102087 SECONDARY

CURRICULUM 1A
LESSON PLANS AND Secondary
Curriculum 1A
Lesson Plans and

RATIONALE Rationale

Student Name: Samuel Chappuis

Student Number: 18331631
Date Submitted: 23/8/18
Campus: Kingswood
 Lesson Plan 1

Topic area: Measurement and Stage of Learner: 4 – Year 7 Syllabus Pages: pp. 328
Geometry – Angle
Relationships

Date: 13/8/18 Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: 24 Printing/preparation: Need

access to smartboard. Slides of
the different types of angles.
Need access to a whiteboard,
And whiteboard markers.

Outcomes Assessment Students learn about Students learn to

Diagnostic Assessment What an angle is. Identify and name the
takes place when asking The types of angles. types of angles. Use the
MA4-1WM
students if they know Labelling points, lines language of geometry
MA4-2WM
the angles displayed. and angles. to define, name and
MA4-3WM
The difference label points, lines,
Formative assessment between angle types. intervals and angles.
takes place in the paired Teamwork and Work together and
activity as well as cooperation. problem solve.
throughout the lesson.
Teacher walks around
and makes sure students
have the understanding
and are on task.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Literacy Identify types of angles

Numeracy How to label in geometry
Creative and Critical Thinking
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
Metalanguage There is a lot of use of mathematical terms in the lesson and the teacher explains the use
and connects them with words already known in the lesson.
Social Support Lesson provides lots of opportunities for social support through various group and
teamwork activities. Students need to support each and work together to solve problems.
Knowledge Students show the ability to integrate the knowledge they learnt on the types of angles in
Integration trying to demonstrate those angles types in groups of 2 and groups of 4

Time Teaching and learning actions Organisation Centred

T/S
Intro Teacher greets students with a smile and asks how Teacher: up the front demonstrating Teacher centred
they’re going as they walk in and get settled. Teacher with encouraged
5 mins explains that the students will be learning about angle Student: sitting down in seats student
relationships. interaction.
Resources: none needed
Teacher states that some of the students will know the
types of angles but we will go through all of them.
Teacher uses his/her hands and demonstrates all the
different types of angles: acute, right, obtuse, straight,
reflex and revolution.

Teacher quickly tests students by asking them to tell

him/her what the angle is through his/her
demonstration.
Body Group Activity: Teacher: Goes around checking that Student centred
the angles made by the students are with small
10 mins Teacher tells students to group up with students by correct. teacher
which angle type they liked the most. Teacher then pairs instruction
the students up for the activity. Student: demonstrating the angles

Teacher states that the students, in pairs, will need to Resources: none needed
work together and use their bodies to display the angle
that the teacher will call out.

Differentiation: this activity allows for student direction

in working together and figuring out the best way to
demonstrate the particular angle given.
Discuss theory: Teacher: out the front, going through Teacher centred
10 mins the theory
Ask the students what they think angles are and work
through a definition with the students. Definition should Student: in their seats, taking notes
be similar to the following: or simply listening
“Angles are used to measure the amount of turn”
Resources: slides displayed on the
Talk about what makes up an angle e.g. the arms and the smartboard of the angle types,
vertex. Link the arms of an angle with your explanation of types of angles*
demonstration and the activity they just completed.
Perhaps also, link the vertex with your head.
*See resources
 Run through the angle types with the amount of degrees
attached (teacher can do the hand demonstration again
to help). Teacher goes through and attaches meaning to
each angle type.
Group Activity Teacher: calls outs the angle types, Student centred
goes around checking the groups with teacher
10 mins Teacher tells students to get back to their pairs from the demonstrations observation
group activity and tells them to pair up with another pair
to create a group of 4. Teacher explains that they will be Student: working in groups to figure
doing the same activity as before with some alterations. out what they need to do to show
the angle type
The teacher again will call out an angle type and the
groups will have to use all 4 students to demonstrate the Resources: none needed
angle type. The teacher varies how he/she calls out the
angle type e.g. Okay class, let’s demonstrate an acute
angle, Okay class, let’s demonstrate and angle that’s
between 90 and 180 degrees.

