Secondary Curriculum 1b Lesson Plans and Rationale

102088 SECONDARY
CURRICULUM 1B
LESSON PLANS AND Secondary
Curriculum 1B
Lesson Plans and
RATIONALE Rationale
Student Name: Samuel Chappuis

Student Number: 18331631
Date Submitted: 22/3/19
Campus: Kingswood
Lesson Plan 1
Topic area: Number and Stage of Learner: Stage 5.2/5.3 Syllabus Pages:
Algebra – Algebraic pp. 369-370
Techniques pp. 396-397
Date: 18/3/19 Location Booked: Classroom Lesson Number: 1/3
Time: 60 minutes Total Number of students: 25 Printing/preparation:
Outcomes Assessment Students learn about Students learn to

Teacher assesses knowledge and  Terminology  Define terminology
understanding throughout a involving monic involving monic
MA5.3-1WM range of activities by looking at quadratic quadratic
MA5.3-2WM students work and asking trinomials. trinomials.
MA5.3-5NA questions and providing  Factorising monic  Factorise monic
feedback. Additionally, teacher quadratic quadratic
can assess students when they trinomials. trinomials.
are sharing their ideas and
answering questions.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Numeracy Factorise monic quadratic trinomials

Literacy
Critical and creative thinking
Information and communication technology
capability
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 are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson

element
1.1 Deep The lesson is focused on the key area of factorising monic quadratic trinomials within the
Knowledge algebraic techniques’ topic, it is focused on the key ideas.
2.4 Social Social support is evident throughout the lesson, the teacher constantly comes around
Support helping students out and provides positive feedback. Additionally, students are encouraged
to work together in the noughts and crosses activity.
3.1 The observation and spreadsheet activities build on students’ prior knowledge and allows
Background students to realise the importance of this prior knowledge on this new topic.
Knowledge
Time Teaching and learning actions Organisation Centred

T/S
Intro  Meet students out the front of the Teacher: Both
(5-15 classroom. Make sure they are Gives instruction to start
mins) standing in a neat row. the lesson and observes
 Ask students to come in, get their students work.
equipment out and stand behind
their table. When each student has Student:
adequately done this, ask them to sit Follows teacher’s
down and complete the do now instructions and completes
activity.
the activity. Shares their
 Do now activity: ideas in the discussion.
Observation Activity
 Mark the roll, go around the class Resources: Observation
observing what students are doing Activity*
and answering any questions. Make
sure you provide positive feedback *See Resources Section
and encouragement.
 Discuss the activity with the students,
getting them to share if needed.
Body  ICT spreadsheet activity: Teacher: Gives instruction S

(10-15 o Students open excel product to start the activity and
mins) and sum spreadsheet observes students work.
resource.
o Students solve 5 questions Student: Completes
including at least one activity, asking questions if
involving: necessary.
 Both positive numbers
 Both negative numbers Resources: laptop access,
 Positive number and ICT excel product and sum
negative number spreadsheet*
 Teacher goes around the class *See resource section
observing what students are doing,
answering any questions and
providing positive feedback.
 After students have finished, teacher
leads discussion reflecting on the
activity.
(5-15  Introduce the topic and run through Teacher: Running through T
mins) the key vocabulary and key ideas of the key ideas.
factorising monic quadratic
trinomials. Ask inquiry questions of Student: Writing down
the students to aid understanding. notes if needed, asking
 Work through sample questions, questions.
always linking back to the previous
activities. Resources: Key Vocabulary
and Ideas, sample
questions*
*See resource section

(5-15  Students compete in a factorising Teacher: S
mins) monic quadratic trinomial noughts Gives instructions for the
and crosses activity in teams. game. Reinforcing key
 Rules: ideas as the game
 A correct answer = nought/cross. progresses.
 An incorrect answer =
nought/cross for the other team. Student:
 Each team must show their Plays the game, working
working out on the board. together and sharing
 Try to enforce a rule that no student answers on the board.
can come up and answer more than
one question. Resources: Noughts and
crosses board game*
*See resource section.

