| 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 | Dinosaurs |
| What length (min) | 30 |
| What age group | Reception / Kindergarten |
| 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 |
Mathematics
Dinosaurs
Reception / Kindergarten
30 minutes
20
| Step Number | Step Title | Length (Minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Dinosaurs | 5 | Brief discussion about dinosaurs, asking about favorite dinosaurs. Use visual aids. |
| 2 | Counting with Dinosaurs | 10 | Show the dino counting manipulatives and lead a counting activity (up to 10). |
| 3 | Printable Card Activity | 5 | Distribute dinosaur-themed cards. Instruct students to fill them out with numbers or drawings of dinosaurs (students will keep these until collection). |
| 4 | Group Sharing | 5 | Have students share their filled cards with a partner and discuss their choices. |
| 5 | Collecting/Checking Cards | 3 | Collect or randomly check the cards without presentation. Use this time to assess understanding. |
| 6 | Assigning Homework | 2 | Briefly explain homework related to the lesson (not detailed in this plan), ensuring clarity and engagement. |
| 7 | Closing Circle | 5 | Gather in a circle, recap what was learned, and share one interesting dinosaur fact. |
This lesson aligns with the Australian Curriculum, particularly in the early mathematics foundation focusing on counting, number recognition, and use of materials for counting. It encourages play-based learning, aligning with the Early Years Learning Framework outcomes.
“Good morning, everyone! Today, we are going to have an exciting adventure into the world of dinosaurs while doing some math! Can anyone tell me what a dinosaur is?”
(Pause for responses)
“That’s right! Dinosaurs were incredible creatures that lived a long, long time ago. Who here has a favourite dinosaur? Raise your hands!”
(Encourage each student to share their favourite dinosaur. Use visual aids such as pictures of different dinosaurs.)
“Fantastic! Dinosaurs come in many shapes and sizes. Now, let’s dive into our counting adventure with these amazing creatures!”
“Okay, friends! I have something special for you. Look at these toy dinosaurs I'm holding! Let’s count them together. Ready? One, two, three...”
(Continue counting up to 10 with students.)
“Let’s count them again together! This time, I want you to use your fingers. Ready? Let’s count to ten!”
(Engage students to count along using their fingers.)
“Great job! Now, can anyone tell me how many dinosaurs we have?”
(Encourage responses and correct if necessary.)
“Wonderful counting! Now we’re going to use these dinosaurs to help us with a fun activity!”
“Now, I have these dinosaur-themed cards for each of you. I’m going to hand one out to everyone. On your card, I want you to write a number between 1 and 10, or you can draw your favourite dinosaur! Use your markers and crayons to make it special.”
(Handover cards and materials)
“Make sure to take your time; I’m excited to see all your creativity!”
(Give students about 5 minutes to complete the task)
“Alright, my dino artists! Now that we have all finished our cards, I want you to partner up with someone next to you. Take turns sharing what you wrote or drew on your card! Remember to listen carefully to your partner.”
(Give students a few minutes to share with each other)
“That's amazing! I love hearing all the different dinosaurs you chose and the numbers you wrote. Great teamwork, everyone!”
“Now, I'm going to come around and collect your cards. I’ll also take a quick look at them to see how you did.”
(Walk around the classroom, collecting cards)
“I’ll check them and make some notes. If I have any questions, I’ll ask you! Keep up the good work!”
“Before we finish our lesson today, I want to let you know about some homework. I’d like you to find or draw a dinosaur at home that you really like. Make sure to think about how many of those dinosaurs you can count! You don’t need to bring it in for presentation, just share it with a family member or friend. Sound good?”
(Pause for responses)
“Awesome! I can’t wait to hear what you come up with!”
“Now, let’s come together in a circle for the last few moments of our class. Who can tell me one thing they learned today about dinosaurs or counting?”
(Encourage students to share and recap)
“Excellent sharing, everyone! I loved hearing what you learned. Just before we go, I have a fun fact: Did you know that some dinosaurs were as small as a chicken? Isn’t that surprising?”
(Pause for reactions)
“Thank you all for being such fantastic dino explorers today! Have a wonderful day and don’t forget about your dinosaur homework!”
What is your favourite dinosaur? Write a few sentences about why you like it.
Draw a picture of your favourite dinosaur and include its name.
Count how many dinosaurs you can find in books or online. Write down the number.
Choose two different dinosaurs you like. Write down how many legs each one has and compare their numbers.
Create a simple math problem using your dinosaur drawing. For example, if you have 4 T. rex and 3 Triceratops, how many dinosaurs do you have in total?
Share your dinosaur drawing and the math problem you created with a family member or friend. What did they think?
Write down one new fact you learned about dinosaurs today.
If you could learn about one more dinosaur, which one would it be? Write a sentence explaining your choice.
Think about the sizes of different dinosaurs. Which do you think would be the tallest, and which would be the smallest? Write a short paragraph explaining your reasoning.
What was your favourite part of today’s class? Share it with someone at home!
| Question | Answer |
|---|---|
| What is a dinosaur? | |
| Name your favourite dinosaur and describe one interesting fact about it. | |
| How many toy dinosaurs did we count together in class? | |
| What number did you choose to write on your dinosaur-themed card? | |
| Who did you partner up with to share your card, and what did they draw or write? | |
| Can you recall one thing you learned today about counting? | |
| Why is it important to listen carefully to your partner when sharing your card? | |
| What did you create for your homework and how many of those dinosaurs can you count? | |
| What was the fun fact about dinosaurs that we shared in the closing circle? | |
| Can you think of another dinosaur that was not mentioned in class today? |