Esm410 20assignment 20one - 20alicia 20mcvean 20212122287

Alicia Mcvean 212122287
ESM410 Assignment 1:
Problem Pictures Task - Creating openended questions
Student Name: Alicia Mcvean
Student Number: 212122287
Campus: Burwood
PLAGIARISM AND COLLUSION Plagiarism occurs when a student passes off as the students own work, or
copies without acknowledgement as to its authorship, the work of any other person. Collusion occurs when a student
obtains the agreement of another person for a fraudulent purpose with the intent of obtaining an advantage in
submitting an assignment or other work. Work submitted may be reproduced and/or communicated for the purpose of
detecting plagiarism and collusion.
DECLARATION I certify that the attached work is entirely my own (or where submitted to meet the requirements of
an approved group assignment is the work of the group), except where material quoted or paraphrased is
acknowledged in the text. I also certify that it has not been submitted for assessment in any other unit or course.
SIGNED: Alicia Mcvean
DATE: 20/08/15
An assignment will not be accepted for assessment if the declaration appearing above has not been signed by the
author.
YOU ARE ADVISED TO RETAIN A COPY OF YOUR WORK UNTIL THE ORIGINAL HAS BEEN
ASSESSED AND RETURNED TO YOU.
Assessors Comments: Your comments and grade will be recorded on the essay itself. Please ensure your name
appears at the top right hand side of each page of your essay.
Checklist
All points must be ticked that they are completed before submission.
Requirements checklist:
Tick
completed
The rationale addressed the rationale prompts in the assignment description.
Yes
The rationale included relevant citations/references which are stated.
Yes
Created 3 quality problem picture photos.
yes
The photos MUST be original photos taken by yourself.
yes
Location of photos are stated, e.g. Taken at Deakin foreshore.
yes
Developed an original question for each photo with an accompanying enabling and
extending prompt.
yes
If your photo has numbers that you are referring to in the problem, the numbers MUST
be clearly visible to be able to read in the photo.
yes
Open-ended questions are creative and engaging.
yes
Matched each problem with the appropriate mathematical content, year, definition and
code from the Australian Curriculum: Mathematics
yes
Each question is accompanied by three possible correct responses.
yes
Cross-curriculum links are made to each photo.
yes
Reflecting on the trialling of the questions with an appropriately aged child or children.
Yes
The trialling reflection included relevant citations/references which are stated.
Yes
There is evidence of reference to problem-picture unit materials.
yes
Problem pictures were collated into a word document using the assignment template.
yes
File size of the word document is under 4mb.
Yes
Assignment is uploaded to the Cloud Deakin dropbox.
Yes
In order to pass this assignment you must have fulfilled all aspects of the checklist.
Rationale for the use of problem pictures in the classroom

Include rationale here. Answer the following prompts: Discuss the benefits of open-ended problem-pictures. How
will open-ended problem-pictures support your teaching in the future?
The benefits of open- ended problem pictures enables students to critically analyse pictures and intemperate them
in their own way. For example open ended pictures, actively engages learners in thinking about the situation, and
therefore enhances the potential for construction on new knowledge; (Sullivan, 2015). The use of open ended
problem pictures gets students engaged with the problem and gets them to look at the problem in a different angle.
The use of open ended problem questions can really engage students within the classroom. For example, the use of
visually seeing a problem can help a student be engaged and to be able to help them connect mathematics to the
real world.
Bragg & Nicoll (2011) states that open ended problem photos does come with challenges but it can enchase childs
ability to see mathematics in a different light and for students to connect with mathematics in different way. The use
of photographs in the classroom and outside the classroom can benefit the students as they are able to connect with
the pictures to mathematical problems. More importantly the use of open ended problem pictures is beneficially for
both the student and the teacher. The reason for this is because it enables students to work at their own pace and
create their own answers based on their interpretation of the open-ended problem picture. Also challenges us as
teachers to critically think about how we can use these pictures to produce a mathematic problem.
The use of using open ended problem pictures offers opportunities for extension of mathematical thinking, since
students can explore a range of options as well as consider forms of generalised response. (Sullivan, 2015). Students
can explore their own thinking and they can challenge their prior knowledge of the context. Open ended problem
pictures allows students to see it differently. For example, Different representations for an idea can lead us to
different ways of understanding and using that idea. (Reys et al 2012, p. 103) The use of this enables students to see
a different way of understanding a problem using a picture. Also open ended problems allow the children to work at
different levels of complexity and in different directions. (Sparrow 2008). It gives students the opportunity to work
at their own pace and allows them to work in different directions with their mathematics.
Open-ended problem- pictures will really benefit myself as a teacher in the future as it will enable my students to be
critical thinkers and to be able to be engaged in meaningful way. It will also challenge myself as a teacher to be
reflective and to always have my students interest in mind. In the future I will use this strategy within the classroom
to allow my students to use open ended problem questions to enable their understanding of a concept. The use of
this will support my teaching in many meaningful ways. For example I always want my students to be able to connect
their own learning through their experiences, so using open ended problem questions will always relate back to their
own interest and experiences.
References for the rationale:

Bragg, L & Nicol, C 2011, Seeing mathematics through a new lens: Using photos in the mathematics classroom, The
Australian Mathematics Teacher, vol. 67, issue. 3, pp. 3-9
Reys, R., Lindquist, M.M., Lambdin, D.V., Smith, N.L., Rogers, A., Falle, J., Frid, S. & Bennett, S. (2012) Helping
children learn mathematics (1st Australian edn). Milton, Qld: John Wiley and Sons
Sparrow, L. (2008). Real and relevant mathematics: Is it realistic in the classroom?. Australian Primary Mathematics
Classroom, 13(2), 4-8
Sullivan, P., 2015. The Potential of Open-Ended Mathematics Tasks for Overcoming Barriers to Learning. [online]
Available at: <http://www.merga.net.au/documents/_Symposium_2Sullivan.pdf> [Accessed 24 Aug. 2015].
Problem Picture 1
Location:
Mornington shopping centre
Problem Picture 1 - Questions

Grade level: Three
Question 1
Using this photo show how many ways you can make this number using coins and notes.
Answers to Question 1
Answer One:
Or

Answer Two:
Or

Answer Three:
=$10.50
AusVELS - Number and Algebra

Content strand/s, year, definition and code
Money and financial mathematic: Year Three
Represent money values in multiple ways and count the change required for simple transactions to the nearest five
cents (ACMNA059)
Enabling Prompt
Using the notes and coins provided, show what $10.50 would be.
Answers to Enabling Prompt

Answer One
Answer Two:

Answer Three:
AusVELS
Money and financial mathematic: Year Two
Count and order small collections of Australian coins and notes according to their value (ACMNA034)
Justification for change to the original question

State the modification you made to the original question:
Why did you select this modification to make to the problem?
The reason why I chose to change the original question and enable it this way because I feel that students who
struggle with understanding any concept need the help of using materials to help them out. A lot of students use
materials to help them in areas that they are struggling. This questions enables students to use materials such as,
real money to help them figure out the different ways they can make $10.50 visually and a hands on approach.
Extending Prompt
If I gave you $25 for this object in the picture, how much change would I get back?
Answers to Extending Prompt

Answer One:
=$14.50
Answer Two:
=$14.50
Answer Three:
=$14.50
AusVELS
Money and financial mathematic: Year Four
Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital
technologies (ACMNA080)