Extension  ICT graphing quadratics activity. Teacher: Gives instruction S
Activity Students observe graphs of the from for the activity and
(5-10 𝑦 = (𝑥 + 𝑚)(𝑥 + 𝑛). What is the provides laptop access.
mins) significance of the values of m and n?
 What about the graph of 𝑦 = 𝑎(𝑥 + Student: Completing the
𝑚)(𝑥 + 𝑛). What is the significance activity, answering key
of the value of a? questions.
Resources: laptop access,

Desmos*

Conclusion  Discuss with students the key terms Teacher: Discussing key T
(5 mins) learnt today terms, asking questions of
 Ask students to reflect on the lesson students.
and ask how they feel about
factorising monic quadratic Student: Answering
trinomials. questions.
Resources: None needed.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
It is much easier to prepare lessons once you already have experience in teaching lessons
on the topic at hand.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

MA5.3-1WM Key vocabulary and ideas section, record in reflection notes
MA5.3-2WM Observation activity and product and sum spreadsheet and
noughts and crosses activity, record in reflection notes
MA5.3-5NA Sample questions and noughts and crosses activity, record
in reflection notes.
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
3.4 A variety of resources have been used within this lesson including activities
Select and use that engage students in their learning
resources
5.2 Throughout lesson, teacher goes around checking on students, assessing
Provide their knowledge and providing feedback and support for their learning.
feedback to
students on
their 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?
Teacher should explain the safety and consideration needed when dealing with
laptops.
Resources Attached:
Do Now – Observation Activity:
What do you observe from the following images?
ICT Product and Sum Excel Spreadsheet Activity:

Key Vocabulary and Sample Questions:
Vocabulary:
 Quadratic = involving the second power (and no higher) of an unknown variable.
 Coefficient = a number placed before, and multiplying with an unknown variable
 Monic = Having the coefficient of the term with the highest power be equal to 1.
 Trinomial = consisting of three terms.
 Constant term = a number on its own (not being multiplied by an unknown
variable)
 Non-monic = Having the coefficient of the term with the highest power be not
equal to 0 or 1.
Monic Quadratic Trinomial:

1. Takes the form 𝑥 2 + 𝑏𝑥 + 𝑐 where 𝑏 is the coefficient of 𝑥 and 𝑐 is a constant
term.
2. To factorise these expressions, we must find two numbers 𝑔, ℎ such that:
o 𝑔 ×ℎ =𝑐
o 𝑔+ℎ = 𝑏
3. Once we have found the numbers 𝑔 and h, we can put them in the following
factorised expression:
o (𝑥 + 𝑔)(𝑥 + h)
4. A strategy to find the two numbers is to look at the factors of the constant term
𝑐 and test them to see if they add to give the answer 𝑏: the coefficient of 𝑥.
Examples:
1. 𝑥 2 + 8𝑥 + 12
2. 𝑥 2 + 7𝑥 + 10
3. 𝑥 2 − 9𝑥 + 18
4. 𝑥 2 + 𝑥 − 12
5. 𝑥 2 − 7𝑥 − 30
Noughts and Crosses Game:
𝑥 2 + 7𝑥 + 12 𝑥 2 − 17𝑥 + 70 𝑥 2 + 12𝑥 + 27
𝑥 2 − 6𝑥 − 40 𝑥 2 + 15𝑥 + 54 𝑥 2 − 13𝑥 + 40
𝑥 2 + 8𝑥 − 20 𝑥 2 − 8𝑥 + 15 𝑥 2 + 11𝑥 + 30
ICT Desmos Graphing Activity:

Lesson Plan 2
Topic area: Number and Stage of Learner: 5.2/5.3 Syllabus Pages:

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

Teacher assesses knowledge and  Reasoning behind  Link geometry skills
understanding throughout a technique of to algebraic skills.
MA5.3-1WM
range of activities by looking at factorising monic  Factorise non-
MA5.3-2WM
students work and asking quadratic monic quadratic
MA5.3-5NA
questions and providing trinomials. trinomials.
feedback. Additionally, teacher  Factorising non-
can assess students when they monic quadratic
are sharing their ideas and trinomials.
Numeracy Calculating areas of quadrilaterals

Literacy Factorising monic quadratic trinomials
Critical and creative thinking Factorising non-monic quadratic trinomials
capability

and among students.

element
1.2 Deep The deep understanding is evident in the first two activities where the activities are all
Understanding about understanding the technique of factorising monic quadratic trinomials and linking it
with prior knowledge.
2.2 A variety of activities have been used to engage the diversity of students in both individual
Engagement and group work.
3.3 Knowledge Students prior knowledge on areas of quadrilaterals is integrated to the knowledge they are
Integration currently learning about monic quadratic trinomials. This is evident in the first activity.

