Lesson Plan

School: WPS Date: 3/8/16

Curriculum Area: Maths

Student group: Grade 3 Size: 24

Topic: Symmetry Duration: 1hr

Pre-service Teachers Focus (what will you aim to improve on in this lesson
in your teaching? )

Improve all students knowledge on symmetry and provide a positive learning

environment.

Learning Intention (what will the children learn: be able to know and do by
the completion of this lesson?)

For students to understand basic concepts of symmetry and apply them in the
environment. Identify lines of symmetry and differences between symmetrical
and asymmetrical shapes.

Success Criteria ( how will I know what they learned ) see feedback
session assessment activity(s)

Through reflectung with the students and the workstations they complete.

AUSVELS reference (Links to AUSVELS and the school curriculum):

Identify symmetry in the environment (ACMMG066)

Students identify symmetry in natural and constructed environments.

Entering Behaviour (what do they already know about this/can already do ?

How will students prior learning and experiences be used in this lesson? )

Students have prior knowledge from previous two lessons that can be used to
enhance their development in this lesson.

Preparation (what materials do I need for my lesson? How will ICT be

utilised?)
IXL, Nelson maths plus work sheets, dotted paper, unifix, grid paper.

Procedure How will I teach it ? Plan the timing of your lesson to include
your assessment activity(s)

Introduction: (How will the lesson and ideas be introduced and made
relevant to the students? How will you engage the class? Do you have
a hook or an entry ticket activity?)

Recap on yesterdays lesson. Ask what sort of words have we learnt? What
do they mean? Letters that are symmetrical, shapes that are symmetrical.
Vertically, horizontally or diagonally, what do they mean? What were some
objects we found?

Investigation/ Exploration (What specific teaching and learning

strategies will I use for the lesson?

Small group work, students will be divided into groups to complete different
tasks.

Modelling/ Trialling (What will I need to model or demonstrate? Is there

teacher and peer modelling?)

Explain each task to students to allow them to complete it successfully. Work

with one group explaining different shapes that are symmetrical.

Activities (How will I include all learners? What Curriculum and

Pedagogy adaptations or modifications will be required? )

Group 1: Sam, James, Jayla, Keegan and Matilda.

This group will have dotted paper and will draw some symmetrical
shapes on the paper. They can get creative and draw animals or
objects that might be symmetrical using the dots. They also have a
worksheet (Targeting maths page 137) to complete. Once they are
finished with these activities they are to complete IXL activities on the
iPads.

Group 2: Jasmine D, Maddi, Ashlee, Zach, Heidi, Jackson M, Anna,

Jasmin J, Will.
This group will complete worksheets from Nelson textbook and other
symmetry worksheets. These worksheets enable them to identify
symmetrical objects and use their drawing skills to complete images
that are symmetrical (using skills from yesterdays activity of tracing a
student on paper). They will also use dotted paper to create shapes
that are symmetrical.
 Group 3: Hayden, Maddie H, Yossi, Bella, Atticus, Joel, Jackson B,
Zachlan, Te and Lloyd. They will be with me going through some
shapes and highlighting their lines of symmetry. They will identify if it is
horizontally, vertically or diagonally symmetrical. After completing this,
they will use the unifix boards to create some symmetrical patterns.
These patterns will be recorded on to grid paper. This group will aim to
establish symmetrical shapes and asymmetrical shapes and identify all
lines of symmetry.

If students finish their tasks early, they can use the geo boards.

Conclusion (How will I draw ideas together and conclude the lesson?
How will I conclude the learning experience/ learning findings?)

Short recap of what we have just learnt. Discuss amongst the group what they
observed through their activities.

The conclusion must include you assessment task

Assessment: Feedback to and from students: Through the worksheets

completed and from feedback I will gain an understanding of what students
have learnt throughout today. Worksheets will demonstrate their knowledge of
the concept.

List your assessment activity(s) here:

Self Evaluation reflect on your pre-service teachers focus and to what

degree the learners succeeded in achieving the learning intention why ?

Three things that went well.

Two/Three things that need to be improved. (This can be a pre-service

teacher focus for a future lesson)

Mentor Teachers Comments

The following questions can be used as a guide for providing structured feedback to pre-
service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an
understanding of how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and
experiences?
 Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and
resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area
and skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the
lesson?
Has the pre-service teacher demonstrated effective communication in explaining
tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable
goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning
environment through the use of consistent and clearly communicated behavioural
expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and
challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in
directing the learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in
planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and
implementing this lesson?