Differentiation: this activity allows for student direction

in working together and figuring out the best way to
demonstrate the particular angle given.
Discuss theory Teacher: out the front explain and Teacher centred
asking questions of the students with some
10 mins Ask students, what we could do if we wanted to talk student
about a particular point, line or angle. Whilst asking this Student: thinking and answering involvement
question, draw up a point, a line and an angle on the questions, listening and taking notes
board. if needed

Ask students to think for 10 seconds about it and then Resources: whiteboard, whiteboard
share their ideas with the person sitting next to them. markers
After this ask different groups to share their ideas.

Hopefully, the students have talked about the idea of

labelling. Explain that labelling things gives us the ability
to talk about them.

Go through different examples of labelling points, lines

and angles with the students.

Group Activity Teacher: Drawing up the diagrams, Student centred

going around to each group, making with teacher
10 mins Ask students to get back into their groups of 4, there sure their working cooperatively and observation.
should be 6 groups. Draw up 6 angle diagrams on the helping if needed.
board with an angle indicated on each one and get the
students to label the angle how they think would be Student: Working in groups,
best. determining the best way to label
their angle

Differentiation: this activity allows for student direction Resources: whiteboard, whiteboard
in working together and figuring out the best way to markers
label their angle diagram
Conclusion Discussion and Demonstration Teacher: out the front asking Teacher centred
questions and demonstrating with students
5 mins Discuss with students what they have learnt today, ask answering
them if they had trouble with anything and if so what. Student: in seats, answering questions.
questions
Redo demonstration from the beginning of the lesson,
asking students to guess the angle type from their hand Resources: none needed
demonstration.

Wish students well for the rest of the day and wrap up
lesson.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

Trying to prepare engaging and interesting activities that connects with the syllabus
outcomes and content is a difficult task. However at the end of the day it is
beneficial for everyone involved in the learning process. Interesting and engaging
activities lead to better learning.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA4-1WM Group Activity of demonstrating the different angle types
MA4-2WM Group Activity of labelling their specific angle diagram
MA4-3WM Group Activity of demonstrating the different angle types
and labelling the angle diagrams.

Other considerations

Complete the table below by inserting the AISTL graduate standards that you are
demonstrating and indicate the evidence from this lesson that should comply with
the standard.

Graduate Standards Evidence within this lesson

4.1 Identify strategies to support
inclusive student participation and
engagement in classroom activities
2.2 Organise content into an
effective learning and teaching
sequence
Students are encouraged to work together both in
the paired and grouped demonstration of the types
of angles
Throughout the lesson, the theory has been
interspersed with interesting and engaging activities.

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?
When the students are engaging in the paired and grouped angle type
demonstration activity, the teacher should ensure that students are not over
exerting themselves or putting themselves in compromising or injury risking
positions.
Resources

Angle Type Slides

Slide 1:

Slide 2:

Slide 3:

Slide 4:
 Slide 5:

Slide 6:

Explaining the metalanguage:

- Acute angles (for help with remembering, draw upon the ‘cute’ part of the word and
ask students what sort of things they think are cute e.g. puppies, ask if the things
they find cute are small and this can create a link between the word acute and the
amount of degrees of that angle)
- Right angles (link this angle type with the word ‘upright’, discuss what upright means
and see if that helps with the memory)
- Obtuse angles (perhaps make reference to the fact obtuse is word that sounds a
little weird and so it’s not as nice as the acute angle.
- Straight angle (try and link this with 2 right angles)
- Reflex angle (ask students who may do sports, what happens when they make a
move out of reflex, might expect answers such as: “I stretch more than normal” –
link this with the angle type.
- Revolution (try and link with 2 straight lines
 Lesson Plan 2

Topic area: Measurement Stage of Learner: 4 – Year 7 Syllabus Pages: pp. 328
and Geometry – Angle
Relationships

Date: 14/8/18 Location Booked: Computer Room Lesson Number: 2/3

Time: 60 minutes Total Number of students: 24 Printing/preparation: pictures of

the angle types for Slap the
Bacon game. Need access to a
Whiteboard and whiteboard
Markers. Print 24 copies of the
Worksheet.

