Real Lesson Verena Kastner

Class: 10 Date:01/04/2014 Time: Start: 9:00

Finish: 9:45
Key Learning rea: Maths Lesson Lesson To!i": The trigonometric ratios
Re"ent #rior $%!erien"e
Pythagoras theorem AB = AC+BC
Sylla&'s ('t"ome)s*:
-MS5.2.3 Applies trigonometry to sole
pro!lems
"#MS5.2.3 $ses appropriate
mathematical lang%age an& alge!raic'
statistical an& other
notations an& conentions in (ritten' oral
or graphical )orm
+n,i"ators o- Learning -or this lesson:
By the end of this lesson, the students will:
"name the &i))erent si&es o) an right " angle& triangle
"%se trigonometric ratios to )in& an %n*no(n angle in
&egrees an& min%tes in a right " angle& triangle
"!e a!le %se a calc%lator to calc%late an ac%te angle in
&egrees an& min%tes' gien the trigonometric ratio o)
the angle
ssessment:
" +o )ormal assessment. T gets oral
)ee&!ac* an& can &ra( a concl%sions
o) their learning )rom the oral
participation.
" Ss sole e,%ations %sing the ne(
ac,%ire& *no(le&ge.
" Ss reie( the content !y (riting
their o(n e-planation in the e-ercise
!oo*.
ny sa-ety iss'es to &e "onsi,ere,:
.ns%re the st%&ents &on/t mis!ehae.
0000Be care)%l' it is April/s )ool &ay0000000000
Reso'r"es:
1 Boar& o) St%&ies +S# 223334. Maths 5ears 6 738 Sylla!%s. Sy&ney8 B9S
1 Paper triangles' paper )lashcar&s an& Bl% : tag' pict%re o) a car
1 Ss/ Maths e-ercise !oo*s an& pens
1Te-t!oo* ;alra A.'Stamell <. 223354 Connections Maths 73.
1 Po(er Point Presentation
L$SS(. S$/0$.C$
Lesson Content / +n,i"ators o- Learning
)What is Ta'ght*:
Timing Tea"hing Strategies / Learning $%!erien"es:
)How it is ta'ght*
Reso'r"es an,
(rganisation:
+.TR(D0CT+(.
Classroom management
9erie( o) the lesson

+,enti-ying the si,es o-
right 1 angle, triangle

Se"'ring o- 2no3le,ge
3=833
25 mins4
22 mins4
2> mins4
2? mins4
T greets Ss an& praises settle& !ehaio%r.
@e %ses eye"contact. Ss (rite name tags that the
teacher can a&ress them &irectly.
T e-plains the lessonAs content.2+aming the
si&es o) right " angle& triangles' calc%lation o)
angles an& e-ercises4 @e sets the scene.
T actiates prior *no(le&ge. 2Pythagoras
theorem4
Learning in a teacher " st%&ent centre& interaction
!y matching the (or&s to the parts o) the triangle.
St%&ents !%ilt their o(n panel painting.
Ss copy the pict%re o) the !oar&. T chec*s i) they
(rote it &o(n.

Paper

Paper triangle'
Blashcar&s'
Bl%"tac
D$V$L(#4$.T
$%!ansion o- the 2no3le,ge to learn
ho3 to "al"'late trigonometri" ratio5
)Sine6 Cosine an, Tangent*
Learning trigonometric ratio in a conte-t
pertinent to st%&ents' &isplaying a
connection to real li)e. 2intrinsic
motiation4
=875
275 mins4
Teacher %ses &irect teaching.
Ss listen an& interact (ith the teacher.
T as*s comprehension chec* ,%estions an& tries
to *eep the st%&ents attention.
Po(erPoint
presentation
T/ To&ay' (e (ant to help Spong!o! to score
a goal. #hich is the right angle )or him to
score a goalC #hat parts o) the triangle &o
(e *no(C
S/1 The opposite an& the a&Dacent.
T/1 #ith the opposite an& the a&Dacent o) the
triangle' (e can %se tangent to calc%late the
angle.#hat is the )ractionC
S/ Three &ii&e& !y si-.E.
T/1 #e %se the tan"7 !%ttom to calc%late the
angle.
$nhan"ing "om!etition to 2ee! the
st',ents moti7ate,5 A&&itionally' they can
%se their *no(le&ge an& learn !y &oing.
T/ Tangent can also !e )o%n& on roa& sights
)or the incline. Fet o%t yo%r calc%lators. The
)irst one raising their han& (ith the right
ans(er (ins the car.
.-planation o) sine an& cosine )ollio(s.
Ss ans(er the ,%estion %sing their calc%lator.
Ss %se trigonometric ratios to calc%late the angle o)
a triangle.

