Lesson Plan

School: WPS Date: 1/8/16

Curriculum Area: Maths

Student group: Grade 3 Size: 24

Topic: Symmetry Duration: 1hr

Pre-service Teachers Focus (what will you aim to improve on in this lesson
in your teaching? )

Improve on engaging the students into my lesson.

Work on the transitions between activities.

Learning Intention (what will the children learn: be able to know and do by
the completion of this lesson?)

Understand what symmetry is and what a symmetrical shape looks like.

Identify symmetrical shapes and their lines of symmetry.

Success Criteria ( how will I know what they learned ) see feedback
session assessment activity(s)

Students will be able to identify shapes that are symmetrical and where their
lines of symmetry are.

AUSVELS reference (Links to AUSVELS and the school curriculum):

Identify symmetry in the environment (ACMMG066)

Students identify symmetry in natural and constructed environments.

Entering Behaviour (what do they already know about this/can already do ?

How will students prior learning and experiences be used in this lesson? )

They will have a small amount prior knowledge from the previous days
introductory lesson. This will help them discover more about symmetry and
explore different concepts.
Preparation (what materials do I need for my lesson? How will ICT be
utilised?)

Butchers paper
Textas
YouTube clip https://www.youtube.com/watch?v=YFzktJNmnPU
Worksheets from Nelson Maths book

Procedure How will I teach it ? Plan the timing of your lesson to include
your assessment activity(s)

Introduction: (How will the lesson and ideas be introduced and made
relevant to the students? How will you engage the class? Do you have
a hook or an entry ticket activity?)

I will briefly recap on what we learnt yesterday and follow that up with a short
YouTube clip on symmetry. I will then briefly talk about the clip asking
students what they noticed and some key words that came from it.

Is it symmetrical? sheet (BLM 80, Nelson Maths). Ask the students if each
shape is symmetrical and get students to demonstrate the lines of symmetry.

Investigation/ Exploration (What specific teaching and learning

strategies will I use for the lesson?

Ensure the students have clear instructions for each task. Make space for
each group when they go out to do the group task.

Modelling/ Trialling (What will I need to model or demonstrate? Is there

teacher and peer modelling?)

Model the body shape task with an example.

Model the worksheet activities.
Demonstrate symmetrical patterns with the flat blocks for group tasks.

Activities (How will I include all learners? What Curriculum and

Pedagogy adaptations or modifications will be required? )
 Allow all students to be in a space where they can see and listen.
Involve them all by asking questions or getting them to help
demonstrate their learning or model an activity.

Introduce the body shape activity. Get a volunteer to come in the

middle of the circle and I will trace around their body. A line will be
drawn down the middle to demonstrate symmetry, highlighting how one
side is a mirror image of the other. Students will then go out in groups
of 3 and trace half a students body and then attempt to draw the other
half to make it symmetrical.

Split into three groups-

Task 1: Students are to identify some symmetrical objects around the
room. They are to identify how many lines of symmetry there are and
draw them in a table. They are to identify whether they are horizontally,
vertically or diagonally symmetrical.

Task 2: Using the flat blocks students are to create symmetrical shapes
with a partner and then record them in their books or on a sheet of
paper. They are to use different shapes to challenge themselves to
make sure they are symmetrical.

Task 3: Using BLM 81 Alphabet cards students are to identify some

letters that are symmetrical. They can record these in their books with
the lines of symmetry each letter may have. To extend their knowledge
they can make words that are symmetrical, eg COD.

Conclusion (How will I draw ideas together and conclude the lesson?
How will I conclude the learning experience/ learning findings?)

Reflection on the floor on what they learnt. Get some students to demonstrate
some of their work to others.

The conclusion must include you assessment task

Assessment: Feedback to and from students: students demonstrate their

learning through activities will give me evidence of understanding. Through
the worksheets that are handed out and the work in their books.

List your assessment activity(s) here:

Self Evaluation reflect on your pre-service teachers focus and to what

degree the learners succeeded in achieving the learning intention why ?

Three things that went well.

Two/Three things that need to be improved. (This can be a pre-service
teacher focus for a future lesson)

Mentor Teachers Comments

The following questions can be used as a guide for providing structured feedback to pre-
service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an
understanding of how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and
experiences?
Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and
resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area
and skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the
lesson?
Has the pre-service teacher demonstrated effective communication in explaining
tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable
goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning
environment through the use of consistent and clearly communicated behavioural
expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and
challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in
directing the learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in
planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and
implementing this lesson?