Develop a series of three lessons using an extended daily work pad format. Show main learning objective/s, key teaching points, resources, key quest
Lesson Planning
Develop a series of three lessons using an extended daily work pad format. Show main learning objective/s, key teaching points, resources, key questions, and reflection pointers.
It should be evident, either by explicit description or be implicit in the style of teaching and task structure, that the teaching and learning is differentiated to cater for a range of learners and abilities.
The lesson planning should contain the elements of effective lesson planning shown here. They are NOT full lesson plans show only the key points.
76200196215Basic Lesson Structure
Mathematical purpose & objective
Be very clear and specific about exactly what mathematics you want children to know and how they will go about it.
Introduction
Consider carefully how you will initially engage children with the problem and how you will motivate them to want to solve it.
Main body of lesson
Consider the balance of . . .
Explicit teaching (What will you do? How will you do it?)
Individual practice & consolidation (What will the students do? How will they do it? What will you do when they are doing this?
Group problem solving or investigation (What will they do? How will this be organized?)
What key focus questions will you ask?
How you will deal with diversity and cater for a range of ability levels?
What will the children produce?
How they will record?
How will you ensure quality of work?
Conclusion/Reflection
How will you help children connect what they have learned to other mathematics and make explicit the mathematics they have learned?
What questions might you ask here?
What key specific assessment points will you use?
0Basic Lesson Structure
Mathematical purpose & objective
Be very clear and specific about exactly what mathematics you want children to know and how they will go about it.
Introduction
Consider carefully how you will initially engage children with the problem and how you will motivate them to want to solve it.
Main body of lesson
Consider the balance of . . .
Explicit teaching (What will you do? How will you do it?)
Individual practice & consolidation (What will the students do? How will they do it? What will you do when they are doing this?
Group problem solving or investigation (What will they do? How will this be organized?)
What key focus questions will you ask?
How you will deal with diversity and cater for a range of ability levels?
What will the children produce?
How they will record?
How will you ensure quality of work?
Conclusion/Reflection
How will you help children connect what they have learned to other mathematics and make explicit the mathematics they have learned?
What questions might you ask here?
What key specific assessment points will you use?
-24765076200Example Lesson
Mathematical purpose & objective
Investigateequivalent fractionsused in contexts(ACMNA077)Students will investigate equivalent fractions and be able to identify the relationship between families of fractions
Introduction
Students arrive to class with different amounts of counters on their desk. Students are to put the counters into halves, quarters, thirds and fifths. Could the counters be evenly put into the groups? If so, why? If not, why not? Why are the sizes of the halves, quarters, thirds and fifths different from the person next to you? The aim is for students to recognise the size of the whole changing and therefore the size of the fraction is different.
Recap of the previous lesson brainstorm on whiteboard key ideas. What can you remember about equivalent fractions? How do we know if a fraction is equivalent to another fraction? Can you remember any equivalent fractions from the previous lesson? Students can refer to the fraction wall they built that is displayed in the classroom if they need to.
Main body of lesson
Students are put into mixed ability groups of 4. 12 paper plates are put in the middle of the table. In groups, students collaboratively put the paper plates in quarters. What process did you use to put the 12 paper plates in quarters? Did anyone do it differently? Students then do the same for thirds and share with the class how they did it. Can anyone predict what will happen if another plate is added? The groups are given another plate and asked to divide the 13 plates into quarters and thirds. Can the plates be put into equal groups? Why is this situation different from the last situation? Why was it easy to put the plates into quarters with 12 plates? Why is it harder to put the plates into quarters with 13 plates? Is there a way we can have the 13 plates divide equally into quarters? What would the fraction be? Has anyone heard the term mixed fraction before?
Students continue working in their groups. Students brainstorm in their groups how many different ways one pizza plate could be divided e.g. half, thirds, quarters, sixths, eighths etc. Students then cut the paper plates into the variety of fractions they brainstormed. If you eat 3 slices of pizza and your friend eats 2 slices of pieces, how can your friend have eaten more pizza than you? If you ate 4 slices of pizza and your friend ate 1 slice of pizza, how could you have eaten the same amount of pizza? Write down your equivalent fractions as you investigate.
