102087 Secondary Curriculum 1A

Assignment 1: Lesson Plans and

Rationale

Student name: Quang Huy Do

Student number: 18322138

In this assignment, I will create three original lesson plans for the subject
Mathematics Stage 4 and included will be a rationale explaining the choices
and decisions made behind the development of the lesson plans.
 Lesson Plan
Topic area: Measurement and Stage of Learner: Stage 4 Syllabus Pages: pp. 313-315
Geometry
Subtopics: Area
Date: Location Booked: Classroom Lesson number: 1/3
Time: 60 minutes Total Number of students: Printing/preparation:
Print worksheets and
corresponding activity
materials.
Need access to a Smart Board.
Need access to the internet and
laptop or similar devices.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Diagnostic assessment at the The distinction between the • Develop and use the
beginning of the lesson as the area of a shape and the formulas to find the
new topic is introduced. perimeter of a shape. areas of rectangles
Students will respond to 5 and squares
• communicates and
questions about the previous Establish the formulas for • Compare areas of
connects knowledge of area on the board areas of rectangles and use rectangles with the
mathematical ideas and the class will have same perimeter
these in problem solving
using appropriate discussions, allowing the • Explain the
(ACMMG159)
terminology, teacher to gauge the previous relationship between
diagrams and understandings of the students the formulas for the
symbols MA4-1WM on the topic. areas of rectangles
• applies appropriate and squares
Ongoing assessment takes place
mathematical
throughout the lesson with the
techniques to solve teacher walking around the
problems MA4- classroom and asking the
2WM students questions about their
• uses formulas to lesson and ensures that the
calculate the areas students are staying on task.
of quadrilaterals
and circles, and Formative assessment in the
converts between home of a small take-home
units of area MA4- project with an open-ended
13MG activity and to be handed in for
discussions in the next lesson to
solidify the students’
knowledge and use this as an
opportunity to lead to the next
lesson.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

• The concept of area

• Critical and creative thinking • The concept of perimeter (assumed)
• Literacy • Problem-solving skills
• Information and communication • Group work skills
technology capability • Communications skills
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 a deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and knowledge communication
to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students' self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
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
1.3 Use of a tiered approach to worksheet design. The mini project requires thinking outside the
1.5 box.
1.6 Use of subtopic focus terminologies such as perimeter, area, length, space, etc.
Discussions between students and teachers take place throughout the lessons. Students have
opportunities to share their ideas and opinions.

2.1 The class works towards the goal of establishing the formulas to calculate the areas of
rectangles and squares.
2.2 The lesson incorporates a hands-on activity, group work as well as different activities which
keep the students engaged.
2.4 High level of social support as students work in a group and benefit from each other's
contributions
3.1 Some required knowledge about the conceptualisation of area and perimeters are expected
and the lesson will use these background knowledge to make the learning more effective.
3.4 All students are encouraged to share their ideas and participate in discussions. No elements of
the lesson hinder the participation of any students.
 Time Teaching and learning actions Organisation Centred
T/S
Intro Greet the class Teacher: organise diagnostic Mostly T
questions
Introduce the new topic and the contents to be covered.
10 mins Student: answer and participate in
The class will work through 5 diagnostic questions already class discussions of the diagnostic
handed out as they walk in to test their previous assessments
understandings of the topic to be covered today.
Resources: 5 diagnostic questions

Body Teacher: Help students move the T and S

The difference between area and perimeter furniture, set up the class for the
10-15 mins activity
Hands-on activity, students will use their chairs and form a
rectangle on the classroom floor. Hence, the perimeter is Student: Participate in activities
remembered as the outside length.
Resources:
To visualise area, students will be asked to lie down inside
the rectangle formed by the chairs. Hence, the area is
understood as the space inside a shape.

Students with learning difficulties or visual learners will

find this activity helps to be able to conceptualise the
definitions of areas and perimeters.

Develop the formulas to find the areas of rectangles and Teacher: develop the formulas and T and S
squares. facilitate discussions

15-20 mins Teacher demonstrates on the board different grid-shaped Student: participate in class
of rectangles and squares and the whole class will count discussion
the number of squares, which equals the area.
Resources: formula development
The class then go through the same shapes and identify the
length and width of each shape together.

If the students can identify that multiplying the length and

width will produce the same results as the areas counted
earlier, the teacher can confirm it as the formula.
Otherwise, the teacher will explain it to the whole class.

