Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Maths – Algebra Techniques Stage 5.2 341-324
Date: Location Booked: Lesson Number: 1 / 3

Time: 60 minutes Total Number of students Printing/preparation

24 Class set of Laptops
Kahoot Quiz
PP Slides
Monopoly money
Worksheets

Outcomes Assessment Content

Syllabus outcomes Lesson assessment Apply the four operations to simple algebraic fractions
Sumative – using the with numerical denominators (ACMNA232)
› selects appropriate notations and Kahoot to determine
conventions to communicate students’ level of • simplify expressions that involve algebraic fractions
understanding of with numerical denominators,
mathematical ideas and solutions Algebra.
MA5.2-1WM 
 Formative – evaluation
eg
of student work in
 connect the processes for simplifying expressions
groups and of the
› constructs arguments to prove and output of students involving algebraic fractions with the
work. corresponding processes involving
justify results MA5.2-3WM 
 numerical fractions (Communicating, Reasoning)

Life Skills outcomes

No related outcome

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Aboriginal and Torres Strait Islander History
and Culture.
 Critical and Creative thinking
 Numeracy
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active 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 criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Deep This lesson aimed to develop students’ deep understanding of algebra. By focusing on
understanding where algebra is used and how it affects their life. This is done through exercises like Think,
Pair, share surrounding where algebra is used and other hands on exercises that have
students physically solve problems.
2.2 Engagement The lesson aims to have a high engagement level for the students. This is achieved by using
technology in the classroom (Kahoots), self-directed tasks (Think, Pair, Share), tactile tasks,
competition to development team working skills and to give students a stake in their
learning.
3.1 Background Students are encouraged and required to draw on their background knowledge to complete
knowledge the tasks assigned to them.
Time Teaching and learning actions Organisation Centred
T/S
5 min Introduction: Teacher: Welcome class, instruct students to
(5min) PCS complete ‘Do Now activity’, Mark roll.
Purpose – to introduce the new topic of algebra
Content – Kahoot, where is algebra used?, Game Student: Settle into class and complete ‘Do Now
of Algebra, Real world algebra challenge, Review activity’
Skills – Numeracy, Problem solving

Do Now – Students are to do a quick 5 min task to Resources:

get them in the class and settled ready for the
lesson.
This lesson, students are to log into Kahoot for a
5 min warm up game based on algebra. Students
can use either their mobile phones or a school
laptop.
Students are asked to use their real names.

10 min Class is to work through a 5 min Kahoot. Where Teacher: Facilitate the Kahoot game
(15min) questions are based on algebra questions that
are typically asked during stages 2 to 5. This is Student: To work on the Kahoot quiz
used by the teacher to assess the level of
individual students in the class. Resources: Laptops/ Students’ mobile phones,
https://create.kahoot.it/share/algebra-what-do- Kahoot game
you-know/91ed3c47-fd36-49a9-9632-
e9f1298f925e

5 min Introduction on where algebra is used. Teacher: Play the video to students
(20min) During the video students are asked to pick a few
applications of algebra and write them down. Student: watch video
https://www.youtube.com/watch?v=FJ8tprGELds
Resources:
https://www.youtube.com/watch?v=FJ8tprGELds

10 min Think, pair, share exercise. Teacher: Facilitate Think, Pair, Share exercise.
(30min) Students are to think and write down Teacher: will organise groups of “Game of
applications of algebra. These can be from the Algebra”, the groups will be sorted from the
video or their own observations. results of the kahoot done at the beginning of the
Think - Students are given 2 min to think and class. Groups are to have a mix of abilities and
write down their example. classroom politics is also to be taken into
Pair - Students are then given 2 min to share with consideration (who will not work well with each
a friend next to them. other).
Share - During the share section of the exercise
students will create a mind map on the smart Student: Work through the exercise. When
board giving their examples. sharing, students will add their examples to the
mind map.
This mind map will then be saved and put in the
class’ online classroom for students to review Resources: Smart board, mind map power point
later. slide

10 min “Game of Algebra” Teacher: Explain the concept ‘Game of Algebra’

(40min) Students are to sit in their groups. to students. Split students up into their houses.
Students are instructed on the game that will be
played through out this topic, “Game of Algebra”. Students: will sit in their houses and get ready to
During the topic students are to work together to play their first round of ‘Game of Algebra’
see which house will sit on the Algebra Throne by
completing tasks each lesson and earning points Resources: Power point slides
towards their house. The houses are:
Stark, Lannister, Targrayen and Baratheon.
Each house also has a slogan.

