SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III (2016)

KLA: Mathematics Date: 8/2/2017 Time: Class: 3 India School: Alstonville

Public
APST FOCUS: 2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
Outcome / Standard: Uses appropriate terminology to describe, and symbols to represent, mathematical ideas - MA2-1WM

Objective / Learning Intention:

Recognise that fractions are used to describe one or more parts of a whole where the parts are equal
Use the correct terminology such as and
3.1 & 3.2 Background / Cultural / Prior Knowledge:

3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE &

TECH CA

3.4 Inclusivity 1.1 Deep Knowledge 1.4 Higher order 2.1 Explicit quality 2.4 Social support
thinking criteria
3.5 Connectedness 1.2 Deep 1.5 Metalanguage 2.2 Engagement 2.5 Student self regulation
understanding
3.6 Narrative 1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction
knowledge communication
Timing Procedure Considerations Assessment Differentiation
students Strategies
INTRODUCTION (O): Observation of
- Choose a student who has come in and sat on the students
floor quietly to choose a number for the students to questioning
guess on the 100s chart. skills what
- Prompt students to ask different questions about the questions math
number that has been chosen e.g. is the number odd questions are
or even? Does the number have a 1 in the tens they asking are
column? they using the
correct
terminology?
BODY (G): Draw on a student that
- Prompt students asking them about what we learnt Can students does not fully
yesterday fractions. remember that understand to come to
 -
Go over our learning intention and success criteria for fractions are the smartboard so they
todays lesson. equal parts? can be the
- Tear a piece of paper in half roughly and hand it to two Can students get demonstrator. This also
different students. Ask them if what I have handed out whiteboards helps the other
them is a half? Why not? quietly? Scan the room students who do not
- Bring up the smart note book file go through slides are students fully grasp the concept
reading with students asking questions and prompting understanding as it is getting broken
questions. equal parts? down further, by
- On slide 8 instruct students to get out their watching the
whiteboards and come back to the floor. demonstrator solve the
- Get the students to divide the circle (displayed) into question.
the correct amount per the domino. Do students know
- Get a student to demonstrate on the board how they what they are
get their answer. doing in the Students who dont
BODY (E): group? understand this will
- Bring up math group rotations on Smartboard (refer to come onto the floor
final page of document) during rotations and we
- Go over the fraction activities that they are doing in will discuss further.
their groups (these are existing activates that students
have been going on with during the week in their
rotations).
- Send students off to math groups.
CONCLUSION (R):
- Bring students onto the floor and see if they can match
up half and quarter fraction (written) to a picture and
explain why.
Supervising teacher: Date:

WEEK: 1 2 3 DAY:________________________ REFLECTION TEMPLATE

Reflection on student achievement against the outcome, indicator or objective based on Reflection on your delivery of the lesson, effectiveness of resources, strategies,
information / evidence provided by the assessment strategies within the lesson. questioning, inclusion of QT elements etc. May include a statement about future
modifications or action if required.
May also include anecdotal notes about individual student progress.

LESSON 1:
 LESSON 2:

LESSON 3:

Supervising teacher: Date:

Group Rotations