2092EDN Mathematics Lesson Plan Assessment

Theoretical Background

In this section you will demonstrate an understanding of the major theories underpinning the teaching of Measurement, Geometry, Statistics and Probability to primary school students. Very high standard assignments will demonstrate the connections that exist between these four sub-strands or between the two paired strands.

Listed below are some theoretical underpinnings that we have discussed / or will discuss.

• Stages of learning (e.g. Wilson and Rowland; Inskeep; Van Hiele; Hoffer; Jones et al.1999; 2000)
• Teaching sequences (e.g. Inskeep; Van Hiele; Jones et al.; Russell and Friell);
• The use of language, materials and symbolic representation (including suitable models – i.e. The Language Model) in teaching Measurement, Geometry, Statistics and Probability;
• Link between Statistics as “variation” and Probability as “expectation” (Watson).

The dot points noted above refer to information available in your text or in the readings I have made available at L@G. There are two different articles by Jones – one on statistics and one on probability – there are slightly different co-authors and dates on these publications.

In this section you will also briefly outline how the Australian Curriculum (Scope and Sequence, Rationale, General Proficiencies etc.) deals with the Measurement, Geometry, Statistics and Probability.

More detailed information regarding ACARA can be found at the following site [http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10]

You are required to support your understanding with reference to the lectures, course text, ACARA and the broader research literature.

Concepts and Skills / Strategies

In this section you are to briefly outline how you would introduce four specific concepts (one measurement concept, one geometry concept, one probability concept and one statistics concept) to primary school students (consider the Language Model). Ensure that you clearly define what the concept is: e.g. a circle is a 2D shape…; Mode is a measure of…;

You are also to outline four specific strategies (one each for measurement, geometry, probability and statistics) which support student learning of each concept introduced above. The emphasis of these short introductions is to demonstrate your understanding of the concept / strategy in relation to appropriate language, materials and symbolic representations.  Include:

• Specific Language – both informal and formal, that would need to be developed or used;
• Concrete Materials needed to develop student understanding of these concepts and strategies. Ensure the accuracy and age appropriateness of your mathematical explanation (you can assume that major specific materials, as used in the tutorials, are also available resources in a school);
• Diagrams, Illustrations, Photos – include visuals that assist your explanation

In relation to the concept it is important to note that the content descriptors from the Australian Curriculum: Mathematics are not listed as concepts; rather they describe content to be covered. It is your task to determine the concept (or one of the underlying concepts) within the content descriptor - e.g. In Year 6, a content descriptor states that students are to construct prisms. The concept here is ‘prism’. What is a prism? What attributes has it? What sorts of prisms are there? etc. A measurement example – In Year 2, students are to compare objects based on length, area, volume, capacity using uniform informal units. What are the underlying concepts here? What is length? What is area? What are uniform informal units?

Your task as a teacher is to ensure conceptual knowledge underpins the content you teach. Be precise in your identification of concepts

Digital Resources

In this section you are to analyse and critique two digital resources that could be used to support student learning respectively in measurement OR geometry, and probability OR statistics. You must include one digital resource from Scootle OR NLVM and one from Illuminations. In your analysis and critique, you will demonstrate your understanding of the mathematics underpinning each resource and indicate when and how it would be used in the teaching sequence e.g. I would use this resource to reinforce a concept (and why) or I would use this resource to practice a strategy (and why).

You need to briefly:

• Describe the resource (include with the critique the specific URL math.com.au/geometry/2Dshapes/triangles not www.math.com [pretend site J]);
• Precisely explain how and when you would use the resource;
• Critique its usefulness (e.g. Non-Australian content, inaccurate mathematical language or representation, rote learning resource, access etc.);
• Use screen shots to support your analysis and critique.

Lesson Plan

You are to prepare one lesson plan on a topic for a specific year level (e.g. Year 2) from measurement, geometry, statistics or probability. NB: You are introducing a new mathematics concept in this lesson. Your lesson topic will be a component of one of the content descriptors in the Measurement and Geometry or Statistics and Probability Strands – refer to the scope and sequence document in the assessment folder. Your lesson topic must be different from the four concepts you discussed earlier – e.g. if your geometry concept was quadrilaterals, you can’t do a lesson introducing the concept of quadrilaterals (but you could do a different 2D shape).

I have provided sample lesson plans from the Number and Algebra strand, for you to review and to give you a guide as to how long the lesson might be.

Points to note regarding the lesson.

• The lesson is to be 30-45 minutes long.
• You must use the lesson-planning template provided in this course.
• Elements to be included in your lesson plan include
  • Strand, Sub-Strand, Content Descriptions and relevant elaborations information (refer to Australian Curriculum);
  • Specific pre-requisite student knowledge and the overall objective (SMART goal) of the lesson.
  • Specific learning outcomes (LO) for each section of your lesson (Students should…) as well as a brief outline of the teaching sequence (T&L), resources used and assessment planned.
  • A brief note on possible misconceptions and intended next lessons are also to be included.
  • You may base your lesson plan on a lesson you taught during a practical experience but must ensure that it meets the criteria noted above.

Intervention Plan

• Common misconceptions regarding geometry and measurement include (naming shapes incorrectly; prototypical thinking; use of rulers)
• Common misconceptions regarding probability and statistics include (Gambler’s fallacy; theoretical probability; understanding average only as mean)
• Refer to textbook or the Lecture Bites or the readings for examples of common misconceptions –e.g. triangles are only right angle triangles or ignoring scale on graphs
• The three step process for this assignment is to identify the misconception, explain why it may have occurred, and outline a brief sequence to hopefully rectify the misconception
• As misconceptions are often conceptual ones you will need to carefully consider the use of language and materials to rectify them
• Illustrations are required here as well
• NB: Inability to complete a skill – e.g. finding a missing angle in a triangle - is NOT a misconception.

Articulation

The following formatting is to be used in the assignment.

• 12 point font Arial or Times New Roman
• 5 line spacing
• Adequate margins for comment
• Reference list containing ALL cited works.

NB: In addition to appropriate language use (grammar, spelling, punctuation, formatting), and accurate APA 7^th referencing, precise mathematical language and terminology is to be used throughout this assignment. A reminder that you must use the template provided. Please complete the cover page on the template and submit according to the instructions in the assessment folder.

The Turnitin Submission Point will be open for submission closer to the due date which contains submission details.