Content

Lesson Plan 1........................................................................................................................................1

Syllabus outcomes................................................................................................................................1
Lesson Plan 2........................................................................................................................................7
Syllabus outcomes................................................................................................................................7
Lesson Plan 3......................................................................................................................................12
Syllabus outcomes..............................................................................................................................12
Rationale............................................................................................................................................17

Lesson Plan 1

Topic area: From Here to There Stage of Learner: Year 9 Syllabus Pages:
Pp 348

Date: 04/03/2019 Location Booked: classroom Lesson Number: 3

Time: 60 minutes Total Number of students: 20 Printing/preparation

10 printed maps
Rulers and protractors
Calculators

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Informal formative Mathematics allows us Find the midpoint and
MA5.1-1WM, MA5.1-3WM, assessment before to describe the exact gradient of a line
class location of an segment (interval) on the
Life Skills outcomes Observation during object/landmark in a Cartesian plane using a
MALS-32MG, MALS-33MG, class particular place using range of strategies
MALS-34MG coordinates and
calculate the distances Sketch linear graphs using
between two points. the coordinates of two
points
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Sustainability
Numeracy Subject specific concepts:
Literacy Cartesian plane, mean, midpoint, gradient
Personal and social capability
Skills:
Develop efficient strategies for numerical
calculation, recognise patterns, describe
relationships and apply algebraic techniques and
generalisation

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep 1.2 Deep 1.5 Metalanguage
 understanding of important, substantive concepts, skills understanding 1.6 Substantive
and ideas. Such pedagogy treats knowledge as something 1.3 Problematic communication
that requires active construction and requires students to knowledge
engage in higher-order thinking and to communicate
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where criteria 2.5 Students’ self-
students and teachers work productively in an 2.2 Engagement regulation
environment clearly focused on learning. Such pedagogy 2.3 High 2.6 Student direction
sets high and explicit expectations and develops positive Expectations
relationships between teacher and students and among
students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural 3.6 Narrative
draws clear connections with students’ prior knowledge knowledge
and identities, with contexts outside of the classroom, and 3.3 Knowledge
with multiple ways of knowing all cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.1 The class focus on the key concepts such as the Cartesian plane and coordinates via
discussion and teaching activities. Students have adequate opportunities to explore the
meaning of key concepts through two learning activities.
1.6 The class creates many opportunities during the activities for students to communicate
through mathematical language as students are encouraged to use coordinates to describe
locations.
2.2 The use of Fortnite game can inspire students’ interests in mathematics as the game closely
relates to their life.

Time Teaching and learning actions Organisation Centred

T/S
0-5 Introduction Teacher: Teacher
Greet students and wait for them to get ready Greet students
Ask a few questions about the Cartesian plane Informally assess students’
to assess their background knowledge background knowledge
Introduce today’s topic
Student:
Get ready for the class

Resources:
nil
5-15 Discussion Teacher: Student
Ask students: Facilitate discussion
1. how do they find the midpoint between Observe students’ engagement
school and home; Assess students’ background
2. how do they describe the location of knowledge
the midpoint
 Facilitate the discussion within the class Student:
Invite students to share their answers Engage in discussion

Resources:
nil
15-30 Activity 1: Describe the location Teacher: Student
Pair students and hand out the printed maps Introduce the class activity
Make sure each pair of students have rulers and Clarify the requirements
protractors Roam around the classroom to
Ask students to pick up two different landing guarantee students’
points on maps engagement
Ask students to find the midpoint between their Provide scaffolds when in need
landing points (the use of stationaries and
calculators allowed Student:
Ask students to describe the location of Follow the instructions
midpoints and landing points on the map in Participate in the activity
front of the class Discuss with classmates
Discuss with students:
1. do they think their descriptions are Resources:
accurate and precise Printed Fortnite map (please
2. any other ways to describe the location see Resource attached

30-50 Activity 2: Use the mathematical language Teacher: Student

Introduce the concept of Cartesian plane Guarantee students are
Ask students to build their own plane on their engaged with the activity
maps and interpret their landing points by Explain the requirements when
coordinates in need
Ask students to find the midpoint again Provide helps when in need
Ask students to observe the coordinates of
these three points and discuss what they can Student:
find Participate in the activity
(Differentiation: Advanced students are
required to provide other three points which Resources:
are also on the same linear graph) Printed Fortnite map (please
Introduce the concept of gradient see Resource attached
Ask students to connect two landing points and
calculate the slope
Discussion with students what negative/positive
gradients mean on this map

50-60 Conclusion Teacher: Teacher

Ask students what they have learnt from
today’s class
Encourage students to use software to graph
the line after class
Recycle those printed maps and keep them for
the next class
Educate students about the importance of
reusing resources
Lead students to review what
they have learnt from this class
Encourage students to develop
ICT skills after class
Student:
Reflect what they have learnt
through the class

Resources:
Nil
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
It is important to assess students’ learning needs when planning the lesson. Students can
very disengage from the class and misbehave at school if their needs cannot be satisfied.
The use of popular online games to teach math allows students to realize that
mathematics relates to their real-life problems, which further inspires their interests in
learning mathematics.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA5.1-1WM Students build their own plane in classroom activities.
MA5.1-3WM Students discuss the location of midpoints.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.2 The teacher assesses the students’ background knowledge before the
class.
2.2 The teaching activities are organised based on difficulties.
2.3 The content refers to NESA syllabus.
4.2 The classroom activities are well managed and led by the teacher.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in
this lesson? Using your syllabus and support documents as well as other WHS policy-
Outline the key WHS considerations that are to be applied in this lesson?

The class does not have many WHS considerations since it is organized in classrooms.
However, the use of stationaries such as rulers can be an issue without proper regulations.
Also, the walkway should always be clear as the teacher and students will walk around the
class. It is very important for teachers to pay attention to details and stop dangerous
behaviours efficiently. At last, the use of online games as a teaching resource may lead to
an obsession with games, which requires the teacher to emphasise the appropriate time
of entertainment.
Resources Attached:
1. Fortnite map

Fortnite is a popular online game where players skydive onto an island and search for gear
to defend themselves from other players. A player needs to know the locations of his or
her teammates and cooperates with them in order to win the game. In the classroom
activities, students will be set into pairs and randomly pick up two landing points.

Activity 1:
1. Find the midpoint between the two landing points.
2. Try to describe the location of landing points and midpoint.
3. Do you think the location of the midpoint is accurate? How accurate is your
description? Please provide the reasons.

Activity 2:
1. Build your own Cartesian plane on this map with your partner.
2. Write down the coordinates for your landing points.
3. Relocate the midpoint by using Cartesian plane and coordinates. Is the outcome
the same as the one from the first activity? Why are they different?
4. Connect these three points and find the slope of this line.
5. Can you find other three points on this line? please write them down.