Secondary Mathematics Curriculum and Pedagogy.

Secondary Mathematics Curriculum and Pedagogy
LESSON 1 Lesson Planning Template
Year Level/s: 11 Date: Learning area (subject): INTRODUCTION
Duration: 60 MINUTES
What is the learning experience / broad issue / concept / focus of the learning from the unit that this lesson relates to?
There are various learning experiences that myself as a teacher will use to teach this lesson INTODUCTION TO LINEAR
EQUATIONS, GRAPHS AND APPLICATIONS to my students. The learning experiences focus will be Interaction of students with
introduction to this unit. As students’ teacher I will make sure that I have offered ample environment for them to interact with
learning material and resources. This will help in giving them understanding of the various things that will be dealt in this
lesson (Douglas K. Brumbaugh, 2013). There are various ways that students can interact with learning resources including
familiarizing themselves with the unit and what this unit entails.
I will plan the learning experience by;
 As part of the requirement in the new curriculum for Australia education, I plan to design learning experiences to be part
and parcel of my teaching. This is beneficial as it will help me to have a deeper understanding of the ways in which
students are to interact with the resources and materials that I will be using in teaching them. In addition it will also
enable me as their teacher get to know how the material am using to teach will help them in retention, understanding
and application of learning this unit of linear functions and graphs and how this knowledge can be applied to solve daily
activities in various fields. An unwritten rule states that the better learning experiences I give the students this lesson.
 The first thing I will do as their teacher before embarking on learning experiences is to identify and understand the
objectives of learning this lesson of introduction to linear equations and graphs and their applications.. This is about
what I expect them to gain from attending this lesson. This will enable me to set our goals and how to assess if the goals
have been attained at the end of this lesson (Parks, 2016)
For instance some of my objectives is for my students to be able demonstrate introduce them to linear equations, how to
form the equations, find slope of equations and use points to get the slope.
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Secondary Mathematics Curriculum and Pedagogy
Lesson Objective: What specific part of Learning Experience does this lesson aim to develop? A good objective must indicate
“Given what, Do what, How well?”
This lesson of introduction to linear equations and graphs aims to develop the students’ understanding of knowledge of
linear equations, understanding how to formulate equations of straight lines and derivation of the formula of linear
equations.
Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) do students
need to develop?
Knowledge:
 At the end of the lesson students be able to
demonstrate the ability to calculate the slope of two
points with coordinates.
 The students should be able to make straight line
equations by calculating gradients and then using the
gradient to form equations of the form y = mx + c.
 The students should be able to calculate the
gradients of straight line equations using technology
such as scientific and programmable calculators
(Roddick, 2010).
Skills:
 By the end of this lesson the students should be able to
seek clarification and more information concerning solving
straight line equations and be able to get effective
assistance from reference materials and resources.
Evaluation/Monitoring and Assessment:
Prior Knowledge:
(How will I find out
what the students know and/or
remember?):
 I will try to discover mistakes in the
content before introducing the
lesson to students.
 Will prepare a checklist
Formative Assessment:
(How will I
monitor student understanding along the
way?):
 Know what it is that students need
to know about introduction to linear
equation and graphing and be able
Summative Assessment :
( How will I
provide concrete evidence of student
learning?):
 Establish the purposes of formative
assessments and monitoring student
progress
 Explain the various formative
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Secondary Mathematics Curriculum and Pedagogy
questionnaire of true or false
questions to gauge their knowledge
of this lesson of linear equations,
graphs and applications.
 Will use K-W-L chart to test them on
whatever they know concerning
introduction to linear equations and
graphs lesson (LearningExpress
(Organization), 2009).
to do in order to have a clear
learning target.
 Select an appropriate tool to track
student progress, e.g., learning
trackers, checklist, recording
observations, etc.
 Share with students how this
progress check will occur on the
course of learning the lesson.
 Determine which students you will
monitor for the day
assessments and ways you will be
monitoring student progress.
Students also need to know when
these checks for understanding are to
be used (Karten, 2013).
 Model how you will be using formative
assessments and monitoring student
progress each time you are going to
be using formative assessments and
monitoring student progress in a new
way, so students understand the
routine and what is expected of them
review of actual research results
Resources
needed:
1. Textbook Discovering Mathematics for year 11
2. Geometrical sets
3. Graph exercise books
4. Metre rules
Teaching Strategies and Learning Steps What to say Organization/Resources
Individualizing learning
Introduction: Key learnings and how they will be achieved
(Consider strategies, relevance, individual/group work, clarify student
understandings of task, etc.)
Time Allocation: 20 minutes Teachers will:
Students will:
Students will try to answer various questions on the basic
knowledge of linear equations and graphs and their
applications
Students will try to familiarize themselves with key words
and terms used in this topic of linear equations and graphs
such as y-intercept, x-intercept, gradient etc.
