BACU AUSTRALIAN CATHOLIC UNIVERSITY LESSON PLAN FORMAT (GENERIC) The following is a sample of the lesson plan format used by the University. Lesson Topic/Focus: Revision on di Date: 2311115, ‘AusVELS Domain(s): Mathematics Year level(s): 5 ‘AusVELS strand (s): Number and Algebra Lesson duration: 30 AusVELS sub-strand(s): Number and Place Value Leaming Stancard(s/Outcome(s)/Objective(s): * Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101) ‘+ Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA2S1) At the conclusion of this lesson, the students will know/understand that: ‘Students will be refreshed in the concept of division ‘+ Beable to recognise the link between multiplication and division when undertaking simple division problems At the conclusion of this lesson, the students will demonstrate the skillsistrategies of: Will be able to using both mental and techniques identify the quotient of a simple division problem Assessment: Assessment for learning to inform future teaching on the four operations Assessment criteria for analysis: Anecdotal notes and observation of the students Teaching focus: ‘A. the pre-service teacher's teaching skill for observation by Associate Teacher, or 8. _ teaching skills that the pre-service teacher would lke to personally develop. Classroom management Background to the learnin ‘A. References for teacher background knowledge ‘The unit planner for division and multiplication Review the maths dictionary for proper language B, __ Identify students’ current knowledge ‘Students have already covered the topic of division in the second semester. Lesson resources: ‘White Board Individual white boards and markers for the whole classLesson content: A. Introduction mins What is division? Can everyone write their own problem. Revise the structure of a division problem on the white board. 10% 2 = 5. Use the language of dividend (10), divisor (2) and quotient (5). B. Development _—__ mins Highlight the link between muttiplication and division, ‘Can knowing multiplication help us understand division? How? Use the example 6 x 8 = 48. Ask the students how could it be represented in division on their whiteboards. Go further use 4 x 12, 3x 16. Highlight the rule that any number ending in zero can be divided by 10, 5 by 5, 4 always uses the same set of 25 numbers repeating every 100 i.e. 68,72,76 - 168,172,176. C. Consolidation, practice, extension __mins ‘Students will use number fact knowledge to solve both multiplication and division problems containing missing numbers on their white board. Ask one student to provide the answer. Finally give students a couple questions they must solve without any missing numbers. ‘Advanced give a number in the hundreds. 884/4 D. Closure mins Have students verbally explain the rules, structure of a division problem and the link to multiplication Post-lesson review and evaluation: Student achievement: ‘Students showed a good knowledge on the topic of division and without much prompting straight away realised that both multiplication and division is linked. While all had a good knowledge of number facts. and simple division without a remainder. The introduction of a remainder confused some of the students But affer extensive modelling of a couple problems nearly all could understand the concept. It was evident from observation that at least two were stil a litte bit confused by the topic and after discussion with Julie it was agreed that tomorrow that they will undertake a simple division worksheet to concentrate on the concepts of solving simple division in order to build up their confidence before tackling worded problems. The rest of the class will Teaching effectiveness: That it was good to have plenty of examples ready to use, that the students really had a good Understanding of division and | probably underestimated this. From observations and student sharing and ‘demonstrations, they showed that they had the correct written strategies in place to solve simple division problems, with’ the advanced students able to use mental strategies and number facts linked to multiplication to solve the problem without needing to resort to physical tools. PK method on display. Nothing | would really change, the questioning was good and all students were able to participate, using the proper mathematical language was a good touch which Julie really liked,Lesson: Maths- Revision of Division and Multiplication Concepts Date: November 2015 Thanks Ben for your thoughtful planning and preparation for these sessions. Your use of the ‘mathematics planner was evident in your lesson plan meeting the intended outcomes and engaging all children. You really knew the content of your lesson and where you needed to go to achieve the best outcomes. You are able to engage and manage the children when they are seated and working as a group on the floor. You are also mindful of which kids haven't got involved with conversations and involve them by ‘cold calling’ and giving them the opportunity to participate and share. When there is some chatter and distraction, you need to stop, refocus the group by making sure they are all listening, have eye contact and aren’t chatting amongst themselves. As you know this group can be chatty and love to share their ideas, thoughts and opinions. You roved around each group, supporting their learning by asking questions, helping and extending those who were up for a challenge. You have a natural and fun way of interacting with the children Which they respond to in a positive way. During the session you asked questions which encouraged the children to think deeper about their work and articulate how they worked the maths out. ‘A great start to our partnership in grade 5). Thapks/ - julie