Mathematics in Middle and Upper Primary: EDUC 8505

Assignment 1: Lesson Sequence (50%)

Sarah Anne Dandridge 20501616

Unit Coordinator: David Hewitt

Friday, 24 AUG 2012

8505: Assignment 1 Rationale: The four lesson plans were designed to meet the needs of 24 Year 7 students attending Lemonhill Primary (pseudonym). The students within this class consist of 10 boys and 14 girls. Typically this classs abilities are relatively even; with extension activities being provided for those students that have finished the activity early. Lesson one focused on the sub strand of linear and non-liner relationships, specifically the content description code (ACMNA178). This lesson aims to revise the content learnt in year six. Without a solid foundation of the basics the students will be unable to achieve this sub strand, as all the content is built upon the foundations laid in year 6. Therefore using the first lesson as a revision of the basics will not only help refresh their memory, but it will also ensure that the basic knowledge and understanding for this topic is accurate and embedded into the childrens understandings. Lesson two focused on developing their understanding of building table of integers (ACMNA178). Without knowing how to use and create a table of integers, students will lack the ability to use and convert the information from a table into a graph. Once again this lesson aims to help embed and develop the fundamental skills necessary for achieving this sub strand. Lesson three focused on teaching an introduction into solving linear equations (ACMNA179). This lesson aimed to teach the students the fundamental rules that underlie the success of solving equations such as these linear equations. The fourth lesson aimed to tie all the previous lessons together as well as reinforce the main points learnt from the three previous lessons. Learning linear and non- linear relationships can be tricky, but having review lessons such as lesson four help the students to not only see how all the math connect, but it also gives the students an opportunity to practice and apply their knowledge developed from the previous three lessons. The four proficiencies were all addressed throughout these four consecutive lesson plane. Not all proficiencies were focused on in each individual lesson as I felt some proficiencies were more relevant therefore I chose to place a bigger emphasis on these. As mentioned above the students of Lemonhill Primary did not greatly differ in ability, therefore I decided to focus on providing the students with extension activities rather. These activities were aimed at the students who finished the tasks faster than the rest of the class. Sarah Dandridge 20501616

8505: Assignment 1 I have chosen many manipulatives as I feel that this topic requires a deep understanding rather than rote learning of the strategies for solving the questions. In lesson one the board games will provide the students with a fun exciting way of revising their terminology of coordinates. The Bee Bots in lesson one provided the students with not only an understanding for graphs, but also develops technology skills. Lesson two aimed to use spaghetti and cups as manipulative due to the nature of the results that would be produced. This experiment should produce results that will follow a linear pattern which will be ideal to graph. In lesson three the scales aim to teach the children the rule for solving equations in visual approach. Being able to see what is missing from an equation will allow the children to develop a better understanding for solving equations. Lesson four used little manipulatives because I wanted to allow the students to be the manipulatives. In having the students act as the manipulatives it will allow them to develop a deeper understanding of graphing because they will be able to see and move themselves around a Cartesian plane. The students will also have the opportunity to share and express their understandings amongst a group, allowing the students to peer teach the concepts.

Sarah Dandridge

20501616