Lesson Plan For Maths

19457895 APOORVA PATWA
Lesson Plan 1
Topic area: Algebra Stage of Learner: Stage 5 Syllabus Pages:369
Date:22/03/2019 Location Booked: Computer Lab Lesson Number: 1 /6
Time: 60 minutes Total Number of students 25 Printing/preparation: Some red,
Blue and yellow cards, computer system
printing of practice sheets.
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Formative assessment Students revise the sums, Work in groups, help each
MA5.2-1WM selects appropriate products, division of other.
pronumerals, simplifying
notations and conventions to
expressions, like terms, unlike
communicate mathematical ideas terms, expanding and
factorising algebraic
and solutions
expressions.
Life Skill Outcomes:
MALS-1WM
responds to and uses mathematical
language to demonstrate
understanding
MALS-3WM
uses reasoning to recognize
mathematical
relationships
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Numeracy Students revise fractions, factorisation,
expansion.
Personal and social capability Students work in group and help each other.
Students use the computer systems to play the

Information and communication technology
game.
capability Students give feedback about the lesson as exit
slip. It helps to develop ideas and write
Literacy effectively.
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
1.5 Students will learn/ revise mathematical language such as like terms, to the power of,
Metalanguage factorise etc.
The lesson starts with a game similar to “Who wants to be a millionaire” to revise
the previous knowledge of Algebraic concepts. It is expected that game will help
2.2 Engagement engage students better.
The lesson is dedicated to revise the previous knowledge of students with the help of
3.1 Background game and group activities.
Knowledge
Time Teaching and learning actions Organisation Centred
T/S
5 Teacher greets the students and students settle down in Teacher: Settle down the class T +S
front of their respective computer systems. No sharing of
computer System as a game is about to begin. Teacher Student: Take out their books and
takes the attendance. pens/pencils.
Resources: Computer Systems
5 Teacher will tell students that a game “Lets do it” similar to Teacher: Set the rules of the games T
“Who will be the Millionaire” will be played by all the
students (SuperteacherTools, 2019). Students can use Student: Attentively listen to teacher
pens/pencils/books. No calculator/ mobile devices allowed
during the game. The game is to revise the previously learnt Resources: URL written on whiteboard
Algebraic concepts. Students will put the provided URL into
their systems and will not start the game until teacher says
so.
15 Students will play the game. Teacher will make sure no one Teacher: Will Observe S
is using any unauthorised means to find answers. There
may be some students who would be quicker than others. Student: Play the game
These students will be given a red card and will move to the
centre table of the computer lab. Resources: Computer system and
Internet connection
5 Students who completed the game in one go are given red Teacher: Give cards T+S
cards. Students who completed the game in 2/3 turns are
given blue cards and rest of the students are given yellow Student: Form groups as instructed
card. Students will be asked to make a group of 3 with all Resources: Red, blue and yellow cards
the 3 members having different coloured cards. There will
be one group with 4 students as total number of students is
25.
10 The same set of questions which were in the game will be Teacher: Observe the group work S
provided in printed sheets to each group and students will
discuss their answers and help each other if necessary. Student: Work in groups
Teacher will move around and make sure that students are
discussing the questions and help to any student if Resources: N/A
required.
10 A new set of practice sheet will be provided to each group Teacher: Observe the group work S
and every student from every group will need to solve these
questions and paste the sheet in their books. Students can Student: Work individually and in
help each other. Teacher will make sure everyone is doing groups
the work and have glued the sheet to their books. A
worksheet is prepared for higher ability students if they Resources: Glue stick and activity
finish solving the questions earlier. sheets
5 As a class, Algebraic concepts revised so far will be Teacher: Discusses with students what T+S
discussed. Teacher will ask randomly to students about like they have revised.
terms, factors, HCF, indices for informal assessment.
Students will discuss with teacher if they have any doubt Student: Participate actively in class
about a concept or question. discussion.
Resources: N/A
5 Teacher will ask students to watch the video “Operations Teacher: Explicitly instruct about T
with algebraic functions” (Blackweir (2013) at home/library, watching the video
link to which is provided in the google classroom (Flipped

Student: Attentively Listen
Classroom). There are some questions at the end of video
which students must try to solve themselves and bring the

