Teacher of the Circle Lesson 2

Amie Udall 20151888

Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 8 Time: 10.00 10.50 Date: 17th Mar 2015

Students Prior Knowledge:

Learning Area: Mathematics

Define the following circle terms: radius, diameter and

circumference.
They solve problems involving length and area.
They add, subtract and multiply decimals and divide
decimals where the result is rational.
Students use formulas for the area and perimeter of
rectangles.

Strand/Topic from the Australian Curriculum

Investigate the relationship between features of circles such
as circumference, area, radius and diameter. Use formulas
to solve problems involving circumference and area
(ACMMG197)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT

competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
Asia and Australias engagement with Asia
Sustainability
histories and cultures
Proficiencies:(Mathematics only) Understanding, fluency, problem solving and reasoning.

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Populate the results from the GeoGebra exercise into a worksheet following collection of the required data
Recognise the relationship between diameter and circumference
Students will contribute to a group activity by working collaboratively to solve a problem
Teachers Prior Preparation/Organisation:

Provision for students at educational risk:

Ensure internet access.

Lower level students students will work in pairs so

ensure any lower level students are paired with
someone more capable.

Check http://mathsyr8.weebly.com is working correctly.

Ensure students are registered on http://www.sumdog.com/
Have a list of all students Sumdog log in.

Appropriate level tasks will be allocated on

http://www.sumdog.com/ for all levels including
extension.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to determine:
Did the pupils confidently offer names for the circle parts?
Did the activity work well performed in pairs?
Were the instructions clear?
Were students able to populate the spreadsheets without assistance?
Could the students recognise the relationship between circumference and radius/diameter?
What will the students need to work on in the next lesson?

Teacher of the Circle Lesson 2

Amie Udall 20151888

Was the activity helpful and useful?

What tasks did the students find difficult?
Did the students enjoy using the website?

Teacher self-reflection and self-evaluation:

Anecdotal notes will be kept on:
Were the students engaged throughout the lesson?
Did each student participate?
Were all objectives met?
What aspects of the lesson did the students complete?
How can this be improved?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time

Motivation and Introduction:

Resources/References

10.01am

Ask the students to access Lesson 2 within the topic website via Google
Chrome.

http://mathsyr8.weebly.c
om

10.05am

Introduce the website and the topic and lesson objectives. Check everyone
has managed to access the correct lesson.
Recap on what was learnt in the previous lesson by playing slide show on the
whiteboard and asking for volunteers from particular table groups to name the
parts of the circle.
Lesson Steps (Lesson content, structure, strategies & Key Questions):

10.13am

Ask the students to pair up, preferably with someone sat adjacent to them,
but ensure any lower level learners are paired with someone more capable,
and work through the Rolling, rolling, rolling task together. Ask one from
each pair to roll 5 different size circles whilst their partner populates the
spreadsheet and then swap roles resulting in a total of 10 different size
circles per pair.

10.28am

Remaining in pairs, ask the students to discuss with their partners what they
noticed about the blue number (which will calculate itself following input of
the diameter and circumference).
Ask everyone to undertake the quiz individually and follow the instructions
accordingly. Each student is required to achieve 100% before they move on
to their individualised assessment via http://www.sumdog.com/
Lesson Closure: (Review lesson objectives with students)

10.43am

Ask the class to stop and finish their http://www.sumdog.com/ assessment for
homework and ask the class what they noticed about the Rolling, rolling,
rolling exercise results? Is there a relationship between radius/diameter and
circumference? What is it? Check the students have all answered the

Teacher of the Circle Lesson 2

Amie Udall 20151888

Polldaddy question at the end of the http://mathsyr8.weebly.com.

Tell the students this number is called Pi and refer to the image of a pie on
http://mathsyr8.weebly.com and tell them they will learn more about Pi in
Lesson 3.
10.50am

Transition: (What needs to happen prior to the next lesson?)

Students to log off quietly and sit and wait for further instructions.
Assessment: (Were the lesson objectives met? How will these be judged?)
The teacher will note that each pair worked together collaboratively,
successfully populated the spreadsheet and achieved 100% in the quiz by
observation and conversation. The teacher will check the polldaddy results to
determine all the students had noticed a relationship between diameter and
circumference. The teacher will log into http://www.sumdog.com/ to review
the assessment results.