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# FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, Week 6 YEAR LEVEL: 4 LEARNING AREA/TOPIC: M&G, Geometric Reasoning

## WESTERN AUSTRALIAN CURRICULUM MATHEMATICS

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
- Terminology, literature - Number sense, estimation, Competence
context recording data
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

## WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES and KEY QUESTIONS
LINKS (include learner diversity)
N&A Prof
M&G
S&P
Lesson 1 ACMMG089 Understanding 1) Students will be able to use -Popstick method of Introduction Sir Cumference and the Great
- Initial development of vocabulary from text to classify angles selection to answer -Gather students to mat, introduce text. Emphasise subtitle: ‘A Math Adventure’ Knight of Angleland
knowledge in this area 2) Students will be able to identify questions on specific pages, -Inform students that this book will tell us a lot about what we will be doing, so they will need to (Neuschwander & Geehan, 2009)
of content properties and shapes of angles observations noted pay attention because I will be asking questions along the way and adding to the maths word wall.
- vocabulary and angle -Student work will be peer Body
sizes are essential to marked as a class during Read text, stop and select a student for the following pages to identify terminology for wall:
identification and review/closure, cross > 4: ‘Right-angle’, ‘turn’, ‘perfect corner’
classification marked against a checklist. > 15: ‘90’, ‘knightly right’
Fluency > 16 & 17: ‘big angles’, ‘only 55’, ‘measured 120’, ‘bigger than’
- task is heavily centred > 21: ‘slight’, ‘little angle’, ‘less than’
on recall of established Finish reading, then go back to page 30, discuss this page with students, drawing the image on the
vocabulary and sizes to page on the board.
enable classification >Acute = less than 90, RA = 90, Obtuse = more than 90, Straight = 180, Reflex = more than 180 Whiteboard and markers
- students at risk are > ‘How did sir cumference know each turn he made was right?’
still completing the > ‘What was his thinking?’
same task, just under
different conditions. Send students back to desk, erase image on board, distribute sheets and maths books to students.
Reasoning Explain that they have been given a picture, title and explanation of each angle. In their books
- primarily addressed they will cut out, match them all together and glue them into their books. Paper and blu tack for word wall
through questioning at *Students at risk: in pairs/small groups, they will work with simpler definitions and other words
this early stage in that have been cut out and laminated along with larger copies of angles and the medallion from
learning text. They will then save their work as a photo on an iPad (use as marking key on board)
Closure
Instruct students to swap with their peers and peer mark as a class, popstick selection for iPad & pre-cut shapes
Popstick question students: ‘How do we know if an angle is… acute/obtuse/straight/RA/reflex?
Pack away.
Lesson 2 Understanding 1) Students will construct a simple - measurement sheets Introduction
- elaborating on protractor of their own to identify types collected, self-assessment in - Recap previous lesson through popstick questioning Whiteboard and markers
knowledge from of angles. reflective questions and > Which angle is bigger than a right angle? Why?
ACMMG089 previous lesson while 2) Students will be able to conduct tally compared to actual > Is there one bigger than that?
further consolidating informal measurements/classification of angles drawn > What do we call the angle smaller than a right angle? How big or small should it be?
some basic facts angles -observations noted - Recap aspects of text through popstick questions Sir Cumference and the Great
- connecting text to > What did Sir Cumference use to figure what each angle was? Knight of Angleland
real world, crucial to > Was it accurate? (Neuschwander & Geehan, 2009)
other proficiencies and - Show students the replica from the text, ask about its specific features
measurement > “what can you see on the medallion that would have helped Sir Cumference?”
Fluency *Numbers/degrees, gap in the middle to line up the angles
- recalling facts and Body
concepts from previous - Inform students that the medallion is called a protractor in real life, and today we will be making Paper Plates
lesson that are our own to use for future activities Split Pins
pertinent using - students distribute materials and instruction sheets Scissors
appropriate reasoning - Read out instruction sheet, holding up relevant materials at each step Compass
and procedures. - Model usage with pre-made demo Straws
- the recording of - Students may now begin to make their protractors, can ask for assistance if needed.
angles as classification *Students at risk: Announce to students that I will also make one on the floor at the front step Instruction Sheet
should require some by step if they would like to follow along or complete task in small pairs.
efficiency and
estimation Students will now pair up and take a measuring sheet each Chalk and pavement
Problem Solving Students will now walk outside the classroom where a series of angles have been drawn in chalk Measuring sheets
- as stated, the created along the pavement, students are to use their protractors to determine what each angle is, and
protractors will play a tally it in the appropriate row in the measuring sheets.
role in a subsequent Walk back to class after at least 10 minutes
lesson, this lesson
enables students to Closure
become familiar with - allow time for studnets to complete reflective questions at the bottom of the tally sheet
usage process (questions will be asked verbally via popsticks too)
Reasoning - collect measurement sheets and protractors
- reflective questions - popstick questions
requiring analysis and > How did you use your protractors/medallions to figure out what each angle was?
justification of > Was there a different way?
processes and > How do you know you were right?
measurements Prepare for next lesson
Fluency 1) Identify angles correctly to complete - collect mazes, mark
Lesson 3 - Reviewing previous peer challenges. against rubric
ACMMG089 content 2) Use correct and accurate terminology > number of angles Introduction
-Seeing the criteria in answer solution for maze > types of angles - popstick questioning to recap text and set context of task
informs the students of > cohesion with solution > what types of angles have we looked at?
what they will need to key > what is special about a right angle? What about acute and obtuse angles?
do and include, > What did Sir Cumference have do to rescue the king?
choosing appropriate > How did he do it? Sir Cumference and the Great
procedures to > Could he have done it differently? Would he have made it out? Knight of Angleland
complete the task (Neuschwander & Geehan, 2009)
- Protractors used for Body
identification and - introduce task to students, they are going to create a maze that could have been used to Markers and Whiteboard
navigation, mimicking capture/hide the king
the text. - demonstrate with an example on the board and using the protractors that were made in the
Problem Solving previous lesson
- there is no mandated - write criteria on board Protractors (student made)
method of completing >must include at least 1x acute, 1x right angle and 1x obtuse angle in their maze Graph paper
the task, solutions have >on the back of the page, the number of each angle must be listed as a clue
been given so it is up - distribute graph paper to students
to the students to *Students at risk: students deemed at risk for this task will attempt to recreate the pathway from
figure out how to the Sir Cumference text. 3x copies of the text will be available, each student will be given a list of
actualise this. angles and the quantities to include as their maze.
Reasoning - facilitate and assist students
- students would detail -early finishers: early finishers may swap with a partner and attempt to complete their maze with
and justify their a highlighter or different colour pencil. Created protractors may be used.
solutions and methods,
requiring them to draw Closure
upon their previous - remind students to write their names on their mazes, collect them. Students may now keep
understandings. protractors.
- survey questioning
> did anybody get to swap with a partner and try their maze?
> was it tricky? Did you solve it? How?
Prepare for next lesson.