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Placement 1: Uraidla Primary School

Lesson Plan: Maths Revising and Assessing Angles


CONTEXTUAL DETAILS
Name: Evana Loucas

School: Uraidla Primary School

Year Level: 5/6/7


Location: Classroom

Date: 11 June 2015

Number of Students: 30

Estimated Duration: 60 minutes

AREA OF LEARNING AND TOPIC


Learning Area/Content Description (Australian Curriculum):
Year 5: Estimate, measure and compare angles using degrees.
Construct angles using a protractor
Year 6: Investigate, with and without digital technologies, angles on
a straight line, angles at a point and vertically opposite angles. Use
results to find unknown angles
Year 7:
Identify corresponding, alternate and co-interior angles when two
straight lines are crossed by a transversal
Demonstrate that the angle sum of a triangle is 180 and use this to
find the angle sum of a quadrilateral
Topic: Geometric Reasoning Identifying and measuring angles
BROAD OUTCOMES
Unit Objectives:
Students will identify, estimate, compare, investigate and calculate
various types of angles, both with and without a protractor.
SPECIFIC LEARNING OUTCOMES
Lesson Objectives:
The students will:
1. Solidify previously learnt knowledge on angles
2. Ask questions regarding what they dont know or arent sure
of
3. Undertake the assessment piece on angles

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PREPRATION/ORGANISATION
Preparation:
Have revision Power Point on angles (attached) ready for
discussion, based on what wasnt done well in formative
assessment from previous lesson
Have tests ready for each student
Organisation:
Students seated at desks
Teacher (me) standing at the front near the smart board
Support: Encourage those who are unsure of answers to ask
questions review uncertain concepts again by asking questions
Extend: Encourage those with a firm understanding of the concepts
to voice how and why they came to the correct answer and
strategies used.
RESOURCES
Maths books
Pen
PROCESS
Introduce: (5 minutes)

Stand at the front of the classroom until all students are quiet
(perhaps use clapping sequence)
Ask students to go outside and find an example of an example
of a real life angle make it one we have focused on, not just
the obvious right angles
Once students have returned, they volunteer to report on
what object they measured and what type of angle it falls
under
Encourage students to explain what makes it that type of
angle (eg. It is between 90 and 180 degrees) - praise any who
found unusual angles
Ask the general class what new angles we learnt about the
previous day

Develop: (30 minutes)


Revision
Bring up the formative assessment item from the previous
lesson on smart board go through questions 1 - 12
Pull names out of the bucket that student to tell the class
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what they got for that question and why


Have angles revision powerpoint ready on Smart Board (see
attached pages for powerpoint)
Ask students (with names out of bucket) first what we know
about each type of angle that comes up on the slide
For example: Supplementary angles slide
What do we know about supplementary angles? Where do we
find supplementary angles (angles on a straight line, angles in
a triangle, co-interior angles), what rule did we decide on for
supplementary angles?
Do this same method of revision for all types of angles on
powerpoint slides
Spend extended amount of time on using multiple rules to
problem solve about angles encourage students to pick out
rules and types of angles from the angle display on the board
(see final slide), eg. a and c are vertically opposite
Encourage those who give correct answers to describe how
they know it is correct
Encourage them to ask questions the more the better
Break
Run outside to goal post and back
Assessment
Hand out tests and ask them to begin
Conclude: (10 minutes)
Students to hand up test when finished ask each student if
they at least attempted each question if not have a go
Ask them to continue with portfolio work when finished
ASSESSMENT
Mark tests record answers

EVALUATION
1. Evaluation of the planned learning activity and students
learning

2. Evaluation and reflection on my own teaching and learning

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3. Aspects for discussion

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