EDU30009 Mathematics Folio: Detailed Lesson Plans for Primary Math

This assignment presents a mathematics folio containing lesson plans designed for a Class 5 primary classroom. The lesson plans cover essential mathematical concepts, aligning with national curriculum standards. Lesson 1 focuses on number and algebra, specifically numbers and place values, utilizing resources like blocks and quizzes. Lesson 2 explores measurement and geometry, emphasizing units of length and using 3D shapes and protractors for hands-on activities. Lesson 3 introduces probability and statistics, focusing on chance, with activities involving marbles, pennies, and dice. Each lesson plan includes clear learning objectives, assessment strategies, and detailed stage-by-stage instructions for pre-service teachers, promoting active student participation and differentiation.

EDU30009 Mathematics in the Primary Classroom
Assessment 2: Mathematics Folio
INTRODUCTION:
Lesson planning refer to the tutor’s roadmap, which is about to outline the information as what learner requires to learn and how it can have done efficiently
during the lecture time. It is the activity which the teachers carried out before the delivering of actual lesson, they outline all the information which they want
to teach to students so that it will help in saving time so that it can be utilize to solve the doubts of the students (Allen-Lyall, 2018). It is the responsibility of
the teacher to ensure that their students are getting involves in the learning process, it helps them in enhancing their knowledge. Main aspect of the lesson
planning also as to maintain the diversity within class room, it is the foremost duty of teacher to plan the lesson which aims to fulfill the learning requirement
of every individual regardless of their disability, culture and race. In this report it will cover the lesson planning which is based on the mathematics subject,
where the students belong to the class 5 level. Knowledge of students differs in this class every student has enough knowledge to identify the numbers and
figures in mathematics. In this mathematical concept will be teach by the teacher to student where it highlights the concept like real number, algebra and
patterns, units and length and so on. Following report will discuss the following content strands of mathematics within the national and territory curriculum
which are number and algebra, measurement and geometry, statistics and probability.
LESSON 1
Lesson title: Number and algebra Year level: Class 5
Topic: Numbers and place values Duration of lesson: 45 min
Curriculum
links:
Strands & sub-strands Content descriptions
Strand =Number and algebra
Sub-strand= Numbers and place values
This lesson plan is based on number and algebra where it discusses the
number and place value to the students. Place values refer as value about the
digit which relies on its position within the numbers. Where the values define
as the worth of every digit which depends on where the number is.
Learning objectives: What will the students learn in relation to the key concepts from the content descriptions?
Student will be able to understand the Numbers and place values and its concept
End of the lecture learners will be able to solve the place values problem

Student will easily get the idea what to call the number when its position changes
Resources: What resources will you need to have prepared?
Resources are 10 blocks, unifix cubes, paper clips lesson quiz copies for every student (Kusumawati, Paiman & Bowo, 2021).
Assessment: What assessment strategies will you implement? How do these relate to the learning objectives? How will this assessment contribute to differentiation and inclusion?
Assessment strategy can be to provide the assignments to the students at the end of the lecture (Batanero, 2020 ). With the help of assignment it will help the
learner to practice their knowledge which they have learn that helps in accomplishing the learning goals, also with this teacher can easily evaluate the
understanding of the learner about particular topic and they can easily differentiate and carry out the learning plan for individual as which student need more
focus.
Lesson 1 Approx.
time
Pre-service teacher’s actions
What specific teaching strategies and pedagogical approaches will the
teacher apply at each stage of the lesson?
Student actions/tasks
How will students participate actively within each stage of the lesson? How will they
demonstrate their learning?
Stage 1:
Introduction
Engage students and
establish the focus of
the learning.
10 Initiating with the trigger questions like what months
have the 28 days and what have 31 days so it will
develop curiosity among student and then approach with
introducing and announcing the topic real number,
where the pedagogical approach is teacher behaving as
mentor to help student in developing knowledge
Students will first listen to teacher and with the trigger question they
mentally prepare for learning the lesson at every stage. Through
assessment and early feedbacks, they will demonstrate their learning

Stage 2: Body of
lesson
Describe each main
activity and the order in
which they will be
undertaken.
25 Initially teacher begins with stating the definition of
number and place values to students. Teacher can begin
with making the students to approach with different type
of materials which shows the numbers over the place
value mat and then have take 1, 10 and 100 away is the
better activity(Carraher, & Schliemann, 2020). Other
activity like printable activity which makes the students
to learn about the place value.
Thus by creating the place value house students can engage with
the activity as they will found it interesting to made castle and
records the ten’s hundreds in it. Student will demonstrate their
learning through lesson quizzes
Stage 3: Conclusion
Draw the lesson
together with
opportunities for
reflection and
evaluation.
10 Thus in the end with the printable activity learners are
asked to develop the place value castle for that they will
be provided with place value houses where in every
house learners can easily records how many one and tens
are in each house. And by conducting the end quiz and
to give home assessment where they need to evaluate
their learning.
By giving answer to the quiz questions
LESSON 2
Lesson title: Measurement and geometry Year level: Class 5
Topic: Units of length Duration of lesson: 45 min
Curriculum
links:
Strands & sub-strands Content descriptions
Strand=Measurement and geometry
Sub-strand= unit of length
In this lesson plan student will get to know about the units of length
measurement and geometry topic. With the use of learning resources they will
easily learn about different units
Learning objectives: What will the students learn in relation to the key concepts from the content descriptions?
At the end of the lesson student will able to understand the units of length
Student will be able to develop the knowledge in different units like meters, centimeter, millimeter.
Un

Resources: What resources will you need to have prepared?
3D shapes, protractor (Seah, 2018)
Assessment: What assessment strategies will you implement? How do these relate to the learning objectives? How will this assessment contribute to differentiation and inclusion?
Group discussion, prompt feedbacks, question and answer round and giving the assessment sheet in the end where students need to use the scale and write down
the unit of the given shape which is given in assessment sheet. Thus with the help of this assessment strategies it will help in analyzing the knowledge of the
student for this particular lesson topic. Thus their assessment progress and respond to question, then this assessment will help in differentiation and also with this
tutor can easily analyze the knowledge of student and focus on student who have not good grasp over this topic.
Lesson 2 Approx.
time
Pre-service teacher’s actions
What specific teaching strategies and pedagogical approaches will the
teacher apply at each stage of the lesson?
Student actions/tasks
How will students participate actively within each stage of the lesson? How will they
demonstrate their learning?
Stage 1:
Introduction
Engage students and
establish the focus of
the learning.
5 Initiating with introducing the measurement chapter as
for their better attention, teacher will focus on asking the
question like what is the length of your table and so on
which helps in engaging the students with this (DANÄ,
& TANIÅžLI, 2018). Where the pedagogy approach is
social constructivism where the teacher guides and
students are centered
By answering the question which is asked by the teacher and
participates in group tasks. They will demonstrate their learning in
assessment and end quiz questions.

Stage 2: Body of
lesson
Describe each main
activity and the order in
which they will be
undertaken.
30 Commence with describing the need of measurement and
teach the concept about it to students. For the need
teacher can begin with examples as for an instance
doctor gives the liquid medicine and they told to take
only 5 ml then it is important to know what 5 ml is. Thus
moving further teaching students that desk which is for
homework needed to be fit in certain space then how can
be it done. So it will develop the questions in student’s
mind and they focus more on topic. After that discuss the
units of measurement and then involve the students to
measure the length of object (Lehrer, & English, 2018).
And assign them a task to measure the particular object
like 3D shapes by using the scale, protractor.
Providing positive feedbacks to the students and encouraging them
to involve in the group task and use the protractor to measure the
length of objects and by fostering the better environment which
marks the active involvement of student. They can demonstrate their
learning in discussion, question and answers round.
Stage 3: Conclusion
Draw the lesson
together with
opportunities for
reflection and
evaluation.
10 By developing the knowledge in unit of length student
will be able to measure the objects also they will be
familiar with the use of scale and protractor so that they
can easily perform better in their final exams (Larssen &
et.al 2018). For reflecting on the learning teacher can
proceed to ask prompt question and assign them home
work that helps in practicing their knowledge.
Student will give the answer to the prompt question, and they will
use the scales for measuring the 3D shapes and with the positive
feedbacks they will take part in learning process
LESSON 3
Lesson title: Probability and statistics Year level: Class 5
Topic: Chance Duration of lesson: 45 min
Curriculum Strands & sub-strands Content descriptions

