Assignment 1

102088
Maths Extension
Lesson Plan on Non-Linear relation
Stage 5.2
Secondary Curriculum 1B

Submitted by
Neeti Gupta
19931584

Extension Approved till 31st March 2020

1
 Lesson Plan 1/3

Topic area: Introducing Non- Stage of Learner: 5.2 Syllabus Pages: 378-379
Linear relation

Date: 22.03.2020 Location Booked: Learning Space Lesson Number: 1 /3

Time: 60 minutes Total Number of students: 20 Printing/preparation:

 Print out of Hand-outs
 Geogebra/Spreadsheet
 Interactive /white board
 White board markers
(Different colours)

Outcomes Assessment Students learn about Students learn to

Syllabus
outcomes The teacher will perform  Equation of  Differentiate
formative assessment quadratic equation linear and non-
MA5.2-1WM throughout the lesson.  Identify parabolic linear relation
MA5.2-3WM First, the teacher will shapes in the  Plot quadratic
MA5.2-10NA draw from students’ environment equation with
previous knowledge and  graph quadratic and without the
then observe their equation of the use of digital
learning during the lesson, form y = ax2 and y technology
provide feedback = ax2 + c with or  Effect of size of
recurrently and answer without digital ‘a’ (coefficient
their doubts. technologies of x) and
constant c on
the parabolic
curve

Cross Curriculum themes & General Explicit subject specific Mathematical

capabilities concepts and skills Terms :

Information and communication technology Differentiating linear and  Parabola

( ICT) capability non-linear equations and  Concave
Numeracy graphical representation of up/down
Literacy non-linear equation  Vertex/ turning
Critical and creative thinking specifically quadratic point
equation introduced to  Coefficient
students via class  Cartesian
discussion, group activity, coordinates
ICT and visual means on
worksheets.

2
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep knowledge thinking
understanding of important, substantive concepts, skills and ideas. 1.2 Deep 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active understanding 1.6 Substantive
construction and requires students to engage in higher-order 1.3 Problematic communication
thinking and to communicate substantively about what they are knowledge
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students criteria 2.5 Students’ self-
and teachers work productively in an environment clearly 2.2 Engagement regulation
focused on learning. Such pedagogy sets high and explicit 2.3 High 2.6 Student direction
expectations and develops positive relationships between teacher Expectations
and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy draws clear 3.2 Cultural 3.6 Narrative
connections with students’ prior knowledge and identities, with knowledge
contexts outside of the classroom, and with multiple ways of 3.3 Knowledge
knowing all cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson?
Teaching element Indicators of presence in the lesson
Intellectual Quality Non-linear relation is communicated to students using conceptual and
1.1 Deep knowledge procedural knowledge. The activities involve significant cognitive,
1.2 Deep understanding academic and individual engagement with deep knowledge and
1.5 Metalanguage understanding. Students are actively engaged to address multiple
1.6 Substantive viewpoints of non-linear relation-quadratic equation and plot the same
communication graphically. Students are frequently engaged in sustained conversation
about the topic that they are gaining knowledge in the learning space.

Quality Learning The teacher provides a high level of support and engagement to
Environment students through class discussion and feedback. Student are expected
2.2 Engagement to plot parabolic curve with or without the digital technology and they
2.3 High Expectations are encouraged to work in a group of two or three. Moreover, they
2.4 Social Support have given a choice to use either Geogebra or spreadsheet to plot the
2.6 Student direction curve.
Significance The lesson frequently and explicitly require students’ background
3.1 Background knowledge knowledge on linear and quadratic equations. The lesson activities require
3.3 Knowledge integration more conceptual and procedural knowledge. The teacher begins the
3.6 Narrative lesson with class discussion and introduced the examples where the
students can use knowledge of parabola in real world.
Time Teaching and learning actions Organisation Centred
T/S
Intro Teacher: Provide lesson’s
Welcome and Greet Students, give an outline to students. Teacher Teacher
2 Mins outline of the lesson on the interactive hand out the slip and will ask
board.( Appendix A) students to work in a pair to
separate the equation as linear,
(Appendix B). Do now activity. quadratics and neither linear
3 Mins nor quadratics.