Stark – When adding or subtracting a term in

algebra, the sign belongs to the term that
follows.
Lannister – only like terms can be added or
subtracted.
Targrayen – Pronumerals can represent negative
numbers as well as positive numbers.
Baratheon – When multiplying or dividing.
Multiply or divide the number first, then the
pronumeral.

Students are given time to write their house

slogan and others into the worksheet.
15 min Word problems, Teacher: needs to make the connection to
(55min) This task is to be done in their groups. The tasks algebra if the students don’t make the
will be hands on and tactile tasks surrounding a connection clear in their response.
written problem that each group will get. The
groups are then asked to solve the problem and Student: are to work through exercises that are
explain how they solved the problem to the class. designed for them to use algebra in everyday
contexts.
House points are awarded to each house based
on if they got a correct answer, if they linked it to Resources: Handouts
algebra and if they got it all correct.
5 min Concluding lesson Teacher: is to sum up what the students have
(60min) learned during the lesson.

Student: Listen to teacher then when given

instruction are to clean the room and stand
behind their chairs until dismissed.

Resources: Nil
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA5.2-1WM These will be assessed by the solutions students develops
MA5.2-3WM to the word problems given.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
3.1 Establish This lesson provides students with the learning purpose, content and
challenging skills or the lesson at the beginning. Which establishes clear learning goals
for the students. The lesson also creates challenging learning
learning
environment by giving students challenges to design a solution based on
goals previous knowledge.
2.2
 This lesson delivers an introduction to the topic of algebra and sets it up
Content in a coherent way that starts with prior knowledge, develops student
understanding of algebra in the real world. It then grounds this
selection
knowledge is real world practical examples.
and
organisation

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
NA
References (In APA)
You must list all references that you have used for the content and resources of this lesson
in this space.
Youtube: https://www.youtube.com/watch?v=FJ8tprGELds
Real world hand out questions from: Maths-Aid.com
Maths-Aid, (2019). Maths aid, Dynamically Created Maths Worksheets. Retrieved From
http://www.math-aids.com/

Resources Attached:
You must list all the resources that you have created or found in this space.
Kahoot: https://create.kahoot.it/share/algebra-what-do-you-know/91ed3c47-fd36-49a9-9632-e9f1298f925e
Power Point – Presentation
Algebra real world - Handout

Algebra in the real world

1. After paying six dollars for the pie, Dan has ninety - nine dollars
left. How much money did he have before buying the pie?
2. After eating at the restaurant, Jessica, Jason, and Sara decided to
divide the bill evenly. If each person paid twenty - six dollars,
what was the total of the bill?
3. Last week Benny had forty - three dollars. He washed cars over
the weekend and now has eighty dollars. How much money did
he make washing cars?
4. How many packs of DVD's can you buy with one hundred thirty -
two dollars if one pack costs twelve dollars?
5. Benny received seventy dollars and eight movie tickets for his
birthday. He went to
a sporting goods store and bought a
baseball glove, baseball, and bat. He had
forty - four dollars left
over, how much did he spent on the baseball gear?

6. Fred had 169 dollars to spend on 9 books. After
buying them he
had 16 dollars. How much did each book cost?
7. Tim spent half of his allowance going to the movies. He washed
the family car and earned an extra 7 dollars. What is his weekly
allowance if he ended with 11 dollars?
Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Maths – Algebra Techniques Stage 5.2 341-324
Date: Location Booked: Lesson Number: 2 / 3

Time: 60 minutes Total Number of students Printing/preparation

24 PP Slides
Work sheets

Outcomes Assessment Content

Syllabus outcomes Lesson assessment Apply the four operations to simple algebraic fractions
Formative – through
› selects appropriate notations and the worksheet and
with numerical denominators (ACMNA232)

conventions to communicate their understanding of • simplify expressions that involve algebraic fractions
cross multiplication with numerical denominators,
mathematical ideas and solutions through their story.
MA5.2-1WM 

eg

 connect the processes for simplifying expressions

› constructs arguments to prove and involving algebraic fractions with the
corresponding processes involving
justify results MA5.2-3WM 
 numerical fractions (Communicating, Reasoning)

