Lesson Plan Format

Class: 5G Date: 29/05/14 Time: Start: 11:25

Finish: 12:55
Key Learning Area: Mathematis Less!n T!"i: Symmetry
#eent $ri!r %&"eriene: The st'(ents in year 5 ha)e *een learning a*!'t angles+ 2D an( ,D sha"es an( tessellati!n "ri!r t! the less!n !n
symmetry-
Sylla*'s .'t!me/s0:
.ne !r t1! !nly- $lease n!te the
sylla*'s re2erene n'm*er A3D 1rite
!'t in 2'll-
4 $r!*lem S!l)ing: MA,425M
selets an( a""lies a""r!"riate
"r!*lem s!l)ing strategies+ inl'(ing
the 'se !2 (igital tehn!l!gies+ in
'n(erta6ing in)estigati!ns-
7n(iat!rs !2 Learning 2!r this less!n:
8eha)i!'rs that !ntri*'te t!1ar( ahie)ement !2
!'t!me/s0- 9'!te sylla*'s n'm*ers- M'st *e lear+ s"ei2i+
!*ser)a*le- C'rri'l'm C!ntent Stran(s may *e 'se( as
hea(ings-
8y the en( !2 this less!n+ the st'(ents 1ill:
4 Dem!nstrate a""r!"riate "r!*lem s!l)ing strategies t!
i(enti2y lines /a&is0 !2 symmetry thr!'gh sha"es an(
"it'res-
4 %&"lain the (i22erene *et1een symmetrial an(
asymmetrial !*:ets
4 Dra1 line symmetries: i(enti2y an( ;'anti2y the t!tal
n'm*er !2 lines /a&is0 !2 symmetry /i2 any e&ist0 !2 t1!4
(imensi!nal sha"es-
Assessment:
Strategies 1hih 1ill *e 'se( t! assess
learners< attainment !2 learning !'t!mes-
Sh!'l( *e lin6e( t! eah learning
in(iat!r-
4 C!ntri*'ti!n t! (is'ssi!n a*!'t
symmetry an( lines !r a&is !2 symmetry
*e2!re an( a2ter the han(s !n ati)ity+ the
1!r6 sheet an( the 7=L "r!gram-
4 Dem!nstrati!n !2 symmetrial an(
asymmetrial sha"es an( "it'res-
4 C!llet in(i)i('al 1!r6 sam"les t!
assess the 'n(erstan(ing !2 eah
in(i)i('al st'(ent-
Any sa2ety iss'es t! *e !nsi(ere(: #es!'res:
#emin( st'(ents t! *e sa2e 1ith the materials+
la"t!"s an( res!'res-
Mathematis K410 Sylla*'s+ !m"'ter
Smart *!ar(+ h!t maths "r!gram
7=L "r!gram+ la" t!"s
Lines !2 symmetry 1!r6sheets+ sha"es+ han(s !n materials
L%SS.3 S%9>%3C%
Less!n C!ntent / 7n(iat!rs !2 Learning
/5hat is Ta'ght0:
3!te 6ey s6ills+ !ne"ts an( )al'es
a((resse( in eah seti!n- Lin6 t! y!'r
7n(iat!rs !2 Learning-
Timing
/mins0
Teahing Strategies / Learning %&"erienes:
/?!1 it is ta'ght0
5rite (etaile( ste"s sh!1ing 1hat the teaher /T0 1ill (!
an( 1hat st'(ents /Ss0 1ill (!-
#es!'res an( .rganisati!n:
73T#.D>CT7.3
T 1ill 'se e&"liit teahing t! e&"lain
the !ne"t !2 symmetry t! the st'(ents
T 1ill (is'ss the (i22erene *et1een
symmetrial an( asymmetrial sha"es
an( the meaning !2 a&is !2 symmetry
Ss 1ill sh!1 their 'n(erstan(ing !2
symmetry thr!'gh "artii"ating in
(is'ssi!n
T 1ill as6 eah Ss i2 the 2irst letter !2
their name has any lines !r a&is !2
symmetry
Ss 1ill sh!1 'n(erstan(ing !2 the
meaning a&is !2 symmetry thr!'gh
'sing in(i)i('al 1hite*!ar(s t!
Ss 1ill 'se al'lat!rs t! 1!r6
mathematially an( 2in( s!l'ti!ns t! the
;'esti!ns gi)en
15
mins
Teaher 1ill in)ite the st'(ents t! sit in a irle !n the
2l!!r 1here they an see the smart *!ar(-
T 1ill engage in e&"liit teahing !2 the !ne"t
@symmetry< 'sing the ?!t Maths "r!gram !n the smart
*!ar(-
T 1ill as6 Ss t! i(enti2y 1hether sha"es are symmetrial
!r asymmetrial an( 1hether sha"es ha)e lines /a&is0 !2
symmetry-
Ss 1ill *e en!'rage( t! (em!nstrate their 'n(erstan(ing
!2 symmetry an( lines !2 symmetry thr!'gh "artii"ati!n
in the 1h!le lass (is'ssi!n-
Ss 1ill engage in ten min'tes !2 n'm*er sense- T 1ill as6
st'(ents t! eah 'se al'lat!rs t! 2in( the ans1er t! the
;'esti!ns gi)en+
e-g- 5hat is A2-,0B A4-C0D /AC-900
?!1 l!ng 1ill it ta6e i2 7 ath the *'s at 2:10 "m an( it
arri)es at my h!'se at 2:40 "mD /,0 mins0

