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Appendix 1

Designer:⿈黃⼒力臻 Wong Lik ChunSubject: 數學 Mathematics Topic：貨幣 Money Class: 1A精英班 (Top 20% in overall academic performance)Duration： 45分鐘minutesNumber of students: 24learning model : Individualized Teaching/Learning Model

Learning Objective

1. Review about the value and characteristic of “Money”.2. Review about how to calculate the total amount of a set of “Money”.3. Can pay and change.

Learning Environment

There will be a Mathematics room in this school, teacher will bring their students to the Mathematics room no matter what class you are in during Maths lesson. We hope that this could better the learning environment and building up the ambience in learning mathematics. The sitting plan is as below:

Group 1 + 2

Group 3 + 4

Group 5 + 6

i) Classroom setting The wave-shape desk could remind students about ‘curve’, this could enhance the Mathematical feeling of the classroom. At the same time, there will be a News paper board on the left hand side of the class room, all math teacher could post news about mathematics on this board to let students understand more about how mathematics could be applied in daily life. What’s more is that there will be a tool box beside each desk. two groups in 4 students will share one tool box because of the limited resources. Insides the tool box, teacher could put every learning material insides the box, but they are only allowed to take a particular ‘tool’ when they are asked to do so.

ii) Grouping method Heterogeneous grouping will be used in this classroom. Although it is an elite class, ability in math still varies among students. Hence, students in any class need to take the ‘pre-school test’ just to let teacher know the general ability of students in a class. Therefore, teacher could do grouping according to their result in the ‘pre-school test’. In each group, this would be the best to contain 2 more able student and 2 less able students.

WONG LIK CHUN 1155049619 EDUC LESSON PLAN

Time(MINs)

Objectivities

Main Flow: Activities/Methodology Teaching Materials

5 minutes

Revise how to calculate the total amount to be paid and discover that we may have to change for sometimes.

1. Video Playing Hooking -Firstly, prepare the projector and video clips during recess time.

-Secondly, Play the video from 6:42s to 8:40s-from 6:42 - 7:40s, video helps review how to sum up a value of 2 products.

-from 7:40 - 8:42, video helps raise students awareness about the concept of “change”.

-Ask the question asked in the last part of the video again. (Q: Do you know how much should be changed ? )-Expect no one could answer this question

-Ask students to keep thinking about this questions while they are doing the review.https://www.youtube.com/watch?v=ODO4Z3Fed1o(6:42-8:40)

Youtube video

https://www.youtube.com/watch?v=ODO4Z3Fed1o


i) 5minutes ii)10minutes

Further bolster their basic knowledge and acknowledgment in the concept of money by doing activities.

2. Knowledge review i) interactive activities- This activity provide chance for students to

interactive with each other.- a bag of coins will be prepared. - inside the bag of coins, there will be one 1 dollar

coin, one 2 dollars coin, one 5 dollars coin, one 10 dollars coins, one 50cents coin, one 20cents coin and one 10 cents coin.

(will be placed inside the tool box before lesson)- Students will take turn draw a coins inside a bag,

before taking the coin out of the bag, they are required to name the value of the coin by just feeling the shape and the size of the coin. This could help review about the characteristics and the value of money which they have learnt last lesson.

- Coins drawn are without replacement - after 2 - 3 minutes, teacher could ask if the students had finished the task (excluding the summing up task). - Expected answer: Yes - Follow up question: what is the sum of the coins drawn by your group? - Students will then corporately calculate the sum of 4 coins. - Students in the group need to sum up the total amount of the coins they have drawn. This could help revise the calculation involved in counting the total amount of money. ii) Worksheet discussion- There will be two sets (Level 1 and Level 2 ) of Worksheet about “the value and characteristic of “Money” & calculation of the total amount of a set of “Money”.” - Each group will be given both worksheets. (Will be

placed inside the tool box before lesson)- They are required to finish Level 1 before attempting

Level 2.- Level 1 is Closed question based on factual/

foundation knowledge.- Level 2 is relatively Open question. There will be a

few number of answers. (Using the strategy of “Open Questions”)

- Teacher could walk around and gave students more space in discussing with each other. Provide comments only if they couldn’t do anything. (Build up “Self-directed Learning” )

6 bags of coins collection (real $)

(Appendix 1)2 sets of worksheets

(Appendix 2)


Time(MINs)

Objectivities

Main Flow: Activities/Methodology Teaching Materials

5 minutes

Teaching students why do we need to ‘Change’ for sometime and tell them how to

3. Knowledge Building- recall the question asked in the video

- ask the question: why do we need to change when we pay $50 to buy the products ?

- Expected answer: because the value of $50 is larger then the total amount of the products.

- Based on their reaction, ask the question to inspire them: So how can we know how much to change ? Two expected answer :i) Use 50 to minus the value of the productsii) I don’t know

- For answer i) Ask them to check if they are correct by watching the video.