T/S
Intro  Meet students out the front of the Teacher: Both
(5-15 classroom. Make sure they are Gives instruction to start
mins) standing in a neat row. the lesson and observes
 Ask students to come in, get their students work.
equipment out and stand behind
their table. When each student has Student:
adequately done this, ask them to sit Follows teacher’s
down and complete the do now instructions and completes
activity. the activity. Shares their
 Do now activity: ideas in the discussion.
Algebraic expressions for Area
 Mark the roll, go around the class Resources: Do Now
observing what students are doing Activity*
and answering any questions. Make
sure you provide positive feedback *See Resources Section
and encouragement.
 Discuss the activity with the students,
getting them to share if needed.
Body  Investigation Style Question: Teacher: Gives instruction S
(5-15 Ask students why we have to find two and investigation question.
mins) numbers that sum and product relate Observes student work
to the coefficients in a monic and conducts discussion.
quadratic trinomial. Students are
encouraged to research their answers Student: Investigates the
using ICT devices. question using prior
 Conduct a class discussion on the knowledge and algebraic
answers to the investigation skills.
question.
Resources: laptop access.
(5-15  Group Problem Solving Activity: Teacher: Gives the puzzle, S
mins) o Students work in groups to explains the instructions,
solve a mathematical puzzle goes around to check on
related to factorising non-monic students.
quadratic trinomials.
Student: Working together
to complete the puzzle.
Resources: Mathematical
puzzle*
*See resources section

(5-15  Introduce the topic and run through Teacher: Running through T
mins) the key ideas of factorising non-monic the key ideas, asking
quadratic trinomials. Ask inquiry inquiry questions.
questions of the students to aid
understanding. Student: Writing down
 Work through sample questions, notes if needed, asking
always linking back to the previous questions.
activity.
Resources: Key Ideas,
sample questions*
*See resource section

Extension  The teacher explains to the students Teacher: Gives instruction. S
Activity that the mathematics puzzle could be
(5-10 used to factorise a non-monic Student: Completing the
mins) quadratic trinomial. The teacher asks activity, investigating
the students to investigate how this question.
works.
Resources: mathematical
puzzle.
(5 mins) learnt today. terms, asking questions of
and ask if they understand the
technique of factorising monic Student: Answering
quadratic trinomial and ask how they questions.
feel about factorising non-monic
quadratic trinomials. Resources: None needed.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
When looking upon earlier lesson plans related to similar topics, it is very advantageous to
edit old lesson plans and constantly improve on them.

MA5.3-1WM Answers to inquiry questions, do now activity, and answers
given in the discussion. Recorded in reflection notes.
MA5.3-2WM Mathematical puzzle. Recorded in reflection notes.
MA5.3-5NA Solving do now activity and sample questions. Recorded in
reflection notes.
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Standards
3.3 Using A range of teaching strategies have been used in this lesson, teaching
teaching through visuals, through examples and information but also letting
strategies students investigate content by themselves.
5.1 Assess The teacher in this lesson is constantly assessing the students through the
student following: going around and checking on students work, asking inquiry
learning questions, discussing content with students and seeing the result of
student’s problem solving.
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?
Teacher should explain the safety and consideration needed when dealing with
laptops.
Resources Attached:
Do Now Activity – Algebraic Expressions for Area:
1. Find an expression for the area of this rectangle using length = (x+2) and width
= (x+1).
2. Find the area of the four parts of the rectangle and combine to give an
expression for the total area.
3. Are the answers you obtained in question 1 and 2 equivalent to each other?
Why/why not?
Group Problem Solving Activity:
Find the numbers that should go replace the stars in the following diagram using the
following rules:
- On an arc the outer numbers multiply to make the middle number
- On a straight line the outer numbers add to make the middle number
Key Ideas and Sample Questions:
Non-Monic Quadratic Trinomial:
A non-monic quadratic is an expression of the from 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where a, b and c are

