Class: Year 3/4 (Stage 2)
40pm
Key Learning Area: Mathematics
Recent Prior Experience: Students have recently discussed in a group setting what mass is. Students have actively participated in activities and tasks that require
students to identify objects that have similar mass. Students demonstrate a sound comprehension of the term hefting.
Syllabus Outcome(s):
MA2-12MG: Measures, records,
compares and estimates the masses
of objects using kilograms and grams.
Any safety issues to be considered:
(issues in PE, Arts, dance etc)
Date: Monday 28th November 2016
Lesson Topic: Mass exploring different objects mass
Indicators of Learning for this lesson:
By the end of this lesson, the students will:
- Develop skills using grams and kilograms to measure and
compare masses using a scaled instrument
- Develop skills in identifying approximate mass of
everyday objects
Resources:
- Mass kit
- Worksheet
- A variety of familiar objects for students to use when comparing mass Ss will use pencil cases, bottles, glue
sticks, books, etc objects that are in the classroom.
Time: Start: 12.
Finish: 1.25pm (45 minutes)
Assessment:
- Worksheet: (T) Assess (Ss) comprehension of
the activity through the completion of the
worksheet.
- Discussion: (T) Assess (Ss) construction of Commented [TB1]: Directly links to the NSW
knowledge and skills through group discussion Mathematics Syllabus Mass Stage 2.
during introduction and reflect session. Commented [TB2]: Evidence that learning intentions
are linked to syllabus outcomes.
Commented [TB3]: Ss use concrete material to
investigate mass as supported by the NSW
Mathematics Syllabus.
Lesson Content / Indicators of
Learning (What is Taught):
INTRODUCTION
Gain Attention: (T) Implements an
auditory cue for (Ss) to respond to.
Making Links: (T) Reintroduces
teaching strategies to (Ss) and
introduces new strategies.
Arouses motivation: (T) Provides
positive reinforcement to motivate
(Ss) to behave appropriately.
Outlines content: (T) Identifies
topic of lesson mass.
Making links: (T) Makes
connections to current knowledge.
DEVELOPMENT
Arouses motivation: (T)
Timing Teaching Strategies / Learning Experiences: Resources and Organization:
(mins) (How it is taught)
(T) Gains attention using 1, 2, 3 look at me strategy. (Ss) understand that when (T) calls out 1, 2, 3
(T) Instructs (Ss) to make their way to the floor to form rows they must direct their eye line to (T), respond
and columns. with look at me phrase, and remain silent while
(T) Reviews strategies used in the classroom and introduces listening for further instructions.
new strategies. (T) Explains the new strategy using bells to (Ss) understand that the phrase rows and
gain attention. columns refers to arranged seating in the open
(T) Arouses motivation by praising and providing positive space.
reinforcement for (Ss) who are behaving appropriately and
following instructions.
(T) Outlines content by informing (Ss) of todays lesson topic
Mass.
(T) Makes links to current knowledge of mass questioning
(Ss) on what they have completed in a previous lesson - (T)
10 minutes Asks (Ss) what activities they did, what they learnt from them,
(12.40pm- and makes references to important terms used in previous
12.50pm) lesson. Mass kit including scales and weights ranging
(T) Informs (Ss) that today they will be exploring mass using from 100g 1kg.
equipment from the mass kit.
(T) Instructs several (Ss) to place equipment on tables
accordingly. Worksheet one per student
(T) Hands out worksheets to (Ss) and asks (Ss) at random to
read aloud the information provided on the sheet. (T) Explains
the worksheet to ensure (Ss) understand how to complete the
activity. (Ss) are able to write or draw their predictions and
findings. Commented [TB4]: Worksheet is structured to
(T) Instructs (Ss) that they will be working in groups, encourage (Ss) to write/draw their estimations and their
