Assessment 3 - Unit of Work and detailed Lesson Plan Purpose: This task is designed to bring together and demonstrate your understanding of Teaching Mathematics for Understanding . This includes...

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Assessment 3 - Unit of Work and detailed Lesson Plan


Purpose:


This task is designed to bring together and demonstrate your understanding ofTeaching Mathematics for Understanding. This includes understanding of the Victorian Curriculum including the content and proficiency strands.


It gives opportunity to demonstrate teaching strategies and planning appropriate for effective learning. You will also demonstrate knowledge strategies that are research supported pedagogical approaches for mathematics teaching and learning.


Task:


You will develop a two-week unit of work including one fully developed lesson. Prior knowledge is investigated and motivation of interest is developed. You will use a different conceptual focus than used in Task 1 Assessment criteria as an indication of the content expected.


Assessment criteria


1.Clear links to the Victorian Curriculum


2. Innovation and creativity


3. Resources and a range of ICT to engage students in their learning


4. Effective teaching and learning models in the lesson that indicate appropriate selection and organisation of material and Mathematical literacy


5. Sequence of lessons clearly presents developmental student learning for effective teaching


6. A range of strategies to support how students learn and philosophy based on research for effective teaching


7. Integration of another learning area


.


Feedback:


Marks and feedback will be available within 3 weeks.






EDU4MFU Maths for Understanding Assessment Task Three LESSON PLAN TEMPLATE Name: Topic: Lesson No: Subject: School: Duration: Date: Year level: Learning Purpose/Rationale: The broad goal of a lesson – the educational justification for teaching it. The reasons that 1. key knowledge, skills and 2. learning and teaching strategies are being used for this class at this time. Victorian Curriculum F-10 Victorian Curriculum F-10 statements should be numbered so that they can be specifically related to Learning Outcomes) Identify the Strands, Standards, Elaborations being addressed in this lesson. Learning outcomes: (Detail what the students will be able to do as a result of this lesson. Learning Outcomes should be numbered or coded so that they can be identified in the Procedure of the Lesson). Assessment: (Assessment should be numbered or coded so that they can be identified in the Procedure of the Lesson). How will you: 1. assess students’ prior knowledge and readiness for the learning in this lesson 2. assess emerging knowledge and understanding, improving skills 3. feed assessment information back to the students to inform their learning 4. make judgements for use in reporting student achievement? Timing in minutes Procedure: The steps in the lesson are laid out in order in the columns below. The learning outcomes should be specifically addressed and assessed. An estimate of the time to be taken for each step should be made. Teacher activities: Engagement: How will the students be introduced to the topic and engaged or ‘hooked’ into the learning of this lesson? Give the students a reason to learn and participate. This is a vital step and serves to orient learners to the topic to be explored. Every lesson begins with this introductory step. Learner activities: At each stage of the lesson what will the students be doing, thinking, saying, feeling, etc.? It is important to ensure that the students are engaged in a variety of activities and that they are being active and taking responsibility for their learning. Procedural steps: Systematically present each step in the lesson showing the flow and links between activities. Identify key questions. Detail key instructions to be given to students. Plan for student grouping, movement and any particular classroom management strategies to be used and making smooth but clear transitions from one activity to the next. Think about safety. The number of steps will vary with each lesson. Conclusion: This is a critical step and provides for the summing up and pulling together of the concepts explored in the lesson. Teacher’s resources: List the resources that will be needed by the teacher. Samples of all materials that will be handed to students should be attached to the lesson plan. Catering for inclusion: Identify ways in which you will cater for these Students’ resources: List the resources that will be used by students. Extension activities: Identify interesting and relevant follow-up activities for early finishers. Make sure these are true extension and not more of the same work. Able students should be challenged and earlier finishers should be rewarded with enjoyable but worthwhile activities. Learning space set-up: This should include room layout and any material that will be presented and is planned prior to the lesson. La Trobe University La Trobe University: Bachelor of Teaching (Primary) EDU4MFU – Assessment Task Three MATHEMATICS UNIT PLANNER FORMAT Student Name: Mathematics Conceptual Focus: Year Level: Duration: 10 Lessons over 2 weeks Victorian Curriculum F-10 References Content Strand(s): Proficiency Strand(s): Mathematical Vocabulary Week 1 Teaching Focus Engagement Procedure Pulling it Together Resources: Week 2 Teaching Focus Engagement Procedure Pulling it Together Resources: Assessment: How will you assess student learning and what will you look for? References: PAGE EDU4MFU 2020 EDU4MFU Maths for Understanding Assessment Task Three LESSON PLAN TEMPLATE Name: Topic: Lesson No: Subject: School: Duration: Date: Year level: Learning Purpose/Rationale: The broad goal of a lesson – the educational justification for teaching it. The reasons that 1. key knowledge, skills and 2. learning and teaching strategies are being used for this class at this time. Victorian Curriculum F-10 Victorian Curriculum F-10 statements should be numbered so that they can be specifically related to Learning Outcomes) Identify the Strands, Standards, Elaborations being addressed in this lesson. Learning outcomes: (Detail what the students will be able to do as a result of this lesson. Learning Outcomes should be numbered or coded so that they can be identified in the Procedure of the Lesson). Assessment: (Assessment should be numbered or coded so that they can be identified in the Procedure of the Lesson). How will you: 1. assess students’ prior knowledge and readiness for the learning in this lesson 2. assess emerging knowledge and understanding, improving skills 3. feed assessment information back to the students to inform their learning 4. make judgements for use in reporting student achievement? Timing in minutes Procedure: The steps in the lesson are laid out in order in the columns below. The learning outcomes should be specifically addressed and assessed. An estimate of the time to be taken for each step should be made. Teacher activities: Engagement: How will the students be introduced to the topic and engaged or ‘hooked’ into the learning of this lesson? Give the students a reason to learn and participate. This is a vital step and serves to orient learners to the topic to be explored. Every lesson begins with this introductory step. Learner activities: At each stage of the lesson what will the students be doing, thinking, saying, feeling, etc.? It is important to ensure that the students are engaged in a variety of activities and that they are being active and taking responsibility for their learning. Procedural steps: Systematically present each step in the lesson showing the flow and links between activities. Identify key questions. Detail key instructions to be given to students. Plan for student grouping, movement and any particular classroom management strategies to be used and making smooth but clear transitions from one activity to the next. Think about safety. The number of steps will vary with each lesson. Conclusion: This is a critical step and provides for the summing up and pulling together of the concepts explored in the lesson. Teacher’s resources: List the resources that will be needed by the teacher. Samples of all materials that will be handed to students should be attached to the lesson plan. Catering for inclusion: Identify ways in which you will cater for these Students’ resources: List the resources that will be used by students. Extension activities: Identify interesting and relevant follow-up activities for early finishers. Make sure these are true extension and not more of the same work. Able students should be challenged and earlier finishers should be rewarded with enjoyable but worthwhile activities. Learning space set-up: This should include room layout and any material that will be presented and is planned prior to the lesson. La Trobe University La Trobe University: Bachelor of Teaching (Primary) EDU4MFU – Assessment Task Three MATHEMATICS UNIT PLANNER FORMAT Student Name: Mathematics Conceptual Focus: Year Level: Duration: 10 Lessons over 2 weeks Victorian Curriculum F-10 References Content Strand(s): Proficiency Strand(s): Mathematical Vocabulary Week 1 Teaching Focus Engagement Procedure Pulling it Together Resources: Week 2 Teaching Focus Engagement Procedure Pulling it Together Resources: Assessment: How will you assess student learning and what will you look for? References: PAGE EDU4MFU 2020
Answered Same DayMay 18, 2021

