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# Pre service Teachers Name: Tanya

## Year level: 3/4

Lesson Focus: Scale Pictograph
Lesson Time and Date: Tuesday 22nd March, 2:30PM

## Lesson Duration: 1 hour

Learning Outcomes (What do you want the students to learn in this lesson? i.e. what new
Knowledge/understandings, Skills, Values and attitudes will they be able to demonstrate?)
To use a grid as a guideline to enlarge a drawing
To gain an understanding of how scaling works
To be exposed to ratios
To use mathematical language whilst conversing about the task (for e.g. words such as scaled,
ratio, enlarged, grid, etc.)
Links to curriculum (use appropriate curriculum framework e.g. AusVELS,
Victorian/Australian curriculum)
Mathematics / Level 3 / Measurement and Geometry / Location and transformation
Create and interpret simple grid maps to show position and pathways (ACMMG065)

Teaching and Learning Preparation (What resources will you need to prepare?)
Whiteboard, whiteboard markers, interactive screen with drawing program set up, students maths
books, ruler, coloured pencils, ready-made paper squares with grid to use as example

## Teaching and Learning plan

Lesson Phase
Orientation /Introduction

ON THE WHITEBOARD

## How will you motivate and

explain the learning intention
of this lesson?

## Draw a SMALL picture on the board.

Ask the students in the back if they can see it. What can we do to
make it bigger? Can you think of some ways to enlarge pictures?

## Do a rough enlarged drawing.

Is the bigger drawing the same as the little drawing?
How can we make it the same? I really like my small picture, but I
want a bigger version of it. What do you think I should do? What
would you do?

## This should link to prior

learning experiences.

## Do another rough drawing based on the students suggestions. Ask

if the pictures are the same. Why/why not?
Draw a 4x4 grid around it. Why did I draw a grid?
Draw a larger 4x4 grid. Why did I draw this grid?
Use the grid as a guideline to enlarge the picture. Get the students
to tell me where to draw, to get them thinking about location and to
see that the location of grid squares determines where we draw
when were enlarging.
Does anyone know what this is called?
Scaling = making a picture larger or smaller without changing its
features or dimensions.
Scaled pictures are usually represented in a ratio.
What is a ratio?
Ratio = Numbers that represent the scaling.
So, for example, a 1:4 ratio Show paper example.
I have a small 4x4 box here. Can you see how there are four boxes
on top and four boxes down?
I have a big 4x4 box here. Same thing. Four across, four down.

Teaching strategies/
Learning Activities
What strategies will the
students be engaged in to
achieve the learning
outcomes?
How will you cater for a
diversity of learning needs?
How will you manage
transitions between various
lesson phases/activities?

Scaling the small square fits four times across on the top, and
four on the bottom. Thats what we mean by ratio. One to four.
MOVE TO INTERACTIVE SCREEN
(Model) Draw a 4x4 box. Fill in the grid lines.
Tell them there are 4 boxes across and 4 boxes down, just like my
small square paper example.
Get students to rule a margin, write the title and date. Title: Scaled
Pictograph. Then, they can rule a small box in their maths books,
4 boxes across, 4 boxes down in the bottom left corner. Make sure
to fill in the grid lines.
COME BACK TO THE FLOOR
Show them what their book should look like (use a students book
as example) Show them that my paper example is exactly the

## What kinds of questions might

What formative and/or
summative assessment
strategies will be used in this
lesson?

## same size that their squares are.

How many boxes will we need if we want to make a box FOUR
times the size?
Hopefully they say 16 across, 16 down. Why is it 16? Go over ratio
again.
(Model) Draw (on the screen) a 16x16 box. Fill in the grid lines.
Show them that each grid box has sixteen little boxes.
Tell students to rule another box, but this time it needs to 16 boxes
across, 16 boxes down in the top right corner. Make sure to fill in
the grid lines (sixteen boxes per little grid box). They can refer to
my example on the screen if they need.
COME BACK TO THE FLOOR
Show them what their book should like (use a students book as
example). Show them that their large grid is the same size as my
paper grid. Reiterate the ratio, and show them that there are
sixteen little squares across top and down.
Like what I did at the start, I want the students to draw something
in the little box with a different coloured pencil not grey lead. The
picture should depend on their ability, some not too simple, some
not too complicated. Think: house, sun, garden, car, chair, animals,
plants, etc.
What they draw in the small box will have to be enlarged onto the
bigger box. Make sure to use the grid as a guideline like I did.
When majority of them have finished the drawing, get their
attention again and get them to write the ratio on their page.
If time permits, they can write a sentence about what they did
today, using vocabulary such as scale, ratio, grid and when done
with that, they can colour-in their drawing small box, then the large
one, making sure the colours they use in the smaller drawing are
translated onto the larger one.
Assessment:
Observation while the students do their work
Observation when the students go to their desks and come back to
the floor
Through the students answers to different types of questions
Work samples of students when the lesson is complete

Conclusion /Closure
How will you capture the
main ideas of the lesson?
What kinds of questions will

CLASS SHARE
Students are to sit in a circle with their maths books. Choose two or
three students work to showcase.
What is scaling? (making a picture larger or smaller without
changing what it looks like)

## What is a ratio? (numbers that represent scaling)

Why is our grid a 1:4 ratio? (the small box fits four times across and
down)
Could we change this?
If the ratio was 1:5, would the picture be larger or smaller? (larger)
Why?
If the ratio was 1:3, would the picture be larger or smaller? (smaller)
Why?
If there were more squares in our grid, would our pictures be more
accurate or less accurate? (more accurate) Why?
All students to turn their books around to share with the class,
before putting them in a pile for me to mark.
Also consider:
What processes and data will
you use to see if/ what
students learned?
How you will you record
student learning outcomes?
How will you include the
student voice in assessment?

## Pre-service teacher self-assessment

Needs Improvement
Aspect of the lesson

Progressing
How would you assess
yourself?

Achieving Well

## Introduction to the lesson

Planning & organisation of
materials, resources
Communication with students;
explanation, questioning skills
etc.
Selection of learning activities
Monitoring/assessment/feedback
of student learning throughout
the lesson
Conclusion of lesson; transition
to next lesson/session
Overall quality of the lesson

Reflection

What could have been improved? What strategies might you use in the future based on

## Mentor Teachers Feedback

Aspect of the lesson
Introduction to the lesson

## Planning & organisation of

materials, resources

Communication with
students; explanation,
questioning skills etc.
Selection of learning
activities

Monitoring/assessment &
feedback of student
learning throughout the
lesson
Conclusion of lesson;
transition to next
lesson/session
Overall management of
the lesson

Any other comments: (including learning goals for next teaching activity)