Lesson 8

Revision & topic review

LIT & ICT FOCUS

Key:

Assessment For Learning - (AFL)

Assessment Of Learning - (AOL)

Teacher Questioning - (TQ)

Working Mathematically - (WM)

Literacy Activity - (LIT)

Key ideas:

Consolidate learning and prior knowledge from the past 7 lessons by applying such skills to problems
Use both numerical skills as well as literacy, to not only solve but justify/explain understanding and train of thought

Syllabus dot points:

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental and written strategies and appropriate digital technologies (ACMNA100)

Relevant Working Mathematically indicators:

Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions (Communicating, Understanding)
Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations (Problem Solving)
Gives a valid reason for supporting one possible solution over another (Reasoning, Communicating)

Assumed prior learning:

Three methods of multiplication learnt in Lessons 1-7
Using word problems and the ability to extract key information

Learning goals:

By the conclusion of the lesson, students will be able solve large number multiplication methods using a chosen method, and explain/justify their choice WM - Fluency, Reasoning, Communicating, Problem Solving, Understanding

Lesson length: 50 minutes

Resources:

Mini whiteboards (1 per student) & whiteboard pens
Student devices
Access to this website
Larger whiteboards x 1 per table group (approx. 5)
Blank flash cards x 3 per student

Introduction (2 minutes)

Outline classroom behavioural expectations and learning goal for the lesson and write on the whiteboard:

Solve large number multiplication methods using a chosen method and explain/justify choices

Body (38 minutes)

Activity 1: Teach me LIT, AFL, AOL

Within their table groups, students will be assigned one topic that has been covered in the previous 7 lessons, for example area model, breaking it up, long multiplication, word problems. Each student will then be given time and access to classroom resources such as mini-whiteboards, computers or classroom objects in order to plan an explanation for their assigned topic. Students must assume that they are teaching someone who has never heard of the topic before and design an explanation of the topic. They must include both a definition and an example, as well as being able to answer basic clarifying questions from their peers and the teacher. Students then take turns within their table group presenting to the rest of the students in their table group (this will just be to 3 or 4 other students which is less confronting than teaching the entire class).

WM - Understanding, Fluency, Communicating, Reasoning

TQ: What was difficult when teaching your peers?

Activity 2: Online revision activity - Desmos

Students are to log onto the below website and complete the revision activities
This should be completed INDIVIDUALLY

WM - Understanding, Fluency

Online revision activity: Desmos

Conclusion (10 minutes)

Exit card: Student design AFL

This is similar to the conclusion activity from Lesson 7, however this time students are allowed to design any style of multiplication problem, not just word problems.

Students will be given 3 blank flash cards and are required to design and write 3 of their own problems that focus around multiplication. Students then hand in their 3 completed question cards, the teacher shuffles the cards, and the students collect 3 of their classmates randomly assorted cards, complete them and submit them to the teacher.

Note: ensure that students don't get their own flash card back

WM - Understanding, Fluency

Conclude lesson by referring back to the learning goal for the lesson and collecting completed exit cards.

Homework

There will be no homework for this lesson as it concludes the unit.

Students can revise content ahead of the topic test.

Reflection and evaluation

1. Analysis of the lesson

Was the timing sufficient?
Was the difficulty challenging enough for the students?
Was the TQ appropriate?

2. Evidence of student learning

Was the learning goal achieved by the end of the lesson?
Were students able to work independently through class activities showing student direction?
Did the working environment foster social support for students that allowed them to communicate ideas and information relating to lesson content?

3. Implications for future lessons

What pedagogy needs to be changed for next time?
What structural change/resources/difficulty needs to be altered for next time?

References:

Desmos. (N/A). Multiplication mania. Retrieved from https://teacher.desmos.com/activitybuilder/custom/5b6a358237e76c3bdad5c431#preview/1c6d02a8-c733-415d-b0e8-daf1132b443b

Page updated

Google Sites

Report abuse