Mathematics in Middle and Upper Primary: EDUC 8505

Assignment 1: Lesson Sequence (50%)

Sarah Anne Dandridge 20501616

Unit Coordinator: David Hewitt

Friday, 24 AUG 2012

8505: Assignment 1 Rationale: The four lesson plans were designed to meet the needs of 24 Year 7 students attending Lemonhill Primary (pseudonym). The students within this class consist of 10 boys and 14 girls. Typically this classs abilities are relatively even; with extension activities being provided for those students that have finished the activity early. Lesson one focused on the sub strand of linear and non-liner relationships, specifically the content description code (ACMNA178). This lesson aims to revise the content learnt in year six. Without a solid foundation of the basics the students will be unable to achieve this sub strand, as all the content is built upon the foundations laid in year 6. Therefore using the first lesson as a revision of the basics will not only help refresh their memory, but it will also ensure that the basic knowledge and understanding for this topic is accurate and embedded into the childrens understandings. Lesson two focused on developing their understanding of building table of integers (ACMNA178). Without knowing how to use and create a table of integers, students will lack the ability to use and convert the information from a table into a graph. Once again this lesson aims to help embed and develop the fundamental skills necessary for achieving this sub strand. Lesson three focused on teaching an introduction into solving linear equations (ACMNA179). This lesson aimed to teach the students the fundamental rules that underlie the success of solving equations such as these linear equations. The fourth lesson aimed to tie all the previous lessons together as well as reinforce the main points learnt from the three previous lessons. Learning linear and non- linear relationships can be tricky, but having review lessons such as lesson four help the students to not only see how all the math connect, but it also gives the students an opportunity to practice and apply their knowledge developed from the previous three lessons. The four proficiencies were all addressed throughout these four consecutive lesson plane. Not all proficiencies were focused on in each individual lesson as I felt some proficiencies were more relevant therefore I chose to place a bigger emphasis on these. As mentioned above the students of Lemonhill Primary did not greatly differ in ability, therefore I decided to focus on providing the students with extension activities rather. These activities were aimed at the students who finished the tasks faster than the rest of the class. Sarah Dandridge 20501616

8505: Assignment 1 I have chosen many manipulatives as I feel that this topic requires a deep understanding rather than rote learning of the strategies for solving the questions. In lesson one the board games will provide the students with a fun exciting way of revising their terminology of coordinates. The Bee Bots in lesson one provided the students with not only an understanding for graphs, but also develops technology skills. Lesson two aimed to use spaghetti and cups as manipulative due to the nature of the results that would be produced. This experiment should produce results that will follow a linear pattern which will be ideal to graph. In lesson three the scales aim to teach the children the rule for solving equations in visual approach. Being able to see what is missing from an equation will allow the children to develop a better understanding for solving equations. Lesson four used little manipulatives because I wanted to allow the students to be the manipulatives. In having the students act as the manipulatives it will allow them to develop a deeper understanding of graphing because they will be able to see and move themselves around a Cartesian plane. The students will also have the opportunity to share and express their understandings amongst a group, allowing the students to peer teach the concepts.

Sarah Dandridge

20501616

8505: Assignment 1

LESSON PLAN 1
Year Level/s: Date: 7 20/08/2012 Curriculum Area: (e.g. Mathematics) Time Period: Maths: linear and non linear relationships 9:00 9:45

Australian Curriculum outcomes:

Strand: Number and algebra Sub strand: linear and non-linear relationships (Year 7) Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point (ACMNA178) Measurement and geometry: Sub strand: Location and transformation (Year 6) Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)

Australian Proficiencies:

Understanding: Understanding graphs, coordinates, language Problem solving: Solve questions using materials such as Bee Bot and graphs to model the solutions. Reasoning: Explain and justify thinking and explaining process.

Specific Lesson Learning Goals (What will the students learn during this particular lesson?)