Conclusion/Reflection
Today we extended our thinking of equivalent fractions.
What was one thing you learnt today?
How do we know when two fractions are equivalent?
When discovering equivalent fractions, why is it important the parts are equal and cut accurately?
What is a mixed fraction? Can you give me an example?
Resources Counters, paper plates, scissors
00Example Lesson
Mathematical purpose & objective
Investigateequivalent fractionsused in contexts(ACMNA077)Students will investigate equivalent fractions and be able to identify the relationship between families of fractions
Introduction
Students arrive to class with different amounts of counters on their desk. Students are to put the counters into halves, quarters, thirds and fifths. Could the counters be evenly put into the groups? If so, why? If not, why not? Why are the sizes of the halves, quarters, thirds and fifths different from the person next to you? The aim is for students to recognise the size of the whole changing and therefore the size of the fraction is different.
Recap of the previous lesson brainstorm on whiteboard key ideas. What can you remember about equivalent fractions? How do we know if a fraction is equivalent to another fraction? Can you remember any equivalent fractions from the previous lesson? Students can refer to the fraction wall they built that is displayed in the classroom if they need to.
Main body of lesson
Students are put into mixed ability groups of 4. 12 paper plates are put in the middle of the table. In groups, students collaboratively put the paper plates in quarters. What process did you use to put the 12 paper plates in quarters? Did anyone do it differently? Students then do the same for thirds and share with the class how they did it. Can anyone predict what will happen if another plate is added? The groups are given another plate and asked to divide the 13 plates into quarters and thirds. Can the plates be put into equal groups? Why is this situation different from the last situation? Why was it easy to put the plates into quarters with 12 plates? Why is it harder to put the plates into quarters with 13 plates? Is there a way we can have the 13 plates divide equally into quarters? What would the fraction be? Has anyone heard the term mixed fraction before?
Students continue working in their groups. Students brainstorm in their groups how many different ways one pizza plate could be divided e.g. half, thirds, quarters, sixths, eighths etc. Students then cut the paper plates into the variety of fractions they brainstormed. If you eat 3 slices of pizza and your friend eats 2 slices of pieces, how can your friend have eaten more pizza than you? If you ate 4 slices of pizza and your friend ate 1 slice of pizza, how could you have eaten the same amount of pizza? Write down your equivalent fractions as you investigate.
Conclusion/Reflection
Today we extended our thinking of equivalent fractions.
What was one thing you learnt today?
How do we know when two fractions are equivalent?
When discovering equivalent fractions, why is it important the parts are equal and cut accurately?
What is a mixed fraction? Can you give me an example?
Resources Counters, paper plates, scissors
024193500
AITSL Standards:
This assessment provides the opportunity to develop evidence that demonstrates these Standards:
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organization
2.3 Curriculum, assessment and reporting
2.5 Literacy and numeracy strategies
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
Develop a teaching plan with an associated concept map showing connections between big ideas of number, algebra and probability.
Show links within the local state and/or Australian Curriculum.
Indicate aspects of the three areas that are linked. Show these links within each area and between the areas. (e.g., How are ideas within multiplicative thinking linked? How are these ideas linked to other aspects of number?)
Develop these links into a concept map.
Perform a content analysis of the AC: M or state curriculum. Indicate where the connections you have identified are found in the curriculum. Present this in table form showing the three areas. SampleTableForAss2_UT1_2023 .docx SampleTableForAss2_UT1_2023 .docx - Alternative Formats
Sample 3 Table.docx Sample 3 Table.docx - Alternative Formats
Describe three activities (in Daily Work Pad style) that you could use with Year Five/Six children to develop the links between the three areas. Extended_Daily_work_Pad_Lesson_Planning_Information_and_Example.docx Extended_Daily_work_Pad_Lesson_Planning_Information_and_Example.docx - Alternative Formats
NOTE: The use of GenAI is not permitted in this assignment. Curtin provides a custom version of Grammarly for student use that will not be flagged by Turnitin as written by Gen-AI because it has been customised to disable the Gen-AI writing component.
