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Assessment two
Lesson 3 - Mathematics
Lesson title:
Date:11/09/14
Topic:
Fractions
Learning areas
Duration of lesson:
Strands & sub-strands
Number and algebra
Year level:
100 minutes
Content descriptors
Links to the
Australian
(ACMNA016),
(ACMMG020),
Curriculum:
Mathematics
Teacher focus:
I will continue to further my ability to manage classroom behaviours and
build up more management strategies.
I will also work on student motivation, as this should help control behaviour
interruptions.
EDU20006
Assessment two
Learning objectives:
Students will:
Learning environment:
Preparation:
2014).
Be able to identify shapes being divided and
Gather required resources and create an explanation sheet for each activity.
Resources needed:
Resources:
Squares of paper (20 cm). Some chatterboxes will be printed (Appendix A).
Group 2: Clocks placing minute and hour hand in the correct position to describe half, for those more
advanced, divide the clock into quarter past, quarter to as well as half and oclock
Resources needed:
Clock print out (Appendix B), circular shape to trace if required, spit pins (packet of 30).
One finished clock for students to model from.
Group 3: Division Have collection of a group of objects, ask students to divide it in half, for those students
more advanced ask them to divide them into quarters and thirds
Resources needed:
Tens counters.
Group 4: Graphing Drawing the other half of shapes. Choice of shapes and pictures to attempt.
Simple shapes like triangles, circles and squares for those less confident with drawing and animal faces for
those who are more confident.
Resources needed:
Worksheets & blank paper, pencils (Appendix C).
Assessment strategies:
Collect samples of students work to compare to the Australian Curriculum outcomes. Record which areas of the curriculum they have developed through these experiences.
Question and answer at circle time will take place at end of lesson.
EDU20006
Fractions
Assessment two
Approx.
Student actions/tasks
time
5-10 minutes
Review fractions.
Students will be sitting on the mat while instructions for the lesson
are given.
Stage 1 Introduction
give examples.
Divide students into groups, students can choose
80 90 minutes
total
Stage 2
Body of lesson
Group 2: Clocks Students will place and mark each quarter and
For assessment:
and quarters, for those students more advanced ask them to divide
Prompting questions:
What can you create through folding in halves and
quarters?
How can a clock face represent fractions?
Where else might you divide things?
N.B: Half way through allow students to run two
EDU20006
Assessment two
Allowing the children to choose their own groups can create bad dynamics for learning,
I was able to see after the first rotation that I should not have allowed the
be careful how you do this. Maybe let children pick a partner then pair partners
students to choose their own groups. It felt very chaotic and I was constantly
turning to watch, but didnt feel I could move around the groups as the
together.
You were able to use appropriate, specific language within the chatterbox groups
chatterboxes required all of your help, even with the visual instructions. You may have
been able to avoid this if you had split the groups into two rather than four.
Allowing the children to share their experiences allowed them to reflect on what they
References:
Australian Curriculum, Assessment and Reporting Authority [ACARA-2]. (2014). Mathematics Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1
4
EDU20006
Assessment two
Appendix:
Appendix A
Chatterbox template
5
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Assessment two
Appendix B
Clock faces
EDU20006
Assessment two
Appendix C
Draw the other half.
7
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Assessment two