DEAKIN UNIVERSITY: LESSON PLANNING TEMPLATE: Bachelor of Education (Primary)

Date: 27th April 2016 Student Group: Grade 5s

Mentor Teacher: Tash Mayer School:

Duration of the lesson: 1 hour Class size: Whole class (28 students)
Title of lesson/activity: Maths Teaching mean, median, mode and range.

Intended Learning Outcomes/Learning Students will be able to find the mean, median, mode and range of different sets of data.
intentions:
What will the students be able to know and do by
the completion of this lesson?

Success Criteria: Group discussions and how they complete the activity.
How will you know that the students have
successfully achieved the learning
outcome/intention?

Prior Learning and Experiences: Students will use the knowledge of mean, median, mode and range that they learnt in
How will students prior learning and experiences class yesterday to help them with todays activity.
be used in this lesson?

Links to the curriculum (AusVELS or the Victorian

Curriculum) and to the curriculum planning of the Calculate mean, median, mode and range for sets of data. Interpret these
school statistics in the context of data (ACMSP171)

Resources, Materials and Organisation:

What additional human and physical resources - Dice
will be required for this activity? - Paper
What specific teaching materials will need to be
prepared? - Pencil
How will ICT be utilised in the lesson?
What OH&S factors will need to be considered for
this activity?
Teaching Strategies and lesson structure: What you as teacher will What are the students Timing
do? doing?
Prompts for your planning: Beginning

How will the lesson and ideas be introduced and

made relevant to the students?
- Get all students on - On floor
How will you engage the class?
the floor for a participating in 10 minutes
discussion about group discussion.
what they already
know about mean, - Cooperatively pick a
median, mode and group of 4.
What specific teaching and learning strategies will
range.
you use for the lesson? - Help set up tables.
What exactly will the students be required to do - Introduce the
and what will be your role? activity explaining - Sit at a table.
How will you create a collaborative learning in detail the
environment and how will the classroom be
requirements of the
arranged to support this?
How will you include all learners? What Curriculum task.
and Pedagogy adaptations or modifications will be
required? - Ask students to get
How will you differentiate learning opportunities into groups of 4.
for diverse learners?
How will you ensure the students are on-task and
what strategies will you use to support positive
- Set up the tables so
behaviour? that there are four
people per table
group.
How will you draw ideas together and conclude the
lesson?
- Get students all
How will you conclude the learning experience/
learning findings? sitting at a table
group.

Middle

- Make two table - Draw up tables.

groups the winning - Take turns rolling
tables. dice and tallying
there score.
- Three middle table - Move tables when
groups the middle appropriate. 35 minutes
tables.
- Play until all rounds
- The left over two are finished then
table groups are the come and sit on the
losing tables. floor.

- Give each table

group three dice.

- Ask students on the

piece of paper to
write their name at
the top and write
number 1 to 6 down
the right hand side
of the page and
draw a line
horizontal
underneath each
number.

- Call out ready, set

go so students
know to begin the
game.

- After each round

get students to find
one winner, two
middle and one
loser and get them
to move to the
correct table.

- Play until the last

round is over.
 - Get students sitting
on the floor.

Conclusion

- Ask students to add - Add up their total 15 minutes

up all their scores score and tell the
together from each teacher.
round to get a total
score. - Go back to table and
use a calculator to
- Write each students find the mean,
score on the board. median, mode and
range.
- Ask students to
then go to their - Come back to the
tables and use the floor and discuss
data to find the findings.
mean, median,
mode and range.

- Once they have

found he answer
come back to floor
and discuss the
results.

Reflection and Self Evaluation:
What aspects of the lesson worked most effectively?
What aspects of the lesson could be improved and
how could they be improved?
What follow-up will be required from this lesson?
Game worked effectively and students loved finding out at the end that it was
linked to maths!
Made them see that learning can be fun and when everyone cooporates what kind
of fun activities they can do.
Ran a bit overtime, so will need to watch clock more!
Mentor Teachers reflection
(See guiding questions below)

Allanah did a fantastic job planning lessons and came up with a fun game to help teach a topic in Maths. She was receptive to feedback about her
lessons and was able to reflect in an honest way on what went well in her lessons and what she can improve on. She used curriculum documents
well and understands that clear learning intentions are to be taken from those.

Mentor Teachers reflection

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?