The Curtin version of Grammarly is the only version accepted for use within assessment tasks at Curtin. Instructions on how students can access Curtin Grammarly is provided on the library website.
Rubric: EDPR5003 EDPR5010 MTP501 Teaching Number Algebra and Probability in the Primary Years rubric 2.pdf EDPR5003 EDPR5010 MTP501 Teaching Number Algebra and Probability in the Primary Years rubric 2.pdf - Alternative Formats
Assessment A2 Submission point
Assessment A2 Submission point
The entire assessment, including the Reference List, is to be presented as a single Word document in 11 point Calibri font or equivalent, 1.5 spacing, left margin 1 cm, right margin 3 cm. Be sure to observe these formatting requirements as they enable marker comments in the right margin.
What gets submitted?
What gets submitted?
What you need to submit as one document (word/page limits includes all text [headings, in-text citations, captions, direct quotes]):
Introduction maximum 300 words (1.5 spacing).
Concept Map maximum one (1) A4 page.
Table maximum of two (2) A4 pages (1.5 spacing and all margins at 1; font 12 point Calibri).
Three (3) activities, each using the extended daily work pad style maximum one (1) A4 page each for a total of three (3) A4 pages (1.5 spacing and all margins at 1; blank line between paragraphs; font 12 point Calibri).
Conclusion maximum 200 words (1.5 spacing).
Reference list.
Appendix (if needed).
Please note
Any work beyond the word or page counts will not be marked. With the three activities, it is 1 page maximum each, if less is provided for one, it cannot be used for another. The marker will stop reading when the word or page count is reached and only award marks on the material read.
Concept Map Examples+ Snippets
Concept Map Examples+ Snippets
Two example concept maps from previous units are available here -
Concept_Map_Example_1 (1).docx Concept_Map_Example_1 (1).docx - Alternative Formats
Concept_Map_Example_2.docx Concept_Map_Example_2.docx - Alternative Formats
Concept map snippets examples.pdf Concept map snippets examples.pdf - Alternative Formats
What you need to submit as one document (word/page limits includes all text [headings, in-text citations, captions, direct quotes]):
Introduction maximum 300 words (1.5 spacing).
Concept Map maximum one (1) A4 page.
Table maximum of two (2) A4 pages (1.5 spacing and all margins at 1; font 12 point Calibri).
Three (3) activities, each using the extended daily work pad style maximum one (1) A4 page each for a total of three (3) A4 pages (1.5 spacing and all margins at 1; blank line between paragraphs; font 12 point Calibri).
Conclusion maximum 200 words (1.5 spacing).
Reference list.
Appendix (if needed).
Please note
Any work beyond the word or page counts will not be marked. With the three activities, it is 1 page maximum each, if less is provided for one, it cannot be used for another. The marker will stop reading when the word or page count is reached and only award marks on the material read.
What you need to submit as one document (word/page limits includes all text [headings, in-text citations, captions, direct quotes]):
Introduction maximum 300 words (1.5 spacing).
Concept Map maximum one (1) A4 page.
Table maximum of two (2) A4 pages (1.5 spacing and all margins at 1; font 12 point Calibri).
Three (3) activities, each using the extended daily work pad style maximum one (1) A4 page each for a total of three (3) A4 pages (1.5 spacing and all margins at 1; blank line between paragraphs; font 12 point Calibri).
Conclusion maximum 200 words (1.5 spacing).
Reference list.
Appendix (if needed).
Please note
Any work beyond the word or page counts will not be marked. With the three activities, it is 1 page maximum each, if less is provided for one, it cannot be used for another. The marker will stop reading when the word or page count is reached and only award marks on the material read.
