Lesson Plan Year 10 Maths Methods

Practicum Lesson
Number

Time of Lesson

Period 1 Wed. 26th Aug 2015

Year
Level

Year 10 Maths Methods

Subject

75 minutes

Duration of lesson

10

Class Size

15

Supervisor -

Learning Focus
Area of Study

Key knowledge

Linear and
non-linear
relationships

Factorise monic and nonmonic quadratic expressions

and solve a wide range of
quadratic equations derived
from a variety of contexts
(ACMNA269)
Solve simple quadratic
equations using a range of
strategies (ACMNA241)

Key skills
-

Evidence How will you identify what they have

learnt and how will you record or note this

Activities and assessment tasks

Using the quadratic
formula as an
alternative strategy
to solve quadratic
equations
Understanding why
the finding the
discriminant is used
and how it can be
applied.

Class board work and discussion

Ex. 8.3 Q1-8(1/2) and 8.5 1-3
(1/2), 4-5

Notice book work while working on

exercises

Resources and Materials

Textbook (electronic), personal notes, white board markers

Student Teacher Focus

My focus for this lesson is to manage my time effectively when presenting the content, ensuring enough time for students to work and ask if any concerns, as many
sessions were lost due to PDs.

Context of lesson
Students are proficient in a variety of techniques such as completing the square, and factorising using the null factor. This is another technique to solve for x.

Stage of lesson

Tasks

Time

Student action

Teacher action

Stage 1 Introduction

Settle students. Recap last lesson (solving

equations using the null factor law).
Now, were going to use another technique called
the quadratic formaula

20 mins

Students to listen and

write notes. Ask if not
certain.

Go through notes on the board. Ask questions etc.

Class notes: Ex. 8.3 Quadratic formula Examples

(Refer to personal notes)

Stage 2 Body of lesson

Independent work: Ex. 8.3 The Quadratic formula

20 mins

Students to start and

work on exercises.
Ask questions if need
be.

Walk around the room, check up on students, relearn

names etc.

Class notes: Ex. 8.5 The discriminant (refer to

personal notes)

20 mins

Students to listen and

write notes. Ask if not
certain.

Go through pre-prepared notes on the board. Ask

questions

Why does the discriminant tell us? What do we know?

Possible responses:

X values

When x equals ?? y equals ??

What if we were to graph these examples?
(Use Desmos to grqph examples)
Using this example, what can we tell?

Stage 3: Conclusion

Independent work: Ex. 8.3 Q 1-3 (1/2), 4, 5

Time to try exercises in class

20 mins

Wrap up class, and pack up.

Ask questions such as:
What does the discriminant tell us?

5 mins

Students to work on
exercises, if help
needed, ask questions.
Students to ask
questions if need be

Continue to check on students.

Answer questions or queries.