› simplifies algebraic fractions, and

Apply the four operations to algebraic fractions with
expands and factorises quadratic
pronumerals in the denominator
expressions MA5.2-6NA 
 • simplify algebraic fractions, including those involving
Life Skills outcomes indices, eg
No related outcome
• simplify expressions that involve algebraic fractions,
including algebraic fractions that involve pronumerals
in the denominator and/or indices,
eg

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Aboriginal and Torres Strait Islander History
and Culture.
 Critical and Creative thinking
 Numeracy
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active 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 criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Deep Students are to develop a deep understanding of how to add and subtract fractions using
understanding the cross multiplication method. This is done using a variety of techniques, direct
instruction, storytelling and practice with the question type.
2.2 Engagement The lesson in designed to be engaging to all students by presenting the work in interesting
and different ways that will get the students interested in the task. The game at the
beginning of the lesson is designed to get students motivated in and engaged in the class.
3.6 Narrative The lesson uses narrative as one of the key learning activities that the students will
undertake. The narrative presented to the students and the subsequent narrative they
develop around cross multiplication method for adding and subtraction fractions.
Time Teaching and learning actions Organisation Centred
T/S
5 min PCS Teacher: Welcome class, instruct students to
(5min) Purpose – Algebra and fractions complete ‘Do Now activity’, Mark roll. Correct
Content – Game of Algebra – Draw Swords, any misunderstandings or incorrect information
Adding and subtracting fractions, Fraction surrounding Factors and Common multiples.
practices, Role play
Student: Settle into class and complete ‘Do Now
Do now: Think, pair, share activity’
What is a factor of a number?
What is a Common multiple? Resources:
Can you give an example of each?

10 min Review exercise: Factorising and common Teacher: Facilitate the Draw Swords game
(15min) multiples
“Game of Algebra’ Play Draw Swords. Three Student: participate in the game.
rounds.
Rules: Resources: Whiteboard and 8 Markers
Two students from each house are to stand with
their back facing the white board and a white
board marker under each arm.
When the teacher says go, the students are to
turn around draw their marker and find the
factors of the number on the board.
First two students to finish get a point for their
house.
This it to be done three times so all students
have a turn.

10 min Explanation on cross multiplication – addition Teacher: Explain the cross multiplication method
(25min) and subtraction for adding and subtracting fractions.
Teacher is to explain the cross multiplication
method for adding and subtracting fractions and The teacher must also explain why this method
give a few examples of how it is done. is taught. Eg. It is easier to use when there is an
unknown in the denominator, you can’t find a
𝒂 𝒂 𝟑𝒂 𝒂 𝒃 𝒃 𝟐𝒂 𝟒𝒂 common multiple or there are sums as part of
+ , + , − , −
𝟐 𝟑 𝟐 𝟑 𝟒 𝟓 𝟐 𝟑
the numerator or denominator.
𝟐𝒂𝒃 𝟔 𝟒𝒂𝒃 𝟐𝒃 𝟑 𝟏 𝟐𝒂 𝒂
+ , + , − , − Student: Listen and take notes on adding and
𝟑 𝟐𝒃 𝟒𝒂 𝟑𝒂𝒃 𝒂 𝟐𝒂 𝟑𝒃 𝟒𝒃
subtracting fractions
Teacher is to keep referring to the house slogans
and asking the students to repeat the slogan Resources:
when asked.

