LESSON PLAN FORMAT

The following is a sample of the lesson plan format used by the University.
Lesson Topic/Focus:

Division

Date:

25/11/13

AusVELS Domain(s):

Mathematics

Year level(s):

Grade 3 small
group

AusVELS strand (s):

Number and Algebra

Lesson duration:

AusVELS sub-strand(s):

Number and place value

AusVELS Dimension(s) or
Religious Education
Guideline:

Learning Standard(s)/Outcome(s):
State the lesson outcomes or other appropriate concepts, understanding, skills or attitudes students should learn
through this lesson as informed by the appropriate curriculum documents.
Getting the grade 3 students to work on some extended division worded questions.
Indicators/Goals:
The group understanding the worded exercise.
Are able to work out the answer using modelling.
Assessment:
State methods/strategies and criteria you will use to assess student learning.
Understand how to read worded divisions sum.
Working out the answer to division sum.
Assessment criteria:
Look over their working out and their visual modelling to see if they got right answer.
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.
Communicating in purposeful way
Modelling to them an example.

Background to the learning:

A.
References for teacher background knowledge
Elementary and Middle school mathematics
Math Guide
B.

Identify students current knowledge

Previous lessons I taught them about division.

Lesson resources:
List the resources, materials, equipment and titles of books used in the presentation of the lesson/activity. Present a
summary of your chalkboard/whiteboard or overhead presentation, or attach to the back page of your Lesson Plan a
sample of your handouts where appropriate.
Math worded question sheet
Pencil

Counters
Math exercise books
Notes

Lesson content:
A.
Introduction
____ mins
Motivation and tuning in strategies to revise current knowledge, to gain insights into what the students
already understand, to engage the students or to introduce new learning; list the key questions to use
Discuss and model worded example on some poster paper.
B.

Development
____ mins
Explore/elaborate/restructure/develop the concepts, understandings, skills or attitudes; teaching and
learning strategies that will be used to achieve this; summarise (list instructions) approaches or activities
to be used; list the key questions to use
Discuss the worded questions on math sheet.
Any issues that might arise with questions.

C.

Consolidation, practice, extension

____ mins
Assign work tasks, which apply the concepts, skills, understanding and/or attitudes; ways of extending
the learning of ideas/understandings; ways of scaffolding learning for students who require extra
assistance
Group works on extended worded divisions by themselves.

D.

Closure
____ mins
Summarise the key issues in the lesson; list the strategies employed to determine what the students have
learnt; questions that will be posed to support the students reflection on learning
Which individuals struggled with worded division sums.
Was the task easy or hard for them?

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?
What do you recommend for future lessons?
Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your selfdevelopment focus for the lesson, referring to both strengths and areas to be addressed.