ERDISTON TEACHERS’ TRAINING COLLEGE

POSTGRADUATE DIPLOMA IN EDUCATION FOR SECONDARY TEACHERS

2023-2024

THE TEACHING OF MATHEMATICS

DIPSECMA6035

Assignment 2

Planning For Mathematics Instruction

Submitted to Erdiston Teachers’ College in partial fulfilment of the requirements for the

Diploma in Education (Secondary)

Date: 20-12-2023

Stefan R. O’N Adamson

Daryll Jordan Secondary School

Tutor: Dr. M. E. Folkes Griffith

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Introduction
Number theory is a key topic taught and learned in schools as part of the mathematics curriculum. Number theory is primarily
focused on the study of numbers and operations; both being imperative to developing an individual’s numeracy. Numeracy, which is
arguably more important for day-to-day living, allows individuals to interact with the modern world. A numerate person not only has
the ability to perform basic calculations, but they are also capable of clearly understanding charts and diagrams, performing advanced
problem solving and making effective decisions.
In this paper, a unit of work will be outlined which details how number theory may be taught in the second year at the Daryll
Jordan Secondary School. Included are an instructional plan and two accompanying lesson plans which outline concepts shown in the
instructional plan.
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INSTRUCTIONAL PLAN

DURATION: 8 Weeks

FORM: 2nd Year AGE RANGE: 12-13

TOPIC(S): Number Theory

RATIONALE:

Learning number theory can provide a solid foundation for further mathematical studies, offer practical
applications in various fields, enhance problem-solving skills, and satisfy intellectual curiosity. Concepts explored
in number theory play a pivotal role in developing a student’s numeracy skills and whether a student may be
interested in pursuing a career in mathematics or simply enjoy exploring mathematical concepts, number theory is
a valuable area of study.

COMMENTS:
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Topics/ General Teaching Learning Resources/ Assessmen Follow-up

Concepts Objectives/Outco Strategies/Methods Activities Technologies t Activities
mes Procedures
Multiples List multiples of  Demonstratio Receive  Chalkboard/ Graded on Students
whole numbers n explanation whiteboard having will decide
 Drill & of concept  Chalk/Marker written 12 where their
Practice  Calculator/Times correct charts may
 Project Receive tables multiples be placed
demonstrati  Bristol board for whole around the
on of how  Markers, pencils, number of classroom
to pens, crayons, paint, choice
determine rulers and other
multiples decorative materials Chart deign

Work on
determining
at least 12
multiples of
numbers
from 1 to
25

Students
will design
a chart for a
multiplicati
on table
/times
tables entry
for a
number of
their choice
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ranging
from 13 to
25
Lowest Find the lowest  Demonstratio Receive  Chalkboard/ Each pair Students
Common common multiple n explanation whiteboard will be will be
Multiple of two whole  Lecture of concept  Chalk/Marker assessed on given a
(LCM) numbers  Drill &  Calculator/Times their brief
Practice Students tables participatio assignment
 Group work will work in n in the for
pairs to assignment homework
determine to be done
LCM Students on their
will receive own
feedback
on their
level of
cooperation
in the pair
Divisibility Understand the  Lecture The  Chalkboard/ Peer Students
concept of  Co-operative divisibility whiteboard feedback will be
learning rules for  Chalk/Marker and tasked
divisibility
(Think-pair- 2,3,4,5,6,8,  Calculator/Times participatio with
share) 9 and 10 tables n researchin
 Discussion will be  Projector g ways
(Rounds) shown and divisibility
students may be
will be useful
tasked to (whether
deduce on in or out of
their own or mathemati
with a cs)
partner
which rules
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and
numbers
match

The
students
will be
chosen by
the teacher
to explain
their
reasoning
for a match
(the teacher
does not
confirm the
answers
until
everyone
has had an
opportunity
to speak)

