LESSON PLANThe following is a sample of the Lesson Plan format used by the University.

Lesson Topic/Focus:Enlarging and reducing shapes Date:20/11/2014

AusVELS Domain(s):MathematicsYear level(s):5

AusVELS strand (s):Discipline based learningLesson duration:60 minutes

AusVELS sub-strand(s):Measurement and Geometry

AusVELS Dimension(s) or Religious Education Guideline:Location and Transformation- (ACMMG115)

Learning Standard(s)/Outcome(s):For students to apply the enlargement transformation to familiar two dimension shapes, whilst exploring the properties of the resulting image compared with the original. At the conclusion of this lesson, the students will know/understand that: shapes can be enlarged or reduced, using the properties of the original shape. At the conclusion of this lesson, the students will demonstrate the skills/strategies of: fluency. Students will use fluency as they choose appropriate units of measures, whilst using the correct instruments to both enlarge and reduce a range of shapes. Assessment: Collecting work samples Assessment Grid (Anecdotal notes)Assessment criteria for analysis: Ability to demonstrate the knowledge of reducing and enlarging. Ability to verbally articulate reasoning Able to use the terminology half and double by correctly demonstrating this through their actions in the questions.

Teaching focus: A.The pre-service teacher's teaching skill for observation by Associate Teacher:- Speaking slowly and clearly

B.Teaching skills that the pre-service teacher would like to personally develop: - Active listening to students responses- Self-confidence

Background to the learning:A.References for teacher background knowledge:- Enlarging and reducing shapes - Use of dot arrays

B.Identify students current knowledge:- Understanding of rotational/reflectional symmetry - Understanding of lines of symmetry

Lesson resources:List the resources, materials, equipment and titles of books used in the presentation of the lesson/activity. Whiteboard Dot paper Stepping Stones resource book Interactive smart board

Lesson content:A. Introduction 10 minsMotivation and tuning in strategies to revise current knowledge, to gain insights into what the students already understand, to engage the students or to introduce new learning; list the key questions to use. - Quick 10 multiplication facts (counting on e.g. starting at 24 by 3s for differentiation/scaffolding students)- Use the whiteboard and distribute dot paper to students. On the whiteboard, draw rows/columns of dots and draw 5 shapes. Have children replicate these shapes, encouraging children to ensure they leave enough room on their sheet for 5 shapes.

B.Development20 minsExplore/elaborate/restructure/develop the concepts, understandings, skills or attitudes; teaching and learning strategies that will be used to achieve this; summarise (list instructions) approaches or activities to be used; list the key questions to use- Introduce the terms enlarging and enlargement to describe what happens when a shape is made larger. E.g. I made a shape on the geoboard and then copied the exact shape onto the board. My shape on the board was made much larger. - I enlarged the shape form the geoboard. - When you copy what is shown on the board onto your geoboard, you are making it smaller or reducing it. - A smaller copy is called a reduction. - Project the step in discussion from student journal 10.10 and work through the questions as a whole class. Imagine you took a photo of a hot air balloon. What is the same about the actual balloon and the photo of the balloon? What is different? Imagine you took a photo of an ant and look at it on a computer screen. What is the same about the real ant and the photo of the ant? What is different? Read both the step up and step ahead with the students to ensure they know what to do to work independently.

C.Consolidation, practice, extension 20 minsAssign work tasks, which apply the concepts, skills, understanding and/or attitudes; ways of extending the learning of ideas/understandings; ways of scaffolding learning for students who require extra assistance- Using the stepping-stones book, students work independently at tables to complete both the step up and step ahead on pages 242-243. Scaffold students learning by working with a guided group on the floor with the teacher supporting for extra assistance. Use probing questions such as: Tell me how you worked it out? Show me how you did this. How did you work it out? Can you explain how you arrived at your answer? Can you show me what youre thinking? How could you check this? Can you model this for me? If we change this, what will happen? What is the same and different about this shape? Is it larger or is it smaller? How do you know this?

D.Closure10 minsSummarise the key issues in the lesson; list the strategies employed to determine what the students have learnt; questions that will be posed to support the students reflection on learning Have students go through each of the answers, choosing students to demonstrate on the board how they reached that answer. If other students have different answers, have them share these too.

Lesson/activity transition:This is the activity required to terminate the first lesson/activity and to initiate the next lesson/activity. A lesson/activity transition is not to be confused with a lesson/activity conclusion.

Step 1: Collecting materials and returning them to original position Step 2: Tidying the room Step 3: Lining up for P.E.Post-lesson review and evaluation:

Student achievement:

To what extent were outcomes achieved? How did the students demonstrate this? The learning outcome for this lesson was, for students to apply the enlargement transformation to familiar two dimension shapes, whilst exploring the properties of the resulting image compared with the original. I believe students were able to successfully achieve this as they actively participated in whole class activities, before all completing the independent activity as instructed by the stepping stones resource book. The students demonstrated they had achieved these learning outcomes as they were able to successfully demonstrate each of the assessment criteria of: Ability to demonstrate the knowledge of reducing and enlarging- this was evident as each of the students were able to correctly and confidently define and demonstrate what both of these terms means. Ability to verbally articulate reasoning- this was evident as students defined key words half and double and stated that if this side of the shape is two long and I need to enlarge the shape by doubling this, I will now need to make it four long. Able to use the terminology half and double by correctly demonstrating this through their actions in the questions- this was evident as I used both teacher roving and the collection of work samples.

Teaching effectiveness:

What have you learnt from the lesson? From todays lesson, I learnt that it is far more effective to have students working at the tables and away from the quiet area, unless they are on the floor working with the guided working group. This way, I was able to go around and monitor all students learning. Using big, bold handwriting to ensure that all students can see the questions. What do you recommend for future lessons? Continuing to use only the classroom tables (not quiet room) to complete the independent activities. Continue to use probing questions for not only the focus group, but also the whole class section. This is an excellent way to scaffold students learning, really setting students up for their learning and what is to come. Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your self-development focus for the lesson, referring to both strengths and areas to be addressed. I felt as though this lesson was quite effective in regards to both the objectives and outcomes of the lesson. I felt as though students were able to achieve the learning outcome as they enlarged and/or reduced shapes from their original size. I felt as though the way I conducted the lesson was effective. I noticed that when children began to become restless it was time to move off the floor from the whole class activity and on to the independent activity. Overall, I felt as though it was successful for both the students and myself as I was able to produce a lesson that allowed students to actively participate in both the whole class discussion and activities as well as the independent activity.