P2University of Manchester Lesson Plan: Talk Partners, Investigation, Active Learning, Games, Collaboration, IT

P2University of Manchester Lesson Plan
Subject: Maths
Lesson context
In this lesson, the
children will do a
carousel of activities
relating to the learning
from the last maths
units and depending on
the areas identified for
improvement in the test
yesterday.
Class: Y5
Childrens learning from
previous lesson S2b, S6b
The carousel stations which the
children visit today are a direct
result of how well they
achieved in that area during
the test.
Date: 27/11/14
Provision for inclusion (SEN, EAL, G&T, Beh,
GRT, LAC...)(S5d, S5b)
SEN completing an assessment with AT.
EAL not normally a limiting factor in
maths.
G+T HA who do not need to visit
any/many misconceptions stations will
work on the extension pathway which is a
team challenge. In this challenge, the
children will be given information about
how to calculate the area of a triangle as
well as how to calculate volume. They will
have to combine this with their current
knowledge of area and perimeter and
shape.
Beh given that it is a carousel activity,
Raven may be a bit unsettled. Praise and
encouragement for independent work
whenever possible. Work towards a tick
but no tolerance for getting distracted,
calling out etc.
Objective: what do I want the pupils to learn and how I will know they have learnt it?
Lesson objective
Success criteria: To be successful pupils
Differentiation (who will do what?)
(To)
will
link each activity to the success
criteria on the left(S5a)
To address any
- Go to the stations identified on
SEN completing an assessment with
misconceptions on
their misconceptions grid.
AT
the current unit.
- Read the instructions and
examples
HA some may have one or two
- Try the activity
stations to visit but then will start on
- Move onto another station when
extension pathway challenge (see
asked.
above).
LA/MA visit the different stations
where the topic will have activities at
different levels of the mountain.
Subject knowledge: what do I need to know in order to teach this lesson?
Concepts I will explain: S3a
I will model:
Teacher led activity on 24 hour clock. How it
Converting between the 12 and 24 hour clocks and
works, how to convert from the 12 hour clock,
solving problems involving time.
how to write it.
Vocabulary I will use: S3a
Pedagogy: teaching strategies I will use (S2d):eg
talk partners, investigation, active learning, games,
collaboration, IT.
Co-ordinates
24 hour clock
Active learning, collaboration, IT (interactive clock)
Fractions
12 hour clock
2 step word problems
AM/PM
Area
Perimeter
Resources
Safety S1a
weblinks
- Interactive clock
General classroom
Word problems
2 step problems help
sheet
Perimeter and area
activity
Perimeter and area ref
sheet
Fractions ref sheet and
activity
Co-ordinates question
sheet
Co-ordinates grid
Extension pathway
booklets
Extension pathway help
sheet.
management.
Formative assessment and feedback (S6)

To challenge and extend the
pupils my questions are: S1b,
S6b
What techniques and
strategies am I using to assess
the learning? (S6b)
How and when we I give
oral/written feedback to the
pupil against the success
criteria so that they can
respond?(S6d, S2a)
Teacher led group on time: What time is it?

What is the difference between the 12 hour clock and the 24 hour
clock?
What time will it be in an hour and a half?
What is the difference between these two times?
Discussion and observation
Childrens self-assessment
Marking
Teacher led group on time receive instant feedback.
Some verbal feedback as float around other stations.
Written feedback in books.
Teaching and learning sequence: How will I teach this lesson? What will I do? The guide to my
lesson (S6a, S4 and S7)
(Think about behaviour management, timings, transitions and assessment leading to feedback)
Behaviour/timing What the teacher is doing
What the pupils are doing
s/assessment
leading to
feedback
5 mins
Children are used to this format of a
Listening and checking which stations
lesson but remind them that this is
they need to go too --- responsibility for
their misconceptions lesson and that
their own learning.
they need to check their test results to
see which activities they need to do.
Send children with no misconceptions
off to start on extension pathway.
HA go off to work collaboratively on

extension pathway task.
Explain the activities on each station to

the children.
12 mins on each
activity
1) Teacher led activity on 24 hour clock

on IWB. How to convert from the 12
hour clock and solving problems
The children complete the activities

independently but can discuss them
collaboratively. They stay at each activity
5 mins
including time.
2) Co-ordinates: reading and plotting in
the first quadrant or all four quadrants,
using co-ordinates to create shapes and
lines.
3) Word problems: Two step word
problems involving all four operations.
4) Fractions of amounts: finding
fractions of amounts without a
calculator.
5) Area and perimeter: at all levels,
from counting squares to find area to
multiplication and composite rectilinear
shapes. Perimeter with given and
missing sides.
Go see extension pathway to chat
about their progress before the end of
the lesson.
until they are told to move on. Each

station has instructions as well as all of
the resources that the children will need
to complete the activity.

P2University of Manchester Lesson Plan: Talk Partners, Investigation, Active Learning, Games, Collaboration, IT

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P2University of Manchester Lesson Plan

Formative assessment and feedback (S6)

Teacher led group on time: What time is it?

HA go off to work collaboratively on

Explain the activities on each station to

1) Teacher led activity on 24 hour clock

The children complete the activities

until they are told to move on. Each

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