3

Body
Appendix C. Student/teacher dialogues. discuss
Introductio Open discussion with the students on: (Appendix C) with the whole
n to non-
linear  What is linear and non-linear
relation relation? Give some examples
from real life.
 Which equations from the slips linear relationship. Teacher
represent linear or non-linear
10 Mins
relation? Why?
Difference between linear and
quadratics equation?
 If we plot the quadratics
equation on graph, how it will
look like?
 What is the mathematical term
for quadratics equation curve?
 Give examples of parabolic
shapes in the environment
10 Mins Appendix D. Plot the graph on y=2x2
Teacher will observe if students are
competent to :
 Identify two variables
 Substituting value of one
variable to find the other
 Plotting points on the
coordinates
 Graphing skills
 read and evaluate exponents
4
Student: Pay attention to the
teacher and work in a pair to
complete do now activity
where students need to identify
the linear and non-linear
equations from the list of
equations provided.
Resources: Interactive /White
Board, Markers and Handouts
Teacher: Teacher will openly
the questions Both
classroom. Visuals and
different real life examples will
be used if needed to clarify the
concept of linear and non-
will encourage student to do
healthy discussion on non-
linear relation.
Student: Student will be
actively engaged to participate
in the open discussion and ask
their queries.
Resources: Interactive /White
board and Markers
Teacher: Teacher will ask
students to plot given quadratic Both
equation y= 2x2 (Appendix D)
on graph paper individually
without using digital
technology. Teacher will do
scaffolding by providing
partially filled tables. Teacher
will go around the class and
observe the students and
provide feedback and support
if needed.
Student: They will be actively
encouraged to plot the
parabolic curve on the graph.
Resources: Graph paper,
pencil, notebook

15 Mins Appendix E. Information and
Communication technology:
Geogebra/spreadsheet incorporated for
better engagement and understanding
of the quadratic equation and parabola.
The teacher will observe if students are
competent enough to
 use ICT; Geogebra or
spreadsheet
 find the effect of coefficient of
x=a on parabolic curve y=ax2
 the point when the parabola
curve will be concave up or
down
 Recognise the maximum or
minimum value of the parabola
 Find the turning point/vertex of
the parabola
 Find the axis of the parabola
15 Mins Appendix F.
The teacher will go around and observe
if students are able to
 Add constant c to the equation
 Recognise the effect of
variation of c on parabola curve
 Find how the position of the
parabola changes as constant c
changes
Conclusion
Appendix G. Conclude the lesson with
5 Mins Exit slip
5
Teacher: Teacher will then
ask students to plot given Both
quadratic equation y=ax2 on
Geogebra/spreadsheet and
work in a group of three.
Student: They will be actively
and encouraged to work
collaboratively in a group of
three.
Resources: Laptop, Geogebra
software or Excel software,
handouts of project work.
Teacher: The teacher will then
ask students to plot given Both
quadratic equation y=ax2+c on
Geogebra/spreadsheet and
work in a group of three.
Student: They will be actively
and operatively encouraged to
work collaboratively in a group
of three.
Resources: Laptop, Geogebra
software or Excel software,
handouts of project work.
Teacher: Teacher will provide
recap of contents covered at Both
the end of lesson and ask
students to complete the exit
slip provided to them
Student: Students pay
attention and fill the exit slip
 Resources: Interactive board,
markers and Exit slip

6
Reflection

The outline of this lesson plan assisted me in distinguish course of action related to non-
linear relation from the perspective of year 9, stage 5.2 learners. I learned inquiry-based
learning, collaborative learning and blooms taxonomy can be employed to expedite
knowledge and enhance students’ engagement. I would also distinguish students in my
learning space for their deep understanding and learning to measure if the lesson has been
efficacious.

Learning Outcome Method of measurement and recording

Selects appropriate notations and
conventions to communicate
mathematical ideas and
solutions MA5.2-1WM
Constructs arguments to prove
and justify results MA5.2-3WM
Connects algebraic and graphical
representations of simple non-
linear relationships MA5.2-10NA
Class discussion and activities planned. Appendix A, B ,C,
D, E and F
Class discussion, group activities and ICT. Appendix D and
E
Using Geogebra or spreadsheet and interactive board,
Appendix D, E and F

Other considerations

Standard Graduate Evidence within this lesson

Standards
Professional Standar1: Know The students are encouraged to think critically and acquire a
Knowledge the student and deep understanding of the concept by an inquiry-based and
how they learn collaborative approach. The teacher uses numerous verbal,
visuals and logical strategies (i.e. images, discussions and
activities) to actively engage students.
Know the The teacher understands the concept of non-linear relation.
content and how The lesson’s contents are scaffolded for effective teaching
they teach it and differentiated learning.
Professional Plan for and The teacher has used pragmatic information on students’
Practice implement knowledge and various teaching strategies to plan the lesson.
effective The teacher provides support to students via verbal, non-
teaching and verbal communication and intrapersonal strategies to
learning enhance engagement and concentration on tasks.
Assess, provide Formative assessment has been functional throughout the
feedback and lesson. The teacher observes students, provide support and
report on student feedback on their learning.
learning