The
students
receive the
answers
Prime List the prime  Lecture Receive  Chalkboard/ Worksh Asked to
numbers numbers less  Guided explanation Whiteboard eet list the
discovery of prime  Chalk/markers prime
than 50
and  Worksheets numbers
composite less than
numbers 50
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Work on Based on
handout notes
where they explain
systematical why 1 is
ly neither
determine composite
the prime nor prime
numbers
less than
100
Factors Write a whole  Demonstratio Determine  Chalkboard/ Assesse Students
number, less n the factors whiteboard d on will take
 Drill & of whole  Chalk/Marker classwo an
than 51, as a
Practice numbers  Calculator/Times rk done example
product of done in
tables
prime factors Receive class and
demonstrati multiply
on of prime any
factor combinatio
method n of the
prime
Express factors
whole
numbers as
products of
prime
factors
-Determine if a  Demonstratio Students  Chalkboard/ Assesse Questions
number is a n will work whiteboard d on would be
 Drill & with a  Chalk/Marker classwo given for
factor of a
Practice group /  Calculator/Times rk done homework
given whole partner to and
 Cooperative tables
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number, via the learning express their

prime factor (team-pair- numbers as ability
solo) a product of to work
method
prime with
-List all factors factors then others
of a given one- determining
digit or two- their factors
digit whole by
number via the multiplying
combinatio
prime factor
ns of those
method prime
factors

Students
will
eventually
have to
perform
these
exercises on
their own
Find the  Demonstratio Receive an  Chalkboard/ Assessed Research
Highest n explanation whiteboard on where the
 Drill & of the HCF  Chalk/Marker classwork HCF may
Common Factor
Practice  Calculator/Times done be used
(HCF) of two Students outside of
tables
whole numbers will the
by the method determine classroom
of factors or the HCF of
prime factor pairs of Additional
numbers questions
method
they had
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previously
found the
factors of

Students
will
determine
the HCF of
new pairs of
numbers
using their
preferred
method

LESSON PLANS
In this first lesson plan the teacher introduces the students to the topic of divisibility. Division is one of the fundamental concepts
learned in mathematics and as such has many applications throughout a person’s life. Divisibility as a concept assists in the
development of numeracy and mental mathematics. Occasionally, we may stumble upon large and unfamiliar numbers or may simply
need to do some quick calculations, an understanding of divisibility and some of the divisibility rules may prove to be a useful tool in
every individual’s arsenal.

LESSON PLAN 1: Introducing the concept of divisibility

DATE: ____________________
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TIME: ____________________ DURATION: 40 minutes

FORM: 2nd Form AGE RANGE: 12-13

SUBJECT: Mathematics TOPIC: Divisibility

PRIOR KNOWLEDGE: Division

CONCEPTS: divisibility, divisibility rules

OBJECTIVES/OUTCOMES:
By the end of the lesson students will be able to:
1. Demonstrate an understanding of the concept of divisibility
2. Willingly share their thoughts on an unfamiliar concept
3. Speak aloud their thought process

TEACHING STRATEGIES/METHODS: lecture, co-operative learning (Think-pair-share), discussion (Rounds)

RESOURCES/TECHNOLOGIES:

 Whiteboard/chalkboard
 Marker/chalk
 Calculator
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SET INDUCTION:

 Students will be asked if they were ever in a situation where they needed to share something but unsure of the best way to
share.
 Students will be asked if they know any tricks for dividing quickly.
 The teacher will write three division problems on the board
o 25÷ 5
o 240 ÷ 2
o 378940 ÷ 10
 Students will be asked to work them out as fast as they can
 Students will be told that by the end of the lesson they should have picked up at least one new trick.
 Students will be introduced to the concept of divisibility.

LEARNING ACTIVITIES/EXPERIENCES:

 The divisibility rules for 2,3,4,5,6,8,9 and 10 will be shown in a jumbled manner and students will be tasked to deduce on their
own or with a partner which rules and numbers match.
 The students will be chosen by the teacher to explain their reasoning for a match (the teacher does not confirm the answers
until everyone has had an opportunity to speak).
 The students receive the answers.
 Students will copy a note on divisibility.
 Students will be asked to match numbers with a number divisible by them

ASSESSMENT PROCEDURES:

 Assessed on the logic of their arguments/reasoning

 Assessed on their willingness to openly discuss a topic they are not familiar with
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CLOSURE:

 The class will recall the divisibility rules discussed

o The teacher will list the numbers 2, 3, 4, 5, 6, 8, 9 and 10 and guide the students through the activity.
 Materials will be collected
 Classroom will be arranged neatly

EVALUATION:

In the second lesson plan the students will be guided into developing multiplication chats. Multiplication charts directly display
multiples of a particular number in an ordered manner. These charts should ideally be visible while attached to the classroom wall as
they are meant to aid the students in the near future when they are learning the Lowest Common Multiple (LCM) and Highest
Common Factor (HCF).

LESSON PLAN 2: Times Table Chart

DATE: ____________________

TIME: ____________________ DURATION: 80 minutes

FORM: 2nd form AGE RANGE: 12-13

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SUBJECT: Mathematics TOPIC: Multiples

PRIOR KNOWLEDGE: Addition, Multiplication

CONCEPTS: Times table, multiplication, multiples

OBJECTIVES/OUTCOMES
By the end of the lesson student will be able to:
 Define in their own words the term ‘multiple’ as it is used in Mathematics.
 Determine multiples of a whole number.
 Write a list of at least five (5) multiples of a whole number.
 Demonstrate efficient interpersonal skills by sharing art supplies.

TEACHING STRATEGIES/METHODS: Demonstration, drill & practice, projects

RESOURCES/TECHNOLOGIES: chalkboard/whiteboard, chalk/marker, calculator/times tables, bristol board, markers, pencils, pens,
crayons, paint, rulers, other decorative materials and egg cartons/crates that hold differing numbers of eggs.

SET INDUCTION:
 The teacher will hold up an egg crate, state the number of eggs it holds then ask students “How many eggs would I have if I
bought 5 of these?”
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o This would be repeated for each size egg crate

 The teacher will then ask the students why they think they may have worked out certain answers faster than others.
LEARNING ACTIVITIES/EXPERIENCES:
 Students will be chosen at random to pick a number from 13 to 25 to work with
o The teacher will not allow duplicate numbers unless all others have been chosen

 Students will then be tasked with listing the first twelve (12) multiple of that number in a similar manner to that seen on a
times table.
o Example: 12 times table: 12 x 1 = 12,
12 x 2 = 24,
12 x 3 = 36

 Once students have completed this task, they will then begin to work on designing a chart where they display the times table
they had developed

ASSESSMENT PROCEDURES:
 Class work: Students will be assessed on the accuracy of their times table/list of multiples.
 Observation: The teacher will be observing students as they cooperate and share in the use of the art supplies provided.
CLOSURE:
 The students will be told to stop what they are doing and tidy the room
FOLLOW-UP ACTIVITIES
Students will be tasked with deciding where each chart should be placed around the classroom.

EVALUATION:
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Conclusion
As shown in the above material, number theory may be thought using many methods. These methods include projects, guided
discovery, group work and drill & practice. These diverse methods allow the teacher to facilitate differing learning styles, develop the
student’s general skills, such as their social skills, ability to do research and interpersonal skills, and enhance other traits which may be
useful for students in the modern era such as: self-confidence and self-reliance.

Bibliography
Bovervich, Z., & Shafarevich, I. (1966). Number Theory. Harcourt Bruce Jovanovich.
Steen, L. A. (1990). Literacy and Numeracy: Two Ways of Knowing. Daedalus, 211-231.
Peters, E., Västfjäll, D., Slovic, P., Mertz, C. K., Mazzocco, K., & Dickert, S. (2006). Numeracy and Decision Making. Psychological
Science, 17(5), 407-413. https://doi.org/10.1111/j.1467-9280.2006.01720.x