Smart *!ar(
?!t Maths $r!gram
Cal'lat!rs
5h!le lass in large irle+
gr!'" (is'ssi!n an( e&"liit
teahing
D%E%L.$M%3T
Ss 1ill (em!nstrate the a*ility t! 1!r6
!!"erati)ely 1ith their "eers
Ss 1ill share i(ea t! (e)el!"
'n(erstan(ing !2 symmetry an( a&is !2
symmetry
Ss 1ill 1!r6 mathematially t! "r!*lem
s!l)e an( e&"eriment 1ith !nrete
materials+ 2D sha"es an( 1hite *!ar(s
an( mar6ers
T 1ill !22er en!'ragement an( s'""!rt
t! all st'(ents an( assist 1ith the
ati)ities
Ss 1ill 'se tehn!l!gy an( !nrete
materials t! assist 1ith their learning
an( ahie)ement !2 !'t!mes an(
1!r6sheets t! assess their in(i)i('al
e)i(ene !2 learning-

504C0
mins
Ss 1ill *e (i)i(e( int! three gr!'"s
41 gr!'" 1ill *e 'sing the 7=L Maths "r!gram
41 gr!'" 1ill *e !m"leting the lines !2 symmetry
1!r6sheet
41 gr!'" 'sing han(s !n materials+ 2D sha"es+ mirr!rs+
1hite *!ar(s+ mar6ers
Ss 'sing the 7=L "r!gram 1ill 1!r6 in "airs+ !m"leting
the ati)ities !n symmetry
T 1ill !22er g'i(ane an( assistane t! Ss 1hile 1!r6ing
!n the la"t!"s
Ss !m"leting the lines !2 symmetry 1!r6sheet+ 'sing a
r'ler t! (ra1 lines !2 symmetry thr!'gh sha"es+ the
letters !2 the al"ha*et an( i(enti2ying sha"es-
T 1ill 1!r6 l!sely 1ith st'(ents+ "r!)i(ing s'""!rt an(
en!'ragement-
Ss 'sing the !nrete materials 1ill *e a*le t! 'se the
sha"es an( res!'res t! (e)el!" their 'n(erstan(ing !n
the !ne"t symmetry
%ah gr!'" 1ill engage in eah !2 the ati)ities "r!)i(e(
2!r the less!n an( 1!r6 1ith their "eers in their learning-
7=L Mathematis $r!gram
La"t!"s
Lines !2 Symmetry 5!r6sheet
#'lers
$enils
2D sha"es
5hite*!ar(s
Mar6ers
La"t!"s
5!r6ing in "airs47=L
5!r6ing in(i)i('ally !r in "airs
2!r the 1!r6sheet
5!r6ing in small gr!'"s 2!r the
T/Ss !nrete materials
CL.S>#%
Ss 1ill (em!nstrate 'n(erstan(ing !2
!ne"t thr!'gh in(i)i('al
re"resentati!n+ 'sing )is'al materials-
T 1ill mar6 Ss 1!r6 an( i(enti2y any
areas !2 !nern-
15
mins
T an( Ss 1ill !me t!gether t! (is'ss 1hat they ha)e
learnt a*!'t symmetry an( a&is !2 symmetry-
St'(ents 1ill *e en!'rage( t! (ra1 lines !2 symmetry
thr!'gh their initials-
e-g- K M A /my initials0
Ss 1ill *e in)ite( t! share 1hat they ha)e 1ritten/(ra1n
1ith their "eers-
5hite*!ar(s
Mar6ers
5h!le Class (is'ssi!n
Student Teachers Evaluation (write reflections on the following):
Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?
Describe the evidence you have for this.
Outline the follow-up to this lesson for the learners.
_________________________________________________________________________________________
Evaluation of Teaching
Identify the teaching strategies learning experiences that were most effective. !xplain why.
Identify the teaching strategies learning experiences that were least effective. !xplain why.
"ow appropriate was the timing throughout the various sections of the lesson? #hy?
Describe how the selection and use of resources supported learning in the lesson.
Identify what motivated the students. !xplain why.
Identify the classroom management strategies that were most effective. !xplain why.
#hat was most satisfying about the lesson?
$ased on these reflections% outline the steps you should now ta&e to improve your teaching in future lessons.
Colleague teachers comments: '(eference could be made% for example% to planning and preparation%
&nowledge of curriculum% organisation% motivation of pupils% strategies used% interaction with students% classroom
management% catering for individual needs% use of resources% etc.)
___________________________________