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Evidence 1 5

This document outlines a lesson plan about length for primary school students. It includes: 1) A learning intention to introduce students to the concept of length and different units used to measure length. 2) An activity where students work in pairs on iPads to research interesting length facts and share with the class. 3) A follow up activity with math problems of increasing difficulty about animal jumps to reinforce length concepts. 4) Assessment of students' problem solving skills, collaboration, and ability to reflect on their learning. The lesson caters for diversity and different abilities.

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232 views2 pages

Evidence 1 5

This document outlines a lesson plan about length for primary school students. It includes: 1) A learning intention to introduce students to the concept of length and different units used to measure length. 2) An activity where students work in pairs on iPads to research interesting length facts and share with the class. 3) A follow up activity with math problems of increasing difficulty about animal jumps to reinforce length concepts. 4) Assessment of students' problem solving skills, collaboration, and ability to reflect on their learning. The lesson caters for diversity and different abilities.

Uploaded by

api-322552977
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EMM410: Assessment item 2

Emily Gooley | 11517187

SyllabusContent

LearningExperiences

Resources

Selectanduses
appropriateunitsto
estimate,measure
andcomparelengths
anddistances

ThislessonissourcedandmodifiedfromAttard,C.(2013). EngagingMaths:Higher
OrderThinkingwithThinkersKeys.Sydney:ModernTeachingAids.

Interactivewhiteboard

Cateringfordiversity:Thislessonwillcaterforarangeofstudentsasithastheabilityto
interestarangeofpersonalities.Technologyfurthersuitslearningforboys,asboysare
perceived ashighlyattractedtotechnology(Gurian andStevens,2010a). Additionally
otherdiversegroupshavethepotentialtobecateredforthroughoutthelesson,whichis
brieflydescribedthroughoutthelearningexperience.

LESSON1

LearningIntention:Todaywearelearningaboutlength.Whatdoyoualready
know?Whydoyouthinklengthisimportant?
Priortolesson,writeuponthewhiteboardLength,whatcanyoutellme?Thiswillset
thesceneforstudentswhentheywalkintotheclassroom.

Assessment

Whiteboard
StudentMathbooks
Appendix1:
Classmonitoringsheet
torecordanecdotal
notes

Discussion
Observestudents
involvingthemselves
inclassdiscussionsas
wellasworking
cooperativelywith
theirpeers.
Takeanecdotalnotes
on:
-

Whoisinvolving
themselvesinall
areasofthelesson

Whois
withdrawing
themselvesfrom
activities

Whohas
misconceptions
aboutaspectsof
length.

Explicitlyexplainthelearningintentiontostudents.
Createawholeclassdiscussiononwhatstudentalreadyknowaboutlength.Thiswill
introducethetopictostudents;diagnosetheirpriorunderstandingaswellasaddressany
misconceptionsstudentshave.
Talkabout:Howdowemeasurelength?Whatarethedifferentunitsthatweuse?Why
dowehavesomanydifferentunits?Aretheyusefulfordifferentpurposes?
Studentswillthenworkinpairsontheipadstoresearchaninterestingfactthatinvolves
length.Providestudentswithquestionsandideasontheboardtoassistwiththeirresearch
(e.g.lengthofthesmallestfish/longestfishorotheranimal,lengthoftheOlympicstadium
inSydneyortheSydneyHarbourBridge).Afterlocatingtheirfact,theywillwriteitdown
onastripofpaperandstickitonthewhiteboardaroundthestatementLength,whatcan
youtellme?Studentswillcontinuetheirownresearchtodiscoverotherinterestingfacts
iftheyfinishearlierthantheirpeers.Studentswillthensharetheirinformationwiththe
classandcomparethemwithresultsfoundfromothergroups.Allowopportunitiesfor
studentstoconvertthesefactsthroughoutthedurationoftheunit(e.g.frommtocmorcm
tomm).

Page 5 of 35

(seeappendix1)
Observestudents
involvingthemselves
intheresearchactivity.
Arestudents
collaboratingwiththeir
peer?

EMM410: Assessment item 2

Emily Gooley | 11517187

Cateringfordiversity:Thisactivitycanbeadaptedtomeetinterestofallstudentsthrough
havingthemresearchatopicofinterestpossiblychosenduetogenderorculture.E.g.
Aboriginal and Torres Straight Islander students will have the opportunities to make
connections to their land and culture by researching the longest distance a Kali
(Boomerang)wasthrown.Asanextensiontothisactivity,studentsmaygooutsideand
measure the distance they can throw a Boomerang themselves.
Followingonfrominterestingfacts,studentswillcompleteanadditionalactivityinthe
backontheirbooksbasedonhowfarparticularanimalscanjump.Allstudentswillbegin
withleveloneandmovethroughthelevelsaccordingly.
Level1:Acricketjumps5cmeachjump.Howfarwoulditgoin9jumps?

LESSON1

Level2:Akangaroojumps7meachjump.Howfarwoulditgoin15jumps?
Level3:Ifafrogtravels162cmin18jumps,howfardoesitjumpeachtime?
Cateringfordiversity: Thethreedifferentiatedlevelsofquestionscaterforthevarious
abilitiesofstudentsthroughouttheclassroom.Strugglingstudentswillachievethrough
solvingquestionsthatcorrespondtotheirabilitylevel.Concretematerialsmayalsobe
provided for struggling students as well as additional teacher support to assist them
further.Conversely,movingthroughallthreelevelswillchallengeextensionstudents,as
theywillusearangeofproblemsolvingtechniquestosolvequestionscorrectly.
Invitestudentsbacktothefloortodiscusstheiranswersfromthelengthactivity.Talk
abouttheirproblemsolvingstrategiesandreasoningbehindtheirprocessandanswers.
Cateringfordiversity:Throughreasoning,giftedandtalentedstudentswilldescribetheir
approachesandprovidevalidreasonstowardswhytheyusedorpreferredoneapproach
over

another

(Board

of

Studies,

NSW,

2012)
Reflectwithstudentsonthelessonbytalkingaboutwhattheyhavelearntaboutlengthand
itsusefulnessineverydaylife.

Page 6 of 35

Worksample
Assessstudents
problemsolvingskills
andobservetheiruse
ofskillsandstrategies
toguidefutureteaching
andlearning
opportunities

Assessstudentsability
toreflectontheirown
learningandtoreason
theiruseof
mathematicalproblem
solvingstrategies.

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