learning outcomes: 1. demonstrate mathematical knowledge for teaching including pedagogical content knowledge and horizon knowledge 2. demonstrate understanding of the mathematics curriculum including each mathematical proficiency: understanding, fluency, problem-solving and reasoning 3. transform the intended learning of the primary mathematics curriculum into effective lessons that encourage positive dispositions, curiosity and engagement, including the use of digital technologies to expand learning opportunities for learners 4. make connections between mathematics concepts and sequence lessons to support students' ongoing learning 5. anticipate student responses and solutions to learning activities and tasks and plan to avoid and overcome student misconceptions 6. explain the meanings of mathematics and numeracy and make connections between mathematics, other subjects and students' everyday environments critically evaluate the mathematics research evidence base to recommend effective approaches for student-centred inclusive mathematics teaching that is relevant for the 21st century.

Link to Australian Professional Standards for Teachers (APSTs): 1.2 Understand how students learn 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 2.1 Content and teachingstrategies of the teaching area 2.2 Content selection andorganisation 2.5 Literacy and numeracystrategies 3.1 Establish challenginglearning goals 3.2 Plan, structure andsequence learningprograms 3.3 Use teaching strategies 3.4 Select and use resources 4.1 Support studentparticipation 5.1 Assess student learning

i need help to plan a sequence of three mathematics for Years 5 or 6 students related to measurement, space, statistics or probability - Individually write a detailed justification for one lesson in your sequence, showing how your choice of lesson is informed by current research and best practices. Teach the lesson to your peers. Provide anticipated student solutions and a reflection on your teaching experience.

1. Sequence Overview - select a mathematics topic suitable for Year 5 or Year 6 students and identify one content description that will be covered when teaching a sequence of three lessons - Explain the progression of students' mathematical trajectory of learning across your lessons with reference to the literature (your textbook, one or two quality journal articles) - List the mathematical focus of each lesson and the main teaching approach. You can reference the Australian Curriculum V9.0 or Victorian Mathematics Curriculum V2.0 2. Sequence of Three Lesson Plans [equivalent to 630 words; maximum one page per lesson plan, using the provided template] (18 marks) - Together, you will prepare a sequence of three 40-minute lessons for Year 5 or Year 6 students, using the lesson planning template on Moodle. Your lessons will be sourced from three different websites (one may be AI generated) and one lesson must include the use of digital technologies to expand student learning opportunities. - Relevant handouts/resources for each lesson can be added to the Appendix

Lesson 1 Each lesson should be no longer than one page (use the template). As you fill in the different sections you need to be short and sharp, you can use dot points. We will be flexible, but we don't want size 3 font, size 11 font is the requirement here. The Main Task/Problem/Activity Title: Source: Provide a hyperlink to the resource here, plus attach screen caps of the resource in an appendix file. Learning objectives List two learning objective(s) of this lesson. 1. 2. Main Activity Describe the main task/problem/activity. Screenshot Include a screen shot of the activity * Any other relevant handouts/resources for each lesson can be added to the appendix