I will introduce the lesson by
asking basic questions about
prior knowledge the students
have concerning this unit.
And then will assess their
answers on the questionnaire
and determine where to start.
1. Australia High
school curriculum
Mathematics for
year 11
2. Graphs exercise
books with work
sheets
Will adjust my lesson
plan to cover some
knowledge from
previous lessons
concerning this topic
if I realize that the
students night have
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Secondary Mathematics Curriculum and Pedagogy
Will try to calculate the slope of two points given on the
white board and other calculations.
Will introduce the simple
equation of linear function;
y=mx+c and elaborate what
it means and how it is
derived
3. Marking sheet
4. My short notes
guide
forgotten the content
of what they were
thought.
Lesson Body: - step by step outline of learning experience sequence
(Consider HOTS tasks, monitoring understandings, provision and use
of resources, general student responsibilities etc.)
Time Allocation: 30 minutes Teachers will:
Students will:
Students will demonstrate their ability to work out the
gradient of two points and try to formulate the equation of a
straight line
They will draw basic straight lines using the coordinates of
the points written on the white board-on their graph
exercise books
Will write short notes on the introduction together with
examples we will be writing on the board
I will group the students
into groups of 5 students
and let each group use a
table
Will check their progress in
grasping the content by
marking their work on
exercise questions done
while teaching them.
Will ask questions to test
their understanding on the
progress of the lesson.
My notes guide book
course book for
math for year 8
Construction
equipment such as
meter rule, etc.
I will evaluate how
students answer
question asked to
them in their own
words
Will monitor how
they respond to the
questions I ask the-
their body language
Conclusion: Reviewing learning/Summarizing/Articulating where to next
(Strategies to capture learning that occurred and move thinking
forward.)
Time Allocation: 10 minutes Teachers will:
Students will: I will give questions from the Will allocate more Will attend to the
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Secondary Mathematics Curriculum and Pedagogy
Will try to process the content given to them
The students will try to get more information from the
learning resources available such text books, past
question papers
recommended text book so
that students can answer
them (Alf Coles, 2013).
Will encourage students to do
more research into this unit
from various resources from
library, online materials etc.
work to those
students who
finish the exercise
early to give me
time to attend to
the slow learners.
students who are
slow learners, by
working with them
and solving problems
in their own pace.
Will attend to
individual needs so
that they keep up
with others
LESSON 2
Lesson Planning Template
Year Level/s: 11 Date: Learning area (subject): Graphing Linear Equations
Duration: 60 MINUTES
What is the learning experience / broad issue / concept / focus of the learning from the unit that this lesson relates to?
The broad issue of learning this lesson-graphing of linear equations will basically involve student-teacher engagements.
This entails students and the teacher having conversations and debates during the lesson. The students have the chance to
ask questions and then get answers from the teacher. Discussion and holding debates helps students to gain confidence
and be able to understand more details. In this case also the teacher is able to attend to individual cases in individual level.
For instance the students can seek clarification from the teacher on how to calculate gradient of two points on a Cartesian
plane, find the relationship between parallel lines and lines intersecting at right angles and how their gradients relate to
each other. The teacher is able to demonstrate to students how to formulate equations from the coordinates and plot lines
and then see if they are straight (Keal, 2019).
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Secondary Mathematics Curriculum and Pedagogy
Lesson Objective: What specific part of Learning Experience does this lesson aim to develop? A good objective must indicate
“Given what, Do what, How well?”
This lesson of construction graphs aims to help student get better understanding on how the information given can be
used to plot a graph of straight line equations. The students are able to identity gradient from the graph plotted on a
Cartesian plane (Alan Tussy, 2010).
Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) do students
need to develop?
Knowledge:
 At the end of the lesson students be able to
demonstrate the how they can construct a graph of
the equation y = mx + c on a Cartesian plane
 The students should be able to determine gradient
and intercepts from the graph plotted directly without
calculating.
Skills:
 By the end of this lesson the students should be able to
analyze data given by the teacher from text, and draw a
graph of straight line using the coordinates of the points
from the data. In addition the students should be able to
deduce information from a graph such as slope of the lines
and intercepts.
Evaluation/Monitoring and Assessment:
Prior Knowledge: I will try to discover
mistakes in the content before
introducing the lesson to students.
 Will ask students questions
regarding last lesson and gauge
their memory of the what we learnt
in the introduction lesson
 Will use K-W-L chart to test them on
whatever they know concerning this
Formative Assessment:
 As the teacher I will try revisit the
lesson of introduction to linear
equations and graphs so as to
establish the pace of our lesson-
graphing the linear functions.
 I will identify a set of appropriate
Summative Assessment :
 Will evaluate the importance of the
formative assessments of the
progress of students as the lesson
continues
 Will record the checklist and other
mechanisms of checking students’
progress for the purposes of
evaluation later on.
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