Lesson Plan

Day: Thursday Date: 31/8/17 Lesson Duration: 50 min

Year: 11 Strand: Mathematics Specialist Unit 2 Topic: 2.3 Real and Complex Numbers

Curriculum Content Description ACARA Code:

An introduction to proof by mathematical induction
2.3.4 develop the nature of inductive proof, including the initial statement and inductive step
n(n+ 1)(2 n+1)
2.3.5 prove results for sums, such as 1+4 +9++ n2= for any positive integer n
6
2 n+ 4 2n
2.3.6 prove divisibility results, such as 3 3 is divisible by 5 for any positive integer n

Purpose of Lesson
Introduce the topic of mathematical induction and the two-step process for completing a proof by induction.

Students Prior Knowledge & Experience What the students already know about the topic
Students have been introduced to mathematical proofs in Unit 1.
Students have recently completed the topic of proof by exhaustion.

Learning Objectives On completion of the lesson students will be able to:

Objective Blooms Taxonomy Level of Complexity
1 Define the two-step process for mathematical induction. Understand
2 Apply the process of mathematical induction to prove statements containing the sum of a series of Apply
terms and statements about divisibility.

Evaluation How will you know the lesson objective has been achieved
1 Students will complete and hand in the exercises in the textbook associated with mathematical induction.

Preparation & Resources

Students will need: Textbook: Mathematics Specialist Units 1 & 2, 1st Edition, A.J. Sadler.
Teacher will prepare:

Catering For Diversity what adjustments or considerations will be made to ensure equitable outcomes for all students
Prior to the class I will have a discussion with the teacher to identify if there are any students with special needs/requirements with respect
to adjusting the learning experience or the learning environment and if there are any students on an Individual Education Plan or Behaviour
Management Plan.

Timing Lesson Experience

1. Introduction how will I engage the students?
5 mins Write statement on board discuss methods of proofs by contradiction or exhaustion not adequate so need new
method.
Introduce proof by mathematical induction
2. Sequence of learning activities how will the students gain the skills and knowledge to meet the lesson objectives?
30 mins Describe two-step process
Ladder analogy
Define process in mathematical terms using Proposition terminology
Work through example sum of series of terms
Highlight importance of conclusion at end of each step and final conclusion
Recap process
Discuss method of proof will always be specified in the question
Work through example divisibility
Mention different formats of these questions
15 min Textbook exercise Exercise 12C Q2 page 251
Provide support if students are struggling then work through on board
Students to continue working through exercises in textbook
3. Conclusions summarise the learning and relate it to learning objectives
We now know that proofs by mathematical induction are a two-step process where we first prove P(1) then prove that if P(k)
is true then P(k+1) is true. We use proof by mathematical induction to prove statements containing a sum of a series of
terms and divisibility statements.

Lesson Evaluation reflect on what did/didnt work, what would you change, why?
How did I feel the lesson went?

I was pleased with the way the lesson went. I was more relaxed than the first lesson I had previously taught, so didnt talk so fast. I made
one mistake in my working whilst showing an example problem and was able to turn it into a teaching opportunity where I prompted the
students to determine where I went wrong and what I should have done.

The students were very responsive throughout the lesson, asking questions or asking me to clarify notes. When I prompted them for input
all but one of the students (a particularly introverted student) engaged on more than one occasion.

I felt that by the conclusion of the lesson the students had gained an understanding of a new concept and were comfortable to apply this
knowledge independently to exercise problems. They also showed they were comfortable to approach me for help as they needed it.
Were potential problems predicted?

I didnt realise how long it would take the students to copy my notes from the board. I soon learned I had to stop periodically and let them
catch up. This additional time needs to be factored into my lesson planning and I think I need to adjust the way I write notes on the board
by planning meaningful chunks or sections that I write up, so I am pausing at the end of a chunk rather than midway through.

After the lesson, I spoke to some teachers about the techniques they utilise for note taking. Some of the suggestions I am interested to
further research include the method of Cornell notes, the use of technology for displaying partial notes where the students fill in the blanks
and the creation of printed handbooks for each topic which contain the notes and have blank spaces for the students input/working.
What were the most effective elements of the lesson? Why?

I made an effort to learn the students names prior to the class and felt this established a connection with them at the start of the lesson. I
also commented on a students piano playing at assembly which appeared to be appreciated by the student.

My method of teaching is very interactive. As I work through examples on the board, I continually prompt students with statements like: tell
me what I do next, what do I write next, what do I need to remember, is this correct, is this sufficient for full marks? This approach worked
well for this lesson as it was a small group of stronger students. I believe they were engaged in the lesson because of this teaching
approach.

I utilised a visual analogy of rungs on a ladder as an example to help explain the theoretical concept of induction. The numerous nods from
the students as I was explaining indicated it was a useful approach that helped them understand the process.
What were the least effective elements of the lesson? Why?

The process of writing notes on the board and then waiting for the students to write them down took longer than I thought and I felt it
interrupted the momentum of my explanation. I have learned that students will transcribe everything I write, so I need to think about the
core information they need to refer back to and limit my notes to this essential information.
Was your lesson plan effective for managing the class? How did your students react? Was there a high level of participation?

My lesson plan was crucial to the success of the class. The methodical approach laid out in my plan scaffolded knowledge by building up an
understanding through explanation and analogy, stating the theory, then modelling applications of the theory. The students were
responsive and engaged which was demonstrated by the constant input and questions over the course of the lesson.
Were you satisfied with your timing?

It took me longer than expected to cover the theory so it didnt leave much time for the students to have a go at independently solving a
practice problem. I tend to use this independent work time to gauge how well they have understood the theory, so didnt get the
opportunity to do this.
If I were to repeat the lesson what would I change? How could I improve it?

I need to revise my process of writing notes on the board. Specifically, I need to reduce the content written up on the board to the core
information and look into alternate methods of giving the students the necessary information.

During the lesson, I modelled the working for two distinct types of problems where proof by mathematical induction is applicable. In the
future, I would split the topic into two lessons. The first lesson would cover the theory and an example of only one of the types of
questions. This would allow more time for the students to attempt the problems independently and for me to identify any
misunderstandings or difficulties. The second lesson would be a recap of the theory and then an introduction to the second type of
application.