Tiered unit (Differentiated by Readiness)

Name and student number: Liam Clarke - 2109624

Unit Overview
Curriculum Area
Mathematics - Pythagoras
Year level: 10
Content
Investigate Pythagoras Theorem and its application to solving simple
problems involving right angled triangles (ACMMG222)
Descriptor
Solve right-angled triangle problems including those involving direction
and angles of elevation and depression (ACMMG245)
Learner
This is a class that has a wide range of students with varying
differences/disab readiness levels in mathematics. There are some students who
ilities in your
achieve at a much higher level than expected at this year, and some
class
that are far below the expected level. There is also a student who is
on the Autism spectrum who responds very well to visual cues.
Achievement
ACARA: As a result of engaging with the unit, the students will be able to
standard ACARA use Pythagoras Theorem to find unknown sides of right-angled triangles.
SACSA: Students refine their understanding of indirect measurement
or SACE
strategies by postulating, generating and using formulae for relationships
objective
between measurable attributes of distance, area, volume and time in order to
calculate quantities. [KC6]
Learning objectives Students will understand:
know, understand
The application of Pythagoras Theorem in solving simple and
complex problems involving right angled triangles.
and do
Why and how we use Pythagoras Theorem in a real world
application.
That Pythagoras Theorem is a useful tool in determining
unknown lengths in right angled triangles.
Students will know:
How to use Pythagoras Theorem to solve problems involving
right angled triangles.
How to use the converse of Pythagoras Theorem to find the
shorter side of a right angled triangle.
Students will be able to:
Recognise when to use Pythagoras Theorem.
Recognise that right angled triangle calculations may generate
results that can be integers, fractions or irrational numbers.
Apply Pythagoras Theorem to a number of different problems
involving right angled triangles.
Essential
How do you use Pythagoras Theorem to solve problems
involving right angled triangles?
Questions

How do you use Pythagoras Theorem to solve right-angled

open ended - the
triangle problems including those involving direction and angles
Big Idea
of elevation and depression?
How would you apply the Pythagorean Theorem to a real-world
situation?
Pre-Assessment The pre-assessment for this unit will be a quick quiz which will
Readiness Task
assess the students knowledge of the Pythagoras Theorem. The
attached as
content of the quiz will be will be material that was covered in Year
Appendices
9. Students will be tiered depending on their results in this quiz.
Overview of unit Revision of content covered in Year 9:
lesson 1
Pre-assessment. Students will complete the pre-assessment quiz.
lesson 2
Intro to Year 10 Pythagoras, Tiered Pythagoras Theorem worksheet.
lesson 3
Begin Direct Investigation: Applying Pythagoras Theorem in the real
1
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world.
lesson 4
Work on Direct Investigation.
lesson 5
Pythagoras Theorem involving direction and angles of elevation.
lesson 6
Work on Direct Investigation.
Unit overview.
Lesson Plan
Curriculum Area
Maths - Pythagoras
Year Level: 10
Learning objective
Students will understand:
(from Unit Overview) The application of Pythagoras Theorem in solving simple
and complex problems involving right angled triangles.
for this particular
Students will know:
lesson
How to use Pythagoras Theorem to solve problems involving
right angled triangles.
How to use the converse of Pythagoras Theorem to find the
shorter side of a right angled triangle.
Students will be able to:
Apply Pythagoras Theorem to a number of different
problems involving right angled triangles.
Essential questions
How do you use Pythagoras Theorem to solve problems
involving right angled triangles?
for this lesson
How would you apply the Pythagorean Theorem to a realworld situation?
Lesson number from unit 2 of 6
Length of lesson: 50 minutes
plan sequence
Suggested content
Based on the pre-assessment completed in the previous lesson,
or outline of lesson
it is clear that there are students with different levels of
Using the information
readiness for this unit of Pythagoras. Therefore I have created a
from your pretask for this lesson that is tiered into three levels of readiness.
assessment task
The objective of the task is for students to familiarise
design a lesson based
themselves with using Pythagoras Theorem in solving righton different levels of
angled triangles. The first tier will include some simpler
readiness.
problems for the students who are at a low level of readiness.
The second tier will have problems that are more complex and
Readiness tasks to be
require some deeper thinking and the third tier will challenge
attached as
students problem solving skills.
appendices.
To begin the lesson I will go through the pre-assessment quiz
with the whole class and then begin to group the class
depending on the readiness levels. Once the students are
grouped I will give the task out to each group. Students are
encouraged to complete the section assigned to them according
to their readiness level. However, if they are finding the
questions too easy, or too hard, they are encouraged to
complete the section which challenges them appropriately. In
closure of the lesson, I will debrief the class on what we learnt
this lesson and issue them with an exit card for them to
complete and hand into me on their way out.
Check for
3,2,1 Exit Card:
understanding
3. Things they learnt in todays class,
i.e. exit card
2. Concepts that they are still unsure of,
1. Question they have from todays class.
Visual, verbal,
Section B visual cues sheet (see appendix)
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tactile and
technological
supports
Instructional
approaches
i.e teacher directed,
strategy instruction
Resources
Classroom
environment
what have you had
to change to meet
student needs
Lesson reflections

