Appendix 3

Lesson Plans

LESSON PLAN FORMAT

Lesson Topic/Focus: Maths

Date:

Measurement & Geometry /

Thursday 20-08-15

Trigonometry
Duration of Lesson:
96min

Year Level:
P 3&4

Yr10

AUSvels:
ACMMG245
Content description or Learning Focus;
Pythagoras Theorem and Proof

Learning Outcome(s):
Identify and label the triangle so as to be able to use the theorem to calculate leg length
and Hypotenuse

Assessment:
Formative assessment of students progress in completing workbook questions.
Concept test will be used for concept assessment.

Background to the learning

Students will have completed a module of Pythagoras in Yr. 9, revision of the key
concepts will be covered initially.

Identify students
knowledge of concepts

Lesson Resources:

Resource sheet for proof of theorem

Data projector with power point with anti proof of theorem
Scissors and glue sticks
Textbook
Student calculators
See activity sheet
Introduction

below

Ask students to explain what they know of the theorem, students that cant remember
at the start with some prompting be able to offer some input.
Proof of theorem task asks students to actively participate in proving the theorem that
they will work with in a hands on way.
Show the anti-proof. (Power point slide 1)

Showing why something works

improves understanding,

Elaboration

concepts become more than rules.

Constructivist approach in
Model the steps to be taken in using Pythagoras formula inunderstanding.
finding the Hypotenuse
and Side of a triangle.
Ask for student input during this process to gauge the understanding of the topic.
Teaching strategy, showing the steps
to successful completion of problem

Finding the Hypotenuse

Finding a side

11.5

14

Practice

Exercise 5.2 Q 1&2

pg 178.

Advanced Worded Q3- 6

Conclusion

Remind student of the important concepts covered in the lesson

-The Hypotenuse is the longest side of the triangle and is opposite the right
angle
- Formula for the Hypotenuse 2 + 2 = 2
- Check the units are the same for each given measurement, convert before
using Pythag rule.
- Solve worded problems by drawing a diagram
- Answers need a unit of measurement.

Reflection

Student response to
successfully
completing the task.

Students liked the hands on activity and the "Oh thats why it works" was worth
the time. TP probably sent too much time on the activity, move on quicker.
Really relaxed class friendly group keen to know about what I'm doing and enjoy a
bit of banter. A couple of groups were a little talkative at times

Power point slide 1

Proof of theorem task completed by the

students, an example of Constructivism

LESSON PLAN FORMAT

Lesson

Topic/Focus:

Measurement

&

Maths/ Date:

Geometry

Fri 21-0-15

Trigonometry
Duration of Lesson:
48 min

Year Level:
P. 6

Yr10

AUSvels
ACMMG245:
Content description or Learning Focus;
Pythagoras in 3D objects

Learning Outcome(s):

Apply the Pythagoras theorem to find lengths in 3D objects

Assessment:
Formative assessment of students progress in completing workbook questions.
Concept test will be used for concept assessment.

Background to the learning:

Students will have completed a revision of Pythagoras theorem in the previous lesson.

Lesson Resources:

Data Projector
Computer with CAS calculator software
Large clear cube

Introduction
Use 3D application on CAS calculator to demonstrate the concept of finding a length
within an object.
CAS program used on Data projector
to enhance understanding of the 3D
problems

The Clear cube is used in a similar way to explain what we know, what need to know
to find the length asked for in the question.
Elaboration

Demonstrate an example from the CAS calculator, to enable students to visualise the
problem

Practice

Ex 5.3.
Q1.a,c Q2,3,4,5

Conclusion

Ask for any areas of concern or difficulty.

Remind of key concepts
- General formula
- Draw a diagram and identify unknowns
- Worded questions require a picture
- Remember to use appropriate units.

Reflection

7 students in class because of the Yr10 formal .This lesson will be used on Monday
when most of the class will be present.
Class continued with problems from the previous day.

Some students show some interesting methods of doing the calculations, some not following
a pattern of setting out work that allows for putting in the information correctly and
manipulating the question easily.

Good opportunity to talk get to know them and learn about their interests.

Opportunity to build some relationships

with the small group and to get to know
them as learners.

LESSON PLAN FORMAT

Lesson

Topic/Focus:

Measurement

&

Maths/ Date:

Geometry

Mon 24-09-15

Trigonometry
Duration of Lesson:
48 min

Year Level:
P. 4

Yr10

AUSvels
ACMMG245:
Content description or Learning Focus;
Pythagoras in 3D objects

Lesson brought over from previous Friday

Learning Outcome(s):

Apply the Pythagoras theorem to find lengths in 3D objects

Assessment:
Formative assessment of students progress in completing workbook questions.
Concept test will be used for concept assessment.