Use correct maths language when finding specific coordinates Plot items onto a Cartesian plane Find the coordinates of an item Knowledge of graphs Knowledge of coordinates Knowledge of numbers

Students Prior Knowledge:

Preparation: (classroom layout, resources, groupings)

Classroom layout: Bee Bot grid and Bee Bot Bee Bot grid and Bee Bot Bee Bot grid and Bee Bot Resources: Sarah Dandridge 20501616 Bee Bot grid and Bee Bot Bee Bot grid and Bee Bot - Bee Bot grid and Bee Bot

8505: Assignment 1 6 battleship board games 6 Bee bots (charged) 6 printed floor grids (see template attached) 24 booklets 24 pens Groupings:

Pairs

Sarah Dandridge

20501616

8505: Assignment 1
Time: Lesson Progression
(Include: Introduction, Lesson Steps, Focus Questions and Conclusion)

9:00 9: 10 Introduction/getting started: Revision questions: (5min) What is a coordinate? How do you find a coordinate? How do you plot a coordinate? What strategies can you use for plotting? (Walk before you climb) What we are learning today: Revising how to plot and use a Cartesian plane Revising the correct language What we will be doing: General: Working in pairs, (5 min) 10 min per station, 2 stations if finished early raise hands for the challenge questions 1. Booklets (handout booklet) Must read all instructions Explain how to fill out sheets 2. Battleship stations: 10 min to play a game of battleships with partner. When playing use the correct language Fill out the worksheets prior to starting the game and then after the game is finished 3. Bee Bot station: 10 min to answer all the questions Emphasis the focus is on the correct use of language, plotting skills and knowledge about the Cartesian plane, the bee bot is only a method to test and aid. Body/working on it: Battleships Extension for quick finishers: Are there any strategies for playing? Which ships are the easiest to find, which are the hardest? Why? 9:10 9:30 (10 min)

Sarah Dandridge

20501616

8505: Assignment 1
(10 min)

Bee bot Extension for quick finishers: How far did the bee travel in question 3? Extension for quick finishers: on the blank Cartesian plane page, make a sequence for bee bot to travel. Plot his journey onto Cartesian plane

9:30 9:45 (5 min)

Conclusion/consolidation: Pack away: all equipment returns to original place, furniture returns back to normal, students go back to seats Class discussion: o How did you work out how to program the bee bot? o (Peer marking) Discuss the answers for the questions, ensuring students answer with correct language Review questions: o What do you call the X and Y axis plane? o What have you learnt today about Cartesian planes/plotting points/ giving coordinates?

(8 min)

(2 min)

Informal Assessment of Student Outcomes

What will you assess? How will you assess? What evidence will you collect?

Use correct metalanguage for finding specific coordinates Plot items onto a Cartesian plane Find the coordinates of an item

Collection of the Cartesian plane booklets. Observation Over the shoulder questioning

Sarah Dandridge

20501616

8505: Assignment 1

LESSON PLAN 2
Year Level/s: Date: 7 21/08/2012 Curriculum Area: (e.g. Mathematics) Time Period: Maths: linear and non linear relationships 9:00 9:45

Australian Curriculum Outcomes:

Strand: Number and algebra Sub strand: linear and non-linear relationships Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point (ACMNA178)

Australian Proficiencies: Understanding: creating a table of integer values, converting the table into a graph Problem solving: How to convert the table of integer values into a graph. Problem solving questions relating to what the data means

Specific Lesson Learning Goals (What will the students learn during this particular lesson?)

Construct a table of integer values Recognise simple patterns Select critical features from a table of integer values to be placed onto a graph

Students Prior Knowledge:

Cartesian planes Ability to plot points onto Cartesian planes Able to recognise simple patterns

Preparation: (classroom layout, resources, groupings)

Classroom layout: Normal, pairs spread out amongst the desk and floor. Resources: 12 paper cup with 2 holes punched on opposite sides 12 cups full of counters Uncooked spaghetti (about 2 packets) Groupings: Pairs (12 pairs)

Sarah Dandridge

20501616

8505: Assignment 1
Time:

Lesson Progression (Include: Introduction, Lesson Steps, Focus Questions and Conclusion) Introduction/ Getting started: Produce hook to students in: One of my friends is an engineer and he was telling me about this time he used spaghetti to test if his bridge would be strong enough, so I was thinking that we would do the same thing What are we doing: Gathering data Discuss how to graph data gathered What you should be able to do at the end of today: Should have created and recorded data What you will be doing: General: Working in pairs 25 min to complete the experiment and record the data. Instructions for experiment: 1. Thread a piece of spaghetti through the holes in the cup. 2. One person will suspend the cup by placing their index fingers approximately 5 cm in from the ends of the spaghetti. (Demonstrate) 3. The other student will carefully add the counters to the cup, one at a time, until the spaghetti breaks. 4. Both students will then count the number of counters it took to break the spaghetti and they will record the amount of counters on the results table below. 5. The students will then repeat the above procedure with 2, 3, 4, and 5 pieces of spaghetti until one or more piece of spaghetti break. Body: Spaghetti bridges Record info into tables Extension Questions to ask as moving between the groups: What do the results mean?

