Maths A2
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Swinburne University of Technology *
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Feb 20, 2024
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Assignment 2: Mathematics Portfolio EDU30009: MATHEMATICS IN THE PRIMARY CLASSROOM Chelsea Smith
Student Number: 103694503
The following is a folio that contains three lesson plans and a reflection based on mathematics teaching and learning in the year one level. The lesson plans cover the works into the three content strands while looking at numbers, measurement, and statistics (Australian Curriculum and Reporting Authority [ACARA], 2023). The lesson plans are designed for term four and are based on a common theme of organising an end-of-year party. The party provides an authentic path for mathematics learning as it is relevant to children’s interests at that time of year. The party is a project that involves all students to become involved in something both fun and meaningful which in hand will create more engagement and motivation in learning (Parker et al., 2017). The first lesson plan is based on statistics where students become involved in collecting, representing, and interpreting data; ‘AC9M1ST01’ (ACARA, 2023). This is where the students will begin looking into the
who, what, when and where of the party. The next lesson to follow will be based on numbers, where students solve practical problems such as equal sharing and grouping of food and drink among guests; ‘AC9M1N06’ (ACARA, 2023). And lastly, the third lesson plan is based on the content strand, measurement. Students will be involved in the process of estimating how long tasks will take and planning out the sequencing of events that need to be organised in the coming of the party. Students' prior knowledge from the year includes lots of tallying, counting, representing data, experimenting with time and durations, and working with numbers. LESSON 1 - 550 words
Lesson title:
Who, what, when, where
Year level: Year 1
Topic:
Planning a Party - Statistics Duration of lesson:
50 minutes
Curriculum links:
Strands & sub-strands
Content descriptions
Statistics and probability
Data representation and interpretation ‘Acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols - AC9M1ST01’ (ACARA, 2023)
Learning objectives: Children will learn to acquire data and represent the data using digital tools, tally marks and drawings/symbols. Resources:
Smart board, large piece of cardboard, sticky notes, worksheet
Assessment: The teacher will conduct informal assessments through observations while interacting with the students. The teacher will observe students ability to acquire and represent data through their ability to tally. This informal type of assessment allows for differentiation and inclusion by not creating added pressure of a formal exam or test. Lesson 1
Approx.
time
Pre-service teacher’s actions
Student actions/tasks
Stage 1: Introduction
15 minutes
The lesson will start with a conversation suggesting the class organise a party for an end-of-year celebration. The teacher will suggest the idea of the party and then ultimately let the students lead the conversation. Following this, the teacher will distribute worksheets to the
students. The teacher will guide the class through one question at a time. The worksheet will include four sections
- ‘where/when will the party be?’, ‘What food would you like to provide our guests?’, ‘What drink would you like to provide our guests?’ and ‘Who will you invite?’
The students will gather on the mat for an interactive conversation where students can contribute their ideas about organising a party. The conversation will allow the students to start sharing ideas, build excitement, and engage the students in the topic. The students will move to the tables where they can start documenting their ideas. Students can either write or draw their ideas in the spaces provided.
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Stage 2: Body
of lesson
30 minutes The teacher will guide students through a series of questions, including HIT strategy questioning:
When will the party be? The teacher will give the option of the last day of the term or the first day of the last week.
Where will the party be/who will we invite? The teacher will ask for students' suggestions
What food and drink would we like at our party? The
teacher will simplify by giving the students four options and writing them on a large piece of cardboard, drawing a line between each to create columns. The teacher will then hand out sticky notes
and ask the students to draw their favourite food from the options.
During each and following each question, the teacher will explain the findings, for example, counting the tallys and explaining what they represent.
The students will listen and contribute through a series of questions:
Students will think and decide when they would like the party to be. Students will add
their tally mark to their choosing on the smartboard.
Students will contribute their suggestions and then take a tally vote on the smartboard to determine the most voted-
on location.
Students will draw the symbol of their chosen food/drink from the list and then stick their note below the correct column to
start a column graph. The graph will help determine quantities, which will be followed up in the following number lesson.
Stage 3: Conclusion
5 minutes During this time of the lesson, the teacher will conclude the
findings of the lesson, including where and when the party will be, who will be invited and what foods and drinks will be available. The teacher will ask questions such as 'What do you notice about the tallies? Where will the party be held?'
This is where the teacher will cement the importance and need for acquiring data.
Children will listen and determine the findings from the body of the lesson, for example, assisting the teacher in determining how many votes in each section etc.
LESSON 2
Lesson title:
How much food will we need?