Resources: Small pieces of paper
solutions to the next lesson. Teacher tells the students that
provided to each student for exit slip.
tomorrow’s worksheet will be based on the video,
therefore watching video is compulsory. Students will tuck
in the chairs and make sure they have logged off and
switched off the computer systems and hand over the exit
slip before leaving the computer lab. Teacher will ask
Student to think about where can factorisation be used in

real life?
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
It is important to give enough time to students to do an activity and to move on to next.
Teacher should not attempt to do too much in one lesson. In solving practice sheet 2,
students required more than 10 minutes.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
MA5.2-1WM selects appropriate Students will discuss in groups as well as a whole class

about the methods of solving questions using appropriate
terminologies and metalanguage. Recording by

communicate mathematical
observations and asking questions.
ideas and solutions
MALS-1WM Students use the words life factorising, Highest Common
factor, Simplify, to demonstrate their understanding.

responds to and uses
mathematical language to Method of recording is discussion.
demonstrate understanding
MALS-3WM Students use HCF to factorise and multiplication to simplify
the expressions. Also they reason out why certain

uses reasoning to recognise
mathematical relationships mathematical operation needs to be done before the other.
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
2.5 Literacy and Students will practice fractions, multiplications and divisions and write a
Numeracy Strategies small feedback on their exit slips.
3.5 Use effective 3.5-Discussions and working in groups provide teacher and students space
classroom for verbal and non-verbal communication. While discussions, students will
be asked to be respectful and mindful before speaking or explaining

communication
anything to others.
4.1 Support student 4.1 and 4.2- Game is expected to make sure that all the students are
participation engaged, and teacher will make sure that students are provided with clear
instructions.
4.2 Manage
classroom activities
4.5 Use ICT safely, Students will be instructed to use he Computer Systems only to play the
responsibly and game and they are not allowed to open any other website.
ethically.
5.1 Assess student 5.1- Formative assessment during classroom while students discuss
learning Algebraic techniques among themselves or as a whole class.

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?
Students will be clearly instructed not to open any other website except the Game
on their Computer Systems. Teacher will make sure that it happens.
References (In APA)
1. Blackweir (2013, Sep 14) Operations with algebraic fractions [ Video File]. Retrieved
from:
https://www.youtube.com/watch?v=-Q306126lmw
2. Jasonyost.me (2019) retrieved from:
http://www.jasonyost.me/worksheets/
3. Sitmitleon.info (2019) Retrieved from:
http://fitmitleon.info/basic-algebra-practice-worksheets/pre-algebra-practice-
worksheets-algebra-worksheets-for-simplifying-the-equation-blocking/
4. SuperteacherTools (2019) Retrieved from:
https://www.superteachertools.us/millionaire/millionaire.php
Resources Attached:
Resource 1: Questions from Game Lets Do it!
Name of the student: _______________________
1. a + a + a= ____________
2. 3x+4=13. X = ________
3. 20z-12z =___________
4. 3x+4 =8-x. Find x ________
5. 3*3x = ________
6. 8k - 2j + 2k + j = _________
7. Find HCF of 15a2b= and -24ab ________

2 2
8. Factorise 25m n - 5mn
9. 6a+12 can be factorised as __________
10. 8x*6 = __________
11. 1/3 + 5/3 =____________
12. 5*2x - 4 = _______
13. - 6x + 5 + 12x -6 = __________
14. 5a x 3a x 2a = ___________
15. (2y+3zx-4) - (5zx+3-6y) = _______________
Resource 2: Practice Sheet 2 for all the students (Sitmitleon.info, 2018)
Name of the Student:
Simplify the expressions:
1. 5(5x+7) + 3(x=3)
2. 2(3x-3) + 7 (1+6x)
3. (8x-5) +3(x-7)
4. 7(-8x+1) +4(-2x -3)
5. (x-8) +7 (4+3x)
Factor each expression
1. 9a-18
2. a + 5a
3. 8b + 32b
4. 6c-30
5. 4x – 20
Q1 . Last week Ramesh had 42 dollars. He washed cars over the weekend and now he
has 50 dollars. How much money did he make washing cars?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________
Q 2. Write down one real life application of factorization; otherwise think about it and
complete this tomorrow.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________
Resource 3 : Practice sheet for higher ability students: (Jasonyost.me, 2019)

