Annotation

Note the focus area and standard

descriptor/s the artefact /
document reflects

Note the type of

artefact / document

Describe the artefact / document and

indicate the possible impact or result on
teaching and/ or student learning

Describe how the artefact /

document meet the standard
descriptors you have identified.

1.2 Understand how students learn

The presented artefact is a

developed lesson plan that
was implemented on my
most recent teaching
practicum at Bexhill Public
School in a Year 4/5
classroom.

The lesson was a mathematical lesson focusing on

addition and addition strategies. I arranged the groups
by cross year/ability level to enable peer guided
learning experiences. All the resources and materials
needed for the lesson were well organised and set out
prior to the beginning of the lesson. The IWB was
utilised to enable to students to communicate with
each other and convey their knowledge of set addition
strategies and could refer back to if they became
stuck. I moulded a number of examples of the
addition strategies for the students to reinforce the
specific process that is taken for each strategy
technique.

Throughout the artefact there are a

number of strategies being used to
engage and cater to the different
learning needs of the students. These
include hands on materials, mixed
ability grouping, ability targeted
questioning and tasks. (1.2)

Demonstrate knowledge and

understanding of research into how
students learn and the implications for
teaching
2.6 Information and Communication
Technology (ICT)
Implement teaching strategies for using
ICT to expand curriculum learning
opportunities for students.

3.3 Use teaching strategies

Include a range of teaching strategies.

3.4 Select and use resources

Demonstrate knowledge of a range of
resources, including ICT, that engage
students in their learning.

Through the use of the IWB students

are exploring and extending on their
understanding and knowledge of
various addition strategies that will aid
them in mathematical process of
addition. (2.6)

Through the use of a number of

resources, cross year grouping, IWB,
traffic light counters, concrete
materials etc, all enabled students to
explore the addition strategies within
the lesson. (3.3) (3.4)

Artefact
SOUTHERN CROSS UNIVERSITY FINAL PROFESSIONAL EXPERIENCE TRANSITIONAL DAYBOOK TEMPLATE (REVISED 2016)
Date:25/2/16

Tu

W Th

Term: 1

Week:5

Stage: 2/3

Class: 4/5

School: Bexhill Public School

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS FOCUS AREAS

APST Focus:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full
range of abilities.
2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.3 Use teaching strategies
Include a range of teaching strategies.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

Time

10mins

Learning Intention

Learning Activities

(O): Fancy Dice Game to warm up addition

and thinking skills. Use three dice this
time. Target number is 100.
At each table there will be a graffiti sheet.

Differentiation
considerations

Assessment for/ as
Learning

Outcome / Standard:
Yr 4: MA2-4NA: MA2-5NA
Yr 5: MA3-4NA: MA3-5NA

Ask students to reflect on their learning

over the past week. In cross ability groups,
students are to move around to each sheet
and add something they know or have
learnt about addition strategies or types of
strategies they use to add big numbers.
Students can draw an example of their
strategy. Inform students of the desired
success criteria that they will be working
towards. I will statement.

(G): Discuss as a group what has been

written on the sheets and ask students to
reflect on their learning in relation to what
has been written. Transfer this into a class
brainstorm on the IWB with the students
coming up and displaying and completing
presented questions using the strategy.

15mins

LI:
In this lesson students will
implement the explored addition
strategies to complete presented
addition problems.

SC:
I will be able to use the split strategy,
number lines and addition algorithms

Questioning to gauge
comprehension

Class Discussion

Using technology to
engage students

Cross year/ability
grouping- Peer
learning

Jump Strategy
Split Number Strategy
Compensation Strategy
Number lines
Addition Algorithms

(E): In mixed ability groups, students will

rotate around three different activities.
Each activity will challenge the students to
use a different addition strategy to
complete a task. Students are to record
each activity into their maths books using

Collection of work
samples and anecdotal
notes.- Students ability
to solve problems
utilising:

Use concrete
materials.
(MAB, counters)

Split Number
Strategy
Number
lines
Addition
Algorithms

to solve addition problems.

the targeted strategy as a heading.

****Each station will have a Challenge
questions that aim to extend those
students that have a solid concept of
addition and the presented strategy.
Activity One: Addition Algorithms
Students are to use Addition Algorithms to
complete the presented questions.

30mins

Activity Two: Number Lines

Students are to implement their learnt
strategy of number lines to answer the
presented questions.

510mins

Work alongside M.B

throughout activities.
Checking in on K as
well throughout
learning group
stations.

Scaffold question
difficulty. Single
digit, two digits, three
digit numbers.

Traffic light counters(

green, yellow, red)
Student self
assessment.

Activity Three: Split Strategy

Students are to use the Split strategy and
100 blocks to answer presented questions:
**Students must draw their strategy using
the blocks.

(R): As a class, explore some of the

presented questions. Have students come
up to the IWB and display their working.
Have students complete an exit slip. Can
be either:
-1 thing they understand

Books are to be
collected and used for
assessment and future
lesson development.
Exit slips used to gain
student perspective

-1 thing they want to know more about

-1 thing they had trouble with
Signature of supervising teacher:

Date:

Reference:

Australian Institute for Teaching and School Leadership [AITSL] (2014), Australian Professional Standards for Teachers (Graduate). AITSL:
Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list