Outcomes Assessment Students learn about Students learn to

Formative assessment Angles on a straight Use the terms
takes place in the Slap line. Complementary, 'complementary' and
MA4-1WM
the Bacon game and the supplementary and 'supplementary' for
MA4-2WM
ICT activity and adjacent angles. The angles adding to 90°
MA4-3WM
throughout the lesson terms complement and 180°, respectively,
MA4-18MG
by the teacher who and supplement. The and the associated
walks around and difference between terms 'complement'
checks students complementary and and 'supplement'. Use
understanding through supplementary. the term 'adjacent
questioning and angles' to describe a
feedback. pair of angles with a
common arm and a
common vertex.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Numeracy Relationships of angles

Literacy Adjacent, complementary and supplementary
ICT angles
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
Problematic Questions in the ICT Activity worksheet present students with problems that they have to
Knowledge think about and reason with and try and solve.
Engagement The revision game ‘Slap the Bacon’ as well as the use of ICT helps keep students engaged
and on task and interested in the lesson.
Background The revision game ‘Slap the Bacon’ draws on their background knowledge from the previous
Knowledge lesson in order to do well in the game.

Time Teaching and learning actions Organisation Centred

T/S
Intro Teacher greets students with a smile and asks how Teacher: up the front giving Teacher centred
they’re going as they walk in and get settled. Teacher instruction
5 mins explains that the students will be continuing their
learning about angles by learning about adjacent, Student: sitting down in their seats
complementary and supplementary angles.
Resources: none needed
Body Revision - Slap the Bacon Game Teacher: giving the question, walking Student centred
around the room, checking to see if with assistance
Teacher explains the rules of the game. He/she has the students are slapping the correct from teacher
15 mins placed pictures of the different angles types around the picture
room, when the teacher says one of the angle types, the
students have to locate the picture type and slap Student: walking around the room
(emphasise not to hit to hard) the picture of the correct trying to slap the correct picture.
angle type.
Resources: pictures of the different
The teacher changes how they say the angle type e.g. angle types*
instead of saying “Find the obtuse angle”, the teacher can
say “Find the angle that is between 90֯ and 180֯” *See resources

Differentiation: this game allows for fun and engagement

with the content even if for some students the content
may be too easy.

Discussion of Theory Teacher: up the front explain and Teacher centred

discussing with students the theory with encouraged
Teacher draws up an angle with a line drawn in between, of the lesson. student
teacher asks: interaction.
15 mins - Are the two angles next to each other? Student: listening or taking notes
- What do they have in common? and answering questions.

Teacher then explains that two angles are adjacent when Resources: whiteboard, whiteboard
they have a common side (arm) and a common vertex markers
(head, corner) and don’t overlap.

Teacher draws up a right angle with a line draw in

between. Teacher asks what the two angles should equal
to. Students are to realise that because the full angle is a
right angle and hence 90 degrees, the two angles should
add to get 90 degrees.

Teacher then explains that angles that add together to

give 90 degrees are called complementary. Teacher
draws on the example and says, when two angles add to
 90 degrees, we say they “complement” each other.

Teacher then draws up a straight angle with a line draw

somewhere in between. Teacher again asks what the two
angles should equal to. Students are to realise that
because the full angle is a straight angle and hence 180
degrees, the two angles should add to get 180 degrees.

Teacher then explains that angles that add together to

give 180 degrees are called supplementary. Teacher
draws on the example and says, when two angles add to
180 degrees, we say they “supplement” each other.