Write an equation for following situations:
1. Vivaan’s soccer team won the game scoring 14 points to 8. His team scored x more
points than the competing team. ______________________________
2. Rani has a box of 12 lipsticks. She had 6 different shades of pink, 3 shades of purple
and x shades of green. ________________________________
3. The total earnings from a fruit salad shop was $100. The charge per plate was $5.
There were x plates sold. __________________________________________
4. Suresh counted 20 other boys in his scout den. The camping trip requires a leader for
each group of 7 boys. The trip required x number of leaders.
_______________________
Resource 4:
Screen shot of video for Flipped Classroom

Lesson Plan 2
Topic area: Algebra Stage of Learner: Stage 5 Syllabus Pages: 369
Date: 26/03/2019 Location Booked: Room 3 Lesson Number: 3 /6
Time: 60 minutes Total Number of students 25 Printing/preparation

Syllabus outcomes Formative assessment Algebraic Fractions with simplify expressions that
A student: numerical denominators.
involve algebraic
 selects appropriate
fractions with numerical

notations and
denominators
conventions to
communicate
mathematical ideas
and solutions MA5.2-
1WM
 constructs arguments
to prove and justify
results MA5.2-3WM
Content:
Students:
Apply the four operations to
simple algebraic fractions with
numerical denominators
(ACMNA232)
• simplify expressions that
involve algebraic fractions with
numerical denominators
Life Skills outcomes
MALS-1WM
responds to and uses mathematical
language to demonstrate
understanding
MALS-2WM
applies mathematical strategies to
solve problems
Numeracy Students revise Indices, factorisation,
expansion.
Students give feedback about the lesson as exit
slip. It helps to develop ideas and write

Literacy
effectively.
and among students.
element
2.3 High Students are expected to watch the video under Flipped Classroom and are expected to
Expectations achieve higher with the teacher during the classroom.
2.5 Student’s Using Flipped Classroom, students’ need to be self-regulated to come prepared in the
self-regulation classroom to discuss the outcomes of videos.

T/S
5 Teacher greets the students. Students settle down in their Teacher: Takes the roll call T
seats and take out their notebooks and pen. Teacher takes
the attendance. Student: Settle down
Resources:
10 Teacher plays a short video (eHowEducation, 2015) to Teacher: plays the video T+S
discuss real life use of factorization (Continued from last Students: attentively listen to the
lesson). Whole class discusses the idea of the video played. video.
Resources: Projector
5 Teacher asks students who did not log in to watch the video Teacher: Discusses school policy T
and solved questions presented in the video to give reason.
It is mentioned in the class that if a student fails to watch Student: Attentively listen
the mandatory video 3 times in a term, the consequences
include suspension or a parent’s teacher meeting with Resources:
Principal. Those students who have not watched the video
are asked to sit together.
20 Each student is given a sheet of questions to solve based on Teacher: Distributes Sheets S
the video. Students need to work individually. Once
everyone starts working, teacher helps the students who Student: start solving questions
have not watched the video to get them started. Students
who solve the questions early are given extra questions to Resources: Practice Sheet 1
practice. Teacher moves in the class to make sure, every
student is working in the right direction.
5 Teacher asks the students about the questions which they Teacher: Ask the number of difficult T+S
could not solve. Every student comes one by one to the questions
white board and writes the question number he/she could

not solve. One of the students circles all the common Student: write down the difficult
question numbers. question’s number on board.
Resources: Whiteboard and marker
pens
10 These questions are discussed as a whole class and solved Teacher: Discusses the difficult T+S
on white board. Students are reminded to either paste the questions.
practice sheets in their books or to keep in their folders.
Student: Participate in discussion.
Resources: Whiteboard and marker
pens.
5 Teacher asks students to write exit slips, pack up and tuck Teacher: Instruct students to pack up T
in their chairs. Students wait behind their chairs for the bell
to ring and before leaving the room, they hand out the exit Student: Quietly pack up and write
slips. exit slips.
Resources: Pen and paper.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Flipped classroom settings need students to be self motivated. A couple of students who
did not watch video are at a bit loss. It is important to mention school policies to remind
students of the consequences. Students need movements therefore, a good idea to ask
them to write number of difficult questions on whiteboard. Some of the students still can
not visualise use of algebra in real life. Need to find some other ways to explain it. Students
need time to develop their mathematical understanding before solving word problems.
MA5.2-1WM selects appropriate Students will discuss in groups as well as a whole class

about the methods of solving questions using appropriate
terminologies and metalanguage.