7
Resources Attached:

Resources for Lesson 1/3, Introducing Non-Linear Relationship-Parabola curve

Appendix A: Outline

Stage 5.2/ Year 9

Outline
 Linear/Non-linear relation
 Graphical representation of
different quadratic equations
Using Geogebra/spreadsheet

Appendix B

Complete the table by separating the following equations as linear, quadratics and neither
linear nor quadratics:

y=2x+1 y= 2x2+2x+1 y=3x3 y=x/2 y=x2-4

y=x4+5 y=3x2 3y=x+5 y= 5(x-3)2 y= 1/x

Non-Linear relations
Linear relation Quadratics Neither Quadratics nor
linear

Appendix C

Teacher will discuss these questions with the students to draw on their prior knowledge.
Open discussion questions. Use visuals and real life example will be used if needed to
explain the concept.

8
Examples of Visuals:

(study.com)

Examples of real life:

Linear relation= when we drive a car at a constant speed,
Non-linear relation= radius of a sphere and the volume of that same sphere, outbreak of
disease like coronavirus

Parabolic shapes in the environment:

Rainbow

9
https://www.facebook.com/StormKingArtCenter/photos/a.10150718006087332/1015704258
6932332/?type=1&theater
Banana

https://www.geogebra.org/m/C9zPphwt
Water fountains

https://www.quora.com/What-are-some-
applications-of-parabola-in-real-life

Appendix D

Complete the table for y= 2x2 and plot on the graph provided:
X -3 -2 -1 0 1 2 3
Y 8 0

What will happen if we change the coefficient of x from positive to negative, how the
parabolic curve change? y=-2x2
X -3 -2 -1 0 1 2 3
Y -8 0

Explain your results with reasoning.

10
Appendix E

Use Geogebra/ Spreadsheet to plot the same equation, y=2x2 and observe what would happen
if we

a. Increase a (coefficient of x) from -4 to 4

Equation y= -4x2 y= -2x2 y=-x2 y=x2 y=2x2 y=4x2
Changes to
parabolic Concave up
curve
Max or Min Min value
value of is (0,0)
Parabola
Turning Point (0,0)
or vertex
Axis of the
parabola

 What do you infer from this change? How the coefficient of x affecting the parabolic
curves? When the parabola curve will be concave up or down?
 What is maximum or minimum value of the parabola?

Hint: In GeoGebra, Input y=ax2, add slider for ‘a’, set ‘a’ from -4 to 4.

Appendix F

Add constant c to the equation y=ax2 and see how the parabolic curve will change in
Geogebra/spreadsheet

a. Change c (constant) from -4 to 4 keeping a=2 compare to y= 2x2

Equation y= 2x2-4 y= 2x2-2 y=2x2 y=2x2+2 y=2x2+4
Changes to
parabolic Concave
curve up
Max or Min
Min value value is
of Parabola (0,0)

Turning (0,0)
Point or
vertex
Axis of the y axis
parabola

11
  What do you infer from this change? How the constant c affecting the position of the
parabola?
 When parabola has maximum or minimum value?

Hint: In GeoGebra, input y=2x2 + c, add slider for c, set c from -4 to 4.

Appendix G: Exit Slip

What I like the most about

this lesson?
What I would like to learn
next?

12
 Lesson Plan 2/3

Topic area: Non-Linear Stage of Learner: 5.2 Syllabus Pages: 378-379

relation-Parabola, real time
application

Date: 23.03.2020 Location Booked: Learning Space Lesson Number: 2 /3

Time: 60 minutes Total Number of students: 20 Printing/preparation:

 Print out of Hand-outs
 Geogebra/Spreadsheet
 Interactive Board
 White board markers
(Different colours)

Outcomes Assessment Students learn about Students learn to

Syllabus
outcomes The teacher will perform  Real time  determine the
formative assessment application of x-coordinate of
MA5.2-1WM throughout the lesson. First, parabolic curve a point on a
MA5.2-3WM teacher will draw from  Recognise parabola,
MA5.2-10NA students’ previous equation and its given the y-
knowledge and then observe corresponding coordinate of
their learning during the curve the point
lesson, provide feedback  determine the
frequently and answer their equation of a
doubts. parabola,
given a graph
of the parabola
with the main
features
clearly
indicated

