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Assessment 3- planning for teaching Lesson title: Pattern and Algebra- Skip counting Year level: Year 2 Date: Term 2 Australian Curriculum: Mathematics Content descriptors: Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018) Elaboration: using place-value patterns beyond the teens to generalise the number sequence and predict the next number. Cross curricular priorities: General capabilities: Numeracy, critical and creative thinking Learning Outcomes /Curriculum Intent The purpose of the lesson is for year 2 students to be able to understand the concept of skip counting. At the end of this lesson students should be able to confidently skip count in 2s, 5s and the 10s. The students should also be comfortable using the term skip counting, and should also be able to recognise numbers from at least 1-100. Assessment/evaluation To make sure the students have achieved the goals for this lesson, there will be a group discussion at the end where everyone in their groups has a turn of counting aloud. Apart from this a worksheet will be handed out for the students to complete and will be handed back at the end of the lesson. Depending on the student’s success from the lesson worksheet, an evaluation of where they are at will depend on their answers on there. Resources To start off the lesson a YouTube video will be shown to help students grasp the concept of skip counting and to give them a brief idea on what it involves and how it is done. The use of ICT in the classroom will be used in this lesson. Differentiation To ensure all learning needs are catered for in this lesson students will be grouped with other students with varied learning levels. Those of a higher learning ability will be able to assist those who may not get it or take a bit longer to understand that concept. Those who need extra help will be recorded and will receive extra help from the teacher. Introduction The learners will be introduced to the lesson by using the interactive whiteboard to watch a YouTube clip about skip counting. Not only with this engage learners into the lesson but it will also be an interactive way to motivate them to learn. This will also spark some curiosity from the students. (T): “OK boys and girls. Stop, look and listen this way please.” Ask students some questions to activate prior knowledge on the topic which they should have learnt from grade 1. (T): “Who remembers what skip counting is?” (T): “Put your hands up if you can skip count by 2’s” Lesson Content Understanding: Show the students an example of skip counting, referring to the YouTube video shown before and explain again how to do it. Then begin to explain the worksheet which they will be completing. It is important to make sure they are fully aware and understand the topic before moving on. *** Assistance for students with learning difficulties For this activity What are the key ideas, facts, concepts you want learners to understand? Fluency: What are key definitions and procedures you want learners to understand? asd Problem solving: How are the learners developing mathematical problem solving? Reasoning: How are the learners developing mathematical reasoning? Lesson Organisation: select one lesson format: · Lesson organisation: I DO, WE DO, YOU DO · Lesson organisation: Orientate, Enhance, Synthesise · Lesson organisation: Introduction, Body, Conclusion Teacher activities During the lesson the teacher should be aware of how students are reacting to the task. It is important to keep an eye on the children who are known to struggle and/or have learning difficulties. If a student puts their hand up to help, the teacher must be ready to assist them. Learner activities The learners should be first watching the YouTube video, then completing the skip counting worksheet. If other learners need help, the students who are seated beside them can help lead them into the right direction. Closure How will you bring the lesson to a logical conclusion? To finish the lesson, the whole class will come together to participate in a classroom discussion about the previously learnt topic. Students will act on their prior knowledge from either the task or grade 1 and will talk to the class about their new knowledge. The teacher checks the worksheets and looks at where the students are at. (T): “Who knows how to skip count by 2’s?” (T): “Can you now skip count by 5’s and 10’s?” Self-reflection PMI about the success of the lesson? Plus Minus Interesting For this year 1 pattern and algebra lesson, skip counting was used as the main focus. The key mathematical idea for this lesson as stated by the Australian Curriculum is to help year 2 students ‘ Lesson title Year level Date Australian Curriculum: Mathematics Content descriptors: Elaboration: Cross curricular priorities: General capabilities: Learning Outcomes /Curriculum Intent What do you want students to learn and be able to do as a result of the lesson? Goal setting: WALT: What am I learning today? WILF: What am I learning it for? Assessment/evaluation How will you know whether the learners achieved what you wanted them to achieve? How will you evaluate the success of the lesson? Resources Digital resources (virtual manipulatives), physical manipulatives Differentiation How will you cater for learner needs? Introduction How will you get the learners motivated, curious and ready to learn? Lesson Content Understanding: What are the key ideas, facts, concepts you want learners to understand? Fluency: What are key definitions and procedures you want learners to understand? Problem solving: How are the learners developing mathematical problem solving? Reasoning: How are the learners developing mathematical reasoning? Lesson Organisation: select one lesson format: · Lesson organisation: I DO, WE DO, YOU DO · Lesson organisation: Orientate, Enhance, Synthesise · Lesson organisation: Introduction, Body, Conclusion Teacher activities What are you going to be doing during the lesson? Learner activities What are the learners going to be doing during the lesson? Closure How will you bring the lesson to a logical conclusion? Self-reflection PMI about the success of the lesson? Plus Minus Interesting