links:
Strand=Probability and statistics
Sub- strand=Chance
Chance within the probability is the wider field, as in statistics it is like to
analyze the extent which the event is likely to happen, probability. Where
probability is all about chance, it helps in presenting the complicated data in a
understandable manner.
Learning objectives: What will the students learn in relation to the key concepts from the content descriptions?
Students will get the concept of probability and statistics
Learners will be able to calculate the probability of the events
Ad
Resources: What resources will you need to have prepared?
Opaque bag which consists of the marbles of different colors, pennies, for students dice, pencil and paper, ICT (Gabriele & et.al 2019)
Assessment: What assessment strategies will you implement? How do these relate to the learning objectives? How will this assessment contribute to differentiation and inclusion?
Classroom discussion, feedbacks, open ended question
Lesson 3 Approx.
time
Pre-service teacher’s actions
What specific teaching strategies and pedagogical approaches will the
teacher apply at each stage of the lesson?
Student actions/tasks
How will students participate actively within each stage of the lesson? How will they
demonstrate their learning?
Stage 1:
Introduction
Engage students and
establish the focus of
the learning.
10 Thus initiate with the discussion about probability and
then ask triggered question (Nuha, Waluya & Junaedi,
2018). At first teacher can begin with the activity like
toss the two pennies and ask the student what will the
possible result. Pedagogical approach can be visible
learning
Student will take part in activity and teacher will encourage them to
use dice and thinking about the outcomes (Mirzaxolmatovna,
Ibrokhimovich, & Ne'matovna, 2022). They will demonstrate their
learning by completing the activities as to predict the right outcomes

Stage 2: Body of
lesson
Describe each main
activity and the order in
which they will be
undertaken.
30 Begin with using the opaque bag and allow the students
to see that there is nothing in bag, then place the 2 white
marbles in bag in front of students and then ask the
students what color marbles will be pull out of bag if to
reach in and collect the marble from bag. Then the
prompt answer is white because only this color marble is
in bag. Further adds the two marble of different colors
inside the bag and now it will confuse the students as
they didn’t know that chance of taking out color marble
is equal likely to initiate pulling out the one marble, then
recording it as what color marble it is and then replacing
it back into the opaque bag (Noreen, & Rana, 2019).
And in last activity put the 4 white marbles and 1
different color marble then ask the question to students
like which marble will pull out from bag and then teach
that only probability is 1 in 4 chance of pulling out the
nonwhite marble
Student will take out the marbles from the bag, and they will predict
the chance as the probability of pulling out the white marble from
the bag. They will demonstrate their learning by taking art in
activity and frequently giving answer to teacher’s question.
Stage 3: Conclusion
Draw the lesson
together with
opportunities for
reflection and
evaluation.
5 By conducting the activity like rolling the dice and allow
every student to predict the outcome thus it helps them in
reflecting on their knowledge
Student will be predicting the right answer and feedbacks from peer
will help them in engaging with the task. They will demonstrate
their learning in assessment task.
LESSON 4
Lesson title: Number and Algebra Year level: Class 5
Topic: Patterns and algebra Duration of lesson: 45 min

Curriculum
links:
Strands & sub-strands Content descriptions
Strand= Number and algebra
Sub-strand=pattern and algebra Patterns within the algebra are classified in two categories which are repeating
pattern and growth pattern
Learning objectives: What will the students learn in relation to the key concepts from the content descriptions?
Learning this will enable the students to think beyond the things\
Students will be able to understand the pattern and they can easily proceed to make patterns with the numbers and letters.
Resources: What resources will you need to have prepared?
Visual patterns, ICT for math apps, blocks (Asari, Fauziyah & Uchtiawati, 2018)
Assessment: What assessment strategies will you implement? How do these relate to the learning objectives? How will this assessment contribute to differentiation and inclusion?
Asking students to summarize, quizzes, open ended questions, thus it helps in analyzing the knowledge of student about patterns. And with this assessment
teacher will easily know what students requires extra attention because they don’t have depth knowledge in it.
Lesson 4 Approx.
time
Pre-service teacher’s actions
What specific teaching strategies and pedagogical approaches will the
teacher apply at each stage of the lesson?
Student actions/tasks
How will students participate actively within each stage of the lesson? How will they
demonstrate their learning?
Stage 1:
Introduction
Engage students and
establish the focus of
the learning.
5 Teaching strategy can be teacher centered where the
students are sitting around the teacher and the
pedagogical approach can be behaviorism. Thus by
teaching them about the pattern and using the visual
patterns which is colored transparent shapes (Widodo,
2018).
Thus student will take part in activity as to work in group and find
the rules and extend the pattern.

