember, when you complete your homework, keep it safe to bring back to class! I can't wait to see how you all tackle these problems. Have a fantastic day, everyone!"
Can you think of a real-life situation where you would need to use addition or subtraction? Share a specific example.
If you have 10 apples and you give away 3, how many do you have left? Can you represent this with a drawing or model?
What strategies can you use to solve a subtraction problem? Can you demonstrate one of those strategies for the class?
How do you think learning about numbers and algebra will help you in the future? Give an example of a job or situation where these skills might be useful.
If you were to create a new number game for your classmates, what kind of problems would you include and why?