communicate mathematical
ideas and solutions
 constructs arguments Students will help each other and justify their solutions by
explaining the methods used by them. Method os

to prove and justify
measurement by observing and discussing.
results MA5.2-3WM
MALS-1WM Students use the words life factorising, numerator, cross

responds to and uses multiplication, denominator, LCM, Simplify, to demonstrate
mathematical language
their understanding.
to demonstrate
understanding
MALS-2WM In order to solve the practice sheet, students will use
various strategies to solve the questions. Teachers move

applies mathematical strategies to
solve problems around and asks questions to different students.
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson
Standards
2.5 Literacy Students will practice fractions, multiplications and divisions and write a small
and feedback on their exit slips.
Numeracy
Strategies
1.5Differentiate Initially similar worksheets are provided to all the students but extra
teaching to
meet the worksheet is prepared for higher ability students.
specific
learning needs
of students
across the full
range of
abilities
5.1Assess Students are informally assessed during discussions and their work in
student books.
learning
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?
N/A
References (In APA)

1. eHowEducation (2015, May 21). How is Math factoring used in Life? [Video File].
Retrieved from:
2. mhhe.com (2019) Simplifying Algebraic functions. Retrieved from:
http://www.mhhe.com/math/devmath/streeter/ba/graphics/streeter5ba/ch05/oth
ers/stre_5.1.pdf
Resources Attached:
Resource 1 : Practice Sheet 1
Simplify the following expressions having numerical denominator-
5ab 11𝑎𝑏
1. +
3 3
3𝑥𝑦 4𝑥𝑦
2. +
2 3
24𝑏𝑐 8𝑏𝑐
3. -
3 3
𝑦 𝑦
4. X
3 5
𝑝𝑞 4𝑝𝑞
5. X
4 9
87𝑏 21𝑎𝑏
6. ÷
21 3
26𝑤 17𝑤
7. ÷
14 7
5𝑎 6𝑎
8. +
3 5
2𝑓−1 2𝑓+ 1
9. +
2 5
ℎ−1 ℎ+1
10. -
4 4
3𝑢−1 𝑢
11. X
5 3
2𝑎 3𝑏
12. +
3 4
3𝑎2 4𝑏
13. +
6 6
𝑥−1 𝑥−1
14. -
8 2
7𝑎+9𝑏 8𝑎+12𝑎𝑏−2𝑥
15. +
6 6
Resource 2 : For Higher Ability Students (mhhe.com, 2019)
1. Are the given numbers same or different and why?
a. 3x/9 and 9/3x
b. 2/4x and 3/6x
2. Write each fraction in its simplest form:
a. 30/12
b. 5x4 / 15x
c. 12xy4/ 18x3y2
d. 5m2n / 10m3n3
e. 4x/8x2
f. 42ab2c3/ 3a2b
g. 6x4 /5 divided by 3x2/2
3. Write each fraction in its simplest form:
a. (2x-4) / (x2 -4)
b. (3x2 -3) / (x2 – 2x -3)
c. (2x2 +x-6) / (2x2 -x-3)
d. (5x-15)/ (x2-9)
e. (5p-15) / ( p2 -4)
Resource 3: Screen shot of video played: (eHowEducation, 2015)

Lesson Plan 3
Topic area: Algebra Stage of Learner: Stage 5 Syllabus Pages: 369
Date:28/03/2019 Location Booked: Computer room with Lesson Number: 3/6
4 whiteboards.
Time: 60 minutes Total Number of students:25 Printing/preparation: book
computer room, Either put the
questions on main white board or
power point slide.

