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EDMA163 Learning Plan

Tiarna M. Wolffe | S00359154

Australian Catholic University

Faculty of Education and Arts | Bachelor of Education (Primary)

LIC: Dr Christopher Longhurst | Tutor: Melissa Vlakic

March 22nd, 2024

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Contents:

Core concepts in Primary Mathematics…………………………………………………………………3

Diagnostic assessment…..……………………………………………………………………………….4

Learning objectives………………………………………………………………………………………5

Learning strategies and resources………………………………………………………………………..6

Learning plan (Semester)…………………………………………………………………………………7

Reflection and Evaluation……………………………………………………………………………..…8

Alignment with future teaching…………………………………………………………………………..9

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Core concepts of Mathematics (K-6)
The core concepts of Primary School mathematics include; Number and algebra, Measurement and space,

Statistics and probability, broken up into smaller and more specific concepts:

Mathematics K-2

Mathematics 3-6

https://curriculum.nsw.edu.au/learning-areas/mathematics/mathematics-k-10-2022/overview
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Diagnostic assessment
Before creating a lesson plan to implement and improve my maths skills, a diagnostic assessment is

necessary to create learning objectives that are personal and unique to my skills and abilities. Mathematics

Hub has links to NSW Education Mathematics diagnostic assessments openly available for both stages 1 and

2. I completed the Stage 2 test to asses where I am at and where my strengths and weaknesses lie.
https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/mathematics-stage-2-diagnostic-tasks.pdf

Concepts Rating/Profeciancy (Weak, Moderate, Strong)

Number and Algebra Strong

Representing numbers using place value Strong

Additive relations Strong

Multiplicative relations Strong

Partititioned fractions Moderate

Measurement and Space Moderate

Geometric measure Strong

2D spatial structure Strong

3D spatial structure Moderate

Non-spatial measure Moderate

Statistics and probability Moderate

Data Moderate

Chance Strong

I used my answers on the diagnostic test I completed (Marked by a Primary School Teacher) as well as my

personal confidence in each concept to rate each topic: Weak, Moderate or Strong. I feel confident and I

achieved full marks for the number and algebra section. I am less confident in Measurement and Space and

Statistics and Probability, and noticed that I made a few errors when the questions got a little more complex

and required more steps to complete. The reason I marked myself moderate and not weak, was the fact that I

could answer simple questions in those topics but made more errors as they increased in difficulty.
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Learning objectives to achieve within the semester

LO1 Be able to operate with fractions and decimals

LO2 Be able to use maps and grids to represent position and follow routes

LO3 Be able to draw, identify and measure 3D shapes from multiple angles

LO4 Be able to collect, represent and interpret data, using appropriate statistical displays
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Learning strategies and resources
The following list are strategies and resources for use throughout my learning plan:

Cambridge Primary Maths textbook and activity book (5th edition)

cool.org maths activities

Cool maths games

Jo Wolffe - Primary School Teacher (Mum)

ACU tutors

ACU peers
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Learning plan for the term

Term 1:

Weeks 1-3 - LO1 - Introducing operations with fractions and decimals

Weeks 4-6 - LO2 - Reading maps, understand coordinates and follow routes

Weeks 7-9 - LO3 - Identifying and measuring 3D shapes

Weeks 10-12 - LO4 - Collect data, organise and represent using statistical displays + Make conclusions

based on the data

Term 2:

Week 13 - Review of all topics

Week 14 - Retake diagnostic test

Weeks 1-12

Study session every Monday morning, 9-10am

15 mins - Introducing/reviewing work

30 mins - Work though activity book

15 mins - Other maths activities, specific to topics + reflection on strategies

Week 13

Study and review all topics throughout the week

Week 14

Take diagnostic assessment again

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Reflection and evaluation
As I reflect on my learning plan, I aim to monitor and evaluate my progress, through the activity

book and my error rate as well as my personal confidence and feelings about each concept. I plan to

complete the activity book as I study each topic through the connected textbook, and then complete an online

activity that correlates with the concept. Another resource I will use if I get stuck is help from my mum, a

primary school teacher specialising in mathematics. If I get stuck on a concept or question, I will use my

mum’s knowledge to get extra help so I can get a better understanding of those topics. Other people I can

lean on for help is my peers and tutors at ACU. I will be able to ask questions and discuss concepts with

them. My learning objectives all aim to have a fuller understanding of each concept and “be able” to do

certain maths skills, so my learning plan entails working through problems and getting a better grasp on each

concept. As I work through my plan, I have mapped out a few weeks for each learning objective, but I have

to be a little flexible as I might struggle with certain concepts a little more than others. If that is the case, I

am able to adjust my schedule, spending more or less weeks than I have originally planned but still have time

to tackle all four learning objectives. I have also allocated time to reflect on my strategies and my progress

after each session to evaluate if my strategies are working and if I need to make adjustments. Evaluating

every week will allow me to stay on track and get the most out of the learning plan that I can.

I have many strategies and resources as well as the flexibility to adjust as I go through so I can

continuously reflect, evaluate and make the plan personalised for me and my progress and skills.
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Implication for future teaching practices
My learning plan has implicated my future teaching practices in certain ways: one of them being

including diagnostic assessments to set clear leaning objectives. Without completing a diagnostic assessment,

I don’t think my learning objectives would’ve been as accurate and personal. This has influenced me to make

diagnostic assessments apart of my teaching practices to help me understand my students strengths and

weaknesses to a deeper level and make my lessons more personal for each student. I also want to include

reflection opportunities to promote metacognition and self regulated learning. I have allocated time in my

plan to reflect and evaluate on my own learning and understanding to get the best out of my plan, which is

what I want my students to learn to do as well. Emphasising ongoing reflection and evaluation encourages

students to take ownership of their learning journey. Incorporating these into my future teaching practices

will allow me to understand my students better as well as allowing my students to learn how to reflect and

evaluate their own learning, by taking control of their education and deepening their understanding of their

own knowledge and skills.