given numbers, and 𝑎 ≠ 0,1. Thus, for example 2𝑥 2 + 5𝑥 + 3 is an example of a non-
monic quadratic. In order to factorise these expressions, we need to do the following steps:
Examples:
1. 2𝑎2 + 5𝑎 + 3
2. 3𝑏 2 + 14𝑏 + 8
3. 2𝑐 2 − 7𝑐 + 3
4. 5𝑑2 − 13𝑑 − 6
5. 5𝑒 2 + 13𝑒 − 6
Lesson Plan 3
Topic area: Number and Stage of Learner: 5.2/5.3 Syllabus Pages:

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

Teacher assesses knowledge and  Limericks  Write limericks
understanding throughout a  Factorising non-  Factorise non-
MA5.3-1WM
range of activities by looking at monic quadratic monic quadratic
MA5.3-2WM
students work and asking trinomials. trinomials.
MA5.3-5NA
questions and providing
feedback. Additionally, teacher
can assess students when they
are sharing their ideas and
Numeracy Factorising non-monic quadratic trinomials

Literacy
Critical and creative thinking
capability

and among students.

element
1.4 Higher- Students require higher order thinking, trying to link what they have learnt in mathematics
Order Thinking with a literacy skill in the limerick’s activity. Additionally, higher order thinking is also
needed in the extension activity to investigate the key questions.
2.6 Student Students are left to their own devices during the diffuse the bomb activity and the limerick
Direction activity. They have the option of how to proceed.
3.3 Knowledge Literacy skills are integrated into their mathematics knowledge in the limerick activity.
Integration

T/S
Intro  Diffuse the Bomb Activity: Teacher: Marking roll, S
(10-20 o Students enter the class to a observing students,
mins) “bomb” in the middle of the providing encouragement.
classroom. Students can hear the
ticking of the “bomb”. Student:
o Students read the instructions Works together as a class
near the “bomb” and must work to diffuse the “bomb”.
under a time period to diffuse the
“bomb”. Resources: Diffuse the
 Whilst students are trying to diffuse bomb activity*
the “bomb”, mark the roll, go around
the class observing what students are *See Resources Section
doing. Giving positive encouragement
Body  Teacher refreshes the key ideas of Teacher: Refreshing key T
(5-15 factorising non-monic quadratic ideas, asking questions to
mins) trinomials. Teacher discusses the students.
“bomb” activity and goes through
various examples from the exercises. Student: Writing notes,
asking questions if
necessary.

(5-15  Teacher explains that there are other Teacher: S
mins) ways to factorise non-monic quadratic Gives instruction, explains
trinomials. Teacher discusses with techniques, asks
students through sample questions questions.
the following techniques:
o Algebraic fraction Student: Writing notes,
o Cross method asking questions if
necessary.
Resources: Techniques*

(5-15  Group Limerick Activity: Teacher: S
mins) o Teacher explains what a limerick Gives instruction, goes
is and how to write one using around checking students
examples. work.
o Students work in groups to create
mathematical limericks. Student: Completing
activity.
Resources: Example
limericks*
*See resources section.
Extension  ICT graphing quadratics activity. Teacher: Giving S

Activity Students observe the following instruction, providing
(5-15 graphs: 𝑦 = 𝑥 2 + 6𝑥 + 4 and 𝑦 = laptop access
mins) 3𝑥 2 + 2𝑥 – 5. Students then answer
the following investigative question: Student: Investigating key
Can all quadratic trinomials be question.
factorised?
Resources: Desmos*
*See resources section.

(5 mins) learnt today. terms, asking questions of
and ask how they feel about
factorising non-monic quadratic Student: Answering
trinomials. questions.

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
I have learnt how to spread out engaging content whilst still having time in the
lesson plans to go over relevant topic information.