9:00 9: 10 (5 min)

(5 min)

9:10 9:30

Extension for quick finishers: find an equation/pattern between the number of spaghetti strands (x) and the number of counters (y).

Sarah Dandridge

20501616

8505: Assignment 1 9:30 9:45 (5 min) Conclusion/ consolidation: Pack away: all equipment returns to original place, furniture returns back to normal, students go back to seats Class Discussion: What do these results mean? If we were to graph the information what shapes do you think the graph would be? Revision/ Developing knowledge: Questioning: What do the X and Y values mean on a table? How do you take the information from the table and put it onto the graph? Would the line on the graph continue going upwards in a straight line? Yes/no? Discuss.
Informal Assessment of Student Outcomes
What will you assess? How will you assess? What evidence will you collect?

(5 min)

(5 min)

Construct a table of integer values Recognise simple patterns Select critical features to be placed onto a graph

Collection of worksheets Anecdotal notes/comments (see attached sheet)

Sarah Dandridge

20501616

8505: Assignment 1

LESSON PLAN 3
Year Level/s: Date: 7 22/08/2012 Curriculum Area: (e.g. Mathematics) Time Period: Maths: linear and non linear relationships 9:00 9:45

Australian Curriculum outcomes:

Strand: Number and algebra Sub strand: linear and non-linear relationships Solve simple linear equations (ACMNA179)

Australian Proficiencies: Understanding: Understanding how to solve linear equations, understanding the rules surrounding linear equations Problem solving: Solve questions using materials such as the balance model to find the solutions

Specific Lesson Learning Goals (What will the students learn during this particular lesson?)

Solve equations using the balance model Construct a balanced model Recognise X is a letter used to represent an unknown Cartesian planes Tables of Integer values Relationship between integer values and graphs Number patterns

Students Prior Knowledge:

Preparation: (classroom layout, resources, groupings) Classroom layout Normal

Resources: ICT program and website Scales (12) Counters Booklets (24) Pens (24)

Groupings: Pairs

Sarah Dandridge

20501616

8505: Assignment 1
Time: Lesson Progression
(Include: Introduction, Lesson Steps, Focus Questions and Conclusion)

9:00 9: 10 Introduction/ Getting started: (5min) Revision questions: What is a scale? Properties of a scale? What is an equation? Properties of an equation? Illustrate the metaphor that A scale is the same as an equation, it has to be even and balanced to work Why are we learning this: Knowing how to balance an equation will allow you to solve harder ones and is the basis for all algebraic equations. What we will be doing: Instructions General: Unpack the scales and the counters Solve questions in the question booklet. (5 min) o For each equation use the scales and relevant counters Answering/solving the questions demonstration: Use ICT balanced model to demonstrate what students will do with the real scales. http://www.mathplayground.com/AlgebraEquatio ns.html Things to highlight to students: What ever you do to the one side you do to the other Body/Working on it: Balanced model All questions should be first worked out using the scales, then drawn in the space provided with the answer following. 9:10 9:30 Extension for quick finishers: Create a balanced model and an equation that matches the balanced model.

Sarah Dandridge

20501616

8505: Assignment 1 9:30 9: 45

(5 min)

Conclusion/ Consolidation: Pack away: all equipment returns to original place, furniture returns back to normal, students go back to seats Class discussion: o What is the rule learnt today? o Extension for quick finishers equations are shared and solved using the ICT program (write X as the blank) Building on knowledge: o Can use the symbol X instead of the blank. (Same thing just different way to represent the question)

(8 min)

(2 min)

Informal Assessment of Student Outcomes

What will you assess? How will you assess? What evidence will you collect?

Solve equations using the balance model Construct a balanced model Recognise X is a letter used to represent an unknown

Collection of workbooks Observation and anecdotal notes Take photos of models

Sarah Dandridge

20501616

8505: Assignment 1

LESSON PLAN 4
Year Level/s: Date: 7 23/08/2012 Curriculum Area: (e.g. Mathematics) Time Period: Maths: linear and non linear relationships 9:00 9:45

Australian Curriculum outcomes:

Strand: Number and algebra Sub strand: linear and non-linear relationships Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point (ACMNA178) Solve simple linear equations (ACMNA179)

Australian Proficiencies: Problem solving: Solving simple linear equations and graphing questions within a group, finding a line of best fit Reasoning: Explain and justify thinking and explaining process. Fluency: graphing, linear equations, finding coordinates, tables of integer values

Specific Lesson Learning Goals (What will the students learn during this particular lesson?)

