Sunteți pe pagina 1din 9

Background information

Name: Raider
Year level: Year 2
Sex of the student: Male

Educational implications:

 Can only follow instructions one step at a time


 Tasks needs to be broken down into small sections
 Requires regular break. The breaks assist with being able to regain focus on the topic
 Does not require adjustments to the Australian Curriculum but needs adjustments of the
teacher instruction (ACARA 2018).

Relevant family/ social information

 Is an only child
 Has a safe and supportive family
 Enjoys his spare time drawing. He is a part of the after-school Arts Club program

Behaviour:

When a task becomes too challenging and difficult Raider creates a disturbance in the classroom by
yelling at ‘I’m stupid’ and throwing tantrums by sitting in his seat and refusing to listen to teacher
authority.

Needs of the child:

 Visual to support his learning


 Connecting the learning to real life setting
 A chill out zone to calm down and regain focus

Social skills:

 Has difficulties communicating to other class members


 Has only two friends in the classroom
 He is shy and does not ask for assistance when he is stuck on a question
Lesson Plan
Year level: Year 2
Subject: Maths
Strand: Measurement and Geometry
Sub-strand: Shape
Content descriptor: “Describe the features of the three-dimensional objects ACMMG043” (ACARA 2018).
Objective of the lesson: To identify geometric features such as the number of faces, corners and edges on a 3d shape.

Teacher Activity Learner Activity Learner organisation & resources Time Modifications/ adaptions in the classroom

Introducing the experience 10 minutes Breaking down of the language of instruction


(engagement). Receive the Mental Math Sitting at their desks 1. When I give you the Mental Math book please write your
book. Students will write name on the front page. Once you have completed that
The teacher will hand out their names on the front of Resources: write the date on test number 1.
the Mental Math books. See the booklet and then write Pencil 2. You may now start answering the questions in the Mental
figure 3 the date on Test 1. Mental Math book Math book.
Eraser 3. When you hear the bell that means stop and put your pencil
Will then set out a 5-minute Once the 5-mintue timer is down.
timer up. Students will mark their 4. I will now read out the answers. If I say the number and it is
own tests. the same number in your Mental Math book give yourself a
Once the 5-mintues are up tick. If it is not the same number put a cross.
the teacher will then read Students are to give 5. Now count how many ticks you got and give yourself a score
out the answers. themselves a score out of out of 20. Write the score at the bottom of the page
20 and write it in the
bottom of the page. By breaking down the language I used repetition of Mental Math
book. Mental Math is the first activity the students do for every
maths lesson. By repeating the term Mental Math book and
following the same instructions for every math lesson Raider will
soon have this routine down pack. As the beginning of the lesson is
continued on daily, weekly and monthly.
Environment
Visual: I would give Raider a ruler. The ruler is a great tool to use for
counting.
Or
Touch: I would give Raider the option of using counters. Counters will
assist Raider with addition.

Classroom layout
I would allow Raider to sit on the beanbags to complete the Mental
Math book test number 1 as this is an individual task.

Developing the experience. 30 minutes Environment


Visual: The teacher would draw the 3D shape on the board for Raider
The teacher will give 5 3D Students will write the date Sitting at their desks to see.
shapes. For each shape, on top of the page
discuss the places and Touch: The teacher could also bring in the 3D shape model to further
Resources:
objects that might include They will then draw the enhance the visual component.
Pencil
the shape. Ask students to shape and write down the Math book
give examples 5 examples of name of the 3D shape. Social
Easier
where you could find the Along with 5 examples of I would pair Raider with another student in the classroom. In order
Smart board
shape where they may see the to develop his social interaction and communication skills. The pair
Worksheet of 3D shapes
 Where might we object in a classroom or will work together during the developing of the experience. Although
Scissors
find this shape? outside the classroom. the students are working together, they will both write/ draw in their
Glue stick
math book.
Do one at a time: Students will repeat these 4
more times with different The students are to communicate with each other on their thoughts
Sphere = earth, basketball 3D shapes. on where they may find a 3D shape of a sphere inside or outside the
Cube = ice cube, carboard classroom.
box, dice, blocks
Cone = ice cream cone, Once given the worksheet
pencil tip, birthday hat, of 3D shapes. Students will
traffic cone then cut and create a
Cylinder = soda can, can of variety of 3-D shape math Curriculum
soup, marker, glass cup models. As Raider is working with a partner, I would decrease the amount of
Pyramid = tent, Egyptian work. The pair will only have to draw 3 different shapes along with its
pyramid Once they have done that name and 5 examples of where they may see that shape inside a
students must count how classroom or outside the classroom.
many faces, corners and
The teacher will then hand edges are on the 3d shape To facilitate Raider I hand out a template worksheet. See figure 4.
out a worksheet of 3D and record their findings in The worksheet is bright and colourful and is clearly set out. I would
shapes. their workbook. allow Raider and his partner to write on the worksheet and once
they have finished glue it in their math book.

