Learning Management Plan Page 1

Learning Management Plan Focus

(5) What will constitute the learning journey?

Week
No.
What does
my Learner
Already
Know?
LEP/ Lesson
sequence/
Outcome
focus
(LMQ2)
Learning
Experiences
What is to be
taught? What
are the
Sequential
Strategies
Where does
my learner(s)
need / want
to be?
How does my
learner best learn?
What
resources
do I have at
my
disposal?
Who will do
what?
How will I check to
see my learner has
achieved the defined
learning outcomes?
How will I inform the
learner and others of
the learners
progress?
Time Frame

1
19-23
May

Last term they
have learnt
ratios.
Diagnostically
assess all
students
mathematic
capabilities (in
relation to
indices and
standard
notation).
Revision
Indices and
Standard
notation.
Be competent
with indices
and standard
notation
problems.
Varies some
students prefer to
work independently
(do all the questions
by themselves and
check their own
answers); and some
students need lots of
scaffolding (scaffold
students step by step
before getting the final
answer).
Maths
textbook
and maths
exercises
Students will
practice many
various indices
and standard
notation
problems
I walked around the
class monitoring and
scaffolding my
students work.
I got some students to
write their answers on
the board.
I also get my students
to hand in their work
to me after they have
finished.
I usually give them a
feedback straight
away, as I monitor and
scaffold their work or
when they write their
answers on the board.
I also put a comment
on their homework
(they have to hand in
their work to me after
they have finished).
3hrs per week
teaching and
1hr per week
matheletics
2
26-30
May

They have
learnt basic
addition,
subtraction,
multiplication
and division.
Students
understand
the rules for
handling
positive and
negative
integers in an
equation.
Students
know how to
solve negative
integers in an
equation.
Introduction to
positive and
negative
integers and
order of
operations.

To understand
and apply the
rules of
positive and
negative
integers.
All my students need
scaffolding in this new
topic.
Maths
textbook
and maths
exercises
Students will
practice many
various positive
and negative
integers
equation.
I walked around the
class monitoring and
scaffolding my
students work.

I provide feedback to
my students as I
monitor and scaffold
their work.
3hrs per week
teaching and
1hr per week
matheletics.

Learning Management Plan Page 2
3
2-6
Jun

They have
learnt 1)
indices, 2)
standard
notation and
3) positive &
negative
integers.
Able to do
their work
independently,
solving
mathematical
problems in
these three
topics 1)
indices, 2)
standard
notation and
3) positive &
negative
integers)
Continued
revision in
these three
topics.
My students
want to pass
their maths
test on
Wednesday.
All my students needs
more practice in these
three topics.
Maths
textbook
and maths
exercises
Students will
practice many
various maths
exercises in
these three
topics.
Have my students
work on many various
problem-solving
maths exercises
relating to these three
topics, then ask my
students to provide
the answers.
Provide feedback to
my students as they
provide answers to my
maths exercises.
3hrs per week
teaching and
1hr per week
matheletics.
4
9-13
Jun


Students have
already learnt
measurement
s and square
roots.
Able to solve
basic
Pythagoras
theorem
questions
Introduction to
Pythagoras
theorem
Be competent
working on
Pythagoras
theorem
problems.
All my students need
scaffolding in this new
topic.

Maths
textbook
and maths
exercises
Students will
practice many
various
Pythagoras
theorem
problems.
I walked around the
class monitoring and
scaffolding my
students work.

Provide feedback to
my students as I walk
around scaffolding
them in their work.
3hrs per week
teaching and
1hr per week
matheletics.
5
21-25
Jul

Students have
already learnt
the basic
conversion of
units
Able to solve
conversion of
units square
problems.
Introduction to
conversion of
units square.
Be competent
working on
conversion of
units square
problems.
Revisiting conversion
of units, and relating it
to conversion of units
square.

Maths
textbook
We will be
following the
maths textbook.
Students have
to do questions
from the
textbook.
I walked around the
class monitoring and
scaffolding my
students work.

Provide feedback to
my students as I walk
around scaffolding
them in their work.
3hrs per week
teaching and
1hr per week
matheletics
6
28Jul
- 1Aug
Students have
already learnt
area of
triangle,
parallelogram
and rectangle.
Understand
and familiarize
with area of
different
shapes
Revision: area
of triangle,
parallelogram
and rectangle.
Introduction :
area of circle
and
trapezium.
Be competent
and able to
independently
solve
problems
relating to
area of
different
shapes
Revising and
practicing various
different question
relating to area of
different shapes.

Maths
textbook
We will be
following the
maths textbook.
Students have
to do questions
from the
textbook
I walked around the
class monitoring and
scaffolding my
students work
Provide feedback to
my students as I walk
around scaffolding
them in their work.
3hrs per week
teaching and
1hr per week
matheletics
7
4 - 8
Aug
Students have
already learnt
area of
different
shapes.
Understand
surface area
Introduction to
surface area
and revise
pythagoras
theorem
Be competent
and able to
independently
solve
problems
relating to
surface area.
Revising pythagoras
theorem and
practicing various
different question
relating to surface
area.

Maths
textbook
We will be
following the
maths textbook.
Students have
to do questions
from the
textbook
I walked around the
class monitoring and
scaffolding my
students work
Provide feedback to
my students as I walk
around scaffolding
them in their work.
3hrs per week
teaching and
1hr per week
matheletics

Learning Management Plan Page 3
8
11
15
Aug
Students have
already learnt
some basic
volume
Understand
volume
Introduction to
volume of
prism,
pyramid, con
Be competent
and able to
independently
solve
problems
relating to
volume
Revising some basic
volume and practicing
different question
relating to
Maths
textbook
We will be
following the
maths textbook.
Students have
to do questions
from the
textbook; as
well as maths
puzzles and
quiz that I found
from the
internet.
I walked around the
class monitoring and
scaffolding my
students work
Provide feedback to
my students as I walk
around scaffolding
them in their work.
3hrs per week
teaching and
1hr per week
matheletics