Area of rectangle = 𝑙𝑤 where 𝑙 is the length and w is the

breadth

Area of the square = side * side

Explain and demonstrate the relationship between

rectangles and squares by showing the squares are in fact
special rectangles where all sides are equal. This can be
done by showing a rectangle and then cut away the length
until all sides are equal and this makes a square.

Teacher: Walk around the classroom S

Solidify the knowledge by asking the students to write the to make sure students are staying on
10-15 mins formulas for areas of rectangles and squares in the task.
workbook.
Student: Complete some questions
Students can then choose to do some questions on a and write the formulas down
handout worksheet in a pair or by themselves. The teacher
can use the time to walk around the classroom and explain Resources:
the concept again to struggling students.

Teacher: Sum up the lesson and

Assign students to mini projects to be completed and explain the mini project to be due next
Conclusion handed in the next lesson. Each group of 3-4 students will lesson T and S
be given a string of length 100cm. The students are to use
the given string to create a shape that could be rectangle,
5-10 mins square. Students will then measure the length, width or Student: participate in answering the
height and calculate the areas for their shape. The focus is teachers’ conclusion questions.
on maximising the area of the shape created.
Resources: mini project

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Knowing the difference Students respond correctly to prompts
between perimeter and area
Formula for areas of Correctly recall the formulas
rectangle and square Complete the worksheet correctly

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 Evidence within this lesson

Standards
1.1, 1.2, 1.5 Varied teaching strategies and the use of various learning activities
including but not limited to hands-on activities, demonstrations and
individual learning
2.1, 2.2, 2.5 Explanations of definitions and use of different teaching strategies
3.1, 3.3, 3.5, The challenging mini project using knowledge learnt from class, active
3.6 discussions take place throughout the lesson, reflection on teaching at the
end
4.4 Potential safety issues identified
5.1 Ongoing formative assessment
7.1, 7.2 Professional student teacher relationship

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?

Be careful when moving furniture, risk of falling or students trip on furniture.

Resources Attached:

1. Diagnostic questions

Answers:
2. Grid-shaped rectangles and squares for activity 2
3. Exercise worksheet
Answer:

1. A) 16 square units
B) 18 square units

2. A) 32 m2
B) 84 m2

3. Width = 3 m
4. Mini project
 Lesson Plan

Topic area: Measurement and Stage of Learner: Stage 4 Syllabus Pages: pp. 313-315
Geometry
Subtopics: Area
Date: Location Booked: Classroom Lesson number: 2/3
Time: 60 minutes Total Number of students: Printing/preparation:
Print worksheets and
corresponding activity
materials.
Need access to a Smart Board.
Need access to the internet and
laptop or similar devices.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Establish the formulas for • Use the formulas to
Diagnostic assessment – Kahoot areas of rectangles and find the areas of
quiz squares use these in problem rectangles and squares
solving (ACMMG159) • Compare areas of
• communicates and
Ongoing assessment by walking rectangles with the
connects around the classroom and ask same perimeter
mathematical ideas students questions about their • Use the area formulas
using appropriate work for rectangles and
terminology, squares to use in
diagrams and Formative assessment on the problem solving
symbols MA4-1WM content and knowledge learnt so • Reflect on their own
• applies appropriate far by participating in the learnings
investigative task
mathematical
techniques to solve
problems MA4-
2WM
• uses formulas to
calculate the areas
of quadrilaterals
and circles, and
converts between
units of area MA4-
13MG

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

• Critical and creative thinking Area of rectangles and squares

• Literacy The perimeter of a shape
• Information and communication Substitute in the formula (algebraic skills)
technology capability Problem solving skills
Group work skills
Communications skills
 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 a 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 thinking knowledge communication
and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students' self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high 2.2 Engagement 2.6 Student direction
and explicit expectations and develops positive relationships between teacher and 2.3 High Expectations
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

1.2 Opportunity to further investigate on the areas of rectangles and squares. The relationship
between constant perimeters and areas of different rectangles as well as maximise areas of
rectangles.
1.3 Use of investigative problem-solving question
1.4 The investigative task requires students to think outside the box and consider the types of
challenges out of their comfort zone

2.2 High level of engagement with tiered activities. All students can contribute to all aspects of
the lesson.
2.3 A higher level of expectations is set for each lesson with problems carry more challenging
aspects.
2.4 Students work in groups and as such can learn from each other and help amongst each other.

3.3 Integration of the knowledge of maximising areas of rectangles in saving resources,

packaging design, etc.
3.4 All students are encouraged to participate in all class activities without any hindrance.
3.5 High level of connectedness to real-world applications of the content learnt in reducing waste
through better design.
 Time Teaching and learning actions Organisation Centred
T/S
Intro Greet the class Teacher: organise the classroom ready Mostly T
for the lesson
Introduce the contents to be covered in class today Student: groups to submit their mini
5 mins project
Ask the groups to submit their mini project to the front Resources:

Body The students will join the Kahoot quiz on their device Teacher: facilitate the Kahoot activity T and S
and discussion
The quiz will have 5 questions designed to assess the student's
5-10 mins knowledge of the content learnt in the previous lesson. Student: participate in the Kahoot
activity and discussion
The class will have the opportunity to discuss the questions and
go through the solutions. Resources: Kahoot activity
https://play.kahoot.it/#/k/62a70251-
Plan B: if the internet is not working, the teacher will quiz the aad7-40af-a55b-aea5bcaaf496
class but will be in the form of oral questions and students will
raise their hands to answer, effectively allowing the teacher to
assess the students in real time.
Teacher: Facilitate the presentations Mostly S
Groups to present their mini project to the whole class. and discussions.
10-15 mins
All class members to participate and active discussions are Student: Present their mini project to
encouraged after each presentation. the whole class.

Teacher makes a link of the project to today's lesson of Resources:

comparing areas of rectangles with the same perimeter.

The teacher will demonstrate using Excel spreadsheets with Teacher: demonstrate Excel T and S
varying length and width of a rectangle, the maximum area is spreadsheet, facilitate discussions, links
10-15 mins achieved when length equals width, which is a square. the lesson to financial problems,
efficient use of resources, sustainability
The teacher then poses discussion questions to the class to see issues
the significance of a constant perimeter but varying areas. Links
this to the problems of efficient use of resources e.g.: saving Student: participate in discussions
costs on making fences, saving cardboard cost on packaging, etc.
Resources: Excel spreadsheet
The students will work through an investigative task about the Teacher: prepare task, help students Mostly S
15-20 mins relationships between areas of rectangles and its perimeters.
Student: complete the investigative task
This investigation will be introduced as an extension of the mini
project given to the students earlier and using the information Resources: investigative task
from the spreadsheet demonstration the teacher has just given,
the students will work together in groups of 3-4 students and
come up with a creative response.

The investigative task will ask students to find rectangles such

that its perimeters and areas are of the same value. Students will
apply guess and check method in working out this task.

Naturally, they would look back at their book and the recent
activities they just completed for ideas such as the Excel
spreadsheet that has just been demonstrated.

Differentiated learning:
Beginner students will have the opportunity to experiment with
different rectangles and calculate its areas and perimeters,
thereby practising the application of the formulas.

Intermediate to advanced learners will be able to come up with

more varieties in their rectangles. Advanced learners have the
potentials to make a link that there could be an infinite number
of solutions and deduce it as the answer.
 The teacher will walk around the classroom, helping any
students in need and the class will come together to share their
ideas and participate in a class discussion.

10-15 mins Class discussions Teacher: Facilitate discussions T and S

The teacher will facilitate a discussion about the activity the Student: discuss and reflect on their
students just did and its significance. own learning

All students will have opportunities to give their inputs and share
their ideas and what aspects of the task that they like.

Conclusion Solidify the knowledge learnt in class by asking the students to
repeat the formulas for the areas of rectangles, squares. The
students also need to be able to retell the significance of the
5-10 mins relationship between areas and perimeters of rectangles and
squares and how it can be helpful in everyday's life.
Teacher: Sum up the lesson and explain T and S
the mini project to be due next lesson
Student: participate in answering the
teachers’ conclusion questions.

Assign students an investigative task for homework in Resources: homework investigative

preparation for the next lesson. task

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Compare areas of rectangles
with the same perimeter
Apply the formula to
calculate the area of
rectangles
Apply the formula to
calculate the area of squares
Students are able to apply the information from the
spreadsheet demonstration to draw up different rectangles
of the same perimeter then proceed to find its areas.
Kahoot quiz, mini project
Kahoot quiz, mini project

Other considerations

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

Graduate Evidence within this lesson

Standards
1.2, 1.5, 2.1, Various teaching strategies to encourage engagement, explore the
2.2 increasing depth of content through the investigative task

3.1, 3.3, 3.6 The investigative task, opportunities for both teachers and students to
reflect on teaching and learning
4.1 Organised classroom activities
5.1 Ongoing formative assessments
7.1, 7.2 Professional students teacher relationship
3.5 Active discussions take place throughout the lesson
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?