Recognise and plot different points onto a Cartesian plane Identify the shape of the points by imagining a line of best fit Solve simple linear equations Represent linear equations (y = 0, X = ___) on a graph

Students Prior Knowledge:

What are coordinates What is a Cartesian plane How to solve simple linear equations Correct metalanguage How to plot points onto a graph How to use and interpret a table of integers How to plot information from a table of integers onto a graph

Preparation: (classroom layout, resources, groupings)

Classroom layout:

2 X and Y floor grids Chairs pushed to the sides of the room Booklet 3 Masking tape and permanent marker 4 groups (6 in each) (one extension child in each) 20501616

Resources:

Groupings: Sarah Dandridge

8505: Assignment 1 Time: 9:00 9:10 (5min) Introduction/ Getting started: Purpose of this lesson To revise what we have learnt before To tie what we have learnt together Why are we doing this lesson? To make sure you understand the concepts To highlight the important areas that may have been missed or misunderstood What are we doing this lesson? We are creating human graphs which will focus on your skills of graphing We are converting information from a table into a human graph We are learning how to take and equation and solve for X and then plot the x value Instructions for lesson Read the booklet Some of the information will be answered in a group, some individually, some as a class
Lesson Progression
(Include: Introduction, Lesson Steps, Focus Questions and Conclusion)

(5 min)

9: 10 9:30

Body/ Working on it: Look at the table of integers How were we going to graph the information? Discuss Graph the table of integer via each student taking a value of X and the subsequent Y and plotting this point onto the human graph via standing in the correct area. What sort of graph is it? Why? Human Graph from table of integers two What shape is the graph now? Human Graph from table of integers two What shape is the graph now?

Solve the equation for X As a team solve the equation for X (balance models to aid) One spokesperson will then stand on the correct number on the X axis. As the winning team to demonstrate how they solved for x (demonstrate on the board as need be)

Sarah Dandridge

20501616

8505: Assignment 1 (15 min) (5 min) Conclusion/ Consolidation: Pack away: all equipment returns to original place, furniture returns back to normal, students go back to seats Class discussion: If we wanted to make a graph a straight/linear line, would the values in a table of integers need to be in a pattern? Can you find any patterns within the table of integers on the smart board? Explore this idea with the children prompting them to apply deeper though and understanding Explore the idea on the board with the students coming up and writing Prompt the use of the table of integers in the booklet. (7 min) Revision of the vital information from the last three lessons: o Always walk before you climb with plotting points o What the Cartesian plane is o What X stands for o The rule for solving linear equations.

(7 min)

Informal Assessment of Student Outcomes

What will you assess? How will you assess? What evidence will you collect?

Use correct metalanguage for finding a specific coordinates Recognise and plot items onto a Cartesian plane Solve simple linear equations Represent linear equations (y = 0, X = ___) on a graph

Collection of book 3 Observation Anecdotal notes

Sarah Dandridge

20501616

Appendix Lesson one Battleships instructions Sample Bee bot Grid Linear and Non linear relationship booklet Lesson two Linear and non linear relationship booklet 2 Lesson three Screen shot of ICT website Linear and Non linear relationship booklet 3 Lesson 4 PowerPoint Presentation slides

8505: Assignment 1

Sarah Dandridge

20501616

8505: Assignment 1

Sarah Dandridge

20501616

8505: Assignment 1

Sarah Dandridge

20501616

8505: Assignment 1

Sarah Dandridge

20501616

Sample Bee Bot grid

8505: Assignment 1

Linear and Non-linear Relationship Booklet 1.

Name: ___________________________________
Sarah Dandridge 20501616

Activity: Battleships

8505: Assignment 1

Instructions: 1. Find a partner 2. Prior to commencement of the game, plan where you are going to place your ships on the grid labeled Defensive and provide the coordinates below. 3. Refer to the instruction card placed inside the Battleship board game 4. Play the game 5. Once you have finished the game, plot the battle ships of your opponents ships onto the gird labeled opponents

Defensive Grid:

Ship 1: _____________________________________ Ship 2: _____________________________________ Ship 3: _____________________________________ Ship 4: _____________________________________ Ship 5: _____________________________________
Sarah Dandridge 20501616

Activity: Battleships

8505: Assignment 1

Offence Grid:

Ship 1: _____________________________________ Ship 2: _____________________________________ Ship 3: _____________________________________ Ship 4: _____________________________________ Ship 5: _____________________________________

Sarah Dandridge

20501616

Bee Bot activity

Working in pairs answer the following questions using the bee box to help you: 1. Start the Bee Bot on (0,0), make it travel to the coordinates: a. (-3, 1)

8505: Assignment 1

What is at this point? Test your answer by programming the bee bot to move to this coordinate ___________________________________________________________ b. (2, 3) What is at this point? Test your answer by programming the bee bot to move to this coordinate ___________________________________________________________ c. (4, 0)

What is at this point? Test your answer by programming the bee bot to move to this coordinate ___________________________________________________________ d. (4,2) What is at this point? Test your answer by programming the bee bot to move to this coordinate ___________________________________________________________ e. (-2, -3)

What is at this point? Test your answer by programming the bee bot to move to this coordinate ___________________________________________________________ 2. Start the Bee Bot on (0,0), make it travel to the; a. The Bridge What are the coordinates of the bridge? ___________________________________________________________ b. The Giraffe What are the coordinates of the Giraffe? ___________________________________________________________ Sarah Dandridge 20501616

8505: Assignment 1 c. The Seal

What are the coordinates of the seal? ___________________________________________________________ d. The Elephant What are the coordinates of the Elephant? ___________________________________________________________ 3. Circle the set of coordinates get the Bee bot to the bridge? Test the journeys using the Bee bot A. (1,1) (3, 0) (3, -2) (4, -2) B. (-1, -1) (-3, 0) (-3, -2) (-4, -2) C. (1, 1) (3,3) (4, 3) 4. Circle the set of coordinates get the Bee bot to the sun? Test the journeys using the Bee bot D. (-3, -1) (-2, 0) (0, -1) (1,1) E. (-1, -1) (-3, 2) (3, -2) (4, -2) F. (1, -1) (3,-3) (4, -2)

Sarah Dandridge

20501616

8505: Assignment 1

17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 -1 -2 -3 -4 -5 -6 -7 -8 -9 -10 -11 -12 -13 -14 -15 -16 1 2 3 4 5 6 7 8 9 10 11 12

Sarah Dandridge

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8505: Assignment 1

Linear and Non-linear Relationship 2.

Name: ___________________________________
Sarah Dandridge 20501616

8505: Assignment 1

Spaghetti Bridges

X (Independent variable) number of spaghetti strands 1 2 3 4 5 6

Y (Dependent variable) number of counters

Can you find a pattern? _________________________________________________________________________________________ _________________________________________________________________ What do you think the graph will look like? Explain your answer _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _____________________________

Sarah Dandridge

20501616

8505: Assignment 1

17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 -1 -2 -3 -4 -5 -6 -7 -8 1 2 3 4 5 6 7 8 9 10 11 12

Sarah Dandridge

20501616

8505: Assignment 1

Linear and Non-linear Relationship 3.

Name: ___________________________________

Sarah Dandridge

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1.

8505: Assignment 1

Model and solve the Equation

+4=8
Draw a representation of the answer

=
Write the answer

= ___________________________________________ 2.

Model and solve the Equation

+ 5 = 15
Draw a representation of the answer

=
Write the answer

= ___________________________________________

Sarah Dandridge

20501616

3.

8505: Assignment 1

Model and solve the Equation

+ 7 = 20
Draw a representation of the answer

=
Write the answer

= ___________________________________________ 4.

Model and solve the Equation

+ 4 = 12
Draw a representation of the answer

=
Write the answer

= ___________________________________________

Sarah Dandridge

20501616

5.

8505: Assignment 1

Model and solve the Equation

- 4 = 12
Draw a representation of the answer

=
Write the answer

= ___________________________________________ 6.

Model and solve the Equation

-4=4
Draw a representation of the answer

=
Write the answer

= ___________________________________________

Sarah Dandridge

20501616

7.

8505: Assignment 1

Model and solve the Equation

+4=2
Draw a representation of the answer

=
Write the answer

= ___________________________________________ 8.

Model and solve the Equation

+9=8
Draw a representation of the answer

=
Write the answer

= ___________________________________________

Sarah Dandridge

20501616

Create your own equations

1.

8505: Assignment 1

________________________________________________________
Answer:

________________________________________________________
Draw a representation of the answer

Create your own equations

1. ________________________________________________________
Answer:

________________________________________________________
Draw a representation of the answer

Sarah Dandridge

20501616