Carroll Diagram 1
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PGCE (Primary) Lesson plan Subject: Mathematics and Numeracy Class P3 Date 6/2/06 Time Durati on 35mins No. of childr en 27 Prior Learning Children have been introduced to data handling with the tree diagram. They have used the tree diagram to sort for two criteria. Context : Carroll diagram Learning outcomes Children will be able to identify the area in which an item should be placed in a carroll diagram Children will understand the concrete representation of the carroll diagram as represented in pictorial form Lesson Introduction (2-3 mins approx.) Lesson phase 1 (Share lesson outcomes with children, introduce key learning point, link to previous learning, set lesson expectations) Today boys and girls we are going to do some data handling. That means we are going to do some sorting. We are going to sort ourselves using a carroll diagram. Our carroll diagram will have four boxes to sort into. After we have done the sort we are going to write what we found onto a page. Lesson phase 2 (10mins approx.) (Part of lesson where teacher teaches, new material is outlined, demonstrated and explained) What is the diagram we are going to use? A carroll diagram. We are going to sort for girls and not girls. We are also going to sort for age 7 and not age 7. What do you think our labels will be? Girl, Not girl, aged 7, not aged 7. We need to label the diagram. Teacher demonstrates labeling the diagram. Aged 7 not aged 7 Resources Mats in PE hall. String in classroom .
Transcript of Carroll Diagram 1
PGCE (Primary) Lesson planSubject: Mathematics and Numeracy
Class P3 Date 6/2/06 Time Duration 35minsNo. of
children27
Prior LearningChildren have been introduced to data handling with the tree diagram. They have used the tree diagram to sort for two criteria.Context : Carroll diagramLearning outcomes
Children will be able to identify the area in which an item should be placed in a carroll diagram
Children will understand the concrete representation of the carroll diagram as represented in pictorial form
Lesson Introduction (2-3 mins approx.)Lesson phase 1 (Share lesson outcomes with children, introduce key learning point, link to previous learning, set lesson expectations)
Today boys and girls we are going to do some data handling. That means we are going to do some sorting. We are going to sort ourselves using a carroll diagram. Our carroll diagram will have four boxes to sort into. After we have done the sort we are going to write what we found onto a page.Lesson phase 2 (10mins approx.)(Part of lesson where teacher teaches, new material is outlined, demonstrated and explained)
What is the diagram we are going to use?A carroll diagram.
We are going to sort for girls and not girls. We are also going to sort for age 7 and not age 7.What do you think our labels will be? Girl, Not girl, aged 7, not aged 7.
We need to label the diagram. Teacher demonstrates labeling the diagram. Aged 7 not aged 7
Teacher explains that only girls can go along the top two boxes.Only not girls can go along the bottom two boxes.Only Aged 7 girls and not girls can go in the two left hand boxes.Only not aged 7 girls and not girls can go in the two right hand boxes.
The top left box. Read the labels. Girl and aged 7. Who do you think can go in this box? Only girls who are aged 7.
Resources
Mats in PE hall.String in classroom.
Girl
Not Girl
PGCE (Primary) Lesson planTop right box. Read the labels. Girl and not aged 7. Who do you think can go in this box? Only girls who are not aged 7.Bottom left box. Read the labels. Not girl and aged 7. Who do you think can go in this box? Only not girls who are aged 7.Bottom right box. Read the labels. Not girl and not aged 7. Who do you think can go in this box? Only not girls who are not aged 7.
Lesson Development (15-20mins approx)Lesson phase 3(The key section of the lesson. Children are given the opportunity to make personal sense of the material they have encountered, information becomes learning. Time needs to be spent on activities and tasks that enable the learners to manipulate and interrogate information in order to make sense of it.)
Each child takes it in turn to stand in the appropriate place in the carroll diagram. Children are asked to read the labels and think which box applies to them.Teacher asks some children questions why are you in that box? Why are you not in this box?
Resources
If in PE hall mats for boxes. If in classroom. String to make boxes.
Focus of teacher interactions during learning phase (Plan and describe what the teacher will do or who the teacher will work with once all the children have settled to complete their tasks)
Teacher will work with the whole class assisting the children who are unsure of where they belong in the diagram. Ask questions. Are you a girl or not girl? Are you aged 7 or not aged 7?
Lesson Conclusion (5-10mins approx.)Lesson phase 4(Review, reflect and summarise lesson, ensure children know what they know, cement learning and understanding and ensure that it is remembered)
Carroll diagram is drawn out on A3 sheet of paper as it was when the children were placing themselves into the concrete one. Teacher explains what each box represents. Children have to come to the A3 page and write their name in the correct box.
Resources
A3 page with carroll diagram
Assessment (What will you assess and how will you assess it?)
What? Children are able to identify an area in a carroll diagram where an item should be placed according to certain criteria and can then transfer that data onto paper.How? Observing the children as they are placing themselves in the carroll diagram. Asking questions e.g. why are you in that box? Observing where children write their names on the pictorial representation of the carroll diagram.
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