Cross Curriculum themes & General Explicit subject specific Mathematical Terms
capabilities concepts and skills :

Information and communication technology Students will relate the  Parabola

(ICT) capability conceptual and procedural  Concave
Numeracy knowledge covered in the up/down
Literacy first lesson to solve real-  Vertex/
Critical and creative thinking world application via turning point
Cross curriculum class discussion, group  Coefficient
activity, ICT and visual  Cartesian
means on worksheets. coordinates

13
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep 1.2 Deep thinking
understanding of important, substantive concepts, skills and ideas. understanding 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active 1.3 Problematic 1.6 Substantive
construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students criteria 2.5 Students’ self-
and teachers work productively in an environment clearly focused 2.2 Engagement regulation
on learning. Such pedagogy sets high and explicit expectations 2.3 High 2.6 Student direction
and develops positive relationships between teacher and students Expectations
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy draws clear 3.2 Cultural 3.6 Narrative
connections with students’ prior knowledge and identities, with knowledge
contexts outside of the classroom, and with multiple ways of 3.3 Knowledge
knowing all cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson?
Teaching element Indicators of presence in the lesson
Intellectual Quality Non-linear relation is communicated to students using relational
1.3 Deep knowledge knowledge of quadratic equation and parabola. The activities involve
1.4 Deep understanding significant cognitive, academic, higher-order thinking and individual
1.5 Problematic knowledge engagement with deep knowledge and understanding. Students are
1.6 Higher-order thinking actively engaged to relate conceptual and procedural knowledge of non-
1.6 Substantive linear relation-quadratic equation in a real application and plot the same
communication graphically. Students are frequently engaged in a sustained conversation
about the topic that they are gaining knowledge in the learning space.
Quality Learning The teacher provides a high level of support and engagement to
Environment students through class discussion and feedback. Students are expected
2.2 Engagement to analyse and interpret the real-world problem with or without digital
2.3 High Expectations technology and they are encouraged to work in a group of two or three
2.4 Social Support to enhance peer support and collaborative learning. Moreover, they
2.6 Student direction have given a choice to use either Geogebra or spreadsheet to plot the
curve.
Significance The lesson frequently and explicitly requires students’ background
3.1 Background knowledgeknowledge on quadratic equations and parabolic curve. The lesson
3.3 Knowledge integration activities require more relational knowledge of parabola. The teacher
begins the lesson with the outline and discusses the solution of the real
application problems (integrated different curriculum such as science)
through activities.

Time Teaching and learning actions Organisation Centred

T/S
Intro Teacher: Greet student and
Welcome and Greet Students, give provide outline of the current

14
5 Mins an outline of the lesson (Appendix
A)
5 Mins (Appendix B): Online Kahoot
activity
Body
Appendix C: Golf game
15 Mins
 Identify graphs and
equation of the parabola
 Interpret and analyse the
information from the real
world problem and find the
solution
Appendix D: Rocket launch
15 mins  Identify graphs and
equation of the parabola
 Interpret and analyse the
information from the real
world- problem and find the
solution.
Appendix E: Calculate Profit
15
lesson Teacher
Student: Pay attention and
play Kahoot activity
Resources: Laptop for kahoot
activity, Projector,
Interactive/white board,
Markers
Teacher: Provide handouts to
students and ask them to work Both
Golf game problem in a pair.
Teacher will go around and
observe the students and
provide feedback and support.
Discuss the solution with
students on the white board.
Students will be encouraged to
participate and share their
approach/method.
Student: work in a pair and
analyse and solve the problem
using parabolic equation.
Resources: Pen, notebook,
Interactive/white board,
Markers,Geogebra/spreadsheet,
laptop
Teacher: Ask student to work
on a Rocket Launch problem in Both
a pair. Teacher will go around
and observe the students and
provide feedback and support.
Discuss the solution with
students the white board.
Students will be encouraged to
participate and share their
approach/method
Student: work in a pair,
analyse and solve the problem
by determining parabolic
equation with and without the
use of Geogebra/spreadsheet.
Resources: Pen, notebook,
Interactive/white board/,
markers,
Geogebra/spreadsheet/ laptop
Teacher: Ask student to work
on a Calculate profit problem Both
independently. Teacher will go
15 mins  Identify graphs and
equation of the parabola
 Interpret and analyse the
information from the real
world- problem and find the
solution
around and observe the
students and provide feedback
and support. Discuss the
solution with students on the
white board.
Student: work independently,
analyse and solve the problem
by determining parabolic
equation with and without the
use of Geogebra/spreadsheet.