Year level: Year 1 Topic:
Planning a Party - Number Duration of lesson:
75 minutes Curriculum links:
Strands & sub-
strands
Content descriptions
Number ‘Use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem - AC9M1N06’ (ACARA, 2023)
Learning objectives: The students will learn how to use data and calculations to solve problems. For example, to ensure the space chosen is big enough for all the guests, and that enough food and drink is purchased to be shared fairly.
Resources:
Other classes, teachers liaise with other class teachers to ensure they are available to get involved with the process. Printed items from Coles
as prompts. Plenty of counters and 1 piece of lego to represent each guest. Assessment: Assessment as learning will also be conducted through this lesson plan. The teacher will note interactions between self and student and student and peers to determine students learning. The teacher provides feedback during the lesson to ensure students can adjust their learning before concreting incorrect ways to ensure they are meeting the learning objective and content description.
Lesson 2
Approx.
time
Pre-service teacher’s actions
Student actions/tasks
Stage 1: Introduction
Engage
students and
10 minutes Recap the previous lesson and the findings with the
students. Have all the physical graphs and tally results presented as a visual for the students.
Discuss with the children about what they think the next step might be, guiding them to think about shopping and quantities and perhaps talking to the other class to determine which foods they like the best.
Students watch and listen as the teacher recaps the findings from the previous lesson. Students invited to input.
Students contribute to discussion about the next step in planning a party.
Stage 2: Body of lesson
1 hour
The teacher assists students in creating a system that works best for them to collate the data from the other classes and then leads the class to the other rooms. The teacher assists the students in asking the other class questions. Once the data is collected, the teacher will lead the students back to the room and ask them for their results to add to the whiteboard.
Prompt the students through the different stages by
stopping, bringing attention back to the front, clearly explaining the next step, and assisting students in small groups while they complete diagrams. Based on the student's calculation, the teacher will Students take clipboards to the other classes and ask ‘guests’ to vote by putting their hand up for their chosen food/drink out of the four suggestions. Students record results by counting the number of hands. Once back in the room, the students will create a diagram
reflecting their and the other classes' choices to determine which items we need to get the most and least of. Using these findings, the students will count how many
guests will be coming to the party and how many would like each item. Students decide as a class how much of each item they think each person will eat. The students will calculate how many items are needed by
adding counters representing the ‘guest’ to each lego. The
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determine how many boxes/ bottles each item needs to be purchased.
students will then count the counters to determine how many items are required. Students will continue this for each item.
Stage 3: Conclusion
5 minutes The teacher guides reflection on the lesson by prompting questions such as, ‘How did we find out how many people wanted each type of food?’. ‘How
did we discover how many sausage rolls we would need?’. ‘Which is the most wanted/least wanted food?’. The teacher evaluates with the class what might be the next step in planning the party.
Students are required to contribute to the reflection and evaluate what might be the next focus for planning the party. LESSON 3
Lesson title:
What now? Year level: Year 1 Topic:
Planning a party - Measurement Duration of lesson:
45 minutes
Curriculum links:
Strands & sub-strands
Content descriptions
Measurement ‘Describe the duration and sequence of events using years, months, weeks, days and hours - AC9M1M03’ (ACARA, 2023)
AC9M1M01 - Compare and order events using duration, and communicate
reasoning – (ACARA, 2023)
Learning objectives: Students will learn to order events in relation to length and duration. Students will estimating how long tasks will take to be completed leading up to the party eg. an hour, a day or a week. Students will learn to describe the sequence of events using weeks, days and hours as they plan what needs to happen and what needs to be organised leading up to the party. Resources:
Streamers, balloons, card, food/drink pictures, textas/pencils
Assessment: The teacher will integrate assessment through this lesson by using evidence from their estimations to determine students ability to sequence
events using time frames such as hour, day or week. The teacher will compare the evidence of work with the learning objective. Lesson 3
Approx.
time
Pre-service teacher’s actions
Student actions/tasks
Stage 1: Introduction
10 minutes
Have a few items set out in the middle of the mat to prompt the students. Include items such as streamers, balloons, an invitation, and pictures of the items of food/drink the students have decided on for the party. Allow a discussion to arise, mostly being student-led. As the students join the mat, their brains will start to tick over, and their excitement will build. Students will naturally begin discussing as a class. Stage 2: Body of lesson
30 minutes
Ask students to suggest all the different tasks that need to be done leading up to the party; the teacher will write Students call out ideas as the teacher writes them on the whiteboard. Students will also write down
them on the board for the students to copy into their books. E.g. making invitations and sending them out, and decorations and decorating the room, writing a letter asking for ‘donations’, shopping for food and drink, and making party hats. Once the students have completed this task, they will be asked to share their answers with the class to determine whether they have similar answers. The teacher will then ask the students about the duration
of ALL the tasks combined to determine class time allocation.