10 min Students are to work on problems involving Teacher: walk around to students and help with
(35min) cross multiplication method for adding and any questions.
subtracting fractions. Questions are to increase
in difficulty. Students: are to work through exercises on cross
Students are encouraged to help their other multiplication method for adding and
house members understand the concept and subtracting fractions
complete the work.
Resources: Handouts, extension handout
Extension to 5.3, Add and subtract algebraic
fractions including those with Binomial
Numerators. (Students must know how expand
brackets)

5 min Story telling Teacher: Initially explain to students that we will

(40min) Teacher is to explain the cross multiplication now use an Indigenous way of teaching to
method through a story. (Show slideshow). explain the concept. This is through story telling.
Slide 1: Eddard and Catelyn were living in Explain why that is a significant part of their
Winterfell. culture. Tell a story that will line up with how
Slide 2: When King Robert Baratheon and Cersei the cross multiplication method works for
Lannister came to visit adding and subtraction fractions.
Slide 3: King Robert and Eddard were old friends
and fought in many wars together. Student: To listen to the story
Slide 4: Now King Robert and Cersei were
married Resources: Power point slides
Slide 5: and so were Eddard and Catelyn.
Slide 6: when they meet in Winterfell they had
strong ties with each other and greeted like old
friends. However this fatal meeting would
change the whole dynamic. When King Robert
and Eddard die, the balance changes and the
seven kingdoms fall into…..
Slide 7: War

15 min In their houses, students are to develop a little Teacher: visit groups and work with them to
(55min) story to explain how to use the cross help develop their own story about cross
multiplication method for adding and multiplication.
subtracting fractions. Groups role play their
stories to the class. Students: Sit in their houses and develop a story
about cross multiplication.

Resources: Power point slides,

5 min Concluding lesson Teacher: Sum up what the students have learned
(60min) during the lesson.

Students: Listen to teacher. Then when given

instruction, are to clean the room and stand
behind their chairs until dismissed.

Resources: Nil
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How to creating lessons that, challenge students to create meaningful connections in

maths.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA5.2-1WM These will be assessed by the solutions students develops
MA5.2-3WM to the problems given.
MA5.2-6NA Students will be assessed on the how well they simplify
fraction given to them on the work sheet.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Standards Evidence within this lesson

3.1 Establish This lesson provides students with the learning purpose,
challenging learning content and skills or the lesson at the beginning. Which
establishes clear learning goals for the students. The lesson
goals
also creates challenging learning environment by giving
students challenges to design a solution based on previous
knowledge.
1.4
 Strategies for One of the key learning activates in this lesson plan it the story
teaching Aboriginal telling activity that students undertake to explain how cross
multiplication is an example of using 8-ways of aboriginal
and Torres Strait
learning.
Islander students

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
NA
References (In APA)
You must list all references that you have used for the content and resources of this lesson
in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.
Power Point – Presentation
Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Maths – Algebra Techniques Stage 5.2 341-324
Date: Location Booked: Lesson Number: 3 / 3

Time: 60 minutes Total Number of students Printing/preparation

24 PP Slides
Work sheets

Outcomes Assessment Content

Syllabus outcomes Lesson assessment Apply the four operations to simple algebraic fractions
Formative – through
› selects appropriate notations and the worksheet and
with numerical denominators (ACMNA232)

conventions to communicate their understanding of • simplify expressions that involve algebraic fractions
cross multiplication with numerical denominators,
mathematical ideas and solutions through their story.
MA5.2-1WM 

eg

 connect the processes for simplifying expressions

› constructs arguments to prove and involving algebraic fractions with the
corresponding processes involving
justify results MA5.2-3WM 
 numerical fractions (Communicating, Reasoning)

› simplifies algebraic fractions, and

Apply the four operations to algebraic fractions with
expands and factorises quadratic
pronumerals in the denominator
expressions MA5.2-6NA 
 • simplify algebraic fractions, including those involving
Life Skills outcomes indices, eg
No related outcome
• simplify expressions that involve algebraic fractions,
including algebraic fractions that involve pronumerals
in the denominator and/or indices,
eg