experimenting with objects in the room to discover what results, linking to problem solving and reasoning skills
objects match the mass of the weights provided in the kit (see as indicated by the NSW Mathematics Syllabus.
resources). (T) Explains to (Ss) how to use equipment Commented [TB5]: Ss are using familiar objects to
appropriately sharing the weights and objects with other investigate mass. The use of concrete materials is
groups is a must. supported by the NSW Mathematics Syllabus. Mass 1
(T) Informs (Ss) that they will need to make predictions, and Stage 2 identifies the investigation of familiar objects
recording their findings on the worksheet as indicated. mass is the application of reasoning skills.
(T) Arouses motivation again to encourage (Ss) to display
Encourages (Ss) to behave
appropriately.
Observe: (T) Roams to observe
(Ss) contributions to group activity,
and to observe (Ss) ability to
demonstrate understanding of the
activity.
Gains attention: (T) Implements a
new strategy bells.
CLOSURE
Assess: (T) Uses group discussion
to assess (Ss) ability to make
predictions, share results, and
contribute to group discussions.
positive behaviour. (T) Arranges (Ss) according to behaviour
and learning styles - and sends them off to equipment
arranged in the learning space.
25 minutes (T) Roams around the room to ensure (Ss) are contributing in
(12.50pm a positive manner, actively participating, and communicating
1.15pm) effectively.
(T) Facilitates where needed.
(T) Uses bell to gain attention (T) gains attention to inform (T) Uses bell object.
(Ss) of remaining time to spend on the activity, to inform (Ss) if
volume levels are appropriate, etc.
(T) Concludes activity after gaining attention and instructs (Ss)
to make their way to the open learning space staying in their
groups and bringing their recording sheets with them.
(T) Completes a reflection and conclusion session, reviewing
(Ss) findings and results.
10 minutes (T) Opens up a group discussion to discuss results, strategies
(1.15pm used to achieve results, and whether or not predictions
1.25pm) matched results. Commented [TB6]: Ss are provided with the
(T) Concludes lesson and commends (Ss) for their work and opportunity to discuss estimations, results, and the
behaviour. strategies they used. This requires Ss to apply both
problem solving and reasoning skills.
Class: Year 3/4 (Stage 2)
Key Learning Area: Mathematics
Recent Prior Experience: Students have recently discussed in a group setting what mass is. Students have actively participated in activities and tasks that require
students to identify objects that have similar mass. Students demonstrate a sound comprehension of the term hefting.
Syllabus Outcome(s):
- MA2-3WM: Checks the accuracy of a
statement and explains the reasoning
used
- MA2-12MG: Measures, records,
compares and estimates the masses
of objects using kilograms and grams
Any safety issues to be considered:
(issues in PE, Arts, dance etc)
Date: Tuesday 29th November 2016 Time: Start: 2.00pm
Finish: 2.40pm (Approx. 40 minutes)
Lesson Topic: Mass Discussion
Indicators of Learning for this lesson: Assessment:
By the end of this lesson, the students will: - Discussion: (T) Assesses (Ss) knowledge through
brief discussion reviewing mass.
- Apply strategies to estimate the mass of familiar objects using
kilograms and grams (MA2-12MG) - Activity: (T) Assesses (Ss) estimating strategies and
justification skills.
- Identify and estimate the mass of familiar objects as either more
than, less than and about the same as one kilogram (MA2- Commented [TB7]: Directly links to the NSW
12MG) Mathematics Syllabus Mass Stage 2.
- Demonstrate recognition that an objects mass is not dictated by
shape and size (reasoning, MA2-3WM)
- Apply justification skills when estimating an objects mass
(reasoning, MA2-3WM) Commented [TB8]: Evidence that learning intentions
are linked to syllabus outcomes.
Resources:
Whiteboard