How to remember which is which? Easy! Think:

- “C” of Complementary stands for Corner i.e.
right angle (90 degrees)
- “S” of Supplementary stands for Straight i.e.
straight line (180 degrees)

Teacher draws up a few examples and asks the students

to tell him/her if they are adjacent angles and if they are
complementary, supplementary or neither.
ICT Activity Teacher: goes around checking on Student centred
students, seeing if they can get to with observation
Students locate the following website: the website and are understanding and assistance
what they are doing. from teacher
20 mins https://www.mathsisfun.com/geometry/complementary-
angles.html Student: using the angle generator
app on the computer, students fill
Students use the complementary and supplementary out the worksheet
angles generator to complete the worksheet.
Resources: computers, worksheet*
Differentiation: The worksheet has questions that
increase in difficulty. Struggling students can work with *See resources
the more advanced students to discuss and work through
the worksheet together.
Conclusion Discuss with students what they have learnt today, ask Teacher: out the front asking Teacher centred
them if they had trouble with anything and if so what. questions with students
5 mins answering
Ask students to tell them what adjacent, complementary Student: in seats, answering questions.
and supplementary angles are. questions

Wish students well for the rest of the day and wrap up Resources: none needed
lesson.

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

It is difficult to know how much time an activity in the lesson will take. It was also a
challenging task to engage in ICT in a worthwhile way to enhance the lesson and not
just to use it for the sake of using it.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
MA4-1WM ICT Activity worksheet and Slap the Bacon game
MA4-2WM ICT activity worksheet
MA4-3WM ICT Activity worksheet
MA4-18MG ICT Activity worksheet, example questions answered
Other considerations

Complete the table below by inserting the AISTL graduate standards that you are
demonstrating and indicate the evidence from this lesson that should comply with
the standard.

Graduate Standards Evidence within this lesson

2.6 Implement teaching strategies
for using ICT to expand curriculum
learning opportunities for
students.
3.3 Include a range of teaching
strategies.
The ICT activity allows students to engage with
computers and software to solve problems related to
the content.
Throughout the lesson there are different teaching
strategies used, there is the revision game ‘Slap the
Bacon’ as well as discussing theory with students and
the ICT activity.

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?
In the revision game ‘Slap the Bacon’ it is of high importance that students do not
slap the pictures too hard as this could lead to injury. Also students will need to be
told to be careful of their surroundings (especially the computers) when trying to
slap the pictures. Additionally the safe use of computers needs to be discussed in
order for the students to use them.
References

Pierce, R. (2018). Math is Fun. Retrieved from https://www.mathsisfun.com/

Resources

Slap the Bacon Game Pictures

ICT Activity Worksheet

1. Using the app, find the complements of the following angles:

a) 20°
b) 40°
c) 55°
d) 77°
e) 89°
2. Using the app, find the supplements of the following angles:
a) 20°
b) 30°
c) 85°
d) 133°
e) 176°
3. What is the difference between complementary and supplementary angles?
4. Can you find the complement of 100°? If yes, what is it? If not, why?
5. Can you find the supplement of 200°? If yes, what is it? If not, why?
6. Find the pronumerals in the following using the app. Give reasons for your answers.
a)

b)
 Lesson Plan 3

Topic area: Measurement and Stage of Learner: 4 – Year 7 Syllabus Pages: pp. 328
Geometry – Angle
Relationships

Date: 15/8/18 Location Booked: Classroom Lesson Number: 3/3

Time: 60 minutes Total Number of students: 24 Printing/preparation: I have,

Who has? Game cards. Access
To whiteboard and markers.
Whiteboard protractor.
24 copies of problem solving
Worksheet.

OutcomesAssessment Students learn about Students learn to

Formative assessment Angles at a point. Identify and name
takes place throughout Vertically opposite vertically opposite
MA4-1WM
the ‘I have, who has?’ angles. Solving simple angles. Find the sizes of
MA4-2WM
game and problem numerical problems unknown angles
MA4-3WM
solving task as well as using reasoning. embedded in diagrams
MA4-18MG
throughout the lesson using angle
as the teacher walks relationships. Explain
around and checks how the size of an
students understanding unknown angle was
through questioning and calculated
feedback.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Numeracy Relationships of Angles

Literacy Angles at a point
Creative and Critical Thinking Vertically opposite angles

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
Higher-order This is evidenced in the group problem solving task, students have to work together and
thinking think about how they are to solve the problem, what they need and what skills and content
knowledge they need to answer the question.
Social Support Students are supported throughout the ‘I have, who has?’ game as well as during the group
problem solving task.
Background The revision game ‘I have, who has?’ builds on the students’ prior knowledge from the
Knowledge previous lessons in order for them to match up their angle type with the correct one.

