Standard 3.5 Word

8/9/2019 Standard 3.5 Word

1/4

LESSON PLAN

The 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): Mathematics Year level(s): 5

AusVELS strand (s): Discipline based learning Lesson duration: 60 minutes

AusVELS sub-strand(s): Measurement and Geometry

AusVELS Dimension(s) oreli!ious Education

"uideline:

ocation and !rans"ormation# $%&MMG115'

Learnin! Standard(s)/#utcome(s):(or students to apply the enlargement trans"ormation to "amiliar t)o dimension shapes* )hilste+ploring the properties o" the resulting image compared )ith the original.

At t$e conclusion o% t$is lesson& t$e students 'ill no'/understand t$at: shapes can beenlarged or reduced* using the properties o" the original shape.At t$e conclusion o% t$is lesson& t$e students 'ill demonstrate t$e sills/strate!ies o%: "luency.,tudents’ )ill use "luency as they choose appropriate units o" measures* )hilst using the correct

instruments to both enlarge and reduce a range o" shapes.

Assessment:

# &ollecting )or- samples

# %ssessment Grid $%necdotal notes'

Assessment criteria %or analsis:

# %bility to demonstrate the -no)ledge o" reducing and enlarging.

# %bility to erbally articulate reasoning

# %ble to use the terminology ‘hal" ’ and ‘double’ by correctly demonstrating this through their actions in the uestions.

Teac$in! %ocus: A. The pre-service teacher's teaching skill for observation by Associate Teacher

# ,pea-ing slo)ly and clearly

!. Teaching skills that the pre-service teacher would like to personally develop# %ctie listening to students’ responses# ,el"#con"idence

*ac!round to t$e learnin!: A. "eferences for teacher background knowledge

# Enlarging and reducing shapes# se o" dot arrays

!. #dentify students’current knowledge# nderstanding o" rotational/re"lectional symmetry

http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACMMG115http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACMMG115


2/4

# nderstanding o" lines o" symmetry

Lesson resources:List the resources$ materials$ e%uipment and titles of books used in the presentation of thelesson&activity.

# hiteboard# Dot paper# ,tepping ,tones resource boo-# nteractie smart board

Lesson content:A+ ,ntroduction 10 mins

otivation and ‘ tuning in’strategies to revise current knowledge$ to gain insights into what thestudents already understand$ to engage the students or to introduce new learning( list the key %uestions to use.# 3uic- 10 multiplication "acts $counting on e.g. starting at 24 by s "or di""erentiation/sca""olding students'# se the )hiteboard and distribute dot paper to students. n the )hiteboard* dra)ro)s/columns o" dots and dra) 5 shapes. ae children replicate these shapes* encouragingchildren to ensure they leae enough room on their sheet "or 5 shapes.

*+ Development 20 mins)*plore&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 %uestions to use# ntroduce the terms ‘enlarging’ and ‘enlargement’ to describe )hat happens )hen a shapeis made larger. E.g. made a shape on the geoboard and then copied the e+act shape ontothe board. My shape on the board )as made much larger.# enlarged the shape "orm the geoboard.# hen you copy )hat is sho)n on the board onto your geoboard* you are ma-ing it smaller or reducing it.# % smaller copy is called a reduction.# 7ro8ect the step in discussion "rom student 8ournal 10.10 and )or- through the uestions asa )hole class. “magine you too- a photo o" a hot air balloon. hat is the same about theactual balloon and the photo o" the balloon9 hat is di""erent9” “magine you too- a photo o" an ant and loo- at it on a computer screen. hat is the same about the real ant and the photoo" the ant9 hat is di""erent9 :ead both the step up and step ahead )ith the students toensure they -no) )hat to do to )or- independently.

+ onsolidation& practice& e.tension 20 mins Assign work tasks$ which apply the concepts$ skills$ understanding and&or attitudes( ways of e*tending the learning of ideas&understandings( ways of scaffolding learning for students whore%uire e*tra assistance

# sing the stepping#stones boo-* students’

)or- independently at tables to complete both thestep up and step ahead on pages 242#24.

# ,ca""old students’ learning by )or-ing )ith a guided group on the "loor )ith the teacher supporting "or e+tra assistance.

# se probing uestions such as;# !ell me ho) you )or-ed it out9# ,ho) me ho) you did this.# o) did you )or- it out9# &an you e+plain ho) you arried at your ans)er9# &an you sho) me )hat you’re thin-ing9# o) could you chec- this9

# &an you model this "or me9# " )e change this* )hat )ill happen9


3/4

# hat is the same and di""erent about this shape9 s it larger or is it smaller9 o) doyou -no) this9

D+ losure 10 minsummarise the key issues in the lesson( list the strategies employed to determine what thestudents have learnt( %uestions that will be posed to support the students ’ reflection on

learning # ae students’ go through each o" the ans)ers* choosing students’ to demonstrate on the

board ho) they reached that ans)er. " other students ’ hae di""erent ans)ers* hae themshare these too.

Lesson/activit transition:This is the activity re%uired to terminate the first lesson&activity and to initiate the ne*t lesson&activity. A lesson&activity transition is not to be confused with a lesson&activity conclusion.

,tep 1; &ollecting materials and returning them to original position,tep 2; !idying the room,tep ; ining up "or 7.E.

ost-lesson revie' and evaluation:

tudent achievement

To what e*tent were outcomes achieved /ow did the students demonstrate this

# !he learning outcome "or this lesson )as* "or students to apply the enlargementtrans"ormation to "amiliar t)o dimension shapes* )hilst e+ploring the properties o" theresulting image compared )ith the original. beliee students )ere able to success"ullyachiee this as they actiely participated in )hole class actiities* be"ore all completing theindependent actiity as instructed by the stepping stones resource boo-.

# !he students demonstrated they had achieed these learning outcomes as they )ere able tosuccess"ully demonstrate each o" the assessment criteria o";

o %bility to demonstrate the -no)ledge o" reducing and enlarging# this )as eident as

each o" the students )ere able to correctly and con"idently de"ine and demonstrate)hat both o" these terms means.

o %bility to erbally articulate reasoning# this )as eident as students de"ined -ey)ords ‘hal" ’ and ‘double’ and stated that “i" this side o" the shape is t)o long and need to enlarge the shape by doubling this* )ill no) need to ma-e it "our long ”.

o %ble to use the terminology ‘hal" ’ and ‘double’ by correctly demonstrating thisthrough their actions in the uestions# this )as eident as used both teacher roingand the collection o" )or- samples.

Teaching effectiveness

0hat have you learnt from the lesson

# (rom today’s lesson* learnt that it is "ar more e""ectie to hae students ’ )or-ing at the

tables and a)ay "rom the uiet area* unless they are on the "loor )or-ing )ith the guided)or-ing group. !his )ay* )as able to go around and monitor all students’ learning.

# sing big* bold hand)riting to ensure that all students’ can see the uestions.0hat do you recommend for future lessons

# &ontinuing to use only the classroom tables $not uiet room' to complete the independentactiities.

- &ontinue to use probing uestions "or not only the "ocus group* but also the )hole classsection. !his is an e+cellent )ay to sca""old students ’ learning* really setting students up "or their learning and )hat is to come.

1omment on your effectiveness in the light of the ob2ectives&outcomes of the lesson and your self-development focus for the lesson$ referring to both strengths and areas to be addressed.


4/4

- "elt as though this lesson )as uite e""ectie in regards to both the ob8ecties and outcomeso" the lesson. "elt as though students’ )ere able to achiee the learning outcome as theyenlarged and/or reduced shapes "rom their original si

Documents

Standard 3.5 Word