Pict%re o) a paper
car 2B%gatti
Geron4
CL(S0R$
Re7ie3 o- 2no3le,ge
T/ Hr%m the S9@ CA@ T9A rhythm on the
&es*s.
Hr%mm the rhythm as lo%& as yo% can )or the
secon& time.
T/1 Copy the mnemonic an& (rite a o(n
e-planation a!o%t it.
!!li"ation o- 2no3le,ge
T/1 It/s yo%r t%rn to practice.
=833
25 mins4
273 mins4
Ss &r%m the rhythm (ith the teacher.
Ss &r%m the rhythm as lo%& as they can )or a
secon& time.
S recapt%re the learne& content in their o(n
(or&s'
Te-t!oo*
p.235 nJ2' 3
p.236 nJ6
St',ent Tea"her8s $7al'ation 2o) my real lesson4
Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes? Describe the evidence you have for this.
Ss ans(ere& the teacherAs ,%estions !y sho%ting o%t the ans(er. Accor&ing to the noise leel an& participation' maDority (ere a!le to
i&enti)y the si&es o) a triangle. The )%n (ith (hich they &r%mme& on the &es*s &isplays that they (ill not )orget the mnemonics (ithin
a short time. Some o) them (ere a!le to sole the calc%lations. There (ere iss%es in terms o) necessary e,%ipment. T(o thir&s o) the
class &i&nAt hae a calc%lator an& one thir& o) the class &i&nAt hae a te-t!oo*' e-ercise !oo* or laptop to &o (or*.
Outline the follow-u to this lesson for the learners.
They (ill practice calc%lations (ith increase in comple-ity an& leel o) &i))ic%lty. Practice helps the in)ormation to sin* in. The
)ollo(ing leel is calc%lations an& (ill com!ine Pythagoras theorem an& Trigonometric ratios.
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Evaluation of Teaching
!dentify the teaching strategies " learning exeriences that were most effective. #xlain why.
In my lesson' the me&ia &i&nAt (or* !eca%se my Ferman laptop has a &i))erent )re,%ency to the A%stralian system. There)ore' !eing
spontaneo%s an& )le-i!le (ere some important teaching strategies )or me. I learnt that i (ill al(ays nee& a !ac*%p plan.
I %se& Paralang%age !y changing the pitch an& tone o) oice' to *eep the st%&ents %n&er control. Comprehension chec* ,%estions
(ere ery al%a!le to ens%re eeryone (as on the right trac*.
!dentify the teaching strategies " learning exeriences that were least effective. #xlain why.
A&&ressing the st%&ents !y names &i&nAt (or* !eca%se the name tags (ere o)ten coere&. I pointe& at them to a&&ress them. I (ill
hae to learn their name )or the ne-t lesson.
$ow aroriate was the timing throughout the various sections of the lesson? %hy?
The !ell times change& on the &ay !eca%se o) the assem!ly. My timing (as improa!le !eca%se I &i&nAt plan time )or %n)oreseen
inci&ences s%ch as the classroom management. The class is ery noisy an& %n&iscepline&. ;eeping them %n&er control too* a lot o)
time. +e-t (ee* I (ill plan more time )or eerything. As a teacher noice' it (as ery har& )or me to pre&ict the time spam o) each
tas*.
Describe how the selection and use of resources suorted learning in the lesson.
The materials (ere connecte& to their &aily li)e. Loa& signs as an e-ample &isplay a releant conte-t o) learning. Sponge!o!
S,%arepants as a lea&ing character a&&e& a )%nny component connecte& to their yo%th c%lt%re. The tas* to calc%late the angle o) an