Resources: Pen, notebook,

Interactive/white board/,
markers,
Geogebra/spreadsheet/ laptop:
Conclusion (Appendix E), Exit Slip Teacher: Teacher will provide Both
recap of contents covered at
5 Mins the end of lesson and ask
student to complete the exit
slip provided to them.

Student: Pay attention and

complete the exit slip

Resources: Exit slip, Board

Markers

Reflection

The outline of this lesson plan assisted me in distinguish guidelines related to non-linear
relation from the perspective of year 9, stage 5.2 learners. I learned various strategies and
methods like inquiry based approach, collaborative learning and blooms taxonomy which I
can service to promote knowledge. I would also discern students in my learning space for
their deep understanding to assess if student has gained knowledge and what changes or
amendments I need to do if required.

Learning Outcome Method of measurement and recording

Selects appropriate notations and
conventions to communicate Class discussion, problem solving
mathematical ideas and
solutions MA5.2-1WM
Constructs arguments to prove
and justify results MA5.2-3WM Problem solving, class discussion, peer discussion

Connects algebraic and graphical

representations of simple non- Using Geogebra and interactive board
linear relationships MA5.2-10NA

16
Other considerations

Standard Graduate Evidence within this lesson

Standards
Professional Standar1: Know The teacher uses numerous verbal, visuals and logical
Knowledge the student and strategies (i.e. images, discussions and activities) to
how they learn actively engage students. The students are encouraged to
think critically and acquire deep understanding of the
concept by inquiry based approach.
Know the The teacher understands the concept of non-linear
content and how relation. The lesson’s contents are scaffolded for effective
they teach it teaching and differentiated learning.
Professional Plan for and The teacher has used pragmatic information on students’
Practice implement knowledge and various teaching strategies to plan the
effective lesson. The teacher provide support to students via verbal,
teaching and non-verbal communication and intrapersonal strategies to
learning enhance engagement and concentration on tasks.
Assess, provide Formative assessment has been functional throughout the
feedback and lesson. Teacher observe students, provide support and
report on student feedback on their learning.
learning

Resources Attached:
.
Resources for Lesson 2/3, Real time application Non-Linear Relationship-Parabola curve

Appendix A: Outline

Stage 5.2/ Year 9

17
Outline
 Play Kahoot online
 Problem solving of real time application
Appendix B: Kahoot game

The students are presented with 9 multiple choice questions based on parabola. Each
question need to be answered in maximum 20 seconds. After 20 seconds, students will get
their result on screen in percentage.

Link: https://create.kahoot.it/details/quiz-on-parabola/f1c4e967-acb5-418e-ad64-
9c5b2d881faf

Appendix C: Golf game

a) In a Golf park, a golf ball is hit so that its flight can be modelled by the equation h=-
ax(x-5) where h is the height in meter of the ball when it is x meter from the point
where is kicked. If the maximum height of the ball is 2 meter, what is the value of a?

18
 b) A golf ball is kicked from the ground and landed at a point 12 m away on the
opposite side. The ball reaches to its maximum height of 2.5 m above the ground.
Give the equation of a height, h meter, of the ball above the ground, at a distance x
meter from where it was kicked if the path of a ball is modelled by a parabola.

Appendix D: Launch Rocket

A rocket is launched from a platform. Its height (in meters), x seconds after the launch is
modelled by h(x) = -2(x+4) (x-12).

 Draw a rough drawing first

 Find the height of the rocket at the time of the launch?
 After how many seconds after the launch will the rockets hit the ground?
 After how many second will the rocket will reach to its maximum height?
 What is the maximum height will the rocket will reach?

Plot this curve on Geogebra and compare your results.

Appendix E: Calculate Profit

A company's main source of income is some app.The company's annual profit (in millions of
dollars) as a function of the app's price (in dollars) is modelled by
P(x) = -2(x-5) (x-10).
 What would be the company's profit if the app is free?
 What would be the company’s profit if the app price is 1.5 dollars?
 At what app price, company would make maximum profit?

