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Learning Experience Plan

(LEP)

Template for written recording of plan of learning experiences from short (one session/lesson), to medium (series of lessons/unit of work). A range of examples are on your program Moodle site. As necessary, specific information
on how to complete this LEP is provided by your lecturer in a course.

Year
level(s)

Duration

Focus

Implementation
date(s)

Curriculum area(s)

80min

Shapes-Describe and draw two-dimensional shapes, with and without digital


technologies - Drawing two-dimensional shapes with straight sides.

Lesson 3 week 9

Maths (ACMMG042)

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential
Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)
Prior knowledge:
including diagnosis of previous learning experiences)

LMQ1 - What does the learner already know? (Links to prior knowledge & interests

Have played with shapes in prep and year 1


Are familiar that there are many different shapes
Can recognise shapes in their environment

Learning outcomes/standards:

LMQ2 - Where does the learner need/want to be?

(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground
achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development experiences that are offered by a
school, formally and informally, in class and out of class.)

Knowledge & understanding:


(declarative) The learner will know:

DK1: Students will know the features of a variety of two dimensional


shapes.

Learning processes:

Skills: The learner will be able to:

(procedural/do)

PK1: Students will be able to describe a sort a variety of twodimensional shapes


PK2: Students will be able to draw a variety of two-dimensional
shapes with straight sides (polygons).

LMQ3 - How does the learner best learn?

DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I
support individual learners? (Including differentiated teaching for student diversity.)

DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their
development?

Help students to recognise that they have the ability to complete


particular tasks.

Creative thinking- Persevere

This can be achieved with the class by breaking the task down into smaller
parts in a way that helps the students to see that they are gaining the
knowledge to answer each step of the questions and therefore, will be able
to complete the task.

Explain to the students that in order to succeed in this task, the key is
to persevere and this will aid them in gaining knowledge and skills
that may have seemed too difficult to understand or master
previously.

.
Time

15min

Learning procedures

Resources

Assessment & feedback

LMQ5 - What will constitute the learning journey?


LMQ6 - Who will do what?
(Include adjustments in the learning experiences to accommodate learner difference.)

LMQ4 -What resources do I have at my


disposal?

LMQ7 - How will I check to see the learner


has achieved the learning outcomes? (See
also the QSA Assessment Bank.)
LMQ8 How will I inform others?
(Include moderation of teacher judgments
of standards if necessary.)

Phase 1 Introduce, engage, focus, advance organiser, review prior


knowledge, hook
Students in on carpet
Explain rules of maths warm up game lets make it smaller to
students.
Get students to repeat the rules so to comfer understanding.
Pick groups of four (note; dont group students together that will
either argue or will mess around)
Explain to students that they need to keep the noise down or we
will have to stop the warm up games.
Phase 2 Develop skills & knowledge, build, practice, acquire,
integrate, extend, refine
Instruct students to now pack up and go to their desks and get

15Min

out a pencil, rubber and a ruler.


Feed forward lesson focus to students and explain that today
they will be sorting, describing and draw a range of
two-dimensional shapes and l look at the features of the
shapes to identify the number of sides, the number of corners
and whether the sides are straight or curved.

Playing cards with the


bowers and the all
tens out.
Hundreds, tens, ones
sheet.

LMQ7: Through
participation in the warm
up game.

Explain to students that also today they will also be compare


shapes to find similarities and differences and then draw a
range of shapes on paper.
Point out to students that we have been looking at two
dimensional shapes and they have the knowledge and ability
to complete these tasks today
Ask students to look around the room to find three examples of
different two-dimensional shapes, for example a triangle,
square, circle and/or rectangle.
Discuss the shapes that students find and ask: What different
shapes did you find?, Describe a shape you found. How many
sides and corners does it have? Are the sides straight or
curved? Which shapes are similar and which are different?

LMQ7: Through
participation in the
discussion.

Sort shapes
Give students the cut out shapes

LMQ7: through sorting the


shapes correctly

Explain to students that they are now going to examine these


two-dimensional shapes.
Explain to students that they need to look carefully at each
shape to identify the number of sides, the number of corners
and whether the sides are straight or curved.
Ask students to: examine the shapes and count the number of
straight sides and corners on each shape and look for curved
or straight sides on the shapes.

