SECONDARY

LESSON PLAN
TOPIC/FOCUS: Student teacher
Introduction

DATE:25/08/2015

YEAR LEVEL & SUBJECT:

LESSON DURATION:
Year 7 Maths
70 minutes
NO. OF STUDENTS: 13
AusVELS: (Strand/Domain/ Dimension) Domain: Mathematics
Algebra
GOALS : Students able to group like terms
LESSON OUTCOMES AND INDICATORS
Student are able to group like terms
TEACHING MATERIALS AND PREPARATION - VISUALS
White board

TEACHING MATERIALS AND PREPARATION - EQUIPMENT

Worksheet on like terms
Dominos

LESSON PROCEDURE
Introduction/focusing activity (The lesson begins with this activity.)
Teacher
Questions on the board to focus
96 /8 234 * 100
1222 / 4
23 * 65

TIME
Students
Class discussion s

5 - 10
mins

Work out on the board, get students to solve the equations

Lesson development
Teacher
Define what a variable / pro numeral is on the board.

Student
10 min

Give example of what the term are ( See definition sheet)

Worksheet Activity:
Group Like terms worksheet

Students work through worksheet

20 -30
min.

Domino stack.
Students to use domino to build a tower.
For every level of tower that they build they need to write it down in their books.
Level 1 1 Domino

Student create a domino stacks and

keep a record of how many dominos
are used as the stack gets bigger

20-40

Level 2 - Domionos
Students can stack them in which ever manner they want

Formative Assessment (Questions or actions used throughout the lesson to check on student understanding and
application of information)
Whats the difference between the first stack and the next stack?
Is there another way to stack them?
How many dominos do you think you will need for the next domino height? What about the next stack ?
Closure (Options include: summarising or reflecting on the learning achievements/analysing errors; the presentation of
selected students work/preparation for future lesson/s etc.)
Teacher
Student
Identify a rule for the patterns
5 - mins
Leading questions

OPTIONAL
Adaptations/Differentiation
At this point the teacher checks each students progress and decides who
needs re-teaching, extension, and or independent practice. Beginning
practicum: reflection, Experienced practicum: in planning.
Extension (Extension is for students who need more challenge.)
Student who show an aptitude for pattern recognition, addition pattern will be given to
then. They are to table the result sand find patters between levels ( also
Pattern

Independent Practice (This is for students who need more practice. It can be done
without teacher guidance, perhaps as homework.)
Mentor teach as well as pre service teacher work with students.

PRE-SERVICE TEACHERS POST LESSON REFLECTION

Student learning (Was the stated Standard Formulated as a Student Learning
Outcome with Indicator/s achieved by all students or only some students?)

Effectiveness of the learning and teaching strategies (For example,

review your questioning skills in checking for understanding or your explaining skills in
information and modelling, or your organising and communicating skills, for example,
giving instructions, encouraging student participation etc.)

Reflection on what you have learned and changes for future

lessons. (Identify a key learning/insight that you have gained about effective learning
and teaching and those changes you will make when planning and implementing your next
Direct Lesson Plan.

MENTOR FEEDBACK
Pre-service Teacher preparation for lesson, use of resources, teaching
strategies, class room management. Lesson introduction and closure.
Acknowledgement of individual learning styles.