EMM410: Assessment item 2

Emily Gooley | 11517187

SyllabusContent

LearningExperiences

Resources

Selectanduses
appropriateunitsto
estimate,measure
andcomparelengths
anddistances

ThislessonissourcedandmodifiedfromAttard,C.(2013). EngagingMaths:Higher
OrderThinkingwithThinkersKeys.Sydney:ModernTeachingAids.

Interactivewhiteboard

Cateringfordiversity:Thislessonwillcaterforarangeofstudentsasithastheabilityto
interestarangeofpersonalities.Technologyfurthersuitslearningforboys,asboysare
perceived ashighlyattractedtotechnology(Gurian andStevens,2010a). Additionally
otherdiversegroupshavethepotentialtobecateredforthroughoutthelesson,whichis
brieflydescribedthroughoutthelearningexperience.

LESSON1

LearningIntention:Todaywearelearningaboutlength.Whatdoyoualready
know?Whydoyouthinklengthisimportant?
Priortolesson,writeuponthewhiteboardLength,whatcanyoutellme?Thiswillset
thesceneforstudentswhentheywalkintotheclassroom.

Assessment

Whiteboard
StudentMathbooks
Appendix1:
Classmonitoringsheet
torecordanecdotal
notes

Discussion
Observestudents
involvingthemselves
inclassdiscussionsas
wellasworking
cooperativelywith
theirpeers.
Takeanecdotalnotes
on:
-

Whoisinvolving
themselvesinall
areasofthelesson

Whois
withdrawing
themselvesfrom
activities

Whohas
misconceptions
aboutaspectsof
length.

Explicitlyexplainthelearningintentiontostudents.
Createawholeclassdiscussiononwhatstudentalreadyknowaboutlength.Thiswill
introducethetopictostudents;diagnosetheirpriorunderstandingaswellasaddressany
misconceptionsstudentshave.
Talkabout:Howdowemeasurelength?Whatarethedifferentunitsthatweuse?Why
dowehavesomanydifferentunits?Aretheyusefulfordifferentpurposes?
Studentswillthenworkinpairsontheipadstoresearchaninterestingfactthatinvolves
length.Providestudentswithquestionsandideasontheboardtoassistwiththeirresearch
(e.g.lengthofthesmallestfish/longestfishorotheranimal,lengthoftheOlympicstadium
inSydneyortheSydneyHarbourBridge).Afterlocatingtheirfact,theywillwriteitdown
onastripofpaperandstickitonthewhiteboardaroundthestatementLength,whatcan
youtellme?Studentswillcontinuetheirownresearchtodiscoverotherinterestingfacts
iftheyfinishearlierthantheirpeers.Studentswillthensharetheirinformationwiththe
classandcomparethemwithresultsfoundfromothergroups.Allowopportunitiesfor
studentstoconvertthesefactsthroughoutthedurationoftheunit(e.g.frommtocmorcm
tomm).

Page 5 of 35

(seeappendix1)
Observestudents
involvingthemselves
intheresearchactivity.
Arestudents
collaboratingwiththeir
peer?

EMM410: Assessment item 2

Emily Gooley | 11517187

Cateringfordiversity:Thisactivitycanbeadaptedtomeetinterestofallstudentsthrough
havingthemresearchatopicofinterestpossiblychosenduetogenderorculture.E.g.
Aboriginal and Torres Straight Islander students will have the opportunities to make
connections to their land and culture by researching the longest distance a Kali
(Boomerang)wasthrown.Asanextensiontothisactivity,studentsmaygooutsideand
measure the distance they can throw a Boomerang themselves.
Followingonfrominterestingfacts,studentswillcompleteanadditionalactivityinthe
backontheirbooksbasedonhowfarparticularanimalscanjump.Allstudentswillbegin
withleveloneandmovethroughthelevelsaccordingly.
Level1:Acricketjumps5cmeachjump.Howfarwoulditgoin9jumps?

LESSON1

Level2:Akangaroojumps7meachjump.Howfarwoulditgoin15jumps?
Level3:Ifafrogtravels162cmin18jumps,howfardoesitjumpeachtime?
Cateringfordiversity: Thethreedifferentiatedlevelsofquestionscaterforthevarious
abilitiesofstudentsthroughouttheclassroom.Strugglingstudentswillachievethrough
solvingquestionsthatcorrespondtotheirabilitylevel.Concretematerialsmayalsobe
provided for struggling students as well as additional teacher support to assist them
further.Conversely,movingthroughallthreelevelswillchallengeextensionstudents,as
theywillusearangeofproblemsolvingtechniquestosolvequestionscorrectly.
Invitestudentsbacktothefloortodiscusstheiranswersfromthelengthactivity.Talk
abouttheirproblemsolvingstrategiesandreasoningbehindtheirprocessandanswers.
Cateringfordiversity:Throughreasoning,giftedandtalentedstudentswilldescribetheir
approachesandprovidevalidreasonstowardswhytheyusedorpreferredoneapproach
over

another

(Board

of

Studies,

NSW,

2012)
Reflectwithstudentsonthelessonbytalkingaboutwhattheyhavelearntaboutlengthand
itsusefulnessineverydaylife.

Page 6 of 35

Worksample
Assessstudents
problemsolvingskills
andobservetheiruse
ofskillsandstrategies
toguidefutureteaching
andlearning
opportunities

Assessstudentsability
toreflectontheirown
learningandtoreason
theiruseof
mathematicalproblem
solvingstrategies.