Answer To: Assessment 3 - Unit of Work and detailed Lesson Plan Purpose: This task is designed to bring...

Rajeswari answered on May 18 2021
157 Votes
Lesson plan
Topic: Right circular cylinder
Level: High school
The topic of this week and next week would be about a three dimensional figure which we come across in life
almost regularly. This is about a right circular cylinder.
Testing prior knowledge:
Questions such as what do you know about the shape of a cylinder, can you give examples of cylinders, what would be the base figure of cylinders, can be asked to make comfortable the students realize about the cylinders.
Next is illustrating for any three dimensional shape with uniform shape, volume would be the produce of base area and height.
All of you must have seen a road roller running along the road to level the road. The shape if you imagine would be circular at both the ends and it has a fixed shape and volume.
The two ends would be a circle and the road roller would roll very smoothly compared to other cuboids or cubes because of its shape feasible for rolling. This is an example of a solid cylinder.
You must have also seen pipes carrying water to the houses. You must see them carrying water inside with outside in the shape of a cylinder. In this case we call the measure as length instead of height.
A cylinder is a three dimensional figure with two ends as circles parallel to each other connected by a curved uniform surface. This length of curved area is called height of the cylinder. In the picture, you can see the top circle has a diameter of d and height h.
Imagine a two dimensional line parallel to y axis as shown below:
This is a two dimensional graph showing red line as x=3. Imagine this line segment from y=0 to y= 5 is rotated about y axis. You can visualize a cylinder would be formed. This cylinder would have...
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