- For answer ii) Ask if they want to watch the following part of the video ?

- Play the video from 8:42-9:26s—> about how to calculate the amount to change.

Youtube video


20minutes

finalize and conclude what they have learnt in the past few lesson on this topic via the activity.

4. Post-assessment activity- First, ask the students to take out the last 2 sets of

worksheet from the tool box. Also, they will be given three faked 10 dollars coins.

- There will be two worksheets for each group. One in yellow and one in blue.

- Yellow one is for less-able students and Blue is for more-able students.

- Yellow one mainly focus on students ability in comparing the price of the same product at different shops. Also, they are required to write down the amount to be changed after the first purchase(As they are given 3 $10 coins only).Blue one also focus on students ability in summing up the total cost of the 3 product as well as their ability in comparing the total cost of the three products at 4 different shops.

- each group will walk around the classroom with special set up (See appendix 3)and finish the task stated in the worksheets.

- Secondly, They are also required to write down the amount to be changed in each shop.

- Thirdly, they are expected to finish both worksheet corporately since there will be at least one more able student in each group.

- Students are required to hand in the worksheet by next lesson.

- Before the end of the lesson, ask the following questions:Could you help calculate the total amount should be paid and changed while you are shopping at the supermarkets in the future ? If Yes, could you tell your experience to your classmates next lesson?

- 2 sets of differentiated worksheets(Appendix 4)

- 6 bags containing 3 10 dollars coins each(faked $)

WONG LIK CHUN 1155049619 EDUC LESSON PLANAppendix 1


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There has been an increase in the diversity of students’ learning style and learning needs in the

general education of Mathematics. It would no be an effective way for a teacher to teach Maths

using only instructional format. (Tomlinson, 1999). Hence, the lesson plan attached spend less time

in traditional one-way education. There will be around 50% of time being spent on interactive

activities or discussion in between students and teacher. The following paragraphs will roughly

conclude 3 main strategies used in the lesson plan.

Firstly, one of the strategies used for differentiating Mathematics instruction is “Open

Question”. It is believed that the ultimate idea of doing differentiation is to meet different students’

needs in class (Small & Lin, 2010). Hence, if the question asked could be answered in varied ways,

it helps the overall development of the whole class. In the “Knowledge Review” Part, an Open

question about how could we form a combination of 20 dollars using the coins provided are

relatively open. Because different combinations will also be accepted. According to the bloom

taxonomy, this kind of open questions could assist one to attain the creation level as they are

advocated to create a new combination of coins which valued at 20 dollars.

Secondly, cultivating a self-directed learning is also another strategy used in the lesson plan.

It is known that self-directed learners or researchers are more likely to be successful in academic

aspect (Andrade, 2010). Therefore, the lesson plan was designed for student to take more control on

defining their goals and monitoring their learning progress. As you can see from the lesson plan, in

the post-assessment activity, students in a group of 4 need to finis the task on the worksheet

themselves, they could actually monitor their learning progress as they will know that if they

understand the concept clearly by participating the shopping activity. Better still, students are asked

to apply what they have learnt in class in their daily life at the end of the class. This could also

provide a chance for them to do self-evaluate, if they find any obstacles in doing such task outside

the classroom, they could also seek help from the teachers.

Last but not least, i have tried to apply the errorless learning and class-wide peer

tutoring ,which have received considerable support from researches (Baker, Gersten, &Lee,2012;

Foegen, 2008), in this lesson plan. I think it will be obvious that few errors and higher level in

success would motivate one in learning(Bender, 2013). Actually, the arrangement in grouping

expect that the more-able students could help the group to finish the more difficult tasks, providing

a sense of success to other students in the group as they were asked to work corporately.

Furthermore, easy tasks are provided for both Level 1 and Level 2 worksheet for the post-

assessment activity. We hope that students will not find it helpless when they are asked to do task on

their own, enhancing their motivation in learning by minimizing the error that they will make.


Reference

Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-

assessment and the self regulation of learning. In H. Andrade &G. Cizek(Eds), Handbook of

formative assessment (pp.90-105). New York, NY:Routledge.

Baker, S., Gersten, R., & Lee, D. S. (2002). A synthesis of empirical research on teaching

mathematics to low-achieving students. Elementary School Journal, 103, 51-73.

Bender, W. (2013). Errorless learning for differentiating mathematics instruction. In Differentiating

Math Instruction (3rd ed., p. 141). London: SAGE Publications.

Foegan, A. (2008). Algebra progress monitoring and interventions for studnets with learning

disabilities. Learning Disability Quarterly, 31(2), 65-78.

Small, M., & Lin, A. (2010). Two core strategies for differentiating mathematics instruction: Open

questions and Parallel tasks. In Great ways to differentiate secondary mathematics instruction

(p. 7). Teachers college, Columbia University.

Tomlinson, C.(1999). The differentiated classroom: Responding to the needs of all learners,

Alexandria, VA: Association for Supervision and Curriculum

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