Syllabus outcomes formative assessment Indices and their Work in groups. Communicate
multiplication and division. ideas confidently.
Students learn about Simplify algebraic expressions
strategies to solve algebraic involving fractions, indices and
functions including indices. pronumerals.
simplifies algebraic fractions,
and expands and factorises
quadratic expressions
MA5.2-6NA
Content:
simplify algebraic fractions,
including those involving indices
simplify expressions that involve
algebraic fractions, including
algebraic fractions that involve
pronumerals in the denominator
and/or indices
Numeracy Students revise Indices
Students give feedback about the lesson as exit

Literacy slip. It helps to develop ideas and write
effectively.
Personal and social capability Students work together, develop ideas and
justify their solutions.
and among students.
element
2.2 Lesson includes various activities which would aid in engaging students better.
Engagement
Students while working on whiteboards in their groups, will help each other to understand
2.4 Social the questions and strategies to solve them.
Support
While playing Games, students will be self regulated to not open any other site than
2.5 Student’s mentioned.
self regulation
T/S
3 Teacher greets the students. Students settle down. Teacher Teacher: Tells about today’s plans of T+S
tell them they will be working in groups today at different learning.
stations (whiteboards) in the classroom.
Student: Settle down
Resources: N/A
10 A quick revision on whiteboard of the product and division Teacher: Plays the kahoot quiz S
involving indices before the Kahoot quiz(Kahootquiz, 2019).
Then students play Kahoot quiz to revise the concept of Student: Participate in Kahoot quiz
indices. The questions which most of the students did using their own devices.
incorrect will be discussed as a whole class. The result of
the Kahoot quiz will be saved for assessment and reflection Resources: Mobiles/ personal laptops
purpose.
5 Teacher divides students in groups of 4. Groups are of Teacher: Divides the students in T
mixed abilities. One group may have 5 students as total groups.
number of students is 25. There are total 6 groups.
Student: Go and sit with their assigned
group.
Resources: N /A
15 3 groups out of 6 will switch on their computers and play Teacher: Observe S
the video games(one student on one computer) (Transom,
2019; mathgametime,2019) on the topic indices. Students Student: Play/ solve question
can decide if they want to solve questions or to play games
first. The other 3 groups will move to different whiteboards Resources: Whiteboards, markers,
and start solving questions from main white board. computer system, internet.
Students playing games need to note down any question
which they couldn’t solve. Teacher moves around in the

class and asks questions or facilitates to the groups solving
on whiteboards and observes those playing video games.
2 Groups are asked to clean the whiteboards and swap the Teacher: Instructs T
places with those on computer systems.
Student: Clean the whiteboard and
swap places
Resources: Duster to clean whiteboard
15 Now the groups will swap places and work either on Teacher: Observes and facilitates S
computer or whiteboards. Teacher will spend time with
groups working on whiteboards and observing those who Student: Work in groups or on
are on computers. computer systems
Resources: Whiteboard pen,
computers
5 Teacher asks students to stand near the whiteboards, Teacher: Asks questions or clears T+S
students on computer systems are asked to join other doubts.
groups. Teacher goes from one group to another group and
ask about strategies used by students to solve questions on Student: participate in discussion, give
main board. Teacher will throw in some new questions at answer or ask questions
whiteboards for students to discuss. Teacher will ask
specific students to answer the questions for informal Resources: whiteboard pen
assessment.
5 Teacher asks students to pack up, write exit slips, switch off Teacher: instructs students to pack up T
all the computer systems, clean the whiteboards and tuck in
chairs (if required). Student: Pack up
Resources: Duster
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
Playing a kahoot quiz was a good idea but 2 students did not have mobile phone.
Luckily, it was a computer lab and they could play the quiz on computer systems. But
these things need to be considered. It was a good class where students worked in
groups and helped each other. The question session at the end of the lesson gave a
good opportunity to assess their learnings.
simplify algebraic fractions, Students work in groups, informal assessment.
including those involving indices Measurement by observing and asking questions.
simplify expressions that Method of recording and measurements by observing,