19
  Plot the curve on Geogebra to compare your answers.

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:quadratic-
functions-equations/x2f8bb11595b61c86:factored-form-quadratics/e/quadratic-word-
problems-factored-form

Appendix F: Exit slip

Exit Slip
What did I learn today?
If I could , what change I would do in
the lesson

20
 Lesson Plan 3/3

Topic area: Project work- Stage of Learner: 5.2 Syllabus Pages: 378-379
Non-linear relation
Date: 24.03.2020 Location Booked: Learning Space Lesson Number: 3 /3

Time: 60 minutes Total Number of students: 20 Printing/preparation:

 Print out of Hand-outs
 Geogebra/Spreadsheet
 Interactive/ White Board
 White board markers
(Different colour)

Outcomes Assessment Students learn about Students learn to

Syllabus
outcomes The Teacher will perform  Relate conceptual  Identify
formative assessment throughout knowledge parabolic
MA5.2-1WM the lesson. First, Teacher will  Integrate equation
MA5.2-3WM draw from students’ previous knowledge in real and curve
MA5.2-10NA knowledge and then observing time application  Do class
their learning during the lesson,  Team work assignment
providing feedback constantly  Assessment task on real
and answering their doubts. time
parabolic
equation

Cross Curriculum themes & General capabilities Explicit subject specific Mathematical
concepts and skills Terms :
Information and communication technology (ICT)
capability Students will use  Parabola
Numeracy conceptual, procedural
Literacy and relational knowledge
Critical and creative thinking covered in the first two
lessons of non-linear
relation to the class
assignment.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

21
 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep 1.2 Deep understanding thinking
understanding of important, substantive concepts, skills and ideas. 1.3 Problematic 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active knowledge 1.6 Substantive
construction and requires students to engage in higher-order communication
thinking and to communicate substantively about what they are
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students criteria 2.5 Students’ self-
and teachers work productively in an environment clearly 2.2 Engagement regulation
focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student
expectations and develops positive relationships between teacher direction
and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more knowledge 3.5Connectedness
meaningful and important to students. Such pedagogy draws clear 3.2 Cultural knowledge 3.6 Narrative
connections with students’ prior knowledge and identities, with 3.3 Knowledge
contexts outside of the classroom, and with multiple ways of integration
knowing all cultural perspective.

Teaching element Indicators of presence in the lesson

Intellectual Quality Students are actively and collaboratively engaged to do classroom
1.7 Deep knowledge assignment on non-linear relation in real time application. They are
1.8 Deep understanding required to have a higher-order thinking to do the project. Students
1.3 Problematic Knowledge are frequently engaged in persistent conversation with the peers
1.4 Higher order thinking and teacher about the topic that they are gaining knowledge in the
1.6 Substantive communication learning space.
Quality Learning Environment The teacher provides a high level of support and engagement to
2.2 Engagement students through class discussion and feedback. Student are
2.3 High Expectations expected to analyse and interpret the real-world problem with or
2.4 Social Support without digital technology and they are encouraged to work in a
group of three or four to enhance peer support and collaborative
learning. Moreover, they have given choice to use either Geogebra
or spreadsheet to plot the curve.
Significance The lesson frequently and explicitly require students’ background
3.1 Background knowledge knowledge on linear, quadratic equations and parabolic curve. The
3.3 Knowledge integration lesson activities require more relational knowledge of parabola. The
teacher begins the lesson with the outline and discuss the solution of
the real application problems of finance with the classroom as they
progress.
Time Teaching and learning actions Organisation Centred
T/S
Intro Teacher:
Welcome and Greet Students, give an Teacher
5 Mins outline of the lesson , Appendix A Student: Do warm up
activity where they will
match the equation with
10 Mins Warm up activity, Appendix B their corresponding curve.

Resources: Interactive
Board , Markers, and

22
 Handouts
Body Teacher: Hand out the
Appendix C, Classroom Assignment classroom assignment Student
sheet and ask student to
25 Mins work in a team of three to
analyse the problem and
complete the work and
share on the google drive.

Student: Work in a team of

three to critically analyse
the problem and write an
individual report in 100
words

Resources: Laptop,
Geogebra, Internet access
Teacher: Teacher will
15 Mins Appendix D, Report writing (100 words) move around and observe Both
if students are on right
track. Scaffold the report
and provide support to
students if needed.

Student: Write the report

individually after analysing
the problem.

Resources: Laptop,
Internet access
Conclusio Teacher will make sure if everyone has Teacher: Provide support
n submitted the work and ask student to to students for the Teacher
complete the exit slip provided to them. submission of their work.
5 Mins (Appendix E)
Student: Submit project
work on google drive and
complete the exit slip.

Resources: Exit slip

23
Reflection
The outline of this lesson plan help me to design challenging real time application for
parabola. This lesson would help students to relate their conceptual knowledge of linear and
non-linear relation to analyse the problem. Collaborative and inquiry based approach have
been identified to foster student concentration and engagement.