Short term goals are stated on the worksheet for Raider to achieve at
the end of the lesson which are:

 Name 3 3D shapes
 Draw 3 3d shapes
 Write down 3x5 examples of where I can see the 3D shape in
a classroom or outside the classroom
 Cut out 3 3D shapes and construct models
 Write down the number of faces, corners and edges of 3 of
the 3D shapes

Formative assessment

Connecting the learning to real life setting. For example, the sphere
may look like a sun, a basketball, etc.
Closing the experience. 5 minutes
Sitting on the floor in a circle Social
Debrief of the lesson on Have students sitting on the Have Raider communicate to the class how many faces, edges and
what students have learned. floor ready to listen to the corners does a cube have. This will build up his confidence.
Compliment the students teacher.
for their efforts
Give students time to pack
up Environment
Touch: Whilst Raider is talking perhaps, he can hold the 3D cube
model in order to explain how many faces, edges and corners a cube
has.
Appendix
Figure 3

Mental Maths
Term 2
Book 3
Test 1 Test 2 Test 3

Date: …../……/……. Date: …../……/……. Date: …../……/…….

1. 8 + ⎕ = 12 1. 1+⎕ =7 1. ⎕ +6=7
2. 5 + ⎕ = 10 2. 8 + ⎕ = 10 2. ⎕ + 8 = 10
3. 7+⎕ =9 3. 5 + ⎕ = 10 3. ⎕ +5=8
4. 4+⎕ =8 4. 7 + ⎕ = 15 4. ⎕ +4=9
5. 2+⎕ =6 5. 8 + ⎕ = 11 5. ⎕ +3=7
6. 10 + ⎕ = 16 6. 6+⎕ =8 6. ⎕ +7=9
7. 8 + ⎕ = 14 7. 9 + ⎕ = 11 7. ⎕ + 8 = 11
8. 3+⎕ =8 8. 12 + ⎕ = 14 8. ⎕ +1=4
9. 7 + ⎕ = 10 9. 8 + ⎕ = 20 9. ⎕ +5=8
10. 9 + ⎕ = 16 10. 3+⎕ =7 10. ⎕ + 7 = 11
11. 12 + ⎕ = 18 11. 7 + ⎕ = 10 11. ⎕ + 9 = 14
12. 14 + ⎕ = 19 12. 2+⎕ =8 12. ⎕ +2=4
13. 3 + ⎕ = 5 13. 9 + ⎕ = 10 13. ⎕ +3=8
14. 6 + ⎕ = 9 14. 2+⎕ =9 14. ⎕ +4=8
15. 6 + ⎕ = 12 15. 7 + ⎕ = 12 15. ⎕ +1=4
16. 5 + ⎕ = 14 16. 8+⎕ =8 16. ⎕ +7=9
17. 11 + ⎕ = 15 17. 9 + ⎕ = 17 17. ⎕ + 6 = 10
18. 14 + ⎕ = 18 18. 3+⎕ =6 18. ⎕ + 10 = 13
19. 17 + ⎕ = 18 19. 5+⎕ =8 19. ⎕ +5=6
20. 20 + ⎕ = 24 20. 6+⎕ =9 20. ⎕ +2=6

Score : / 20 Score : / 20 Score : / 20


Figure 4

3D SHAPES

My goals for the lesson:

Name 3 3D shapes
Draw 3 3d shapes
Write down 3x5 examples of where I can see the 3D shape in a classroom or outside the classroom

Name of the 3D shape Picture of the 3D shape Objects of the 3D shape


1.
2.
3.
Sphere 4.
5.

1.
2.
3.
4.
5.

1.
2.
3.
4.
5.

1.
2.
3.
4.
5.
3D SHAPES

Face

Edge

Corner

My goals for the lesson:

Cut out 3 3D shapes and construct models


Write down the number of faces, corners and edges of 3 of the 3D shapes

Name Face Corner Edge