Lesson Content / Indicators of
Learning (What is Taught):
INTRODUCTION
Gain attention: (T) Uses an
auditory/visual cue that requires
(Ss) to be silent and direct their eye
line to (T)
Structuring: (T) Outlines content
allows (Ss) to understand what
knowledge they will be learning in
the lesson.
Making links: (T) Instructs (Ss) to
review what the currently know
about mass. (T) Makes links to (Ss)
current knowledge on when
weighing materials and items is
used in every day life making it
relevant and engaging.
DEVELOPMENT
Facilitator: (T) provides guidance
is (Ss) demonstrate lack of
understanding.
Observe: (T) Uses brainstorming
activity to observe and assess (Ss)
participation.
Arouses motivation: (T) Provides
praise and positive reinforcement to
(Ss) who are demonstrating
LESSON SEQUENCE
Timing Teaching Strategies / Learning Experiences:
(mins) (How it is taught)
(T) Gains attention of (Ss) using the 1, 2, 3 look at me
strategy.
(T) Instructs (Ss) to make their way to the open learning space
sit down quietly in rows and columns, and to await further
10 minutes instructions.
(T) Outlines content, Reintroducing the topic of mass. (T)
Instructs (Ss) to review topic, by completing a brief think, pair,
share with the (Ss) seated next to them to discuss their
current knowledge of mass.
(T) Gives (Ss) several minutes to discuss the topic, monitoring
discussions and assisting where necessary.
(T) Instructs (Ss) to share what they discussed with their
partner in a group discussion.
(T) Makes links to (Ss) current knowledge discussing real life
scenarios in which weighing items in required, such as when
travelling.
(T) Informs (Ss) that they will be presented with a real life
problem that (Ss) are to solve through a brainstorming activity.
(T) Informs (Ss) of a problem based around travelling (Ss)
are to identify what type of items might be packed into luggage
for overseas travel.
15 minutes (T) Utilizes the whiteboard and records (Ss) answers. (T)
Encourages (Ss) to use effective communication and
reasoning skills when providing their answers.
(T) Facilitates brainstorm if direction is lacking.
(T) Uses brainstorming activity to observe (Ss) contribution
and active participation.
(T) Instructs (Ss) to stand up and form a circle quickly and
quietly.
(T) Informs (Ss) that they must step into the middle of the
circle if they believe one of the items is either A) less than 1
kg, B) more than 1 kg, or C) around 1 kg. (Ss) will randomly be
Resources and Organization:
(T) Implements an attention gaining strategy
that (Ss) respond to (T) Calls out 1,2,3 (Ss)
respond with look at me (Ss) are expected to
be silent and listening at this point.
(Ss) sit in allocated positions in the open space
rows and columns.
Commented [TB9]: Think, Pair, Share is an effective
strategy that allows Ss to share their understanding of
the content.
Commented [TB10]: Making links to real-life
examples. Ss are able to develop an authentic
understanding of the content and can understand the
relevancy of their learning.
(T) Uses whiteboard to record (Ss) answers.
Commented [TB11]: T Uses correct terminology to
(Ss) use floor space to make a circle for activity. foster Ss development of communication skills as
supported by the NSW Mathematics Syllabus.
Circle activity (Ss) demonstrate their
understanding by stepping into the circle when Commented [TB13]: Activity requires Ss to make a
rough estimation as supported by the NSW
they believe a particular item is less than/more
Mathematics Syllabus. Ss are responding to
than or around 1 kg. appropriate terminology.
responsible and respectful called upon to provide reasoning. For their response. Commented [TB12]: Ss are to justify their estimations,
behaviour. (T) Arouses motivation by praising and providing positive applying reasoning skills as supported by the NSW
reinforcement to (Ss) who are following instructions. Mathematics Syllabus.
(T) Goes through each item listed and assess (Ss) responses (Ss) return to rows and columns formation.
and justifications.
Once activity is completed, (T) Informs (Ss) to sit down in their
rows and columns formation.
CLOSURE
Assess: (T) Assesses (Ss) through (T) Asks (Ss) what the gained from that activity, what
observation of discussion. predictions were made in the activity, and why its important to
5 10 identify items as either more than, less than and around 1kg. Commented [TB14]: Revising over content covered in
minutes (Ss) Contribute to a brief group discussion about the activity. lesson, giving Ss an opportunity to demonstrate their
(T) Asks (Ss) to identify other every day life occurrences and communication and reasoning skills by using the
events that require items to be weighed. appropriate terminology and justifying their estimations.
(T) Informs (Ss) that the follow up lesson will consist of (Ss)
weighing items discussed in todays activity on a formal
balance scale to provide accurate readings.
(T) Concludes lesson.
Class: Year 3/4 (Stage 2) Date: Wednesday 30th November 2016 Time: Start: 12.30pm