Learning Outcome Method of measurement and recording

Selects appropriate notations and
conventions to communicate Classroom assignment , warm up activity
mathematical ideas and
solutions MA5.2-1WM
Constructs arguments to prove Report writing
and justify results MA5.2-3WM
Connects algebraic and graphical Classroom assignment, warm up activity
representations of simple non-
linear relationships MA5.2-
10NA

Standard Graduate Evidence within this lesson

Standards
Professional Standar1: Know The teacher provides various strategies (i.e.
Knowledge the student and images, discussions and activities) to actively
how they learn engage students. The students are encouraged
to think critically and acquire a deep
understanding of the concept by inquiry-based
approach.
Know the The teacher understands the concept of non-
content and how linear relation. The lesson’s contents are
they teach it scaffolded for effective teaching and
differentiated learning.
Professional Plan for and The teacher has used pragmatic information on
Practice implement students’ knowledge and various teaching
effective strategies to plan the lesson. The teacher
teaching and provide support to students via discussion,
learning observation, answering mid-lesson queries and
feedback to enhance engagement and
concentration on tasks.
Assess, provide Formative assessment has been performed
feedback and throughout the lesson. Teacher notice students
report on student during the lesson, provide support and
learning feedback on their understanding of the topic.

24
Resources Attached:

Resources for Lesson 3/3, Project work on Non-Linear Relationship-Parabola curve

Appendix A: Outline of the lesson

Stage 5.2/ Year 9

Outline
 Warm up activity
 Class assignment involving parabolic curve
(Do in a team of three or four)
 Write a report in 100 words

Appendix B: Warm up activity

Match the equations with corresponding curves:

y = 2x2-4

y = -3x2

y = (x-3)2+6

25
 y = -4x2-8

y= 4x2

Appendix C: Classroom Assignment

Assume you have designed a smart phone of new features! Now you want to
manufacture lots of them and make profit.

Manufacturing costs are going to be:

 $200,000 for manufacturing set-up costs

 $200 to manufacture each phone

Based on similar phones, you can expect sales to follow this "Demand Curve":

Unit sales of phones from the demand curve if x is the price of the
phone = 70,000 – 100x

Where "x" is the price.

Using above information, find what is the best price? And how many
should you make to make maximum profit?

How about making some equation?

How many you sell depends on price, so use "x" for Price as the variable

 Unit Sales = 70,000 – 100x

 Total Sales = Units × Price =
 Costs of manufacturing total units =

26
 Profit = Sales-Costs =

Profit equation =

Solve the profit equation by completing the square

Solve for Profit:

What does the profit value indicate? But our aim to know the maximum profit, doesn’t it?

And plot the Profit equation graph on Geogebra:

The best sale price for the new smart phone is , and you can expect:

 Unit Sales = 70,000 – 100x

 Total Sales = Units × Price =
 Costs of manufacturing total units =
 Profit = Sales-Costs =

Appendix D: Report on Analysis

Do you think it is a very cost-effective project? Write your report about your analysis in 100
words?

Appendix E: Exit Slip

Which part of the activity

did you find interesting?
In which part, did you
struggle the most?

Rationale
27
The above three mathematics lessons, designed for year 9- stage 5.2 learners, intend to

educate students about the concept of non-linear relationship particularly focussing on

quadratic equation and parabola curve.

The first lesson focusses on the foundation of non-linear relation. This lesson design to build

up the conceptual and procedural knowledge (Castro et al., 2016) about the non-linear

relation specifically quadratics equations and how to represent the equation graphically with

or without the digital technologies: Geogebra/ spreadsheet. Conceptual knowledge support

students to “apply skills and knowledge to different contexts and to utilize higher order

thinking” (Zakaria et al., 2010). Information and communication technology (ICT) has

incorporated in all the lesson plans to progress students' performance and achievements.

Effective practice of ICT implements “improves teaching and learning of mathematics and

improves students' problem-solving skills” (Chandra and Briskey, 2012). In the next lesson,

students have been delivered the concept of non-linear relation through visual, verbal and

logical discussion and encouraged to use relational knowledge in various real-time activities.

Finally, they have been encouraged to work collaboratively on challenging classroom

assignment where group of students have to come together and think critically.

All these lessons are designed using Bloom’s taxonomy (Adams, 2015) which has been

proven to promote critical thinking and problem solving skills. Different level of taxonomy

such as ‘remember’ and ‘understand’ is introduced in the learning space discussion while

‘apply’, ‘create ‘, analyse’ and ‘evaluate’ are reflected in the activities planned.