None
Resources Attached:

1. Excel spreadsheet

Link to excel file: https://app.box.com/s/s2csrgafog4hdrd7rugulivvvua15k4a

2. Investigative task:
Can you find any rectangles such that their perimeter and area have the same value?

Hint: use the guess and check method. Start by experimenting with different size
rectangles and find their perimeters and areas.

3. Homework task:

In groups of 4-5 students, research using information from the internet and/or books
in the library and make a poster to present to the class about:

i. The shape of triangles including the meaning of the term ‘triangle’

ii. The properties of a triangle
iii. The formula to calculate the area of triangles including the methods used
to develop the formula.
**Optional if Kahoot failed**

Quiz the class these same questions but in a more

informal discussion style.

For questions 4 and 5, the teacher can draw up any

random rectangles with measurements so the students
can apply the formula area.
 Lesson Plan
Topic area: Measurement and Stage of Learner: Stage 4 Syllabus Pages: pp. 313-315
Geometry
Subtopics: Area
Date: Location Booked: Classroom Lesson number: 3/3
Time: 60 minutes Total Number of students: Printing/preparation:
Print worksheets and
corresponding activity
materials.
Need access to a Smart Board.
Need access to the internet and
laptop or similar devices.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Establish the formulas for • Develop the formula
Formative assessment – triangles and use it in problem to find the areas of
investigative task solving (ACMMG159) triangles
• communicates and
• Use the area formulas
connects
for rectangles, squares
mathematical ideas and triangles to use in
using appropriate problem solving
terminology,
diagrams and • Reflect on their own
symbols MA4-1WM learning
• applies appropriate
mathematical
techniques to solve
problems MA4-
2WM
• uses formulas to
calculate the areas
of quadrilaterals
and circles, and
converts between
units of area MA4-
13MG

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

• Critical and creative thinking • Concept of area

• Literacy • Area of rectangles and squares
• Information and communication • Substitute in the formula (algebraic
technology capability skills)
• Ratios and rates knowledge (investigative
task)
• Problem solving skills
• Group work skills
• Communications skills
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 a deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and knowledge communication
to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students' self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
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
1.1 Knowledge is sustained on the core focus of areas of rectangles and squares in addition to
triangles
1.2 Students have opportunities to explore the meaning of area and its application in unfamiliar
settings
1.3 The use of an open-ended investigative task allows students to personalise the information
learnt
1.4 High-order thinking is sustained with the students required to manipulate their already known
knowledge of the area of rectangles in the development of area formula for triangles
2.2 Engagement factor is focused on the design of the task that suits the abilities of the majority
of students
2.3 All students take part in solving a challenging activity as the focus of the lesson. They are
encouraged to try different methods and to think outside the box and recognised for doing so.
2.6 Students can choose from continuing exploring the optional task or to create a summary
poster. Both choices, however, will involve a presentation to the class later so all students
will benefit from each other.

3.3 A high factor of knowledge integration through the questions and task revolve around actual
relatable choices and decisions around them
3.5 Activities not only have the purpose of satisfying the classroom contents but has applications
far beyond the classroom such as the optional task and the investigative task itself.
Additionally, the skills the students develop to manipulate their already known information to
satisfactorily create or help to develop new information (the basis of research).
 Time Teaching and learning actions Organisation Centred
T/S
Intro Greet the class Teacher: organise the classroom ready Mostly T
for the lesson
Introduce the contents to be covered in class today
5 mins Student:

Resources:

Body Develop the formula for the area of triangles. Teacher: facilitate class discussion of T and S
the development of the area of
Students will use the knowledge of ‘half’ and the formula triangles
for the area of rectangles from above to develop the area of
15-20 mins ! Student: come up with the formulas
triangles as Area = " 𝑏ℎ.
for the areas of triangles
Teachers will give hints if students are unable to come up
Resources: Half of the rectangle
with the correct formula. Give students opportunities to
demonstration
share their ideas.

The teacher then shows students a few different designs of Teacher: Shows students different T and S
triangles in a different orientation and asks them to triangles
5-10 mins identify the perpendicular heights.
Student: participate in discussions
The aim of this class activity is to familiarise students with
the conceptual understanding of perpendicular heights and Resources: triangles in different
how to identify them in various situations for triangles. orientations

Mostly S
The students will participate in solving an open-ended Teacher: Hand out the open-ended
15-20 mins investigative question which involves calculating the areas task
for triangles and rectangles.
Student: solve the open-ended
Differentiated teaching: question in groups

The task has a tiered approach that started off with simple Resources: investigative task
questions that require the students to identify the basic
shapes they just learnt and calculate its areas.