The reason why I chose to change the original question to extend it is because it challenges students understanding
of money and being able to solve problem involving purchases (ACARA 2013). The reason why I chose to go up a
level in AusVels is because it enables those students that are high achievers to be pushed. It also indicates if they
have a higher understanding of money. The modification of this question also allows students to critically think and
visualise what change they would have to give from this number in the picture. It gets them to use their prior
knowledge of counting money and gets them to apply it in this extending question. Also enabling this question
allows those students that are struggling to be able to visualise the money when dealing with the notes and cons.
This made it easier as it only asks students to demonstrate their understanding of what notes and coins look like
representing $10.50.
Cross-Curriculum Links
For this photo you can use a number of different cross-curriculum links. For example one cross-curriculum link that
could be used for this photo is history. Students can create an annotated timeline ( ACARA, 2013) of how
Australian money has changed over time. This will show students understanding of the history of money and to be
able to represent key stages for the development of Australian money. They can date all the way back to when
Australian money was first created. Using this photo you can get students to look at the price of the item in the
photo and they then can go off and have a look at what Australian money looks like today and what it used to look
like. They can describe the characteristics of the money and if Australian money has changed.
AusVELS - Cross-curriculum
Cross-curriculum area, Content strand/s, year, definition and code
Chronology, terms and concepts: History- Sequence historical people and events (ACHHS065)
Year level three.
Report of Trialling Problem Picture 1

Childs pseudonym, age and grade level:
The childs name is Luke, he is 8 years old and he is currently in year three.
Original Question:
Using this photo show how many ways you can make this number using coins and notes.
Childs response to the question:
Reflection on childs response:

My original question I asked the student was, Using this photo show how many ways you can make this number
using coins and notes. The student, Luke looked at the picture given to him and he wrote down all the possible ways
he thought of to make the price, $10.50. The child answered the question correctly, he was able to give three
possible right answers that I was wanting him to create. Luke was able to demonstrate his knowledge of money and
was able to represent money values in multiple ways and count the change required for simple transactions to the
nearest five cents (ACARA 2012).
The child answered the enabling question correctly and found it very easy using the materials given to him to create
$10.50. The use of materials really helped Luke as, manipulatives support problem solving and also increase the
active engagement of the children (Reys et al 2012, p.45). He was able to correctly demonstrate his knowledge and
use the materials that were given to him. The extending prompt got Luke to critically think about all the possible
ways that he could represent the change from this picture. Luke had difficulty thinking of more than one way to give
change as he was only able to give one answer. It too him a while to figure it out and he used mental strategies to
help him.
The strengths for Luke that were highlighted when engaging with original question was that he had a really good
understanding of representing money values in multiple ways (ACARA 2012). Luke was able to demonstrate his
knowledge of the Australian dollar and was able to show numerous ways of creating the price, $10.50. Luke was able
to link his own experiences with money and apply it with this task. The importance of having an activity that relates
to students interests is vital as it keeps students engaged and its authentic. Having authentic activities for students

is very important. For example, the main point of an authentic task is to encourage students to find ways of solving
rich mathematical tasks themselves (Department of Education and Training, 2013).
This task that Luke did supports multiple representations and solution strategies. (Department of Education and
Training, 2013). The overall question that was given to him addressed AusVels as he was able to demonstrate his
undertaking of representing money values in multiple ways... (ACARA 2012). He was able to draw multiple ways in
which $10.50 could be represented.
In the future, I would change my original question to make it a bit more open- ended. As I feel that the question
could have been modified to make it more of an open ended question. It is important for students to have openended questions. For example, Make sure you give students open-ended tasks that allow for multiple solutions
paths or multiple solutions (Reys et al 2012)
References for reflection on the trial of question 1:

Australian Curriculum Assessment and Reporting Authority. (2013). The Australian Curriculum. Retrieved July 30,
2015, from http://www.australiancurriculum.edu.au
Department of Education and Training 2014, Authentic Tasks, Department of Education and Training, retrieved 23
July 2015,
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessment/pages/authtasks
.aspx

Grade level: Three
Photo taken at Mornington playground
Question 2
Using this picture, draw and list the 3D shapes you see.
Answer One:
Cube
Answer Two
Pyramid

Answer Three:
Cylinder
Rectangular prism
AusVELS - Measurement and Geometry

Shape: Year Three
Make models of three-dimensional objects and describe key features (ACMMG063)
Enabling Prompt
Name or draw the shapes that you see in this picture.