Stage 2: Body of
lesson
Describe each main
activity and the order in
which they will be
undertaken.
25 Providing the series of numbers sequence based on
addition and subtraction pattern and asked the students to
further continue the pattern as 1,3,5… initially it will be
difficult for the students to recognize as how patterns are
changing thus for that to encourage the students to use
the blocks which helps them to think before initiating
with the mathematical symbols (Qizi, & Qizi, 2022).
Providing feedbacks to student will encourage them to take part in
activity and they demonstrate their knowledge by completing the
task for further identify the pattern in the number sequence
Stage 3: Conclusion
Draw the lesson
together with
opportunities for
reflection and
evaluation.
10 By asking the prompt questions in the end will helps the
students to reflect and evaluate their understanding about
the patterns.
If the students guess the right pattern in number sequence, then it
gives the surety that they are actively engaged in learning process
and they can demonstrate their knowledge in pattern in assessment
LESSON 5
Lesson title: Measurement and geometry Year level: Class 5
Topic: Shape Duration of lesson: 45 min
Curriculum
links:
Strands & sub-strands Content descriptions
Strand=Measurement and geometry
Sub strand=Shape
Shapes measurement generally a physical dimension which characterizes the
object appearance. Teaching the student about different shapes like triangle,
square, rectangle, rhombus.
Learning objectives: What will the students learn in relation to the key concepts from the content descriptions?
Student will be able to understand the different shapes in geometry

At the end of learning activity they will easily differentiate the different shapes
Resources: What resources will you need to have prepared?
Paper, charts, physical object of every shape like triangle, rhombus, square (Roza, Arnawa & Yerizon, 2018).
Assessment: What assessment strategies will you implement? How do these relate to the learning objectives? How will this assessment contribute to differentiation and inclusion?
Open ended question, quizzes, assignments for knowing the knowledge of students, thus it helps in achieving the learning objective as students can put the
knowledge into practical to complete the assessment.
Lesson 5 Approx.
time
Pre-service teacher’s actions
What specific teaching strategies and pedagogical approaches will the
teacher apply at each stage of the lesson?
Student actions/tasks
How will students participate actively within each stage of the lesson? How will they
demonstrate their learning?
Stage 1:
Introduction
Engage students and
establish the focus of
the learning.
5 Initiating with teaching the students about the shape
vocab, conduct the activity like play shape touch and
then using the physical objects to teach the student about
each shape. Pedagogical approach can be behaviorism
which is teacher center
Teacher will encourage the students to take part in activities which
helps them to mentally prepare for the particular topic, they will
demonstrate the knowledge in further learning of this topic
(Wheeler, 2018).

Stage 2: Body of
lesson
Describe each main
activity and the order in
which they will be
undertaken.
30 Teacher will proceed to arrange the students in a small
groups and then asking the students about the particular
shape and response to this question will help the teacher
to use different approach to clear the doubts of students.
And further plays the game to touch the shape as teacher
will tell student touch the rectangle then student show
their understanding (Tian, & Siegler, 2018).
Involving in the touch the shape game, as feedbacks from teacher
will help them in engaging with the activity and they will
demonstrate their learning by identifying the right shape which is
asked by the teacher (Rashidov, 2020).
Stage 3: Conclusion
Draw the lesson
together with
opportunities for
reflection and
evaluation.
10 In the end by giving the different shapes paper to the
students and ask them to write its right name behind the
shape, thus it will help them to evaluate their knowledge.
Teacher can encourage the student to show their knowledge in it By
taking part in the final activity and write the right answer behind the
shape, thus their right answer in the assessment will help in
demonstrating their knowledge.
Reflection
As for me it was a better experience to teach the students about the mathematical concept, at first I was feeling nervous because mathematic topic is
somehow difficult and additionally it is way more difficult to make the student learn about it (Wu, 2020). My subject was to teach the student about the algebra
and number, probability and statistics and measurement and geometry for which I have used the different teaching strategy and pedagogical approach. All these
strategy helps me in delivering the better lesson to the students. During the lecture I have also conducted the certain activities that helps the students to evaluate
their knowledge and clears the concept about particular topic. For an instance I have used the social constructivism pedagogy approach as it helps in enhancing
the student’s critical thinking and analysis which is important for the probability, pattern and for other topics. I have also used the behaviourism pedagogy
approach because it helps in providing the valuable and positive feedbacks at time also it is important for encouraging the students to take part in the activities
for their better knowledge. Activities like touching the shape, tossing the pennies, triggered question, quiz and question answer, pulling out marble ball from the
bag helped in clearing the concept of the students about the topic. As triggered question helps in developing the interest in students to actively part in learning

process. I have also used the opaque bag and marble ball concept for teaching the students about probability, chance helps a lot in developing the knowledge of
students about it. Overall their good performance give the surety that students have developed enough knowledge in it.
References
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APPENDICS
Lesson: 1
Lesson: 2

Lesson: 3
Lesson: 4

Lesson: 5