More advanced students have the opportunity to move on

to investigate more challenging aspects of the task to be
able to complete it but all other members can still
contribute since it is a group activity.

The teacher can carry out an assessment for learning

objectives by walking around the classroom and observe
the students in solving the task. This allows the teacher to
gauge the understanding levels of his/her students.

Class discussions Teacher: facilitate discussion

10-15 mins
The teacher will facilitate a discussion about the activity Student: participate in a discussion
the students just did and its significance.
Resources:
All students will have opportunities to give their inputs
and share their ideas and what aspects of the task that they
like.

Differentiated learning:

The optional task for any keen students: keep refining the
design of the garden in the investigative task and see if
you can come up with a more efficient design than 50%!.
Any students that can prove their work will receive a
prize.
Conclusion Solidify the knowledge learnt in class by asking the Teacher: Sum up the lesson T and S
students to repeat the formulas for the areas of rectangles,
squares, and triangles and parallelogram. Student: participate in answering the
5-10 mins teachers’ conclusion questions.
Optional tasks for any students who are interested.
Otherwise, they can create a beautiful and creative poster Resources:
or summary on an A3 piece of paper about the contents
that the class has covered so far and leave out space for the
things that are yet to be covered in class. Treat it as a
mindmap for each topic and the students can keep it for
the purpose of revision later. Note: it doesn’t have to
strictly be a poster, it could be a summary or a mindmap.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Develop area formula for Students able to relate the area formula for the rectangle
triangles
Use the area formulas for Effective strategies to respond to the investigative task.
rectangles, squares and
triangles to use in problem A creative response to the optional task
solving

Other considerations

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

Graduate Evidence within this lesson

Standards
1.2, 1.5 Differentiate teaching strategy
2.1, 2.2, 2.5 Investigative task
3.1, 3.2, 3.3 Development of triangle formula, using knowledge from previous lessons
3.4, 3.6 Class discussions and students’ reflections
4.1, 4.2 Students have full participation and all ideas are recognised
5.1, 5.2 Ongoing formative assessment

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?

None
Resources attached:

1. Investigative task:
2. Area of triangles and triangles in different
orientations
The three lesson plans have been developed with the focus on increasing the
students’ deep understanding of the syllabus contents in an engaged and supportive
classroom environment as set out under the NSW Quality Teaching model. These
elements have been achieved through the implementation of various teaching
strategies and resources that sustain a focus on forming a conceptual understanding
of the topic contents. In addition to this, differentiated teaching in the forms of a tiered
approach to class activities, formative assessments that allow targeted teaching and
a multi-entry/exit point design on investigative tasks also help to deliver a more
effective learning experience for all students, regardless of their abilities.

Increasing the students' deep understanding and appreciation of the syllabus contents
is the main focus of the three lesson plans. Deep understanding is when the students
possess the abilities to demonstrate their complete control of the ideas and concepts
taught as well as being able to see relationships and make connections of the theories
to real-life applications in a cohesive and systematic manner (Ladwig, Gore & NSW
Department of Education and Training, 2009). The specific items that give students
opportunities to explore the concept they just learnt beyond the boundary of textbook
exercises include the mini project in lesson 1, the investigative task on the
relationships between areas of rectangles and its perimeters in lesson 2, and the open-
ended problem solving question as well as the optional task in lesson 3. This was done
with a specific reference to the SOLO taxonomy where students are first introduced to
the formulas (unistructual), work on examples (multistructural), complete the mini
project (relational) and then use those elements as a foundation to complete the
investigative task, open-ended problem-solving question and optional task in lesson 3
as extended abstract elements. The purposeful implementation encourages deeper
understanding and allows the students to achieve a higher-order thinking, satisfying
the syllabus’ requirements (Biggs, 1995).