Time Teaching and learning actions Organisation Centred

T/S
Intro Teacher greets students with a smile and asks how Teacher: out the front greeting Teacher centred
they’re going as they walk in and get settled. Teacher students
5 mins explains that the students will be continuing their
learning about angles by learning about angles at a point Student: coming in and sitting down
and vertically opposite angles. in seats

Resources: none needed

Body Revision Game – I have, who has? Teacher: gives instructions on game, Student centred
walks around checking to see how with teacher
15 mins Students are each given a card which has either a students are going and making sure observation.
diagram of a complementary or supplementary angle. they’re staying on task
The card will say “I have…” and the angle that is given.
The goal of the students is to ask their classmates “who Student: trying to find classmates
has…” the angle that either complements or who have the angle they are looking
supplements theirs. Students are encouraged to use the for
words complement and supplement when asking
questions to their classmates. Resources: I have, who has? Game
cards*
E.g. “Who has the complement of 60 degrees?”
“Who has the supplement of 115 degrees?” *See resources

The game finishes when each student has matched up

their complementary or supplementary angles.

Differentiation: Advanced students are given more

challenging angle types to match up whilst struggling
students are given easier angles. This game is also fun
and interesting and enjoyable for all students even if
content may be elementary for advanced learners.
Discussion of Theory Teacher: out the front discussing Teacher centred
theory, asking questions with student
15 mins Draw an example of an angle of revolution. Next to it answering
draw lines coming out of one point and label the angles Student: listening or taking notes, questions
in between the lines. Ask the students what they think all asking questions
the angles should add up to.
Resources: whiteboard, whiteboard
Connect the angle of revolution diagram to the angles at markers, whiteboard protractor
one point diagram and explain angles around a point
(common vertex) will always add up to 360 degrees.
 Draw a diagram with two lines crossing, emphasise the
vertex between them. Ask students what angles are
opposite to each other (perhaps let students get up and
point them out). Measure the angles which the students
have said are opposite with a whiteboard protractor.
Show that they are equal.

Explain that when two lines cross, angles that are

opposite to each other who share the same vertex
(corner point) are equal. Explain that these angles are
called vertically opposite angles.

Draw up a few diagrams and ask the students if the

angles indicated are vertically opposite or not.
Group Problem Solving Task Teacher: walking around checking Student centred
students are on task and with teacher
20 min Teacher asks the students to team up into 4 groups understanding what to do. observation.
based on what month their birthday is e.g. January
teams up with January. Teacher then explains that within Student: working on the problem
their groups, they will be trying to solve a problem based solving task in groups
on what they have learnt. They will need to work
together to solve the problem. Resources: problem solving task
worksheet*
Differentiation: students choose roles and try and work
together to achieve a common goal. The advanced *See resources
learners in the group help out the struggling students so
everyone can do well.
Conclusion Discuss with students what they have learnt today, ask Teacher: out the front asking Teacher centred
them if they had trouble with anything and if so what. questions with students
answering
5 mind Ask students to tell them what angles at a point are and Student: in seats, answering questions
what they add up to. Additionally ask students what questions
vertically opposite angles are and what they are equal to.
Resources: none needed
Wish students well for the rest of the day and wrap up
lesson.

