Maths A2

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Swinburne University of Technology *

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600

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Mathematics

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Feb 20, 2024

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docx

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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.

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.

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