triangle em!e&&e& !y thro%ghing a !all into a !as*et!all (as a li)e sit%ate& e-ample' too. It helpe& them to i&enit)y themseles (ith
the p%rpose o) teaching.
!dentify what motivated the students. #xlain why.
The han& " on material (as ery motiating !eca%se the st%&ents co%l& &o something an& they co%l& get actie. I) the Po(erPoint
presentation ha& (or*e&' it (o%l& hae !een another interesting )actor )or them.
!dentify the classroom management strategies that were most effective. #xlain why.
I al(ays co%nte& )rom 73 to 3 to gie the st%&ents time to stop tal*ing. I also con)icate& &i))erent trophies they %se& to play (ith. B%t I
lac*e& patience an& tal*e& against the st%&ents. I intent to (ait longer !e)ore I start spea*ing in the ne-t lesson.
%hat was most satisfying about the lesson?
I ta%ght my )irst Maths lesson in .nglish. I reacte& spontaneo%sly to teach the content to the st%&ents in a ne( (ay !eca%se the
me&ia &i&nAt (or*.
Based on these reflections, outline the stes you should now ta&e to imrove your teaching in future lessons.
I learne& that itAs impossi!le to motiate all st%&ents. My per)ect ision o) teaching &oesnAt &isplay the reality. I hae to change the
pict%re o) school in my min&. Personally' the st%&ent " teacher interaction (as the most challenging part )or me. As an non " natie
spea*er' I am %se& to the Ferman school system. St%&ents hae to raise their han&s to ans(er ,%estions. The collectie (ay to
ans(ers sim%ltaneo%sly (as &i))ic%lt )or me to manage. Some st%&ent (erenAt motiate& to learn an& I ha& a lot &iscipline pro!lems. I
(asnAt )amiliar (ith the schoolAs re(ar& an& p%nishment system. $sing AI messagesA to a&&ress !a& !ehaio%r (ill !e the )irst (ay )or
me to *eep them on trac* an& (arn them. P%nishments (ill !e the last option. I (ill also p%t a lot o) e))ort in learning their names to
enhance a !etter relationship.
The (hole lesson (as too teacher " centre&. Loo*ing !ac*(ar&s' I sho%l& hae %se& a &i))erent metho& giing the st%&ents a greater
responsi!ility )or their o(n (or*. This can !e more motiating )or them an& leaes time to &eal (ith &iscipline pro!lems. As a teacher'
it is essential to hae al(ays a !ac* : %p plan. A more )le-i!le time spam sho%l& leae space )or %n)oressen inci&ences.
I ta*e the challenge the )ollo(ing lesson an& I try to learn )rom my mista*es.
Colleag'e tea"her9s "omments:
A goo& %se o) materials. They la!elle& the triangle.
5o% intro&%ce& the lesson (ith )ormalities s%ch as greeting.
The materials got their interest an& attention.
+e-t time' yo% nee& to h%rry them %p.
Bor technical &i))ic%lties al(ays hae a !ac*%p plan.
In yo%r lesson' some things too* longer than inten&e&. 2Timing4'
It is &i))ic%lt to control the class (hen yo% t%rn yo%r !ac* to the st%&ents (hile (riting on the !oar&.
It is o* not to )inish AallA. IAll D%st )inish it ne-t lesson. This sometimes happens.
Classroom management is al(ays a str%ggle. It is an ongoing !attle' &i))ic%lt to master een a)ter many years o) teaching.
St%&ents (or* on the !oar&. They got actie. Foo& %se o) mnemoric 8 S9@ CA@ T9A in yo%r lesson.
Material8
Tas*s to calc%late the angle8
F i n d i n g A n g l e s ( 1 / 3 )
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