As a class, create a calendar of events on the smartboard.
the suggestions in their workbooks. Students will then, in small groups or on their own, estimate how much time will be needed to complete each job. Once students have estimated the duration each part of the planning will take, they will write it next to the suggestions. E.g. make invitations - 1 hour. The students will then work with the teacher to allocate class time to planning the party. The students will help the teacher decide in what order they need to take place and discuss why. As a class, create a calendar of events on the smart board.
Stage 3: Conclusion
5 minutes
Recap the lesson where students ordered events in relation to length and duration. Recap the decisions in how/when tasks will happen leading up to the event. Students listen and reflect on the lesson. Reflection
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When thinking about the upcoming mathematics lessons for my year one students, I was inspired to do something fun where the students could be involved in a project that was meaningful to them. Allowing students to be involved in a meaningful project encourages ownership over their learning, where they are more likely to be engaged and motivated (Parker et al., 2017). Students must be engaged in the lessons to ensure the best learning outcomes. With it coming up to the end of the year, a party was a great way to engage students in a learning project where they could be directly involved with the planning. The use of high-impact teaching strategies (Victoria State Government, 2019) is adopted during all following lessons to aid in providing a basis for success (Department of Education and Training [DET], Melbourne, 2017). For
the first lesson, I decided to plan around Statistics and probability through the Content Descriptor (AC9M1ST01 – ACARA, 2023), ‘Acquire and record data for categorical variables in various ways using digital tools, objects, images, drawings, lists, tally marks and symbols’. The lesson includes multiple ways of recording data. Students effectively learn to collect and represent data using a smart board as a digital tool, using images/symbols/drawings and also tally marks. This statistics lesson successfully allows students to collect, record and organise data to make a
decision determined by the findings based on where the party will be, who will be invited and what food and drink the students would like (Booker et al., 2020). The HIT strategy is evident in the first lesson through effective questioning and collaborative learning, where I will invite students to discuss, contribute and collaborate to determine outcomes (Brady & Winn 2017). The second lesson in planning an end-of-year party was designed for students to learn how to use data and calculation to solve a problem: how much food and drink will be required at the party. This lesson plan is based on the content descriptor AC9M1N06 ‘Use mathematical modelling to solve practical problems’. The Lego pieces and counters were implemented to encourage students to explore concrete materials by visualising and connecting to number concepts
(Reys et al., 2020). As students equally share the counters among the Lego pieces, they can determine the quantity of items that are required. The HIT Metacognitive strategy is used in this lesson to highlight students' prior learning, encouraging students to reflect on how they came to specific outcomes and what those outcomes revealed (DET, Melbourne, 2017). The last lesson in this series of lessons was based on the actual timeline of planning the party. Students are required to estimate the duration and sequence of events using weeks, days, and hours. Allowing students to estimate gives a basis for planning out and organising the process of events but also allows them to assess their predictions following the actual findings of the task durations. I designed the lesson plans around meaningful learning where students are required to explore solutions, think mathematically, and carry out a plan to build more profound and helpful knowledge (Booker, 2020).
References
ACARA. (2023).
Australian Curriculum: Mathematics
. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/
mathematics/foundation-year_year-1_year-2_year-3_year-4_year-5_year-6?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-
gc=0&side-by-side=1&strands-start-index=0&subjects-start-index=0
Booker, G., Bond, D., Sparrow, L., & Swan, P. (2009). Teaching primary mathematics
(4th ed.). Frenchs Forest: Pearson.
Brady, K., & Winn, T. (2017).
Maths skills for success at university.
South Melbourne, Australia: Oxford University Press.
Department of Education and Training, Melbourne. 2017. High Impact Teaching Strategies. Excellence in Teaching and Learning. https://fusecontent.education.vic.gov.au/f47a3003-248a-4919-9f5e-ab3fe9303ee7/highimpactteachstrat.pdf
Parker, F. et al., 2017. To engage students, give them meaningful choices in the classroom. The professional journal for educators. https://innovateinstructionignitelearning.com/wp-content/uploads/2020/02/To-engage-students-give-them-meaningful-choices-
in-the-
classroom-kappanonline.org_.pdf
Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2020). Helping Children
Learn Mathematics
(3rd ed.). Milton, Queensland: John Wiley & Sons Australia
Victoria State Government, Department of Education. 2019. High-impact teaching strategies (HITS).
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx
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