The cohesiveness and sequential placement of the three activities that are interrelated
with one another was a strategic design that seeks to keep the momentum of students’
learning and keep them engaged through more challenging exercises (Mitchell &
Daniels, 2003). The activities satisfy the requirement of deep understanding but at the
same time, they never roam beyond the boundaries of the area of study currently being
undertaken. Even more so, this design also satisfies the NSW Mathematics K-10
Stage 4 Syllabus's focus on problem-solving, communicating and reasoning (NESA,
2018).
Through these activities, students can have a more concrete conceptual
understanding of areas and maximum areas by being to relate the formulas studied to
real life design choices. This is an aspect of the constructivism model of pedagogy
where teachers cannot just enforce knowledge on students but giving them tools and
enable them to find the meanings through their study, supported by positive learning
environments and a sustained focus on conceptual understanding rather than end-
results or grades. This is when real learning occurs and pro-longed knowledge transfer
will happen (Insley, 1998).

The various teaching strategies that were part of the three lesson plans also address
the issue of diverse learner's needs through the inclusion of many resources that cater
to different learning styles. For example, in each lesson, the basic knowledge content
and the formulas are developed by the students with the teacher providing the basic
tools. However, for students with learning difficulties, the teacher is also provided with
prompts and tools to help the students to see the relationship between length and
width in calculating areas for example. The teaching strategy was also based on
Vygotsky’s concept of the zone of proximal development, which refers to the gap
between what adolescents can accomplish alone and what they are capable of doing
if guided by a competent person (Shabani, Khatib & Ebadi, 2010). Based on this
concept, teachers cannot expect students to be able to carry out the exercises when
they are just shown the formula. For example, when teaching the area formula in
Maths, the teacher needs to show students explicitly what length refers to and what
width refers to. This is also followed up with a couple of annotated examples done by
the teacher on the board so students can then follow. The activities that were included
in the lesson plan also makes use of the collaborative classroom environment and it
allows the students to learn from each other (Ladwig, 2009).

In addition to this, the design of the investigative tasks and the worksheet also has
multiple entry points for students. If the students feel the questions are too easy for
them, they can progress to harder questions such as deducing the relationships of
rectangles with the same perimeter and area in lesson 2 or the optional task in lesson
3. On the other hand, students with learning difficulties can also benefit from the same
activity by starting out with familiarising themselves to the formulas in lesson 1,
calculating areas of rectangles and squares in lesson 2 or exploring the areas of
triangles in lesson 3. These help the students to reinforce the concept of area and still
be able to practice the formulas without having to complete set exercises in the
textbook like the traditional method of teaching. The additional benefit also includes
the opportunities for novice learners to investigate the concept beyond just
remembering areas by thinking outside the box (Gore, 2007). Lastly, these choices of
activities also allow the teacher to have ongoing formative assessments that take
place throughout the lesson and offer help and explanations to struggling students as
the needs arise (Gore, Ladwig & NSW Department of Education and Training, 2009).

The three lesson plans also closely follow the syllabus content requirements by
addressing all the related syllabus dot points applicable such as those on page 313
that require students to explain and compare the relationships between areas of
rectangles and squares and areas of rectangles with the same perimeter (NESA,
2018). The learning environment is also enhanced through opportunities that
encourage discussions and reflection by the students on their own learnings.
Additionally, the activities do not hinder the participation of any students from any
cultural groups that may be present in the classroom. It is this inclusivity that Sit (2012)
has said to be a contributing factor to facilitate peer to peer interactions and more
effective learning, particularly if the classroom had a high level of diversity.

In conclusion, the three lesson plans have been developed with the goal of satisfying
the syllabus content as well as focusing on increasing the students' deep
understanding and appreciation of the knowledge content. The various teaching
strategies are effective in catering to different and diverse learners' needs and built
upon sound models of contemporary pedagogy. The positive and encouraging
classroom environment also facilitates more effective learnings for the students.
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Biggs, J. (1995). Assessing for learning: Some dimensions underlying new

approaches to educational assessment. The Alberta Journal of Educational
Research, 41(1), 1-17.

Gore, J. (2007). Improving pedagogy. In Butcher, J., & McDonald, L. (Eds.), Making a
difference: Challenges for teachers, teaching, and teacher education (1st
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Gore, J., Ladwig, J. G., & New South Wales Department of Education and Training:
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Insley, K. (1998). Students' Experiences in a Constructivist Classroom, ProQuest

Dissertations and Theses.

Ladwig, J. G., Gore, J. M., & New South Wales Department of Education and Training.
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Mitchell, T. R., Daniels, D. (2003). Motivation. In Walter, C. B., Daniel, R. I., & Richard,
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NSW Education Standards Authority (NESA). (2018). Mathematics K-10. Retrieved

from
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Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal
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Sit, H. (2012). Teaching Strategies for Enhancing Peer Interaction among Diverse
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