Pre-lesson Discussion 1

Teacher Education Student: Lam Ngoc Tuyen PHAM

Completed by Teacher Education
Mentor Teacher/ Observer: Mr Derek Hie
Student and Mentor Teacher
Date: 04/06/2020
Discussion Standard
7MATC is a mixed abilities class with 26 students. The class has 1 Know your students and
how they learn
international student and 20 students with spoken languages other than
English at home. Most of the students are in an intermediate range and are
capable in doing maths. There are some advanced learners and some
students below average and require a lot of individual help in learning.
Students have 8 lessons of Maths per fortnight. The room is set up with
desks in 4 rows facing the white board and interactive smart board.
Students will be seated according to their seating plan. However, there
will be some lesson where students are allowed to be out of their seats to
work in groups.
What is the content or curriculum area you intend to cover? Know the content and
how to teach it
The curriculum area that the case study lesson will focus on is
Mathematics: Multiplying and dividing decimals by powers of 10
Students will:
 Multiply decimals by powers of 10.
 Divide decimals by powers of 10.
 Working with “the missing” decimal point.
 Evaluate multiply and divide decimals by powers of 10 in questions
involve more than one operation.
What is the lesson outcome or learning intention for this lesson? Plan for an implement
effective teaching and
Curriculum Outcomes: learning
A student:
› communicates and connects mathematical ideas using appropriate
terminology, diagrams and symbols MA4-1WM.
› applies appropriate mathematical techniques to solve problems MA4-
2WM.
› recognises and explains mathematical relationships using reasoning
MA4-3WM.
› operates with decimals MA4-5NA.
Learning intention:
 Students are able to multiply and divide decimals by powers of 10.
 Students are able to multiply and divide decimals by powers of 10
with “the missing” decimal point (link to previous knowledge of
multiplying whole number by powers of 10).
 Students learn and are able to apply order of operations in solving
questions.

What classroom routines will you use to encourage engagement and Create and maintain a
supportive and safe
manage behaviour?
learning environment
This is a big class with a wide range of abilities and learning needs.
Students are expected to follow classroom rule all the time. Mutual
respect will be created and maintained throughout the whole lesson.
Students who work well and correctly complete their task will be
rewarded with merit stickers on their worksheets. Students can discuss
and work with other students if they want, however the noise level should
be maintained. I will try to engage and encourage students to participate
more in class discussion by questioning and working out examples with
students rather than only providing students with answers.

How will you differentiate the learning to meet the needs of the three Know your students and
how they learn
focused students (case study participants)? How will you connect the
learning for students?
In the whole class discussion, every student will be included and
encouraged to participate and answer questions. Examples will be
explained and scaffolded to link with students previous knowledge, what
they have already known. Average and advanced learners can get the
concept quickly after definition has been provided and examples have
been explained. These students tend to participate more in class
discussion. The use of color arrow to demonstrate where to move the
decimal point when multiplying and dividing decimals by powers of 10
will benefit below average students and permit them to learn the content
more effectively. Different colors of traffic light can be used in displaying
the order of operations (calculate green operation first, orange operation
second and then red operation last). As using visual representation helps
students to realize the concept quicker. Roseblum & Herberg (2011)
recommend that “The visual representation of mathematical problems
offers individuals the ability to process many pieces of information
simultaneously without the need for narrative and logical exposition”.

Describe the teaching strategies you intend to use to share new Plan for an implement
effective teaching and
information and give students the opportunity to demonstrate
learning
understanding (e.g. ALARM, group work, project-based learning,
etc.)
I will use interactive white board to display a Powerpoint slides including
definition and the process of multiplying and dividing decimals by
powers of 10. I will write examples on the white board and go through it
with the whole class. Students will participate in answering the example
questions rather than only teachers working by themselves and giving
students answers. I will reinforce the idea of “the decimal point move to
the right when multiplying and to the left when dividing” to students
many time as we go along. It is a away to bring that idea to students
memory. Then students will have a chance to work individually or in pair
the complete the assigned task. I will quickly check on average and
advanced learners group and spend more time on helping below average
learners.
How will you ensure review of learning occurs? Assess, provide feedback
and report on student
During the lesson, I will walk around the classroom to check students’
learning
working progress and provide assistance when necessary. I will check
students’ work and provide feedback immediately to students. Students
who complete their task correctly will be given merit stickers for their
effort. By checking students work and providing help to students allow
me to determine how well students understand the learning content. The
lesson result will be discussed with my Mentor teacher about what
students have learned, identifying problem-areas, which teaching
strategies work well and which does not in order to modify and adjust my
teaching strategies in the following lessons.
Lesson 1 Observation Feedback
 Post Lesson Discussion 1
Teacher Education Student: Lam Ngoc Tuyen PHAM
Mentor Teacher: Mr Derek Hie
Completed by Teacher Education Student Date: 05/06/2020

Piece of Evidence Connections Next Steps and Suggested Strategies

(Graduate Teaching Standards; Best Practice; Research Based Methodologies)
 Lesson plan By instructing students verbally and visually using interactive white board allow students to learn and Next lesson I will try to include more
 Worksheet completed follow instruction more effective. Visually displaying examples on the board will also benefit EAL/D hands-on and fun activities that can
by three focus (international student - student 1) and below average students. The use of color arrow to engage students with learning content.
students demonstrate where to move the decimal point when multiplying and dividing decimals by The question should be more realistic so
 Observation feedback students can be related. Glenda &
powers of 10 will benefit below average students and permit them to learn the content
Margaret (2009) suggested in order to
more effective. Roseblum & Herberg (2011) recommend that “The visual representation
increase students’ interest and
of mathematical problems offers individuals the ability to process many pieces of
participation in learning maths, teacher
information simultaneously without the need for narrative and logical exposition”. This should be able to connect maths
links to Standard 1.2 Understand how students learn - Demonstrate knowledge and problems with everyday life problems.
understanding of research into how students learn and the implications for teaching. The activities and questions should
differentiate which will meet a wide
Different colors of traffic light can be used in displaying the order of operations (calculate
range of students’ abilities and learning
green operation first, orange operation second and then red operation last). As using visual
needs. More challenge task can be
representation helps EAL/D and below average students to realize the concept quicker and prepared for advanced learners to
break down the question into simpler questions which can be linked to students previous enrich their abilities and understanding.
knowledge and existing mathematical understanding. Scaffolding is also an effective way Open-ended task is ideal for students to
think outside of the box and be able to
to scaffold the learning content so students are easier to interpret. Visualized activities
use reasoning skills to justify their
can catch students’ attention to enhance their participation in further mathematical
answer. Mousley, Sullivan &
discussion (White, 2001). This is links to Standard 1.5 Differentiate teaching to meet the Zevenbergen (2012) found that students
specific learning needs of students across the full range of abilities - Demonstrate with various level of capabilities can
perform actively in open-ended task and
knowledge and understanding of strategies for differentiating teaching to meet the
this is also an opportunities for students
specific learning needs of students across the full range of abilities. to learn in variety ways.
Time was running out last lesson and I
rushed to finish all the lesson content
which students might not have enough
time to process all of these information.
My Mentor teacher suggested me to
leave that example for students to
complete by homework first then go
through it with them in the following
lesson.