Finish: 1.25pm (55 minutes approx.)

Key Learning Area: Mathematics Lesson Topic: Mass Using concrete materials and pan balance

Recent Prior Experience: Students have recently been exploring the topic of mass. Students have demonstrated a strong understanding of the terms hefting and
estimation. Students have used predictive and investigative strategies to identify the mass of objects, in addition to using equal arm balances. Students have
demonstrated a sound comprehension of mass in the everyday world.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

- MA2-12MG: Measures, records,
compares and estimates the masses
of objects using kilograms and grams.
- MA2-2WM: Selects and uses
appropriate mental or written
strategies, or technology to solve
problems.
By the end of this lesson, the students will:
- Develop skills and knowledge by using scaled instruments to
measure and compare masses (ACMMG084, MA2-12MG).
- Develop skills and knowledge by comparing objects by mass in
kilograms and grams (MA2-12MG).
- Develop problem-solving skills that incorporate their knowledge
of mass into a real life situation (MA2-2WM).
- Worksheet: (T) Assesses (Ss) development of
knowledge and application of current skills through
completion of worksheet.
- Discussion: (T) Assesses (Ss) knowledge through
group discussion.
- Observation: (T) Assesses (Ss) throughout the
activity to identify (Ss) level of participation and
contribution. Commented [TB15]: Directly links to the NSW
- Final Presentation: (T) Assesses (Ss) construction Mathematics Syllabus Mass Stage 2.
of knowledge and comprehension of task through Commented [TB16]: Evidence that learning intentions
presentation of group findings. are linked to syllabus outcomes.

Any safety issues to be considered: Resources:

(issues in PE, Arts, dance etc)
(T) Instructs (Ss) to use materials and pan
balance appropriately. (T) Instructs (Ss) to move
around the room safely to avoid injury.
- Pan balance (formal scale) Commented [TB17]: Ss will be using scaled
- Variety of objects and items linked from previous lesson travelling theme (EG: cameras, clothing, shoes, instruments to measure and compare masses as
toiletries, laptops, books, etc) supported by the NSW Mathematics Syllabus.
- Worksheet to record results Commented [TB18]: Ss have access to concrete
materials that are familiar.

Lesson Content / Indicators of
Learning (What is Taught):
INTRODUCTION
Gain attention: (T) Uses an
auditory/visual cue that requires
(Ss) to be silent and direct their eye
line to (T).
Structuring: (T) Outlines content
allows (Ss) to understand what
knowledge they will be learning in
the lesson.
Making links: (T) refers to
previous activity to link the
knowledge gained from activity to
current lesson.
DEVELOPMENT
Observe: (T) Roams the room to
monitor (Ss) contribution and
participation to group task.
Facilitates: (T) Encourages (Ss) to
make predictions when thinking
LESSON SEQUENCE
Timing Teaching Strategies / Learning Experiences:
(mins) (How it is taught)
(T) Gains attention of (Ss) using the 1, 2, 3 look at me
strategy. (T) Instructs (Ss) to make their way to the open
learning space sit down quietly in rows and columns, and
to await further instructions.
(T) Outlines content, Reintroducing the topic of mass. (T)
Asks (Ss) to summarize the activity completed in previous
lesson. (T) Makes links by explaining how the previous
lesson links to the current lesson (Ss) are going to
investigate the mass of objects discussed in previous
10 mins brainstorming activity.
(12.30 - (T) Presents (Ss) with a problem that relates to the real
12.40pm) world making it relevant to (Ss).
(T) Introduces the objects and items they will be weighing.
(T) Questions (Ss) on strategies they can use to share
resources and other issues such as what if Kate wants 3
jackets but there is only 1 available to weigh?
(T) Gives (Ss) worksheet and talks through the worksheet
with (Ss) write the item and its mass as indicated by the