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

It is quite difficult but rewarding to keep coming up with fun and engaging activities
for the students to do with and actives that cater for all of the learning types found
in a classroom.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA4-1WM I have, who has? Game
MA4-2WM Problem Solving Task
MA4-3WM Problem Solving Task
MA4-18MG I have, who has? Game and Problem Solving Task
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 Standards Evidence within this lesson

1.5 Demonstrate knowledge and
understanding of strategies for
differentiating teaching to meet the
specific learning needs of students
across the full range of abilities.
2.5 Know and understand literacy
and numeracy teaching strategies
and their application in teaching
areas.
The game cards are differentiated to cater for the
diverse learning needs in the class. For example,
advanced learners are given more challenging game
cards while struggling students are given easier ones.
Students are encouraged to use their literacy skills
when using the words ‘complement’ and
‘supplement’ in order to find the angle that matches
up with theirs.

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?
Students should be told to encourage students and work positively with their
classmates to work out and solve problems.

Students should be told to move around the classroom appropriately when playing
the ‘I have, who has?’ game.
Resources

I have, who has?

Note: This is just one example of a possible game card that could be used.

Example Game Card:

I have:

Who has the supplement?

Problem Solving Task
Question 1

Six Friends: Chloe, Aram, Tien, Sam, Josie and Nahum, are playing a game of hide and seek.
They all start at the same point but go off into different directions as shown in the diagram.
Chloe is 25֯ from Aram and Aram is 51֯ from Tien. Find how many degrees Tien is from Sam
and how many degrees Sam is from Josie. Give reasons for your answers.
Question 2

The six friends are playing another round of hide and seek, again they have started from the
same point but have gone off in different directions as shown in the diagram. This time,
Nahum is 38֯ from Aram and 90֯ from Sam. Find out how many degrees Sam is from Tien,
how many degrees Tien is from Josie and how many degrees Josie is from Chloe. Give
reasons for your answers.
Rationale:

The lesson plans have been developed to allow students to develop their knowledge
and understanding of angle relationships. This understanding is important as it lays
the groundwork for better skills and apprehension in geometry. Angle relationships
are an essential topic to understand for students to learn how to analyse problems in
geometry and to develop the necessary skills to identify, explain and give reasoning
for problems that arise (Board of Studies, 2012, pp. 329).

The most important part of each lesson, before any learning can commence, is that a
positive classroom environment is developed. Anthony and Walshaw (2009, p. 7)
explain that effective teachers create “caring classroom communities” and Brown
and McIntyre (1993, p.28) list “creation of a relaxed and enjoyable atmosphere in
the classroom” as one of their 10 qualities for good teaching. This is why each lesson
starts with a smile and greeting from the teacher as he/she asks how each student is
going. This relaxed and caring classroom environment lays the platform for
successful learning.

This classroom environment is further improved through the use of fun and engaging
individual and group activities such as: the angle demonstration activity, the ‘Slap
the Bacon’ game and the ‘I have, who has?’ game. These games and activities are not
only fun and enjoyable but they also link to the syllabus outcomes and content. For
example, the angle demonstration activity and the ‘Slap the Bacon’ game helps fulfil
the syllabus outcome “communicates and connects mathematical ideas use
appropriate terminology, diagrams and symbols” (Board of Studies, 2012, p. 328).
Additionally, the group problem-solving task in lesson three helps to fulfil the
outcome “recognises and explains mathematical relationships using reasoning” and
the content descriptor “recognise the geometrical properties of angles at a point”
(Board of Studies, 2012, p. 328).

Furthermore, the learning activities in the lessons also link to outcomes in the
National Numeracy Learning Progression. For example, the components of lesson
one would be a way to assess if students had exhibited part of outcome UGP5:
“estimates and identifies measure of angles in degrees up to one revolution”.
Additionally by lesson three you could assess if students could complete another
part of UGP5: “recognises the angles at a point add to 360°” (ACARA, 2018). These
outcomes are a way for teachers to use evidence from their lessons to make
decisions about how to further the students learning.

