Lesson Plan Year 10 Maths Methods

Practicum Lesson
Number
Subject

Time of Lesson

P1 Wed. 8th Sept 2015

Year
Level

Year 10 Maths Methods

Duration of lesson

10

Supervi
sor

75 minutes

Class Size

10

Marketa Malak

Learning Focus

Area of Study

Linear and
non-linear
relationships

Key knowledge

Solve linear simultaneous

equations, using algebraic
and graphical techniques
including using digital
technology (ACMNA237)
Explore the connection
between algebraic and
graphical representations of
relations such as simple
quadratics, circles and
exponentials using digital
technology as appropriate
(ACMNA239)
Solve simple quadratic
equations using a range of

Keyskills

Activitiesandassessmenttasks

Identifying the TP
from equation in TP
form
Finding the yintercept
Sketching parabolas
with TP and yintercept.
Sketching a graph
and labelling all of
the key features.
Finding the
discriminant
Describing
transformations

Class board work and discussion

Year 10 maths methods revision
questions for those finished.

Evidence How will you identify what they

have learnt and how will you record or
note this
How will you identify what they have
learnt and how will you record or note
this
-

Questions asked during class and

record
Notice book work while working on
exercises

strategies (ACMNA241)

Resources and Materials

Textbook (electronic), iPad, personal notes, white board markers

Student Teacher Focus

My focus for this lesson is to revise how to sketch the graph with all the features and begin to prepare the students for revision

Context of lesson
Students have completed how to sketch a graph with y-intercepts and shape. Some have started to incorporate the x-intercepts, others havent

Stage of lesson
Stage 1 Introduction

Tasks
Settle students. Were going to be doing revision
for the test on Friday
Test on Friday, Part A and B you cant use your
notes and is tech free, Part C you can use CAS and
your 2 double sided A4 handwritten notes.

Time
5 mins

15 mins

Student action
Students to put their
hands up indicating
how they feel about
the content.

Student contribution to board.

Questions such as:
When sketching a graph, what are some of
the key features that we have to label?
How do we find out x-intercepts?
How do we find our y-intercepts?
How do you put it in turning point form?
How do we justify the shape of our graph by
looking at the graph in TP form
What is the axis of symmetry?

Students to listen,
contribute to
discussion and ask
questions if need be.

Go around and help/monitor. Really target students,

and delve into what they know. Spend a lot of time
with each of them.

Notes: Examples on the board.

Stage 2 Body of lesson

Students are to work on uploaded revision sheet on

Daymap, and correct using the uploaded PDF

40 mins

Teacher action

Also, ask questions that students are not sure of.

That way, you can go through some of the questions on
the board

Stage 3:
Conclusion

Go through some questions that students had

difficulty completing in class on the board, asking
questions to students

10 mins

Students to listen and

participate on the
board.

Write on the board and ask questions relating to

students
Possible positive and negatives of square
roots.
What do you think I would do next?
What would you do looking at this equation?

Wrap up class, and pack up.

Test on Friday, bring your CAS and 2 double sided
A4 sheets for Part C.

5 mins

Students to ask
questions if need be

Answer questions or queries.