pan balance. (Ss) are to use kg and g terminology in their
recordings. (Ss) are to investigate all items to decipher
which items should be packed. (Ss) are expected to choose
what objects they want to pack and to investigate what the
final weight will be. (T) Places (Ss) into groups of 4 and
provides each group with a pan balance. (T) Informs (Ss) to
work diligently and collaboratively, as they will need to
present their findings to the class.
(T) Instructs (Ss) to use the desk and floor space to
complete the task.
(T) Roams the room to observe (Ss) collaboration and
participation in the activity.
(T) Facilitates groups who demonstrate lack of
comprehension of the task.
35 mins (T) Encourages (Ss) to make predictions about what Kate
(12.40 will need to pack refer to the word problem.
Resources and Organization:
(T) Implements an attention gaining strategy that
(Ss) respond to (T) Calls out 1,2,3 (Ss) respond
with look at me (Ss) are expected to be silent and
listening at this point.
(Ss) sit in allocated positions in the open space
rows and columns.
(T) Implements SUPER6 strategy using appropriate
terminology summarizing.
(T) Provides (Ss) with a word problem (Ss) are
required to investigate and problem solve.
Word problem: Kate is travelling to Melbourne this
Saturday but she hasnt packed! She is going for a
day trip for several work events, and is taking one
bag, which cannot weigh more than 7 KG. The
weather will be rainy and wet. Investigate the mass
of all the objects and items provided and decide
what Kate should pack. Commented [TB20]: T Provides an open-ended
(T) Uses concrete materials for (Ss) to weigh. (T) question to Ss that pertains to real life events. The
Uses a worksheet for (Ss) to record their findings. question allows for Ss to investigate the mass of a
(T) Puts (Ss) into groups dependent on behaviour variety of objects that are familiar to the situation, a
and learning styles. strategy supported by the NSW Mathematics Syllabus.
Commented [TB19]: Ss are to record using
appropriate terminology as supported by the NSW
Mathematics Syllabus.
about what objects to pack. 1.15pm) (T) Provides (Ss) with time alerts to allow them to assess
Arouses motivation: (T) Rewards their completion.
(Ss) to keep them focused and on (T) Arouses motivation by praising (Ss) for respectful and (T) Uses brag tags to provide positive reinforcement
task. responsible behaviour in regards to the activity. with (Ss).
(T) Provides (Ss) with a final time alert, instructing them to
finish up on the recording they are working on and make
their way to the open space in their groups to share their
findings and reflect on the task.
CLOSURE
Assess: (T) Assesses (Ss) through (T) Asks each group to present their findings.
group presentation of findings. (Ss) need to justify their reasoning for what objects and
items they decided to pack. Commented [TB21]: Ss discuss their findings verbal
Questioning: (T) Gives (Ss) 10 mins (T) Opens up a brief group discussion to each groups strategy. Sharing their findings allows Ss to compare
questions to assess (Ss) (1.15 findings to assess (Ss) comprehension of the task. and discuss why two Ss may have obtained different
understanding. 1.25pm) (T) Questions (Ss) about the use of the scale is it measures for the same object. This gives Ss the
more/less efficient? Was it helpful in weighing objects for opportunity to demonstrate their knowledge of correct
packing? Is there a better strategy? What was terminology, and apply reasoning skills by justifying
their results as supported by the NSW Mathematics
difficult/easy/interesting in this activity? Etc. Syllabus.
(T) Commends (Ss) on their contribution and participation.
(T) Concludes lesson, and instructs (Ss) to collect their food Commented [TB22]: Questioning Ss to open up
and line up for 2nd break. discussion about what mental strategies they have
been applying throughout their learning.
Class: Year 3/4 (Stage 2) Date: Thursday 1 st December 2016 Time: Start: 12.40pm

