ACU

AUSTRALIAN CATHOLIC UNIVERSITY

LESSON PLAN FORMAT
The following is a sample of the lesson plan format used by the University.
Lesson Topic/Focus:
AusVELS Domain(s):
AusVELS strand (s):
AusVELS sub-strand(s):
AusVELS Dimension(s) or
Religious Education
Guideline:
Lines of Symmetry
Mathematics
Measurement and Geometry
Location and transformation
Learning Standard(s)/Outcome(s):
Date: 25/11/13
Year level(s): 5/6
Lesson duration: 1 hr.
State the lesson outcomes or other appropriate concepts, understanding, skills or attitudes students
should learn through this lesson as informed by the appropriate curriculum documents.
Students will be able to define what symmetry means?
Students will be able to identify and describe lines of symmetry.
Indicators:
Students will be able to identify lines of symmetry on upper case letters in the alphabet.
Assessment:
State methods/strategies and criteria you will use to assess student learning.
Discussion (what symmetry means)
Students work sample
Students reflection
Assessment criteria:-
Use ruing a ruler, to draw lines of symmetry of an given shape/letter
Find all possible solutions to lines of symmetry of upper case letters in the alphabet.
Teaching focus:
A. the pre-service teacher's teaching skill for observation by Associate Teacher;
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teaching skills that the pre-service teacher would like to personally develop.
- Give clear instructions and explanations
- Making sure that students are on task.
Background to the learning:
A. References for teacher background knowledge
B. Identify students' current knowledge
To be able to classify 20 shapes
To be able to identify and classify different types of triangles
To be able to identify the nets of 30 objects
To be able to calculate perimeter and area of rectangles . ./
To be able to demonstrate and describe transformation of shapes ""'
To be able to apply the enlargement transformation of 20 shapes. r/
Lesson resources:
List the resources, materials, equipment and titles of books used in the presentation of the
lesson/activity. Present a summary of your chalkboard/whiteboard or overhead presentation, or attach to
the back page of your Lesson Plan a sample of your handouts where appropriate.
White board
White board marker
Mathematics books
Pencil , ruler
Lesson content:
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A. Introduction 10 mins .
Motivation and 'tuning in' strategies to revise current knowledge, to gain insights into what the '-.$-L . iHt.
students already understand, to engage the students or to introduce new learning; list the key
questions to use '/ ./ / ,,,. .J I f rlfll .7 '1
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Mental maths: 12 division facts /
Discuss as a class: c C&,>.r
What "symmetry" is?
Write definition into maths book:
Symmetry: a line of symmetry is a line that divides a shape or object into two equal parts. The line
might run in several directions, depending on the shape.
B. Development 10 mins
Explore/elaborate/restructure/develop the concepts, understandings, skills or attitudes;
teaching and learning strategies that will be used to achieve this; summarise {list instructions)
approaches or activities to be used; list the key questions to use
Show students examples:
- Use projector to show following shapes and call on students to draw in lines of symmetry. /
*Or powerpoint i/
C. Consolidation, practice, extension 15 mins
Assign work tasks, which apply the concepts, skills, understanding and/or attitudes; ways of
extending the learning of ideas/understandings; ways of scaffolding learning for students who
require extra assistance
Students to go through the alphabet, draw lines of symmetry on the symmetrical upper case
letters. US- /,,. /> ('rt,/?.{' , .. -
Extension: .,,,1-.r e -1 rf ,/ .s-J?
Students can identify lines of symmetry on 20 shapes. ::r!'; J
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an equilateral triangle
has 3 l i nes of symmet:ry
a square
h as 4 lines of symmet:ry
a regular pentagon
has 5 lines of symmetry
a regular hexagon
has 6 lines of symme1:'ry
a regular ocl:agon
has 8 lines of symmetry
D. Closure 10 mins
Summarise the key issues in the lesson; list the strategies employed to determine what the
students have learnt; questions that will be posed to support the students' reflection on
learning
Share time:
Students to share their finding, what letters have the lines of symmetry.
Post-lesson review and evaluation:
Student achievement:
To what extent were outcomes achieved? How did the students demonstrate this?
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What have you learnt from the lesson? ,l;{,e s/,,, /, r
What do you for futu.re less?ns? /'
Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your
self-development focus for the lesson, referring to both strengths and areas to be addressed.
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