Shulman (1987) illustrates that effective teachers make the learning process easier
by using clear explanations, relevant comparisons to real life and learning that is
compelling. In the lesson plans, the theory is interspersed with engaging activities.
This interspersion helps keep students on task and involved at all stages in the
learning. Furthermore, Anthony and Walshaw (2009) highlights that teachers who
are effective, enable students to work alone or together to better understand the
ideas that they are learning about. This is why in the lesson plans; there are activities
where students have the chance to work both independently and collaboratively.
Additionally, in the lesson plans, the theory parts of the lesson are stated as
“discussion of theory”. This is not the teacher stating the information but rather the
teacher discussing ideas with the students based on their prior knowledge and
allowing them to come to their own conclusions. Anthony and Walshaw (2009)
illustrate that effective teacher’s build on students’ thinking and involve students in
the learning process. Involving students in the discussion allows them to think and
discover the necessary content on their own rather than it just being explicitly
stated.

The three lesson plans also are able to cater to different and diverse learners
through the fun and engaging games and group activities. For advanced learners, the
content may be too elementary; however the activities engage them in different
ways. For example, in the group demonstration task in lesson one, students are
required to first demonstrate the angles using their bodies in pairs and then to
demonstrate the angles using their bodies in groups of 4. This develops something
different than just the content; it develops team work and cooperation which
Anthony and Walshaw (2009) identify as effective pedagogy. This allows the
advanced learners to remain engrossed. The group activities and games also help
students who are struggling or who have different learning needs, they are allowed
to be involved in the learning and are helped through positive feedback by their
teacher and through the help of their classmates. For example, in the ‘I have, who
has?’ game students are encouraged by their classmates and teacher to find the
angle that they need to match with. These activities allow all students to be engaged
and involved in their own learning.

Numeracy skills are developed throughout the lessons, students learn when to use
the skills they have learnt, what skills they need to use and critically evaluating its
use. The Board of Studies (2012, p. 44) illustrates numeracy as a general capability in
the syllabus and it is embedded throughout the three lesson plans. For example, in
the group problem-solving task in lesson three, students have to work together and
figure out what knowledge and skills they need to be able to solve the problems.
Through working on this activity, students develop their numeracy skills.

Literacy is an important aspect of mathematics and it is identified as a general

capability in the syllabus (Board of Studies, 2012, p. 44), hence literacy skills have
been developed throughout the three lessons. In lesson three, for example the
literacy is developed in the game ‘I have, who has?’. In this game students have to
use the words: supplementary, complementary, supplement and complement. They
need to use these words to ask their fellow classmates questions so they can
complete the game. Literacy skills are also developed throughout the group
activities, as students have to talk to each other and work together to achieve a
common goal.

In addition to literacy, information and communication technology (ICT) is also

highlighted as a general capability in the syllabus (Board of Studies, 2012, p. 44). ICT
can be used to aid understanding and hence it has been used to help with the ideas
learnt in lesson two. In lesson two, students engage in an activity based on the
knowledge of complementary and supplementary angles with the help of ICT. The
activity involves the students making use of an angle generator to aid them in
answering the worksheet questions. The Board of Studies (2012, p. 44) actually
identify this as a use of ICT in the syllabus “students can utilise ICT in such areas as
exploring properties of angles”. Livingstone (2012) explains that the use of ICT is
widely seen as a way to enhance learning and keep students engaged and this is the
framework for one of the lesson plans.

These lesson plans aim to develop the understanding of angle relationships; they try
to create a positive learning environment where every student can learn. The lessons
provide a development of general capabilities such as literacy, numeracy and ICT and
cater for the diverse learning needs by using fun and engaging activities. Overall, the
three lesson plans hope to achieve a strong and deep understanding of angle
relationships for all students which will enable them to become proficient as they
further their study of mathematics.
References:

ACARA. (2018). Measurement and geometry. Retrieved from

https://www.australiancurriculum.edu.au/resources/national-literacy-and-
numeracy-learning-progressions/national-numeracy-learning-
progression/measurement-and-geometry/?subElementId=50813&scaleId=0
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.
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford
Review Of Education, 38(1), 9-24.
Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform.
Harvard Educational Review, 57(1), 1-23.