involve algebraic fractions, asking questions.
including algebraic fractions
that involve pronumerals in the
denominator and/or indices
demonstrating and indicates the evidence from this lesson that should comply with
the standard.
Graduate Evidence within this lesson
Standards
2.1 Content Lesson is structured in a way so that students get time to revise the old
and teaching concepts and build upon their knowledge from there. Strategies used to
strategies of teach concepts are use of ICT and group work.
the teaching
area
2.6 Information Students use computer systems to revise the topic of indices in form of
and games.
Communication
technology
4.2 Manage Clear instructions will be provided to students before changing an
classroom activity. Various activities re organised to engage students.
activities
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?
Students will be clearly instructed not to open any other website except the Game
on their Computer Systems. Teacher will make sure that it happens.
References (In APA)
You must list all references that you have used for the content and resources of this
lesson in this space.
1. CliffsNotes (2016). Quiz powers and Exponents. Retrieved from :
https://www.cliffsnotes.com/study-guides/algebra/algebra-i/preliminaries-
and-basic-operations/quiz-powers-and-exponents
2. Kahoot quiz. Developed at kahoot.com Retrieved from:
https://create.kahoot.it/share/indices/c06ce88e-4a5f-437d-a255-
aab844264e90
3. Transum.org (2019) Indices Pairs Game level 2. Retrieved from:
https://www.transum.org/software/SW/Starter_of_the_day/Students/Pairs.
asp?Topic=1&Level=2
4. Mathgametime(2019). Exponents Game Otter Rush. Retrieved from:
http://www.mathgametime.com/games/otter-rush-exponents-game
Resources Attached:
Resource 1: Kahoot quiz: https://create.kahoot.it/share/indices/c06ce88e-
4a5f-437d-a255-aab844264e90
The questions are inspired from : (CliffsNotes, 2016)
Screen shots:
Resource 2 : Screen shot of online game: (Transom, 2019)
Resource 3: Screen shot pf online game: (mathgametime,2019)

Resource 4: Questions on white board:
Simplify the following algebraic fractions involving indices : -
5v
1.
30v
3𝑥 3
2.
2𝑥
10𝑎4
3.
𝑎3
24𝑥 3 𝑦 2
4.
3𝑥𝑦
36𝑥𝑦𝑧 2
5.
−9𝑥𝑧
−72𝑥 2 𝑦𝑧 2
6.
−12𝑥𝑦𝑧
−56𝑚𝑛𝑝𝑧 2
7.
−8𝑚𝑧
7𝑓
8.
3𝑓2
24𝑝2 𝑞𝑟 12𝑟𝑠
9. .
96𝑝 16𝑝
5(𝑣−1) 2(𝑣−2)
10. .
2(𝑣−1)(𝑣−2) 10
(𝑠−1)(𝑠+5) (𝑠+3)
11. (𝑠−1)(𝑠+2)
.
(𝑠+5)
(𝑤−3)(𝑤+1) (𝑤+5) 8
12. . . (𝑤−3)(𝑤+1)(𝑤+5)
4 2
100𝑎𝑝2
13.
10𝑎𝑝
𝑎2 𝑏4
14.
2𝑏2
15. Find the division of 126𝑓 2 𝑝𝑞 2 by 14𝑝2 .

Justification
The rise in the usage of technology in modern society shows that mathematical
aptitude such as solving unknown problems, generalizing or recognising patterns, and
using various strategies to solve single problem are significant skills as reading and
writing were considered in previous centuries (Allen, 2011). Leading a life in today’s
world requires problem solving skills. Allen (2011) states that people are bombarded
with data, graphs, statistics everyday which needs to be processed quickly most of the
times. People are expected to reason logically and to make informed choices based on
the data provided. The Melbourne declaration on educational goals for young
Australians (2008) also emphasizes on the development of soft skills in young
learners to help them prepare to meet global challenges. This essay aims to highlight
the pedagogical methods used in the three lesson plans submitted which are aimed to
help students to develop not only mathematical but 21st century soft skills as well.
The working Mathematically outcomes MA5.2-6NA, Ma5.2-1WM, MA5.2- 3 WM
and life skills outcomes MALS-1WM and MALS-2WM from the syllabus (NSW
Education Standards Authority (NESA), 2012, a) are attempted to achieve in the
submitted lesson plans with the help of various activities including ICT, quiz, group
work and a game. The outcomes are measured by the method of questioning and
feedback is provided instantaneously to the students.
The Game “Let’s Do It”, which is being played in the first lesson, confronts the
student’s prior knowledge about the basics of Algebra, such as, mathematical
operations on like terms. Study by Yuksel (2013) suggests that student’s prior
knowledge is directly proportional to their learning and performance, especially in
mathematics. The same study also suggests that mathematics performance of students
can be predicted by cognitive skills such as former knowledge, working memory,