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Aboriginal and Torres Strait Islander History
and Culture.
 Critical and Creative thinking
 Numeracy
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active 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 criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Deep Students are to develop a deep understanding of how to add and subtract fractions using
understanding the cross multiplication method. This is done using a variety of techniques, direct
instruction, story telling and practices with the question type.
2.2 Engagement The lesson in designed to be engaging to all students by presenting the work in interesting
and different ways that will get the student interested in the task. The game at the
beginning of the lesson is designed to get students motivated in and engaged in the class.
3.6 Narrative The lesson uses narrative as one of the key learning activities that the students will
undertake. The narrative presented to the students and the subsequent narrative they
develop around cross multiplication method for adding and subtraction fractions.
Time Teaching and learning actions Organisation Centred
T/S
5 min PCS Teacher: Welcome class, instruct students to
(5min) Purpose – Algebra and fractions complete ‘Do Now activity’, Mark roll. Correct
Content – Game of Algebra – Algebra Trivia, any misunderstandings or incorrect information
Multiplication of fractions, examples, create surrounding Factors and Common multiples.
story, Division of fractions, examples, Story
creation Student: Settle into class and complete ‘Do Now
activity’

Resources:
10 min Review exercise: Cross multiplication – addition Teacher: Facilitate the Algebra Trivia game
(15min) and subtraction
Play Algebra trivia Student: participate in the game.
Rules
Game is played in house teams Resources: Slips of paper, Power point slides
Each student gets a trivia slip and must answer a
question on the slip.
6 rounds, each round has one question asked,
only one student from each group can answer
the question.
Each round has 1 min for the question to be
asked and answered.
Each correct answer gets one point and the
fastest team to answer gets 2 extra points

5 min Explanation on multiply of fractions Teacher: Explain the method for Multiplying
(20min) Teacher is to explain the how to multiply fractions.
fractions and give a few examples of how it is
done. Teacher is to keep referring to the house Student: Listen and take notes on Multiplying
slogans and asking the students to repeat the fractions.
slogan when asked.
Resources:
𝟑𝒂 𝒂 𝒂 𝟒𝒂 𝒃 𝒃 𝟐𝒂 𝟒𝒂
× , × , × , ×
𝟒 𝟑 𝟐 𝟑 𝟒 𝟓 𝟐 𝟑

𝟐𝒂𝒃 𝟔 𝟒𝒂𝒃 𝟐𝒃 𝟑 𝒃 𝟐𝒂 𝒂
× , × , × , ×
𝟑 𝟐𝒃 𝟒𝒂 𝟑𝒂𝒃 𝒂 𝟐𝒂 𝟑𝒃 𝟒𝒃

5 min Students are to work on problems involving Teacher: Walk around to students and help with
(25min) methods for multiplying fractions. Questions are any questions.
to increase in difficulty.
Students are encouraged to help their other Students: Work through exercises on multiplying
house members understand the concept and fractions
complete the work.
Resources: Handouts
Extension to 5.3: Students that finish early can
get the second hand out with more difficult
problems.

10 min In their houses, students are to develop a little Teacher: Visit groups and work with them to
(35min) story to explain how to use the cross help develop their own story about cross
multiplication method for multiplying fractions. multiplication.
Two groups role play their stories to the class.
Students: Sit in their houses and develop a story
about cross multiplication.

Resources:
5 min Explanation on dividing fractions Teacher: Explain the method for dividing
(40min) Teacher is to explain the how divide fractions fractions.
and give a few examples of how it is done.
Teacher is to keep referring to the house slogans Student: Listen and take notes on dividing
and asking the students to repeat the slogan fractions.
when asked.
Resources:
𝟑𝒂 𝒂 𝒂 𝟒𝒂 𝒃 𝒃 𝟐𝒂 𝟒𝒂
÷ , ÷ , ÷ , ÷
𝟒 𝟑 𝟐 𝟑 𝟒 𝟓 𝟐 𝟑

𝟐𝒂𝒃 𝟔 𝟒𝒂𝒃 𝟐𝒃 𝟑 𝒃 𝟐𝒂 𝒂
÷ , ÷ , ÷ , ÷
𝟑 𝟐𝒃 𝟒𝒂 𝟑𝒂𝒃 𝒂 𝟐𝒂 𝟑𝒃 𝟒𝒃

5 min Students are to work on problems involving the Teacher: Walk around to students and help with
(45min) method for dividing fractions. Questions are to any questions.
increase in difficulty.
Students are encouraged to help their other Students: Work through exercises on dividing
house members understand the concept and fractions
complete the work.
Resources: Handouts
Extension to 5.3: Students that finish early can
get the second handout with more difficult
problems

10 min In their houses, students are to develop a little Teacher: visit groups and work with them to
(55min) story to explain how to use the method for help develop their own story about dividing
dividing fractions. Two different groups role fractions.
play their stories to the class.
Students: sit in their houses and develop a story
about dividing fractions.