Answer One:
1. Triangle
2. Square
3. Irregular hexagon
4. Rectangle
Answer two:
Answer three:
1. Triangle
2. Square
3. Irregular hexagon
5. Rectangle
AusVELS
Shape: Year two
Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)

The reason why I selected to modify the original prompt as it enables students to who are struggling and who are
academically advanced. The use of enabling the original problem allows students that are struggling with the original
question to be able to list the basics of shapes. I chose to use level two for my enabling prompt as it allowed
students that were not familiar with shapes to only list the common 2d shapes that were shown in the photo.
Getting students to just list the 2D shapes allows students to critically think about what they see in the photo and
relate it back to the basics of 2d shapes.
Extending Prompt
Name or draw the 3D shapes you see in the picture and explain each shapes faces and edges

Answer One:
Cube
Faces=6
Edges= 12
Cylinder
Faces=3
Edges= 2

Square based Pyramid
Faces=5
Edges= 8
Rectangular prism
Faces=6
Edges= 12
Answer Two:
Cube- 6 faces and 12 edges
Pyramid- 5 faces and 8 edges
Rectangular prism- 6 Faces and 12 Edges
Cylinder- 3 face and 2 edges
Answer three:
6 faces
12Edges
3 faces
2 Edges
AusVELS
Insert content strand/s, year, definition and code here
Shape: Year Three
Make models of three-dimensional objects and describe key features (ACMMG063)

The reason why I extended the original question the way I did was because it further challenged student knowledge
of 3D shapes and the characteristics of them. Getting students to critically analyse the photo gets them to think of
the different 3D shapes that are listed. The use of getting students to name and draw the 3D shapes allows students
to record what faces and edges that they certain shape has. Extending the question really pushes students to use
their prior knowledge and challenge their own understanding.
For this picture using the cross- curriculum area of English you can get students to critically think about using the
photo of the park and creating an imaginative text based on a memory of the time they went to the park. Students
can use this photo to help stimulate old memories of the times that they spent at the park. They can base their
imaginative text off this photo and create a piece of work that they can share with the class. They can all share their
own experience, perspective and angle of the times spent at the park. Also they can Create imaginative texts based

on characters, settings and events from students own and other cultures using visual features, for example
perspective, distance and angle. (ACCARA 2012).
Insert cross-curriculum area (e.g. Science, English etc.), content strand/s, year, definition and code here
English
Literature- Create imaginative texts based on characters, settings and events from students own and other cultures
using visual features, for example perspective, distance and angle (ACELT1601) Year level 3

The childs name is Luke, he is in year three and is 8 years old.
Original Question:
Using this picture, draw and list the 3D shapes you see.
Childs response to the question:

Insert reflection here. Refer to reflective prompts in the assignment details.
My original question was, using this picture, draw and list the 3D shapes you see. With this question it enabled the
student to recognise familiar shapes within the photo of the playground. Throughout the testing of the child called
Luke, I was able to see how he understood shapes and 3 dimensional shapes within geometry. For example,
Studying geometric properties of 3-dimentainl objects also provides an opportunity to reason and think
geometrically. (Reys et al 2012, p.377) Luke was able to answer the original question well and understand to reason
and think geometrically. He understood what he had to do and he critically analysed the photo. It took about 20
minutes for Luke to point out the 3d shapes that were in the picture of the playground. After he had found the 3d
shapes he then decided to draw them down and name them correctly.
After he had answered the original question I got him to try the enabling problem that I had made. Straight away he
was able to list a number of different 2d shapes that were in the picture of the playground. See appendix A. Luke
found this question to be relatively easy for him to answer and understand the concept.
After the enabling prompt I got Luke to answer the extending prompt. Luke struggled with this a little bit as he had
forgot what the faces and edges meant with 3d shapes. After a while of thinking, Luke was able to count the faces of
one of the 3d shapes, the cube. He was able to demonstrate his understanding of what faces represented on 3D
shapes. One of the weakness that I saw for Lukes mathematical understanding was visualising 3D shapes. For
example, one of the difficulties that children have with 3 dimensional geometry is visualising the solids (Reys et al
2012, p.379) . He was able to draw and name three 3d dimensional shapes, but it too him a while. Another
weakness was not being able to write down what the faces and edges where for each shape. Lukes strengths with
the questions was that he was able to demonstrate his understanding of both 3d and 2d shapes. The use of the
photo helped Luke pick out the different 3D shapes. For example, Models play an important role in all geometry, but
especially in 3-dimentianl geometry. (Reys et al 2012, p 376).
All questions addressed the mathematical intent for AusVels. The original question was linked back to AusVels, for
example, make models of three-dimensional objects and describe key features (ACARA 2012). The question that
was asked was using this picture, draw and list the 3D shapes you see. It got students to critically think about the
3D shapes that they saw in the picture and the record the name and what it looks like as a 3D shape.
When working with the child, I was able to see how each of the questions worked and how they didnt work in ways.
For my original question I would modify it to be a bit harder as I want to challenge my students. For example if I was
going to do this again I would rewrite my question like, Using this picture draw, name, list the faces and edges of the
3D shapes that you see in the picture. The reason why I would modify it to this as it would challenge students and I
would be able to see their underrating of the mathematical concept.