reading skills and self-regulation. The aim of the game is to make students revisit
certain concepts in a healthy competitive environment. Later, the same questions are
also discussed as a whole class to understand the level of their previous knowledge.
An attempt has been made to engage students by starting the lesson with a fun
game, followed up by group work. The groups contain mixed ability students so that
they get a chance to help each other and develop the social skills. Study by Baiduri
(2017) suggests that implementation of peer tutoring have positive impacts on high
school students’ learning, motivation, achievements, attitude and passion. He also
says that peer tutoring helps with students who have behavioural and social
challenges. According to Arnett (2014) students learn a lot through interactions
among each other and they need assistance from their peers in order to fully
understand what they are supposed to. The groups in lesson plan are formed following
Vygotsky’s ideas of zone of proximal development and scaffolding; which is, a
student can accomplish more if guided or assisted with a more capable peer or
teacher.
There have been a plethora of researches which advocate the importance of
group learning in all the age groups (Gillies, 2008). Cooperative learning helps
develop not only academic, social and emotional skills but also it helps students with
their wellbeing and physiological health. Gillies (2008) also suggests that working in
groups help students develop skills such as communicating effectively, listening
actively, reasoning, decision making and negotiation skills; which are all considered
as 21st century soft skills.
The concept of flipped classroom has been implemented in second lesson.
Students are supposed to watch the suggested video before coming to the class to have
a basic understanding of how to apply four operations to simple algebraic functions
(NESA,2012,a). Flipped classroom not only puts more responsibility on students for
their learning but also provides more time for teachers in class to put theory into
application in a targeted manner (Muir & Geiger, 2016). The study by Muir & Geiger
also states that the amount of time young learners spend on technology now-a-days
can be used productively by introducing concepts like flipped classroom. Research by
Larkin & Calder (2015) indicates that flipped classroom is a great tool for students as
they can learn at their own pace. It gives students chance to go back and re watch the
concept which is not always possible in a live class (Du, Fu & Wang ,2014). Non-
English-speaking students can learn better with the help of subtitles. On the contrary,
there are certain things which needs to be considered before introducing Flipped
Classrooms in school. There is a possibility that a few of the students may not have
any means to access the information provided at their homes. Therefore, in the lesson
plan, it is mentioned that students can use library computers to access the video file.
Formative assessment has been used throughout the first three lessons to
motivate students, diagnose the areas where they need help and give feedback to
them. The method used for formative assessment is of questioning. Asking questions
allows teacher to understand the level of student’s knowledge and further shape the
teaching style (NESA, 2012, b). A study by Turnuklu (1999) indicates that asking
questions plays a vital role in assessment process for teachers while interacting with
learners. To assess pedagogical methods. other than personal reflection of teacher,
students are asked to write exit slips which will help shape the future classes.
Overall, teaching Mathematics should be focused on in-depth understanding of
concepts and not on rote learning or producing procedures. According to Yuksel
(2013), many mathematics teachers fail to meet the requirements of the learners.
Yuksel continue by stating that there can be many reasons for this failure, such as,
lack of interest or resources to use various activities while teaching mathematics.
Further, he mentions that before establishing a relationship between teaching

mathematics and other subjects or situations or real-life problems, it is important to
understand that every student may have different set of prior knowledge, language
ability and reasoning capability. For a successful understanding and use of
mathematics it is important to include various engaging activities including ICT and
real-life experiences.
Reference List:
1. Allen, K. (2011). Mathematics as Thinking. A Response to "Democracy
and School Math". Democracy & Education, 19(2), 1-7.
2. Arnett, J. (2014). Adolescence and emerging adulthood (Fifth edition,

