LESSON PLAN FORMAT

The following is a sample of the lesson plan format used by the University.

Lesson Topic/Focus: Maths (problem solving: act it out) Date: 22/11/16

AusVELS Domain(s): Year level(s): 5/6

AusVELS strand (s): Lesson duration:

AusVELS sub-strand(s):

AusVELS Dimension(s) or
Religious Education
Guideline:

Learning Standard(s)/Outcome(s)/Objective(s):

At the conclusion of this lesson, the students will know/understand that:

- Students will understand how to use the strategy of concrete materials and acting it out in order to help
them solve problems. They will use this strategy to compare fractions and see what a fraction is doing to the
whole
- Students will understand that fractions are parts of a whole
- The relationship between certain fractions
- Students will understand equivalent fractions (e.g that a circle that is divided up in to four equal parts that
has one quarter shaded is the same value as a circle that has been divided up into sixteen equal parts and
has had four sections shaded in)

At the conclusion of this lesson, the students will demonstrate the skills/strategies of:

- Students will demonstrate how to use appropriate concrete materials in order to solve mathematical
problems
- Students will demonstrate the ability to compare fractions and find a relationship between them
- Students will demonstrate the ability to recognise equivalent fractions

Assessment:

Assessment criteria for analysis:

- Are students able to use concrete materials to help them demonstrate and solve fraction equivalencies
- Students are able to identify equivalent fractions
- Do students recognise that even though more sections are shaded in they may well still be the same
amount
Teaching focus:
A. the pre-service teacher's teaching skill for observation by Associate Teacher;

or

B. teaching skills that the pre-service teacher would like to personally develop.

Background to the learning:

A. References for teacher background knowledge

- Book: number sense grades 4-6 by Alistair McIntosh, Barbara Reys, Robert Reys and Jack hope
-

B. Identify students current knowledge

- The students have previously done some work on worded problems and problem solving and they have
been put in to groups accordingly.
- The students have used similar strategies in the past and a number of other strategies that even though it is
not the focus of the lesson may still help the students solve the problems

Lesson resources:

- Scissors
- Coloured pencils
- Fraction circles
- Counters
- Activity sheet with the questions
- Strategies sheet (A3 paper)

Lesson content:
A. Introduction ___ mins

- Have the students all gather around a table so they have a clear view of what is happening
- Have a brief discussion on the eight different strategies that can be used to solve problems
- Explain the question to them and have a visible copy that they can easily see and read
Ask them how they think they could solve this problem?
What strategy do you think would be an effective one to use?
- Line up the correct number of counters on the tabletop to represent the people in the line
- Have one counter that is vastly different in some way whether it be bigger or a very different colour etc.
This counter will represent John in the scenario
- Go through step by step what is happening in the line and what is happening with the people. Get the
students to tell you what to do
- Whilst this is happening have a student record what is happening somewhere that everyone can see
As you continue on ask the students if they are starting to see any patterns?
Is there a way to find out how many people will be served before John gets to the front of the line without
having to act the entire thing out?

B. Development ___ mins

- This class is focussing on compatible fractions

- Give each student one of their own fraction circles of each of the three (quarters, eight, thirty seconds)
- The students will have pencils and scissors with them
 - The first step is to shade over the part of the fraction that has been shaded. This will ensure that the
students can clearly see what is being highlighted
- As a group we will go through a few examples and show the different ways of working it out. One way
being with the pie charts and the other being with different coloured counters
- Continue through the steps on the activity sheet being sure that the students are using the concrete
materials to help them with the visual representation

C. Consolidation, practice, extension ___ mins

- Have the students work through some of the problems on their own. This will allow the teacher to gain a better
understanding of whether the students actually understand what is represented when talking about fractions and that it
is a part of a whole

EXTENSION:

Three different groups based on skill level. Three separate activities for the different ability groups.

D. Closure ___ mins

- Come back as a group and go through the answers and how the students used the strategy of acting it
out to help them find the answer

Post-lesson review and evaluation:

Student achievement:
To what extent were outcomes achieved? How did the students demonstrate this?

Teaching effectiveness:
What have you learnt from the lesson?
- I need to be more organised for lessons and have all the stuff out ready to go
- I need to make sure before the lesson starts that there are no problems with my handouts
- Because I didnt have a pre prepared problem with me the students were having to wait around while I
wrote it on the whiteboard which led to them losing focus

What do you recommend for future lessons?

- In the future I would write the problem on the board, put it up on the interactive whiteboard or print it out
on an A4 sheet of paper and put it on the wall. After talking with my associate teacher a good idea for this
would be to write it on the board and then cover it with a sheet of paper so the students couldnt see it.

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.

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.

The maximum recommended time is 3-4 minutes. Activities may include collecting used materials, tidying the room,
returning materials to shelves, a song, a jingle/action rhyme, a stretching activity, reorganisation of furniture,
distribution of materials for the next lesson/activity.

The following format should be used to present the lesson/activity transition:

Step 1:
Step 2: (etc)

ASSESSMENT GRID
Outcome/Standard/Objective


Student name Assessment criteria

(three focus students
for this lesson) 1 2 3

Purpose of assessment
To inform 1:1
To ensure conference with
To inform future
coverage of To discuss with student Evidence for school
lessons and student
AusVELS parent including report
learning
standards setting future
learning goals