An Education Support Officer will be in the classroom supporting

the students with learning difficulties.
This lesson will be a very problem based learning environment.
Students will work on the problems that were given to them
while I will float around the room and help students where
needed. Students will be encouraged to work together, but can
also work independently if they choose.
Worksheets (Appendix)
I have had to make some adjustments regarding seating
arrangements. Students will be grouped according to their
readiness in the given task. Students will be encouraged to work
together through the problems, but if they wish to complete the
tasks independently then this will also be an option.
What worked? What didnt? Why/Why not? What could I change
next time?

Explanatory notes
How have you linked the theory of differentiation to your lesson
unit and plan? Use the readings to support your answer.
At school, most children progress as expected, however there are some
children that will overachieve what is expected at that year level, while
there will also be children that underachieve (Krause, 2010). In a
differentiated classroom, the teacher lets go of assumptions about what
students of a particular age group or year level should be able to do, and
focuses firmly on what each student actually knows, understands and is
able to do (Jarvis, 2013). By understanding this, the teacher is able to
create opportunities for each student to progress further. Jarvis (2013)
also believed that it was important to differentiate up instead of down.
By doing this it encourages students to lift their standards and strive to be
the best that they possibly can. In my lesson I am making no assumption
that all my students will be achieving at the same level and caters for a
variety of readiness levels, based on the pre-assessment quiz. It begins
with the first tier, which is the most basic level of understanding that
students are expected to be able to complete. For students who did quite
well in the pre-assessment, a second and third tier of questions has been
created so that they can achieve an optimum level of challenge.
How are you catering for the varying levels of readiness?
In order to cater for the varying levels of readiness within my classroom, I
have created a lesson that is tiered into three different levels. During the
course of the lesson, students will be expected to complete as many
problems as they can from a worksheet that will be provided to them. This
worksheet will be separated into three different tiers.
Tier 1: Basic questions that students who scored in the first cohort from
the pre assessment will begin on.

Liam Clarke - 2109624

Tier 2: Worded questions that require some deeper thinking and

understanding of Pythagoras Theorem. Students who scored in the second
cohort in the pre assessment will begin at this section of the worksheet.
I also have a student in this class who is on the autism spectrum. I predict
that he will be able to complete tier 1 quite easily, however he will have
some issues with the worded problems. I have some visuals which relate
to the worded questions for him to use since he responds really well to
visual cues.
Tier 3: Compound shapes which require an in depth understanding of
Pythagoras Theorem in order to solve for the unknown side.
All three tiers are achieving the lesson objectives, but are adjusted
accordingly dependent upon the students readiness.

Reference List:
Jarvis, Jane (2013), 'Differentiating learning experiences for diverse
students', in Hudson, Peter (ed.), Learning to teach in the primary school,
Cambridge University Press, Port Melbourne, Vic., pp. 52-70.
Krause, Kerri-Lee Dawn (2010), 'Learners with special needs and inclusive
education', in Krause, Kerri-Lee Dawn, Educational psychology for learning
and teaching, 3rd edn, Cengage Learning Australia, South Melbourne, Vic.,
pp. 326-363.

Liam Clarke - 2109624

Appendices:

Pre Assessment
Quiz. 6
Pythagoras Lesson 2: Tiered Lesson
Activity. 7
Section B Visual
Cues. 9

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Pre Assessment Quiz

Section A
Calculate the length of the hypotenuse, x, giving your answers to 1
4.8c
decimal place:
m

1)

2)x

9c
m

3m

3)

7c
m

5.1m
5c
m
16m4)
m

15c
m

x
13m
m

5)

9c
m

Section B
For each of the following triangles, calculate the length, x, giving your
answers to 1 decimal place:
6.4c
m

1)

9c
m

2)

24c
m

19c
m

12
m

5m

3)

4m

11c
m

19c
m

17
m

4)

5)

Section C
For each of the following isosceles triangles, calculate: i) the height, ii)
the area of the triangle.
1)

2)
7.5c
m

h
6cm

7.5c
m

9cm

3)
9cm

8cm
6

5cm

5cm

6cm Liam Clarke - 2109624

Sectio

Pythagoras Lesson 2: Tiered Lesson Activity

Sectio

4
5

6
7

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Sectio

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Section B Visual Cues

Sectio

4
Horizont
al

6
Vertical

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10

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