Pearson new international ed.).
3. Baiduri. (2017). Elementary School Students’ Spoken Activities and their
Responses in Math Learning by Peer-Tutoring. International Journal of
Instruction, 10(2), 145-160.
4. Du, S. C., Fu, Z. T., & Wang, Y. (2014). The Flipped Classroom-Advantages and
Challenges. In Proceedings of the 2014 International Conference on Economic
Management and Trade Cooperation (Vol. 107, pp. 17-20).
5. Gillies, R. (2008). The Effects of Cooperative Learning on Junior High
School Students' Behaviours, Discourse and Learning During a Science-
Based Learning Activity. School Psychology International, 29(3), 328-347.
6. Larkin, K., & Calder, N. (2016). Mathematics education and mobile
technologies. Mathematics Education Research Journal,28(1), 1-7.
7. Melbourne declaration on education goals for young Australians (2008).
Retrieved from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_t
he_Educational_Goals_for_Young_Australians.pdf
8. Muir, T., & Geiger, V. (2016). The affordances of using a flipped
classroom approach in the teaching of mathematics: A case study of a
grade 10 mathematics class. Mathematics Education Research
Journal, 28(1), 149-171.

9. NSW Education Standards Authority (NESA) a. (2012). NSW Syllabus for the
Australian Curriculum: Mathematics Stage 5.2 Syllabus. Retrieved from:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/mathematics/mathematics-k-10
10. NSW Education Standards Authority (NESA) b. (2012).Understanding the
Curriculum. Assessment For, As and of learning. Retrieved from:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/understanding-the-curriculum/assessment/approaches
11. Turnuklu, E. (1999). Mathematics Teachers' Assessment Practices and
Formative Assessment: A Study of Teachers of 11-14 Year Olds in Turkey
and England, PQDT - UK & Ireland.
12. Yüksel, I. (2014). IMPACT OF ACTIVITY-BASED MATHEMATICS
INSTRUCTION ON STUDENTS WITH DIFFERENT PRIOR KNOWLEDGE AND
READING ABILITIES. International Journal of Science and Mathematics
Education, 12(6), 1445-1468.

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19457895 APOORVA PATWA

Topic area: Algebra Stage of Learner: Stage 5 Syllabus Pages:369

Date:22/03/2019 Location Booked: Computer Lab Lesson Number: 1 /6

Time: 60 minutes Total Number of students 25 Printing/preparation: Some red,

Blue and yellow cards, computer system

printing of practice sheets.

Outcomes Assessment Students learn about Students learn to

MA5.2-1WM selects appropriate products, division of other.

communicate mathematical ideas terms, expanding and

Life Skill Outcomes:

responds to and uses mathematical

uses reasoning to recognize

Numeracy Students revise fractions, factorisation,

Students use the computer systems to play the

slip. It helps to develop ideas and write

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

thinking and to communicate substantively about what they are learning.

and among students.

Significance 3.1 Background 3.4 Inclusivity

cultural perspective. integration

Teaching Indicators of presence in the lesson

Metalanguage factorise etc.

3.1 Background game and group activities.

Time Teaching and learning actions Organisation Centred

front of their respective computer systems. No sharing of

takes the attendance. pens/pencils.

Resources: Computer Systems

“Who will be the Millionaire” will be played by all the

pens/pencils/books. No calculator/ mobile devices allowed

Algebraic concepts. Students will put the provided URL into

is using any unauthorised means to find answers. There

centre table of the computer lab. Resources: Computer system and

cards. Students who completed the game in 2/3 turns are

the 3 members having different coloured cards. There will

be one group with 4 students as total number of students is

discussing the questions and help to any student if Resources: N/A

the work and have glued the sheet to their books. A

finish solving the questions earlier. sheets

terms, factors, HCF, indices for informal assessment.

about a concept or question. discussion.

with algebraic functions” (Blackweir (2013) at home/library, watching the video

link to which is provided in the google classroom (Flipped

which students must try to solve themselves and bring the

therefore watching video is compulsory. Students will tuck

slip before leaving the computer lab. Teacher will ask

Student to think about where can factorisation be used in

It is important to give enough time to students to do an activity and to move on to next.

students required more than 10 minutes.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

notations and conventions to

terminologies and metalanguage. Recording by

MALS-1WM Students use the words life factorising, Highest Common

factor, Simplify, to demonstrate their understanding.

mathematical language to Method of recording is discussion.

MALS-3WM Students use HCF to factorise and multiplication to simplify

the expressions. Also they reason out why certain

mathematical relationships mathematical operation needs to be done before the other.

Graduate Standards Evidence within this lesson

Numeracy Strategies small feedback on their exit slips.

be asked to be respectful and mindful before speaking or explaining

learning Algebraic techniques among themselves or as a whole class.