Australian Curriculum Assessment and Reporting Authority. (2013). The Australian Curriculum. Retrieved August
24th, 2015, from http://www.australiancurriculum.edu.au


Grade level: Three
Picture taken at my house.
Question 3
Using this picture of the different fruits on the plate create a survey.
Answer One:
Favourite Fruit
Number of friends.
Apple
Banana
Strawberry
Mandarin
Answer two:
How many fruits are there?
Fruit
Number
Apple
Banana
Strawberry
Mandarin
Answer three
Fruit
Banana
Mandarin
Apple
Strawberry
AusVELS - Statistics and Probability

Data representation and interpretation: Year Three
Tally

Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column
graphs, with and without the use of digital technologies (ACMSP069)
Enabling Prompt
Create a picture graph using these fruit.

Answer One: What fruit do you like?
Fruit
Apple
Mandarin
Banana
Strawberry
Answer Two: How many fruit are in the fruit bowl?
Picture graph
2.5
1.5
0.5
0
Banana
Person One
Answer Three:
Apple =5
Strawberry =3
Mandarin =2
Apple
Person Two
Mandarin
Person Three
Person Four
Strawberry
Person Five

Banana=1
AusVELS
Collect, check and classify data (ACMSP049) Year Two

The reason why I chose to modify this question because I wanted to create a question that enables students to have
a try at creating a graph. The use of a picture graph is more simplified as students can use the pictures of the fruit
and then write what fruit it is. The use of changing this question enables these students that are struggling to be able
to have a go and see if they can interpret the question that is being asked. Also I changed the working of the
problem to be more simplified for those students that are having trouble answering. Furth more the instead of
getting students to create a survey, they only have to create a picture graph of what they want using the photo
provided.
Extending Prompt
Create survey questions or the most effective method of collecting data using this picture of fruit.

Answer One:
How many people like these fruits?
Answer Two:
Survey questions:
What fruit do you like the least?
Whats your favourite fruit?
What fruit did you have in your lunch today?
How many fruit are in the fruit ball?
Do you think fruit should be in everybodys lunch box?
Is fruit better than chocolate?
What fruit do you eat the most?
Answer Three:
What is your favourite fruit?
Favourite fruit
Apple
Banana
Mandarin
Strawberry
AusVELS
Data representation and interpretation, Year four
Select and trial methods for data collection, including survey questions and recording sheets (ACMSP049)

The reason why I chose to change the original prompt to an extending prompt is because it allows those student that
are academically advanced to challenge their own knowledge. Getting student to create their own survey questions
and make their own decision on the most appropriate data collection can demonstrate their understanding of this
AusVels strand. This open ended question enables students to use their prior knowledge and to really challenge
themselves.
A cross-curriculum link that could be used for this photo is science. Getting students to use this photo of fruit to
conduct questions about an experiment they can use for each of the fruit or all fruit. For example, choosing
questions to investigate from a list of possibilities, jointly constructing questions that may form the basis for
investigation, listing shared experiences as a whole class and identifying possible investigations and working in
groups to discuss things that might happen during an investigation (ACARA 2012). Students can conduct a set of
questions they could conduct for an experiment using 'the bowl of fruit and use possible estimations.
Science
Questioning and predicting : With guidance, identify questions in familiar contexts that can be investigated
scientifically and predict what might happen based on prior knowledge (ACSIS053) Year level three.