MA5.3-1WM Diffuse the bomb activity, sample questions and ICT
extension activity. Recorded in reflection notes.
MA5.3-2WM Diffuse the bomb activity. Recorded in reflection notes.
MA5.3-5NA Diffuse the bomb activity, sample questions. Recorded in
reflection notes.
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Standards
2.2 Content Content is effectively selected and organised into an effective learning
selection and sequence. In the lesson plan the activities are broken up well to not
organisation overwhelm students.
3.1 Establish Students are challenged in the diffuse the bomb to work well under
challenging pressure and in the limerick activity to be creative.
learning goals
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?
Explain to students who may be uneasy about the “bomb” activity that is all fun
but if they don’t want to participate, they have the right not to. Additionally,
during this activity, teacher should remind students to act in a civilised way and
not to run around the classroom. Also, students should be reminded of proper
laptop use in the classroom.
Resources Attached:
Diffuse the Bomb Activity:
The Mathematician, a notorious terrorist has planted a bomb. You must defuse that
bomb using the mathematical clues he’s left.
Answer the questions, then cut the coloured wires in the order that the answers
appear, using the table below:
Red Blue Green Yellow Purple

(𝑥 − 2)(2𝑥 − 5) (𝑥 + 3)(5𝑥 − 2) (2𝑥 − 3)2 (2𝑥 + 1)(𝑥 + 3) (3𝑥 + 4)(2𝑥 − 3)
Brown Grey Turquoise Black Orange

(2𝑥 + 3)(5𝑥 − 3) (𝑥 + 2)(2𝑥 + 5) (𝑥 + 1)2 (2𝑥 − 3)(3𝑥 − 4) (2𝑥 − 3)(5𝑥 + 3)
Here are the clues to show which order to cut the wires in:
1 2𝑥 2 + 9𝑥 + 10
2 5𝑥 2 + 13𝑥 − 6
3 2𝑥 2 + 7𝑥 + 3
4 10𝑥 2 + 9𝑥 − 9
5 6𝑥 2 − 17𝑥 + 12
Factorising non-monic quadratic trinomials techniques:
Algebraic Fraction:
Using the example, 5𝑥 2 + 13𝑥 − 6.
 Multiply the coefficient of 𝑥 2 with the constant term e.g. 5 × −6 = −30
 Look for two numbers that multiply to give −30 and add to give the coefficient
of 𝑥: 13 e.g. (−2, 15).
 Set up an algebraic fraction and use the value of 𝑎 in three places:
(5𝑥 )(5𝑥 )
5
 Insert the two numbers and try to simplify the fraction. It should always be
possible to simplify the denominator to 1. It might require two steps.
(5𝑥−2 )(5𝑥+15 )
e.g. = (5𝑥 − 2)(𝑥 + 3)
5
Cross Method:
Using the example, 6𝑥 2 − 𝑥 − 15.
 Find the factors of the leading term 6𝑥 2 e.g. (6𝑥, 𝑥), (2𝑥, 3𝑥)
 Find the factors of the constant term −15 e.g. (15, −1), (−15,1), (5, −3), (−5,3)
 Arrange a chosen pair of factors vertically and cross multiply and check if they
are equal to the term involving the variable to the power of one −𝑥
e.g.
 You will need to continue unto you get a combination that works. In the
example, the third case works. Therefore: 6𝑥 2 − 𝑥 − 15 = (2𝑥 + 3)(3𝑥 − 5).
Limerick Information and Examples:
Definition:
A limerick is a humorous poem consisting of five lines. The first, second, and fifth
lines must have seven to ten syllables while rhyming and having the same verbal
rhythm. The third and fourth lines only have to have five to seven syllables, and have
to rhyme with each other and have the same rhythm.
Examples:
Before topic:
After topic:
ICT Graphing Activity:

Rationale
Factorising quadratic trinomials has been identified as a problem area within Stage 5
mathematics study. Students struggle with the algebraic procedures “particularly in
factorising quadratic expressions” as stated by Didis & Erbas (2015). Consequently,
these lesson plans have been developed to allow students to develop their knowledge
of algebraic procedures and understand how to factorise quadratic expressions. This
understanding is important as it lays the groundwork for advanced mathematics study
in Stage 6 courses. Additionally, grasping the concepts of algebraic processes in
factorising quadratics enables students to develop their problem and inquiry skills as
well as helping them realise the importance of algebraic thinking in real-life problems.
The lesson plans have been developed for Stage 5.2 and 5.3 learners in an average
NSW public school. The pedagogical approach in these lesson plans is to present
students with a variety of engaging activities and investigative questions while also
integrating and discussing the key ideas of the content. Skemp’s (2006) idea of
relational vs instrumental understanding and Vygotsky’s (1978) social constructivism
have been used as a framework to construct these lessons. The lessons aim to allow
students to construct their own knowledge and develop conceptual understanding
through a variety of activities. Furthermore, these teaching plans endeavour to create
a positive and successful learning environment because Anthony & Walshaw (2009, p.
7) explain that effective teachers create “caring classroom communities” and Brown
& McIntyre (1993, p. 28) list “creation of a relaxed and enjoyable atmosphere in the
classroom” as one of their 10 qualities for good teaching. Through these frameworks
and a positive learning environment, students will have an enhanced learning
experience.
Skemp (2006) highlights in his article that students are able to remember content
easier if they understand the relational or conceptual link. Various activities in the
three lesson plans are underpinned by Skemp’s ideas. For example, the mathematics
puzzle in lesson 2 is a curious way to introduce the syllabus content of factorising non-
monic quadratic trinomials. However, as Skemp points out, students are able to
remember content easier if they understand the relational or conceptual link. The
puzzle is able to do this, as it subtly suggests the rules or procedures that need to be
done in order to factorise the quadratic. However, it is designed in a visual way which
is also engaging for the students. If students are able to understand the machinations
of the puzzle, they are much more likely, as Skemp suggests, to remember how to
factorise non-monic quadratic trinomials.
Additionally, many activities in the lesson plans also feature Vygotsky’s (1978) theory
of social constructivism. For example, the area of the quadrilateral problem
introduced in lesson 2 is an interesting way to engage in the syllabus content of
factorising monic quadratics. In the activity, students need to use their prior
knowledge of areas of quadrilaterals and construct a visual and algebraic
representation of how to factor monic quadratic trinomials. The aim of this activity,
was for students to construct their own knowledge, as Vygotsky suggests, of the
reasoning behind factorising monic quadratic trinomials.
Effective teachers are able to cater to a range of diverse learners that inhabit a
classroom by differentiating their instruction (Căprioară, & Frunză, 2013). Henceforth,
the lesson plans have been designed to include a range of resources and teaching
strategies to accommodate for every learner. For example, all three teaching
procedures include visual images, teacher instruction, ICT activities as well as
opportunities to work individually and collaboratively. A main example of this
differentiation is the ‘diffuse the bomb’ activity. Students see visuals of the “bomb”,
questions relating to content and are given the opportunity to work together to
diffuse the “bomb”. Căprioară, & Frunză (2013) explain that varying the activities like
this leads to successful learning. Also, The Australian Institute for Teaching and School
Leadership (AITSL) (2014, p. 15) lists using a wide “range of resources and strategies”
in one of their standards for teaching.
Moreover, there is an emphasis in the syllabus on the general capabilities. The general
capabilities play an important role in the syllabus, allowing students to successfully
live and work in the twenty-first century (Board of Studies, 2012). The 3 lesson plans
presented, aim to develop the general capabilities of literacy, numeracy, information
and communication technology (ICT) and critical and creative thinking.
Firstly, numeracy is embedded throughout the lesson plans, particularly in the

observation activity in lesson 1. In the activity, students use their sense of number to
find connections in the pictures. Using their sense of number to find connections is a
great way to develop their numeracy skills.
The student’s literacy skills are able to be developed in the lesson plans mainly when
discussing the vocabulary of the key mathematical terms, but also within the limerick
activity in lesson 3. Through the exploration of the vocabulary, students are able to
understand the meaning of key words and be able to use them in a mathematical
context. Also, during the limerick activity, students are investigating how to write
limericks and how to be creative with them as well as also linking them to their
mathematical content knowledge. These activities, aim to greatly increase their
literacy skills.
ICT skills are cultivated in activities such as the product and sum spreadsheet. In this
activity, students have the chance to investigate how the spreadsheet works whilst
also developing their maths skills. Likewise, there are various graphing activities in the
lesson plans which allow the use and manipulation of an ICT program called Desmos.
These activities provide students with the opportunity to further develop their ICT
skills.
The mathematics puzzle activity in lesson 2 equips students with the chance to
improve their creative and critical thinking skills. They are required to look at the visual
puzzle and determine how to figure it out to get to a solution. This activity will be able
to enhance this general capability.
In summation, guided by the theories of Skemp (2006) and Vygotsky (1978), these
lesson plans intend to develop the conceptual understanding of algebraic procedures,
focusing on factorising quadratic trinomials. They aim to create a learning
environment which is positive, respectful and fair to each student. The lessons adhere
to the syllabus outcomes and content points as well as providing opportunities to
develop the general capabilities of literacy, numeracy, ICT and critical and creative
thinking. Additionally, through differentiation and the use of interesting and engaging
activities, the diverse learning needs of students are met. Overall, these three teaching
plans hope to provide students with the ability to understand, use and master the
techniques of factorising quadratic trinomials which will aid them in their future
mathematical studies.
References:
Australian Institute for Teaching and School Leadership. (2014). Australian

Professional Standards for Teachers [Ebook] (1st ed., p. 1-7). Melbourne:
AITSL. Retrieved from http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf
Anthony, G., & Walshaw, M. (2010). Effective pedagogy in mathematics. Brussels:
International Academy of Education.
Board of Studies (2012). Mathematics K-10 syllabus: NSW syllabus for the Australian
curriculum. Board of Studies NSW, Sydney.
Brown, S., & McIntyre, D. (1993). Making sense of teaching. Buckingham: Open
University Press.
Căprioară, D., & Frunză, V. (2013). Differentiation and Individualization in the
Organization of the Teaching-Learning Activities in Mathematics. Procedia –
Social and Behavioural Sciences,93(C), 2063-2067.
Didis, M., & Erbas, A. (2015). Performance and Difficulties of Students in
Formulating and Solving Quadratic Equations with One Unknown. Educational
Sciences: Theory and Practice, 15(4), 1137-1150.
Skemp, R. (2006). Relational Understanding and Instrumental Understanding.
Mathematics Teaching in the Middle School, 12(2), 88-95.
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Secondary Curriculum 1b Lesson Plans and Rationale

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102088 SECONDARY

Student Name: Samuel Chappuis

Date: 18/3/19 Location Booked: Classroom Lesson Number: 1/3

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

Outcomes Assessment Students learn about Students learn to

Numeracy Factorise monic quadratic trinomials

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

Body  ICT spreadsheet activity: Teacher: Gives instruction S

*See resource section

*See resource section.

Resources: laptop access,

*See resource section.

Resources: None needed.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Do Now – Observation Activity:

What do you observe from the following images?

ICT Product and Sum Excel Spreadsheet Activity:

Monic Quadratic Trinomial:

ICT Desmos Graphing Activity:

Topic area: Number and Stage of Learner: 5.2/5.3 Syllabus Pages:

Date: 19/3/19 Location Booked: Classroom Lesson Number: 2/3

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

Outcomes Assessment Students learn about Students learn to

Numeracy Calculating areas of quadrilaterals

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

*See resources section

*See resource section

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Do Now Activity – Algebraic Expressions for Area:

Group Problem Solving Activity:

Non-Monic Quadratic Trinomial:

A non-monic quadratic is an expression of the from 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where a, b and c are

Topic area: Number and Stage of Learner: 5.2/5.3 Syllabus Pages:

Date: 20/3/19 Location Booked: Classroom Lesson Number: 3/3

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

Outcomes Assessment Students learn about Students learn to

Numeracy Factorising non-monic quadratic trinomials

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

Resources: None needed.

*See resource section.

*See resources section.

Extension  ICT graphing quadratics activity. Teacher: Giving S

*See resources section.

Resources: None needed.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Diffuse the Bomb Activity:

Red Blue Green Yellow Purple

Brown Grey Turquoise Black Orange

ICT Graphing Activity:

Firstly, numeracy is embedded throughout the lesson plans, particularly in the

Australian Institute for Teaching and School Leadership. (2014). Australian