Resources:
5 min Concluding lesson Teacher: Sum up what the students have learned
(60min) during the lesson.

Student: Listen to the teacher then when given

instruction are to clean the room and stand
behind their chairs until dismissed.

Resources: Nil
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

How to creating lessons, that challenge students to create meaningful connections in

maths.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA5.2-1WM These will be assessed by the solutions students develops
MA5.2-3WM to the problems given.
MA5.2-6NA Students will be assessed on the how well they simplify
fraction given to them on the work sheet.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Standards Evidence within this lesson

3.1 Establish challenging This lesson provides students with the learning purpose,
learning goals content and skills or the lesson at the beginning. Which
establishes clear learning goals for the students. The lesson
also creates challenging learning environment by giving
students challenges to design a solution based on previous
knowledge.
1.4
 Strategies for One of the key learning activates in this lesson plan it the story
teaching Aboriginal and telling activity that students undertake to explain how cross
Torres Strait Islander multiplication is an example of using 8-ways of aboriginal
learning.
students

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
NA
References (In APA)
You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.
Justification
In designing this lesson plan, there has been a focus on creating lessons that
are engaging to students, bring relevance to the topic and include technology. In
order to achieve this, many teaching strategies and pedagogies have been used
including 8-ways of learning, High Impact Teaching Strategies (HITS), Quality
Teaching Elements, Professional Teaching Practices, SOLO Taxonomy and research
into beneficial teaching strategies.

This series of lesson plans uses technology to help engage students and also
deliver content at a faster rate. The initial lesson uses a Kahoot to do two things, get
the students thinking about Algebra and making it a fun experience for them. But it
is also used by the teacher as a formative assessment to gauge what level the
students are working at when it comes to Algebra. The results are also used to sort
students into mixed ability groups. This can be beneficial as more capable students
can help less capable students learn and awaken mental functions that have not yet
developed fully (Goos, Stillman, Vale, 2007). This grouping also benefits gifted and
talented students as it allows them to strengthen their understanding of particular
topic of skill.

The slides that are developed for each lesson are also used to engage
students and present key information. This is so that the students’ cognitive load is
not overloaded (Sweller, 2012). The main purpose of the slides is to provide a visual
reference for the class discussion. The last part of technology used in the lessons is
the use of smartboards and class sharing software like Google classroom. This allows
work done in the class to be available to students throughout the year and anywhere
they are studying. This strategy and use of technology has benefits to students that
were absent during the class or for revision before tests.

Over the course of the three lessons, there is an aim to have the students
understand the relevance of algebra and where it is used in their everyday life. The
relevance of algebra is the main focus of the first lesson, this give students grounding
in the topic and alos students to create a reason for learning the topic. The lesson
plan first aims to show students that they have been using algebra since primary
school, by using the kahoot activity. The Kahoot quiz uses questions from Stage 3
through to Stage 4 and gives the students a grounding and refresher in the topic.
Next a video on everyday uses of algebra along with a think, pair, share exercise is
used to demonstrate and get students thinking about where algebra is used. Finally
the main task the students conduct is a practical hands on task that gets the students
working on algebra problems that they may face in their life. These tasks are
designed to be solved with tactile objects such as monopoly money. This is beneficial
to students as it allow them to develop links between the real world and the maths
they are doing in class. Developing this link to the real world is another way the
lesson plans are following best practices outlined in the Quality Teaching Framework
(Department of education and training [DET], 2003).

In lesson two, the teacher is required to give a reason as to why this method
is taught. The reason this is done it to give students the relevance and purpose for
this method of solving sums with fractions. By doing this, the teacher can increase
the relevance of the lesson and the engagement of the lesson as students are given a
reason to learn this material.