Finish: 1.25pm (45 minutes)

Key Learning Area: Mathematics Lesson Topic: Mass estimating and investigating

Recent Prior Experience: Students have recently been exploring mass. Students have demonstrated sound knowledge and skills in using equal arm balances and
pan balances. Students recognize the use of kg and g terminology and use them frequently in discussions relating to mass.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

- MA2-12MG: Measures, records,
compares and estimates the masses of
objects using kilograms and grams.
- MA2-1WM: Uses appropriate
terminology to describe, and symbols to
represent, mathematical ideas.
Any safety issues to be considered:
(issues in PE, Arts, dance etc)
(T) Ensures (Ss) use the learning space safely.
By the end of this lesson, the students will:
- Demonstrate the appropriate use of kg and g both in
discussion and when recording during investigation (MA2-1WM).
- Demonstrate knowledge and skills in estimating and
investigating different objects of varying mass (MA2-12MG).
Resources:
- Worksheet for recording estimates and results.
- ICT Thinkpads and iPads.
- Discussion: Discussion during introduction and
reflection will inform (T) of (Ss) understanding of
estimating, investigating, and appropriate
terminology.
- Observation: (T) Will purposefully roam the room
to observe and facilitate (Ss) to assess Commented [TB23]: Direct links to the NSW
understanding and success in completion of tasks. Mathematics Syllabus Mass Stage 2.
Commented [TB24]: Evidence that learning intentions
are linked to syllabus outcomes.
Commented [TB25]: Ss are applying problem solving
skills by using ICT to investigate mass of objects they
are unable to measure physically themselves such as
cars, babies, animals, etc.
Lesson Content / Indicators of
Learning (What is Taught):
INTRODUCTION
Gain attention: (T) Uses an
auditory/visual cue that requires (Ss)
to be silent and direct their eye line
to (T).
Structuring: (T) Outlines content
allows (Ss) to understand what
knowledge they will be learning in
the lesson.
Making links: (T) refers to previous
activity to link the knowledge gained
from activity to current lesson.
DEVELOPMENT
Observe: (T) Roams the room to
monitor (Ss) contribution and
participation to group task.
Facilitates: (T) Encourages (Ss) to
make predictions when thinking
about what objects to pack.
Arouses motivation: (T) Rewards
(Ss) to keep them focused and on
task.
CLOSURE
Timing Teaching Strategies / Learning Experiences:
(mins) (How it is taught)
(T) Gains attention of (Ss) using the 1, 2, 3 look at me
strategy. (T) Instructs (Ss) to make their way to the open
learning space sit down quietly in rows and columns, and
to await further instructions.
(T) Reintroduces the topic of mass. (T) Asks (Ss) to
summarize the activity completed in previous lesson. (T)
Makes links to previous lesson by questioning (Ss) what
did we do in our previous lesson? Why is it relevant? What
are other possible reasons for us to investigate mass? (T)
10 Conducts Think, pair, share to encourage (Ss) to share
minutes their knowledge with peers.
(12.40pm (T) Outlines content, introducing the activity for the lesson
estimating and investigating the mass of different objects
12.50pm) through the use of ICT. (T) Informs (Ss) that they are
working in pairs. (T) Provides (Ss) with a worksheet and
provides explicit instructions.
(T) Reviews terminology reminding (Ss) to use lowercase
and appropriate spaces when recording their estimations
and findings.
(T) Pairs (Ss) to maximize homogeneity and to ensure (Ss)
benefit during discussion.
(T) Roams the room to observe (Ss) collaboration and
participation in the activity.
(T) Facilitates groups who demonstrate lack of
comprehension of the task.
25 (T) Encourages (Ss) to make predictions about what each
minutes object weighs ensuring (Ss) are making estimations
(12.50pm before investigating.
(T) Provides (Ss) with time alerts to allow them to assess
1.15pm) their completion.
(T) Arouses motivation by praising (Ss) for respectful and
responsible behaviour in regards to the activity.
(T) Provides (Ss) with a final time alert, instructing them to
finish up on the recording they are working on and make
their way to the open space in their groups to share their
findings and reflect on the task.
Resources and Organization:
(T) Implements an attention gaining strategy that
(Ss) respond to (T) Calls out 1,2,3 (Ss)
respond with look at me (Ss) are expected to
be silent and listening at this point.
(Ss) sit in allocated positions in the open space
rows and columns.
(T) Implements SUPER6 strategy using
appropriate terminology summarizing.
(T) Shows (Ss) how to fill out the worksheet
(Ss) discuss with their peer their thoughts what
do you believe is the mass of this object? (T)
Encourages socialization (Ss) record all their
estimation first before using Ipads/Thinkpads to Commented [TB26]: Activity requires Ss to apply
investigate and discover the true mass of the communication, problem solving and reasoning skills
object. as supported by the NSW Mathematics Syllabus.
Commented [TB27]: T facilitates Ss learning by
reviewing appropriate terminology assisting in the
development of Ss communication skills.
Commented [TB28]: Ss are to estimate before they
begin investigation as supported by the NSW
(T) Uses brag tags to provide positive Mathematics Syllabus.
reinforcement with (Ss).
Assess: (T) Assesses (Ss) through (T) Asks (Ss) to share their estimations and findings with (Ss) share their results with another set of peers
group presentation of findings. another set of peers. to consolidate and check for understanding. This
(T) Questions (Ss) during a whole class discussion what gives (Ss) opportunity to gain new
Questioning: (T) Gives (Ss) did you estimate correctly? Were you surprised by a understandings and build upon existing
questions to assess (Ss) 10 particular objects mass? (Ss) need to justify their reasoning knowledge and skills. Commented [TB30]: Activity allows Ss to apply their
understanding. minutes for their estimations. communication and reasoning skills with their peers.
(1.15pm (T) Commends (Ss) on their contribution and participation. This opportunity also allows for Ss to construct new
(T) Concludes lesson, and instructs (Ss) to collect their food knowledge through social interactions.
1.25pm) and line up for 2 nd break. Commented [TB29]: Questioning allows Ss to explain
their results and strategies as supported by the NSW
Mathematics Syllabus.