The teacher used inquiry-based (Choi et al., 2015) and collaborative learning (Gokkurt et al.,

2012) approach in the classroom which has been proven to foster engagement and increase

concentration and focus of students on task. Moreover, the zone of proximal development

(Goos et al., 2002) and scaffolding have also implemented into most of the activities to meet

the need of diverse students in the classroom.

28
The teacher uses formative assessment (NESA, assessment, 2020) and positive feedback

(NESA, feedback, 2020) throughout the three lessons. The teacher gathers information about

student learning, analyse the information, and make lesson plans accordingly. The student

understanding of the subject matter is evidenced through frequent questioning, observing

throughout the lessons, feedback and exit slip. This approach will guide the teacher to

identify the gaps, level of their performance and learning (Elmahdi er al., 2018). Throughout

the three lessons, the understanding is reviewed and recollected after the lesson and the

commencement of the next lesson for greater engagement and retention of the content.

Furthermore, exit slips are used to complete the lesson which facilitates educator to swiftly

gauge the students’ learning and knowledge of the content delivered (Young, and Jackman,

2014). It also allows students to use their voice to describe what / how they would like to

learn more about the topic in their own words (Staples and Truxaw, 2012).

Australian Curriculum general capabilities (Australian curriculum, general capabilities,

2019) such as numeracy skill (example: substitution of value of one variable to find other,

multiplication, fraction etc.), literacy skill (example: Mathematical terms, report writing,

interpretation of word problems etc.), ICT (example Geogebra/spreadsheet), critical and

creative thinking (example: real-time problem, discussion) and personal and social

capabilities (examples: through discussion, given opportunity to students to talk and discuss

their results) have been incorporated through various activities in the lessons plan.

In conclusion, all the three lessons plans, the teacher has instigated various distinguished

teaching strategies and zone of proximal development for deep knowledge and

understanding of the subject matter. Inquiry-based, collaborative learning, formative

assessment and effective feedback strategies have been incorporated to ensure better

knowledge and understanding of the content delivered. Moreover, these approaches would

support teacher to promote a positive and encouraging learning environment in the learning

space by minimising misbehaviour and ensuring the classroom space is safe for all.

29
 References:

Adams, N. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the

Medical Library Association, 103(3), 152-153.

30
Australian Curriculum, General capabilities. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Castro, A., Prat, M., & Gorgorio, N. (2016). Conceptual and procedural knowledge in

mathematics: Their development after decades of research. Revista De Educacion,

2016(374), 42-66.

Chandra, V., & Briskey, J. (2012). ICT driven pedagogies and its impact on learning

outcomes in high school mathematics. International Journal of Pedagogies &

Learning, 7(1), 73-83.

Choi, A., Klein, V., & Hershberger, S. (2015). Success, Difficulty, and Instructional Strategy

to Enact an Argument-Based Inquiry Approach: Experiences of Elementary

Teachers. International Journal of Science and Mathematics Education, 13(5), 991-

1011.

Elmahdi, I., Al-Hattami, A., & Fawzi, H. (2018). Using Technology for Formative

Assessment to Improve Students' Learning. Turkish Online Journal of Educational

Technology - TOJET, 17(2), 182-188.

Gokkurt, B., Dundar, S., Soylu, Y., & Akgun, L. (2012). The Effects of Learning Together

Technique Which is based on Cooperative Learning on Students’ Achievement in

Mathematics Class. Procedia - Social and Behavioural Sciences, 46, 3431-3434.

Goos, Galbraith, & Renshaw. (2002). socially mediated metacognition: Creating

collaborative zones of proximal development in small group problem solving.

Educational Studies in Mathematics, 49(2), 193-223.

NSW Education Standards Authority (NESA) (2020). Assessment in Stage 5. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-

curriculum/assessment/7-10-assessment-strategies

NSW Education Standards Authority (NESA) (2020). Effective feedback. Retrieved from

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https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-

curriculum/assessment/effective-feedback\

Staples, M., & Truxaw, M. (2012). An initial framework for the language of higher-order

thinking mathematics practices. Mathematics Education Research Journal, 24(3),

257-281.

Young, J., & Jackman, M. (2014). Formative assessment in the Grenadian lower secondary

school: Teachers' perceptions, attitudes and practices. Assessment in Education:

Principles, Policy & Practice, 21(4), 398-411.

Zakaria, E., Yaakob, M., Maat, S., & Adnan, M. (2010). Conceptual knowledge and

mathematics achievement of matriculation students. Procedia - Social and Behavioral

Sciences, 9(C), 1020-1024.

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