The level of engagement for these lessons is designed to be high with an

overall theme designed to get students interested in the topic and useful games for
students to practice maths in a fun manner. Finally different methods of teaching are
explored and give students a different approach to learning maths. Engagement is a
key strategy and is shown to improve students behaviour and learning in a class. It is
highlighted in many documents such as High Impact Teaching strategies (HITS)
(Department of education and training [DET], 2017)
or the QTF (DET, 2003) as a key learning strategy. The overall theme of the lessons is
designed around the popular television show and books ‘Game of Thrones’. By using
this pop culture reference throughout the unit, it is hoped that students will become
as engaged with the content as they are with the television show.

The games played each lesson play a few functions within the lesson. First
they are designed to be engaging and fun for the students. Second they give the
students a bit of friendly competition to encourage students to do their best. Thirdly
they give a different format for students to practice problems rather than the
traditional textbook approach. Finally the games allow the teacher to conduct
informal assessments on students.

The last strategy used to get students engaged in the lesson is how stories
are used to help students understand the concept of cross multiplication and the
steps involved. This strategy is a part of the 8-ways of Aboriginal Learning Pedagogy
(Pain Australia, 2012) and is considered an important method for Indigenous people
to learn new skills or concepts. This concept of storytelling in maths allows for
students of Indigenous backgrounds to feel more included in the classroom and is
shown to benefit Indigenous students’ learning (Price, 2015). This strategy also
brings the cross-curriculum priority ‘Aboriginal and Torres Strait Islander history and
culture’ into the lesson.

These three lessons were designed using the SOLO Taxonomy (Bromley,
2015) which has four levels: Unistructural, Understanding, Relational and Extended
abstract. The set of lessons start off with all students in the Unistructural stage by
defining and identifying what and where algebra is. In this stage, students can
preform one singular concept at a time. The different tasks and games in the first
lesson aim to achieve this by allowing students to practices singular skills, for
example factorising. The second and third lessons aim to move students into the
second level, ‘Understanding’, by getting students to develop a new skill while
combining others in the process. By the end of the lessons, students should be in the
‘Relational’ level of the SOLO Taxonomy. This will be evident by how well the
students relate the new and previously learned concepts used to solve the addition,
subtraction, multiplication or division of fractions. Finally the lessons aim to push
students in the final level, ‘Extended Abstract’, by developing a deep understanding
of the concepts. This is achieved by getting the students to create their own story
surrounding operations with fractions and hence developing a relational level of
understanding to the concept.
Australian Institute for Teaching and School Leadership. (2017). Learning intentions
and success criteria [Brochure]. Retrieved from https://www.aitsl.edu.au/
docs/ default-source/feedback/aitsl-learning-intentions-and-success-criteria-
strategy.pdf?sfvrsn=382dec3c_2

Bromley, M. (2015). The SOLO Taxonomy. SecEd, 2015(24), 8-9.

Department of education and training. (2003). A classroom practice guide. Retrieved

from http://mscplc.weebly.com/uploads/4/8/0/8/4808031/
quality_teaching_guide.pdf

Department of education and training.(2017).High Impact Teaching Strategies:

Excellence in Teaching and Learning. Retrieved from
https://www.education.vic.gov.au/Documents/school/teachers/support/high
impactteachstrat.pdf

Gibbons, P. (2002). Scaffolding Language Scaffolding Learning: Teaching Second

Language Learners in the Mainstream Classroom. Portsmouth, New
Hampshire: Heinemann

Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics:
Research and practice in the 21st century. Sydney: Allen & Unwin.

Mensah, Felicia Moore. (2011). A case for culturally relevant teaching in science
education and lessons learned for teacher education. Journal of Negro
Education, 80(3), 296-309,437.

Pain Australia. (2012). 8 Aboriginal Ways of Learning Factsheet.

Retrieved from https://www.painaustralia.org.au/static/uploads/files/8-
aboriginal-ways-of-learning-factsheet2-wfklwmnralub.pdf

Price, K. (2nd Ed). (2015). Aboriginal and Torres Strait Islander education: An
introduction for the teaching profession. Port Melbourne, Australia:
Cambridge University Press.

Sweller, J. (2012). Human cognitive architecture: Why some instructional procedures

work and others do not. In K. R. Harris, S. Graham, & T. Urban (Eds.), APA
educational psychology handbook (pp. 295-325). Washington, DC: American
Psychological Association.