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Maths Measurement
Maths Measurement
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(Foundation)
ACMMG006 Use direct and indirect comparisons to decide which is
Descriptor
Learner
differences/disab
ilities in your
class
Achievement
standard ACARA
Learning
objectives
know, understand
and do
Essential
Questions
open ended - the
Big Idea
Pre-Assessment
See Appendix 1
See Explanatory notes for reasoning
Readiness Task
Overview of unit
lesson 1
lesson 2
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lesson 3
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lesson 4
lesson 5
lesson 6
lesson 7
lesson 8
lesson 9
lesson 10
Curriculum
Mathematics
Lesson Plan
Year Level: Reception (Foundation)
Area
Learning
Students will understand that the length and height of an object can be
objective
compared.
for this
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particular
objects.
lesson
Essential
question
Lesson
number
Suggested
content or
outline of
lesson
Using the
information
from your
preassessment
task design a
lesson based
on different
levels of
readiness.
Readiness
tasks to be
attached as
appendices.
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Check for
not understanding ask what they are confused about to target this
next lesson.
Informal check for understanding of thumbs up, down or sideways (ensure
understand
next lesson is more formal with exit cards as it ties into this lesson).
ing
Visual,
verbal,
tactile and
technologic
al supports
Resources
or
supplement
ary
materials
Classroom
environmen
t
what have
you had to
change to
meet
student
needs
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provides the content and aims though must still be organised into a set of
clear objectives with meaningful, respectful learning and assessment
tasks (Jarvis, 2013 & Tomlison, 2003). The learning task of this unit would
be meaningful and relevant to students as they are comparing classroom
objects and practising the language that they will be using in everyday life
at school and home. The assessment task in the lesson is simple though
meaningful as it allows a student to self-assess their level of
understanding.
References
Australian Curriculum and Reporting Authority, (2015). Mathematics
Foundation to Year 10 Curriculum by rows - The Australian
Curriculum v7.3. [online] Australiancurriculum.edu.au. Available at:
http://www.australiancurriculum.edu.au/mathematics/curriculum/f10?layout=1#levelF [Accessed 20 Mar. 2015].
Hattie, J. (2012). Flow of the lesson: the place of feedback, in J.
Hattie, Visible learning for teachers: maximizing impact on
learning (pp. 115-137). London; Routledge.
Jarvis, J. M. (2013). Differentiating learning experiences for diverse
students. In P. Hudson (Ed.), Learning to teach in the primary school
(pp.52-70). Port Melbourne, Vic.: Cambridge University Press.
Tomlinson, C. A. (2003). Deciding to teach them all. Educational
Leadership, 61(2), 6-11.
Tomlinson, C.A. (2001) The How To's of planning lessons differentiated by
readiness. In C.A. Tomlinson, How to differentiate instruction in
mixed ability classrooms (2nd Ed., pp. 45-51). Upper Saddle River,
NJ: Pearson.
Tomlinson, C. A. & McTighe, J. (2006). Considering evidence of learning in
diverse classrooms. In C. A. Tomlinson, & J. McTighe, Integrating
differentiated instruction & understanding by design: connecting
content and kids (pp.59-82). Heatherton, Vic.; Hawker Brownlow
Education.
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