Shape cards

Explain to the students that in order to succeed in this task, the


key is to persevere and this will aid them in gaining knowledge
and skills that may have seemed too difficult to understand or
master previously.
Ask students; which shapes have four corners? What features
do these shapes have that are the same? How could you sort
these shapes?
Explain to students: that they will now sort the shapes into
groups of shapes that have one feature that is the same.
Explain that there is more than one way to sort these shapes, so
you need to decide how you would like to sort them. (Note
15 Min

allow students to choose their own criteria for sorting as this


activity will give students the opportunity to show how much
they already know and understand about the features of twodimensional shapes and the language used to describe these
shapes.
Tell students to now compare and sort the shapes by grouping
them into piles of shapes that have similar features. (Group

LMQ7: Through
participation in the
discussion.

into three piles on different coloured paper)


Ask students; How have you sorted the shapes? Why did you
choose to sort the shapes this way?. How many groups have
you sorted your shapes into?
. Hand out to students Venn diagram.

Venn diagram

LMQ7: through being able


to use Venn diagram
correctly and sort the
shapes correctly.

Tell students they now will now sort the shapes with the help of a
Venn diagram.
Explain to students that a Venn diagram is used to identify
similarities and differences between things such as shapes.
Explain that this Venn diagram has three sections.
Explain that shapes that have only straight sides are to be
placed in the part labelled straight sides. Shapes with only
curved sides are to be placed in the part labelled curved
sides. Shapes that have both curved and straight sides are to
15min

be placed in the section labelled curved and straight sides. .


Ask students to now look at the shapes that they sorted earlier
And sort the shapes according to whether they have straight
sides, curved sides or a combination of both and place them
into the correct part of the Venn diagram explain the
placement of the shapes. and glue the shapes into the correct
part of the Venn diagram.
Drawing polygons
Explain to students that now we will look a drawing polygons
Explain to students that a polygon is a closed, two-dimensional
shape with straight sides. Examples of polygons include:
triangles, rectangles and pentagons.
Put on video polygons (Note: explain to students that this video
shows the features of polygons. It includes information about

Graph paper
Video drawing
polygons

LMQ7: Through drawing


correctly triangle and a
rectangle and two other
polygons of their choice
correctly

quadrilaterals, triangles and regular and irregular polygons.


LMQ8: with the completed
work sheets in their maths
books

After video ask students; what is special about polygons? What


is an example of a polygon? How many sides can polygons
15min

have? How many sides does a triangle have? How many


sides does a quadrilateral have? In what ways are regular
polygons and irregular polygons different?
Show and explain to students how to draw polygons on graph
paper.
Point out to students again that in order to succeed in this task,
the key is to persevere and this will aid them in gaining
knowledge and skills that may have seemed too difficult to
understand or master previously.
Point out to students to remember, polygons have straight sides,
so you must use your ruler to draw them
Show students how to draw a shape on the graph paper using a
ruler to keep the lines straight
Hand out to students the graph paper.
Tell students that they now need to draw on the graph paper a

5min

triangle and a rectangle (which is a type of quadrilateral) and


two other polygons of their choice.
Ask students; Can you describe two of the shapes you have
drawn? Which shapes were more difficult to draw? Which of
your shapes are regular polygons? How can you tell whether

Video - Drawing
polygons on the
compute

your shapes are regular or irregular?


Tell students that today we have drawn two dimensional shapes
on paper but you can also draw two dimensional shapes using
a computer.
Put on video for students Drawing polygons on the compute
Phase 3 Conclude, culminate, draw together, review & summarise key
learning, checks for learning, consolidation, homework/review tasks
After video ends ask students if they have seen or drawn any
shapes using a computer and where; discuss students
answers.
Ask students what are the features of two dimensional shapes
that they have learnt today and discuss
Use this time to clarify any misconceptions that the students may
have.
Instruct students to glue the work sheets they did today in their
maths book and leave on their table and go to lunch

Reflection:

LMQ9 Why has the learner (achieved/)not achieved the learning outcomes (standards)?

(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual
learning issues that need to be addressed.)