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SOUTHERN CROSS UNIVERSITY FINAL PROFESSIONAL EXPERIENCE TRANSITIONAL DAYBOOK TEMPLATE (REVISED 2016)

Term: 1
Week: 2
Stage: 3
Class: 5/6
School: St. Josephs
M Tu W Th F
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS FOCUS AREAS I will focus upon:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities: Demonstrate knowledge and understanding of strategies for
differentiating teaching to meet the specific learning needs of students across the full range of abilities.
2.6 Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum-learning opportunities for students.
3.3 Use teaching strategies: Include a range of teaching strategies
3.4 Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Learning
Differentiation
Assessment for/ as
Time
Learning Activities
Intention
considerations
Learning
O
JH has autism and
Students are:
LI: In this lesson
Get students to explain their knowledge of how to round a 2-digit number up or down.
enters the normal
Observation:
we will learn how
Create a class discussion on the concept of rounding and why we might do it, e.g.
classroom for
-Able to round off the
11 am to round off 2 and 3
shopping, money, checking answers in maths and gathering supplies for a function or
mathematics as part of
numbers correctly
digit numbers to
event, etc.
his transitioning into
using the number line
find an estimate
Allow students to demonstrate their knowledge of rounding 2 digit numbers using a
the classroom program on the IWB
answer in word
number line on the interactive whiteboard (IWB). Teacher says random numbers and
JH needs his own
-Able to round off
problems.
students have to circle the number that it would be rounded up or down to.
number line to work at
numbers correctly in
http://www.ictgames.com/numberlineJumpMaker/
his own pace with his
word problems on
SC: You will round
Note: Use this as a pre-assessment (find out what students know)
teachers aide. The
their mini whiteboards
off 2 and 3 digit
G
worksheets are
Questioning:
numbers correctly
Teacher discusses the rule for rounding off numbers:
modified so the word
-Able to explain their
If the number you are rounding is followed by 5, 6, 7, 8, or 9, round the number up. Example: 38
to find an estimate
problems are simple
knowledge on how to
rounded to the nearest ten is 40. If the number you are rounding is followed by 0, 1, 2, 3, or
answer of a word
but the computation
round off numbers.
4, round the number down
problem.
sums
are
challenging,
-Able to explain the
Work on a word problem together with the class:
e.g.
3
&
4
digit
value of rounding off
Michelle has 25 books, Sally has 31 books and Nancy has 38 books. How many books do they have
Outcome:
numbers.
numbers in class
altogether?
MA 3-5NA Selects
Get students to round off the numbers in the word problem to find an estimate answer
discussions.
and applies
(students complete on mini whiteboards).
Worksheet questions
Work Sample:
appropriate
Allow students to add the numbers together using the vertical method.
begin with simple
-Able to demonstrate
strategies for
Ask: Was your first answer close to the actual answer? If not, why?
computation and word
their knowledge and
addition and
Can you see the value of rounding off? Create a class discussion.
problems, and then
understanding of
subtraction with
Give students another word problem using 3 digit numbers.
build up to more
rounding 2 and 3 digit
counting numbers
E
challenging questions.
numbers in word
of any size
Students to complete a worksheet with 6 word problems.
problems
Make sure they round the numbers off first before completing the actual sum.
TY, RW & MH are to
R
have an additional
Discuss answers to word problems as a class
extension activity
Display an incorrect example on the board, so students can correct your mistake and
explain their thinking (innovative teaching)
Date: 02/02/16

Signature of supervising teacher:

Date: