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# Lesson Plan

Lauren Walker

Learning Area: Mathematics Date: 22/08/14
Topic: Venn Diagrams
Available Resources: whiteboard, whiteboard markers, workbooks.
Grouping: seating plan groups - students to work independently while at desks.
Space: floor in front of whiteboard & desks.

Learning Objectives:
On completing this lesson, each student should be able to:
use Venn Diagrams to visually display data.
show the relationship between groups of data, e.g. surveys and Venn Diagrams.
Students Prior Knowledge:
Students have a basic knowledge of Venn Diagrams and are able to recognise its properties.
They understand what multiples are and most students are able to state the times table.
Preparation:
Whiteboard markers + whiteboard ruler.
Student activity workbooks.
Draw blank Venn Diagram on whiteboard.
Procedure:
Introduction - 10 minutes
1) Gain attention - count down (5-4-3-2-1- Whole Body Listening) - praise students/groups
who are displaying whole body listening, e.g. "I love the way that this group is whole body
listening." Encourage other students to display whole body listening and focus on teacher, "I
know you can display whole body listening, I've seen you do it this week."
2) Ask students to sit on the floor in front of the whiteboard, "now students, when I say, I
would like for you to quickly and quietly come and sit on the floor in front of me so that you
can see the whiteboard." When students have settled down and are all seated on the floor,
direct attention to the drawing of a blank Venn Diagram. Pose the question, "by raising their
hand, who can tell me what this is?" If no one has answered correctly, give hints, e.g. it is
used in mathematics.
3) Ask the students what they think the purpose of a Venn Diagram is - accept range of
answers. If no one answers "to display data" pose the question, "well what do you think goes
in these circles?"
Activities: 20 minutes
4) Collect some data for class survey based on drumming incursion. Allow the students to
choose from which drum or instrument they prefer, or if they like both equally. Write down
the data on the whiteboard but not in the circles just yet. In order to collect the data, ask the
students to raise their hands for which instrument they prefer.
"Ok class, when I say the name of the instrument I would like you to put your hand up for the
one which you prefer, or for both equally."
"So, which students prefer drums?" Comment on the amount of hands raised - lots or not so
many - try to engage the students.
5) After collecting the data, fill in the Venn diagram on the whiteboard. First, give the Venn
Diagram a title, then label the circles explaining each circle and the bit in the middle. Explain
how the bit in the middle is where the data belongs to more than one group.
6) After filling in the Venn diagram ask the class if there are any questions or queries.
Explain to the class how they have just used a survey to collect data and then used a Venn
diagram to visually display that data.
7) After answering questions, send students back to their desks, e.g. "ok, now I would love if
all the girls quietly went back to their desks." Comment on whole body listening skills. Once
all students are seated quietly at their desks, ask them to take out the maths workbook.
Explain the questions in the workbook to the students, asking if there are any questions. After
going through the worksheet in the activity book, ask the students to complete the questions
on their own.
At this time my role is to:
Walk around the classroom answering questions.
Encourage students who are having difficulty starting the workbook.
Praise and comment on individuals and groups who are working well.

Pack-up - 5 minutes
8) Praise and comment on students behaviour for the lesson.
Collect activity books & answers to questions.
Finish the lesson with a question on Venn Diagrams, e.g. "What is an example of a type of
data that can be displayed in a Venn diagram?" - surveys, comparing 'things' such as sport,
types of instruments etc & numbers e.g. multiples of numbers. Allow the group who got the
answer right to go to lunch first. Select other groups based on their whole body listening.

Evaluation:
Formative: this will be done by discussion, questioning and observation on students
performances related to Venn diagrams.
Summative: through the degree of teacher/student satisfaction with the finished worksheets.
Write in E-Portfolio:
What I found from my lesson, e.g. students behaviour change etc.
Summary of lesson.
Self-evaluation (improvements)