Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 8 Time:10:00 10:30am Date: 20/3/2015

Students Prior Knowledge:

Learning Area: Mathematics Geometric Reasoning

Strand/Topic from the Australian Curriculum:
Investigate conditions for two lines to be parallel and solve
simple numerical problems using reasoning. Define and
identify the relationships between alternate, corresponding
and co-interior angles for a pair of parallel lines cut by a

Angles on a straight line, angles at a point and

vertically opposite angles (ACMMG141)
Conditions for two lines to be parallel (ACMMG164)
Geometric constructions using rule, compass and
protractor.
Basic ICT skills keyboard, mouse, web browser.

transversal. ACMMG164.e2
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
creative thinking
X
X
competence X

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
Asia and Australias engagement with Asia
histories and cultures
Proficiencies:(Mathematics only) Understanding and Fluency

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Identify vertical, corresponding, alternate interior, alternate exterior, consecutive interior pairs
Recognise complementary, supplementary and equivalent angle pairs
Confidently navigate and utilise an e-learning resource
Teachers Prior Preparation/Organisation:
Introduction and lesson overview prepared as a Presi
slideshow. Lesson e-billboard link (Padlet) embedded in
Weebly site. Teaching animations embedded in Weebly
site. End-of-lesson e-quiz link embedded in Weebly site.
Student iPads, laptops available otherwise book computer
lab. Whiteboard and marker pens as backup plan if ICT
outage.

Provision for students at educational risk:

Seat close to teacher if students have mobility,
cognitive or visual needs. Teachers aide if needed
otherwise buddy-up with supportive class-mates.
Extension students can explore the mathisfun website
for additional engagement.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
What will the students need to work on in the next lesson?
Was the activity helpful and useful?
What tasks did the students find difficult?
Teacher self-reflection and self-evaluation:
Anecdotal notes will be kept on:
Were the students interested in the lesson that you presented them with?
Did the ICT enable differentiated learning through enhanced engagement
Did each student participate?
Were all objectives met?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
7mins

Motivation and Introduction:

Resources/References

Students navigate to Weebly site and find Lesson 2

Teacher gives running commentary as Presi lesson map is played,
elaborating on the Presi content and the purpose of the lesson in building
scaffolding for progression in Geometric Reasoning

Embedded Presi.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

3mins

Establish prior learning about complementary angles, supplementary angles,

protractor use and compass bearings through a class Padlet session.

Embedded Padlet
hyperlink

12mins

Learning animations are tested in turn 1 x mathisfun and 2 x Geogebra.

Teachers move through computer lab and provide assistance as requested or
needed.

Embedded html links for

the animations

Lesson Closure:(Review lesson objectives with students)

5mins

End-of-lesson e-quiz is attempted (ungraded). Teacher-led Q-andA

Thatquiz hyperlink

Transition: (What needs to happen prior to the next lesson?)

3mins

Students are invited to utilise the embedded mathisfun.com links for homebased study. Any screenshots or blog postings captured and saved to
students data storage (portable or server-based). Students logout and move
out to other classes.
Assessment: (Were the lesson objectives met? How will these be judged?)

LO1 and LO2 end of lesson formative assessment (online quiz) and
teacher-led Q-and-A.
LO3 achieved by reaching lesson ICT endpoint.