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# FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week YEAR LEVEL: 7 LEARNING AREA/TOPIC: Mathematics – Number &
2 Algebra

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

## Notes about device access in the classroom:

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES

Week 2 Mathematics – Create an interactive brainstorm, Diagnostic Introduction: (*previous lessons on fractions have already been iPad (1:1)
Number and showcasing competency in using assessment – to conducted up to this point)
Lesson 1 the ICT resource of Mindmeister, check student’s - Class discussion reviewing previous teachings of fractions
Algebra:
Compare outlining what was learned progress and (what they are, equivalent fractions, number lines,
regarding the topic of fractions. understanding of terminology, classifications) (5 mins)
fractions using
what has been Mindmeister – online
equivalence. - Students will work individually to create a brainstorm
Identify and explain fractions (both learned thus far. mindmapping resource:
Locate and written eg ¼ and drawn eg shaded (Mindmeister) that demonstrates their current existing https://www.mindmeist
represent parts in a shape), equivalent and knowledge of fractions (topics that were focused on in er.com
positive and non-equivalent fractions, through previous discussion) (they must use one colour –
negative completing the assigned ICT important for when we add to it later) (5 mins)
fractions and activities. Discussion and
mixed numbers Observation – to Body:
on a number Demonstrate competency in informally monitor - Students will be divided into 4 groups, each student with QR Code generator –
line. operating QR code scanners and progress, their own iPad. create scannable codes
iPads. understanding and - They will work through 4 different stations (6 mins at that connect to online
(ACMNA152)
(exploring each), scanning the assigned QR Code using their iPad and
Demonstrate an ability to listen https://qrcode.kaywa.co
equivalence and work appropriately with peers completing the fractions-related activity connected to m
among families in small groups. them. At the completion of the activity/time, students
of fractions by Observation – to will screenshot their work and upload it to the class Online fraction activities
using a fraction informally monitor Padlet (Fractions blog) for reviewing by the teacher. (30 connected to QR Codes:
wall or a peer to peer mins) http://mrnussbaum.com
number line (for interaction. /fraction-pal/
example by Conclusion: (10 mins)
wall to show
that 2/3 is the - Wrap up lesson by selecting students at random to give
http://www.transum.org
same as 4/6 and an example of two equivalent fractions and why they are /software/Fun_Maths/P
6/9) equivalent. airs_Snap.asp?Title=Equi
valent%20Fraction%20S
nap&GoMathsID_Item=5
83&ImageFolder=/Softw
are/SW/Starter_of_the_
day/Students/Pairs_Equi
valent_Fractions/img/&T
opic=12

www.transum.org/softw
are/SW/Starter_of_the_
day/Students/Matching.
asp?Title=Equivalent%20
Fraction%Matching&Go
MathsID_Item=583&Ima
geFolder=/Software/SW/
Starter_of_the_day/Stud
ents/Pairs_Equivalent_Fr
actions/img/&Topic=12