Background to the learning:

Students will have completed a revision of Pythagoras theorem in the previous lesson.

Lesson Resources:

Data Projector
Computer with CAS calculator software
Large clear cube

Introduction
Use 3D application on CAS calculator to demonstrate the concept of finding a length
within an object.

Use of technology in the class

room, students have these
calculators and some are familiar
with their use

The Clear cube is used in a similar way to explain what we know, what need to know
to find the length asked for in the question.
Elaboration

Aid to assist with the

visualisation of 3D problems

Demonstrate an example from the CAS calculator, to enable students to visualise the
problem

Practice

Ex 5.3.
Q1.a,c Q2,3,4,5

Conclusion

Ask for any areas of concern or difficulty.

Remind of key concepts
- General formula
- Draw a diagram and identify unknowns
- Worded questions require a picture
- Remember to use appropriate units.

Reflection
TP Good Kids worked well
Wait for the noisy chatters to finish, that class would tell them to be quiet

LESSON PLAN FORMAT

Lesson Topic/Focus: Maths

Date:

Measurement & Geometry /

Wed 26-08-25

Trigonometry
Duration of Lesson:
48 min

Year Level:
P.2

Yr10

AUSvels:
ACMMG245
Content description or Learning Focus;

Trigonometry- ratios, Sin , Cos, Tan

Learning Outcome(s):

Students will be able to use the trig ratios to calculate the side lengths of a triangle with
one other side and the angle.

Assessment:

Summative assessment from work in class.

Concept test on trig at a later stage.

Background to the learning:

Moving on from Pythagoras theorem, students will be able to identify the Hypotenuse of
a triangle

Lesson Resources:

Calculators
Textbooks

Introduction

Gauge any understanding of the topic from previous work. Some students may have
some of the concepts.
Introduce ratios and the relationship to the angle of the triangle know.
The angle Theta () the 8th letter of the Greek alphabet

Memory aid for ratios, highlight it any

Elaboration

time its used.

Introduce the Mnemonic SohCahToa to facilitate with remembering the ratios.

Model 3 different examples and the process of using the formulas

Practice

Ex 5.4, Q.1, 2, 4.

Example of problems modelled

for students.

Conclusion
Highlight Key concepts, Do any unfinished work before next classand bring
questions to class.

Reflection
Tan problem used the inverse of Tan.. Doh. I had written it down in my plan correctly but when it
came to being under pressure, made a blue
Students had studied this subject in Yr 9 as the lesson progressed there were students that were
remembering the content.
Will need to fix the Tan mistake next lesson.
This lesson was theory heavy next is a double and should be less so and require less board work.
Ran out of time to do all the planned work.
Darren with his Ipad calculator was having problems.?
-Ensure the calculator isn't set to Rad

LESSON PLAN FORMAT

Lesson Topic/Focus: Maths

Date:

Measurement & Geometry /

27-08

Trigonometry
Duration of Lesson:
48 min

Year Level:
P.3 & 4

Yr10

AUSvels:
ACMMG245
Content description or Learning Focus;
Finding a side of a triangle with Trig Ratios
Finding an angle using Trig Ratios

Learning Outcome(s):
Students will be able to calculate the internal angles of a triangle from knowing two
sides.

Assessment:

Summative assessment from work in class.

Concept test on trig at a later stage.

Background to the learning:

Previous lesson focussing on Trig Ratios, finding a side of a triangle

Lesson Resources:

Calculator
Data projector
CAS program on computer

Introduction

http://armartin-epp406-ata.weebly.com/screen-casts.html
Learning technology used in class, students can refer to this at a

Go over theory from previous lesson

later stage.

Students to work on problem set for

Elaboration

Explanation of Deg Min Sec and how this is divided up

Go over converting to Degrees Minute Seconds on CAS using data projector
Screen Cast files uploaded to resource folder for students
-

Converting to Degrees Minute Seconds

Checking the calculator settings
Inputting Degrees Minute Seconds

Practice

Ex 5.6 Q. 1,3,5,6

Conclusion

Students could use the time available to work on Pythag revision for concept test or
use it for Trig work.

