This task is to be undertaken while you're on professional placement. In consultation with your...

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This task is to be undertaken while you're on professional placement. In consultation with your mentor, you must developtwo small units of work. One will focus on an aspect ofliteracy,and the other one on an aspect ofnumeracy. Write abrief overviewof each unit, and prepare the lessons in consultation with your mentor. You may prepare as many lessons as you deem appropriate, but you only need to submittwo lesson plansin order to demonstrate your understanding of sequential learning in this task.

In your units you must also consider how you willassessandreporton the achievement of the students, as well as consider how you can plan for students ofdiversebackgrounds and how you will incorporate ICT.

It's highly recommended that you use these units of work in your portfolio (the third task for this assignment).

Completing this task will directly feed in to Task 3 and actually provides evidence and opportunity for reflection in the following focus areas:

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

2.5 Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6 Information and Communication Technology (ICT):Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Ritika · Accepted Answer

Unit Plan: Maths 
	Unit Title:                  Division  
	
	Year Level
	
3 & 4 
	Links to Australian Curriculum 
	Learning areas
	Strands/sub strands
	Content descriptors 
	
	
	
Number and Algebra: Number and place value
	
Year 3: Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056 - Scootle)
Year 4: Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075 – Scootle
	Unit purpose:
The unit demonstrates the application of a variety of mathematical concepts such as addition, multiplication and division  .The unit plan is designed for year 3 and year 4 students  .Through the sub strand number and place value strand students student have the opportunity to develop their understanding of division and multiplication relationship .These lesson will be taught with flexibility to include diverse range of abilities in the classroom .Teachers will have to modify the resources to support scaffolding and each level demonstrate constantly with concrete material .The unit also uses ICT to explore the concept  using interactive  games.
	Learning outcomes:
Students will be able to 
· Can recognise the relationship between multiplication and division facts (year 4)
· Can use inverse operations (year 4)
· Can use efficient mental strategies (year 3)
	Summary of lessons
	Unit Phase
	Teaching and learning experience
	Resources
	Lesson 1
	Warm-up:
	
Introduce students to division. Get them to write something the know already about division on their whiteboards (symbols and vocabulary) share and discuss as a class and list the knowledge. Add key words the students have not learnt.
Main activity/ activities:	
To engage the students “Watch a you tube clip multiplication and division for kids “https://www.youtube.com/watch?v=i31rRt5m1-4.
Ask the student if we can add to knowledge of division.
With reference to a muffin tray array ask students what type of fact families we can write. Add chocolates to engage the students 
Write 3x4 = 12      4x3 = 12      12÷4 =3    12÷3 =4. Discuss the Fact Families and model a few examples.
Students can then go on their IPads and search on google images and find a few arrays.
For each photo students should write fact families for both multiplication and division 
and write fact families for each array
Conclusion:	
Students can share their responses
	· Individual White boards 
· Markers 
· Chocolates 
· Rubbers /erasers 
· Muffin tray 
· Tv 
· Timer
	Lesson 2
	
Warm-up:	
Recap previous learning. Have the students sit down have 5 mins of twitter time (so they not distracted during they class)
Give the students 10 quick question using division and sum. Correct the questions with students and give real life examples for reinforcement.
Main activity/ activities:	
Give the students a set of numbers on the board (e.g. 3, 4 ,5 ,12,15, 20) and ask the students to write as many multiplication and division sentences as they can using the number set above. (e.g. 3x4 =12 and 12÷ 4 = 3). Then ask the students to group all the number sentences from the fact families together.
1.	FUSE EDUCATION – Pobble arrays (interactive)
2.	Flashcards in pairs 
3.	www.mathsplayground.com -monster division interactive 
Conclusion:	 
Have the students finish the statement ‘Division means …………
	
· Flash Cards
· White boards 
· Markers 
· IPads
· Timer 
· Erasers 
	Assessment strategies:
Formative informal observations recorded on checklist hopefully students by the end of the lessons students are able write multiplication and division fact families and see the relationship they have.
	ICT:
The students will investigate and create mathematical ideas and concepts using IPads. (Becta,2004)
Investigate maths concepts on YouTube using IPads to seek information on different arrays.
	Diversity and Inclusion:   Paraphase this section 
Firstly, for inclusion the teachers can make use of ICT where cultural and disengaged students behaviour is practiced (IIiev & D’ Angelo,2014). So, while activities are being planned for the lessons the teacher can focus on the different learning styles, so that students can make choice of their own methods and express their understanding of the concept of division.

This task is to be undertaken while you're on professional placement. In consultation with your mentor, you must develop two small units of work . One will focus on an aspect of literacy, and the...

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