Plan for and implement effective teaching and learning (Standard 3) Integrated approach.
Sequenced Math Lesson: Number and Place Value
Situation - In the recent placement (EDN4100) I was to plan a sequence of math lessons. As I had a relief for the first week of school and only three days with the students I had planned one in the first week and second week of term one. With having a relief mentor teacher we decided that we would concentrate on number and place value for the lesson I was teaching, So I had to plan the lesson with the knowledge of the students collected when observing one math lesson the relief had taught.
Action - With the knowledge of the lesson I observed, I decided that a recap was needed for a bette runderstanding of students math ability. My first lesson consist of roations, where I had three stations. The first was a card game called 'place value war', the second was a place value board game on the I-pads and the final station was a game called 'show down' (The games are explained further in the lesson plan) My second lesson continues on from the first, I had used my understanding and knowledge of each student to create and plan the lesson activities. The lesson started with 'quiz, quiz, trade' and then moved onto a silent numberline line-up, after that the main activity for the lesson was to sort a range of numbers on a number line in order (smallest to largest).
Observation - With mt two sequenced math lesson, I observed that roations worked really well with the students. It gave them a bit of responsibility when working on their own and also cooperating with one another when someone needed help. I found that the students worked really well with one another and helped when students needed it. With my second lesson I found that some students were misreading the numbers and getting the place value incorrect, So I stepped in to assist the student in need to read the number. I used a strategy where I had incorporated a place value mat for students to be able to visually see the numbe rin their place value, for them to be able to read the number correctly. I found that students used this strategy quite often when they had misread a number, this also helped with their confidence in being able to read the bigger and difficult numbers.
Sequenced Math Lesson: Number and Place Value
Situation - In the recent placement (EDN4100) I was to plan a sequence of math lessons. As I had a relief for the first week of school and only three days with the students I had planned one in the first week and second week of term one. With having a relief mentor teacher we decided that we would concentrate on number and place value for the lesson I was teaching, So I had to plan the lesson with the knowledge of the students collected when observing one math lesson the relief had taught.
Action - With the knowledge of the lesson I observed, I decided that a recap was needed for a bette runderstanding of students math ability. My first lesson consist of roations, where I had three stations. The first was a card game called 'place value war', the second was a place value board game on the I-pads and the final station was a game called 'show down' (The games are explained further in the lesson plan) My second lesson continues on from the first, I had used my understanding and knowledge of each student to create and plan the lesson activities. The lesson started with 'quiz, quiz, trade' and then moved onto a silent numberline line-up, after that the main activity for the lesson was to sort a range of numbers on a number line in order (smallest to largest).
Observation - With mt two sequenced math lesson, I observed that roations worked really well with the students. It gave them a bit of responsibility when working on their own and also cooperating with one another when someone needed help. I found that the students worked really well with one another and helped when students needed it. With my second lesson I found that some students were misreading the numbers and getting the place value incorrect, So I stepped in to assist the student in need to read the number. I used a strategy where I had incorporated a place value mat for students to be able to visually see the numbe rin their place value, for them to be able to read the number correctly. I found that students used this strategy quite often when they had misread a number, this also helped with their confidence in being able to read the bigger and difficult numbers.