Reflection
Fixed the mistake with Tan on Wednesday, some thought it was funny that I was
owning up to a mistake, guess it's good for them to see that we're all human and
make mistakes, . Expect to make a few more as time goes by.
2 Students away for the first lesson, while the others were working on problems
went through the lesson they missed separately.
Students that miss class on a regular basis really struggle, Bree was away Wednesday,
Darren away today. There is no continuity to their schooling.

LESSON PLAN FORMAT

Lesson Topic/Focus: Maths
Measurement & Geometry /

Date:
28-08

Trigonometry
Duration of Lesson:
48 min

Year Level:
P.6

Yr10

AUSvels:
ACMMG245
Content description or Learning Focus;

Concept Test

Learning Outcome(s):

Formative assessment, identifying the

understanding of the concept covered.
Assessment:

Concept test on trig at a later stage.

Background to the learning:

Lesson Resources:

Concept Test
Students require Calculators

Introduction

Elaboration

Feedback will be provided in the next class

Practice

Conclusion

Reflection

What worked/ Didn't work

Table set up sitting beside each other for concept test.. Allowed them to talk
Calculators they need their own.

LESSON PLAN FORMAT

Lesson Topic/Focus: Maths

Date:

Measurement & Geometry /

31-08

Trigonometry
Duration of Lesson:
48 min

Year Level:
P.4

Yr. 10

AUSvels:
ACMMG245
Content description or Learning Focus;
Angle of Elevation and Depression

Literacy component, understanding

terms.

Learning Outcome(s):

Students will be able to solve problems using trig that from a diagram or worded question
that involves elevation or depression from the horizontal.

Assessment:

Summative assessment from work in class.

Concept test on trig

Background to the learning:

Example of a literacy demand, one

question used the word Incline, this

Solving triangles using Trigonometry

created a point of confusion that

required explanation

Lesson Resources:

White board
Markers
Textbook

Calculators

Introduction

Refresh SohCahToa and solve a problem with class input

Elaboration

Define meanings of elevation and depression from the horizontal.

Highlight the steps taken in solving problems

Use of visual aids in explaining terms.

Practice

Ex 5.7 Q. 1, 3, 5, 8, 10

Conclusion

Feedback provided to the whole class on concept test, these

were common errors that resulted in mistakes in
calculations
Finished with feedback from concept test.
Feed Back- Looked at some common errors and strategies that could help
students in completing problems better
Set out working clearly
Check units in questions are the same and convert where necessary
Be careful rounding off mid question
Draw a diagram of the problem and fill in the info you know
Answers require

Decimal places as asked.

Units in correct format.
Concept test were generally well done with only a couple of students being of a major
concern
Working with in the schools preferred
Reflection

Instructional model.

A few students away on camp today, this lesson will need to be caught up for them next time.
The no hands up culturenot sure if I'm working exactly to that idealWill need to be conscious of
this .
Remember to allow time for students to formulate answers, don't be afraid of silence.
Dis jointed lesson Student with a bloody nose coming and going another student was collected by
office monitor??? No explanation. Some distracted with that, Darren wasn't interested as we started
with Concept test revision and he was away for it last week, so he'd lost interest before we started
work and he was away for the previous lesson on Trig, He needs to be caught up. Bree away as well
again.Need to remember to explicitly say you need to write this down in your notesGoing back
over some students notes they are very disjointed with plenty missing.

Distractions that come into the

classroom can have a negative
effect on student learning

Example of explicit instructions.

LESSON PLAN FORMAT

Lesson Topic/Focus: Maths

Date:

Measurement & Geometry /

2-09

Trigonometry
Duration of Lesson:
48 min

Year Level:
P.2

Yr10

AUSvels:
ACMMG245
Content description or Learning Focus;
Angle of Elevation and Depression

Learning Outcome(s):

Students will be able to solve problems using trig that from a diagram or worded quest
that involve elevation or depression from the horizontal

Assessment:

Summative assessment from work in class.

Concept test on trig

Background to the learning:

Solving triangles using Trigonometry

Previous lesson on Elevation and depression

Lesson Resources:

30m tape
Inclinometer

Calculator
Textbook

Introduction

Collaborative learning task with students

performing their own investigation,
comparing results and explaining the
different answers that they derive.

Recap concept from previous lesson

Elaboration

Students who were at previous lesson will do activity in pairs.

Practice

Conclusion

Reflection
8/16 Students today.With Peer Support Camp, VET, students away
Tom, Kayla, Kyle, Oscar, Will, Joel, Andres, Rodney
Ran class as planned with the activity to find the height of the basketball stadium and
the distance to Mount Dandenong TV towers.
Will complete this task in the