The childs name is Luke, he is 8 years old and is in year three.
Original Question:
Using this picture of the different fruits on the plate create a survey.
Childs response to the question: Appendix Three

My original question was, using this picture of the different fruits on the plate create a survey. This question enables
students to critically think about all the different ways they could intemperate a survey and create one. The use of
this question gets students to come up with many different ideas and to build upon prior knowledge. The child that I
was testing, Luke was able to answer the original question. He came up with the concept of what do you like most
using the picture to scaffold is answer. He was able to create a table, and he listed the fruit that he saw from the
photo. The prompt was open-ended, so Luke was able to come up with his own ideas and what his understanding of
the questions was.
The use of the photo and question was really beneficially as having children apply mathematical ideas to a realworld problem or by setting tasks within a familiar context. This technique is useful as it allows children to see the
connection of school mathematics to situations and contexts met by people outside the classroom. (Sparrow 2008).
The use of having tasks that are familiar to students and how it makes a connection to school and outside of school
has a positive effect on students.

I got Luke to answer the enabling question. He was able to create one picture graph. He drew the fruit on a piece of
paper and then wrote next to it how many people liked that type of fruit. This was really easy for Luke because he
already had a good understanding of Collect, check and classify data (ACMSP049) (ACARA 2012). He was able to
demonstrate his knowledge of Data representation and interpretation. With the extending question, Luke had
trouble with it. He was not able to come up with the most appropriate graph and could only think of a couple of
survey questions. I gave him a little while to have a think about the possible answers. Luke was able to demonstrate
his understandings of the survey questions but was not able to create a graph to represent the photo. I believe the
wording of the question confused Luke and if it was rephrased differently he would have been able to answer the
question.
The strengths that Luke showed with his mathematical understanding of surveys was evident. He was able to create
a survey based on the photo that was given to him. For example, to be successful, students must be able to develop
clear survey questions and logical steps for their experiments or simulations.(Reys et al 2012, p.434). He was able to
develop a clear survey topic and was able to create data using the photo provided for him. All the questions did
address the mathematical intent. The original question used AusVels understanding and I applied it within my
questions. For example, my original question was directed at a year three level for mathematics. For all my questions
I think that they all could be improved in some way, but they all worked effectively when testing Luke.

Sparrow, L. (2008). Real and relevant mathematics: Is it realistic in the classroom?. Australian Primary Mathematics
Classroom, 13(2), 4-8

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The rationale addressed the rationale prompts in the assignment description.

The rationale included relevant citations/references which are stated.

Created 3 quality problem picture photos.

The photos MUST be original photos taken by yourself.

Location of photos are stated, e.g. Taken at Deakin foreshore.

Open-ended questions are creative and engaging.

Each question is accompanied by three possible correct responses.

Cross-curriculum links are made to each photo.

The trialling reflection included relevant citations/references which are stated.

There is evidence of reference to problem-picture unit materials.

File size of the word document is under 4mb.

Assignment is uploaded to the Cloud Deakin dropbox.

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Rationale for the use of problem pictures in the classroom

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References for the rationale:

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Mornington shopping centre

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Problem Picture 1 - Questions

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AusVELS - Number and Algebra

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Answers to Enabling Prompt

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Justification for change to the original question

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Answers to Extending Prompt

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Justification for change to the original question

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Report of Trialling Problem Picture 1

Childs response to the question:

Reflection on childs response:

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References for reflection on the trial of question 1:

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Problem Picture 2 - Questions

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AusVELS - Measurement and Geometry

Answers to Enabling Prompt

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Justification for change to the original question

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Answers to Extending Prompt

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Justification for change to the original question

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Report of Trialling Problem Picture 2

Childs response to the question:

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Reflection on childs response:

References for reflection on the trial of question 2:

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