Area and Perimeter

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

Writing the teaching objectives and the learning outcomes, what the pupils will be able to do at the end of the lesson.

Therefore, pedagogical methods employed within the Unit of Work, as it adheres to Indigenous cultural and historical values as well as a connection to the land (Howard, Perry & Butcher, 2005). Indigenous education is different from the mainstream contexts of a teacher and the formulated UoW, provides an insight into the significance of land in relation to mathematics (Schwab and Sutherland, 2001). The UoW provides an insight into the historical significance of the Pines as it urges the engagement of communal contribution to the changes of the pines area. Rather than having a theoretical and formulae-based lesson, the mathematical lesson adheres to a different approach of an “Outdoor activity of measurement”, where students are able to engage with nature and culture (Barnhardt, 1999; Kanu, 2005), to address outcomes MA4-3WM and solving problems related to concepts of perimeter. The subject matter recognises the importance of Aboriginal perspectives and pedagogy as the example lesson implements the use of group work and community (Yunkaporta, 2009). The implementation of our chosen resource “The goanna jumps high” (1999) will set a background understanding of how to practice measurements during the excursion to the pines, as a mean of visualising multidimensional mathematics and applying ecological-based

In terms of numeracy, the children were drawing a variety of shapes in the sand which allowed me to use new words with them to further develop their vocabulary. I also used everyday words to help reinforce their existing vocabulary in a new context.

Also, we had some posters about the shapes and I used them to demonstrate to them. With showing the illustration and let them to touch the colourful shapes I engaged them and I let them to discuss between themselves. I asked them for this activity you should all work as a team and should look at the shapes carefully and according the sides you must put in one circle. For example, in circle 1 we have all shape with 4 sides that we call quadrilateral.

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

Moreover, they are based on seeing positive and negative shapes and noting shape, proportion, angles, direction and sub-shapes (Dinham, 2015, p. 2). Any object can be used in an observational drawing, likewise anything that is of interest to the artist or the audience. A viewfinder, such as a piece of square cardboard with a postage stamp sized cut out may be used to help isolate sections of the object, thus aiding students’ “…understanding of spatial relationships” (Dinham, 2014, p. 374). An observational drawing demonstrates the process required to carefully view and draw an object. It highlights the importance of paying particular attention to recognise the leaves lines, shape, and edges and the need to take the time to draw meticulously. Observational drawings have a positive impact in the classroom because they allow students to explore the visual world using their senses, such as their sight, to express ideas and make meaning of these processes (Dinham, 2015, p. 1). Therefore, it is recommended that the processes of observational drawing should become a regular arts practice in the classroom and must be incorporated in the curriculum several times a

A work tray will have been compiled of the necessary resources for the Numeracy task. A student may be working on shape/colour recognition; the resources may contain a tracing card with a square, a circle and a triangle; a pencil and paper. Then the student is asked to trace the shape which may require hand over hand support. Other resources will also be used but using a different approach such as solid shapes in various colours, the student will be shown a shape and asked “what is the shape?” or more simply “it’s a .....” leaving time for the student to respond and complete the sentence. They may be asked to “take the yellow circle” from a choice of two shapes. Progress is then recorded and will aid the teacher to plan for future lessons depending on the progress made or whether the task is achievable and needs adapting to best suit the ability of the

The philosophy of the primary school where I work is that every child's unique needs and abilities should and must be honored. Children's different learning needs and styles are incorporated into the curriculum. On an informal level, teachers are encouraged to make use of lesson plans that utilize different types of media and methods of evaluation. Lesson plans often make use of visual and kinesthetic aspects of the learning experience as well as more traditional methods that emphasize mathematical, spatial, and verbal intelligences.

“Shrinking state and local education budgets matched with the added pressure of the No Child Left Behind Act of 2001, which sets rigid standards in reading and math that schools must achieve in order to receive federal funding, have created a new challenge for districts” (Van Harken).

The teacher gathers students on the carpet and draws a circle with a dot at the center on the IWB and questions children about their feedback on it and expects for mathematical terms circle, round, one, center, radius, diameter and circumference. She concludes that a single picture represents more mathematical concepts.

Even thou, geometry involve shapes, nature, conjectures, proofs, angles, formulas and patty paper, one needs the common language to express attributes. She was able to tell the number of sides a triangle, pentagon, and rectangles. She could not complete parallel line task because she did not know what parallel meant, which affected the parallelogram activity. I know that we were not supposed to give instruction, but what a great learning moment we shared. We found lines and shapes in the classroom environment and talk about where the lines started and ended. We addressed corners and where two lines met. We traced tile lines on the floor. She came to the conclusions that “top and bottom don’t touch.” We marked parallel lines and talked about what parallel meant. She remembered parallel the next day so it did make sense in her mind. In fact, she remembered the words from the warm-up. Many activities had a rubric that made it clear on how to analysis the

Analysis of the three identified stages stated on the lesson planner shall take place within this assignment. Links will be shown between the teaching methods that were incorporated in this lesson planner which met particular learning characteristics, traits and needs of the group or an individual(s) and relevant educational and theoretical principles. The lesson planner has been placed in the appendices, as a referral resource, for this assignment.

Firstly, I would like to talk about the lesson planning and delivering. As we have already learnt from Teaching Methodology 402, lesson plan works as guideline and help us a lot as teacher trainees. It reminds us what to