Anuradha Anand 18508491

CONTEMPORARY TEACHER LEADERSHIP - UNIT EVALUATION.

EVALUATION AND RECONSTRUCTION OF

MATHEMATICS STAGE 5.3 EQUATIONS AND
LOGARITHMS UNIT
Assignment: Professional Task 1.
Prepared for: Western Sydney University, Unit 102098.
Prepared by: Anuradha Anand
Date: 31/08/2017

1
Anuradha Anand 18508491

TABLE OF CONTENTS

Contents
Evaluation and reconstruction of mathematics stage 5.3 equations and logarithms unit ..................................................1
Contemporary Teacher Leadership - Unit Evaluation. ......................................................................................................1
Table of contents ..............................................................................................................................................................2
EXECUTIVE SUMMARY ..................................................................................................................................................3
CTL - Professional Task ...................................................................................................................................................3
Objective and Context .............................................................................................................................................3
Goals ...........................................................................................................................................................................3
Recommendations ...................................................................................................................................................3
REPORT ON RECOMMENDED ALTERATIONS ...........................................................................................................37

2
Anuradha Anand 18508491

CTL - PROFESSIONAL TASK

EXECUTIVE SUMMARY
Objective and Context
This report has been prepared for the faculty of Mathematics to present an evaluation of the Stage 5.3 Equations
and Logarithms Unit. In view of the fact that there has been consistent low student achievement of this unit in the
past several years, this evaluation targets possible issues with the current unit outline and highlights areas that
need change based on current educational research. As Erickson, Lanning & French (2017), in order to build a
thinking classroom where the acquisition of knowledge, transfer of knowledge and conceptual understanding, it is
important to use the precepts of Understanding by Design (UbD) (Wiggins & McTighe, 2005). In the traditional
classroom, as the current unit works, the traditional curriculum fails to create a strong foundational informational
base as it does not instill a strong conceptual structure. Without the supporting skills and facts, conceptual
understanding cannot solidify. And conceptual understanding underlines everything as it is at the conceptual level
that transfer of understanding occurs. This report focuses on increasing the literacy, numeracy, and general
capabilities as required by the new curriculum using the recommendations of UbD.

Goals
The recommendations of this report aim to:
Replace traditional mathematics classroom teaching methods with those that enable conceptual first
principles understanding
Improve mathematics knowledge transfer by highlighting conceptual commonalities across units
Enhance the acquisition of knowledge through methods which explicitly integrate literacy, numeracy and
Australian Curriculum General Capabilities

Recommendations
This report recommends:
Enhance conceptual first principles understanding through: the use of inquiry based teaching, skills
improvement through the use of games and activities, and literacy strategies of visualization and
verbalization to deepen understanding and improve threshold concept development
Enable mathematical knowledge transfer through the use of lesson starters which work across units to
highlight common numerical strategies, literacy strategies that highlight deep understandings that provoke
thoughtful inquiry and critical thinking
Engage students in deep knowledge acquisition through consistent revision strategies, interest building
interactive notebooks and games that build skills in ways that go beyond short term memory to long term
recall and building soft skills of collaboration and participation

The implementation of these recommendations will promote the alignment of the equations and logarithms unit with the
Australian Curriculum general capability of literacy, and support the development of the general capabilities of critical
and creative thinking, personal and social capabilities, ethical understanding and Information and Communication
Technology (ICT) capabilities (ACARA, 2012).

3
Anuradha Anand 18508491

PART A:
ORIGINAL
PROGRAM
DOCUMENTATION
School Context: Low SES, Co-Educational, Low Ability class

4
 Mathematics Stage 5.3 Year 10

Duration: 3 weeks Course Hours: 10

Unit title: Stage: 5.3 Topic Name: Equations & Logarithms
Syllabus Reference: Pages K-10: _______; K-10: ___________ (Vol 2
___________)
Syllabus Links Principal Focus of this Unit:
Strand: NUMBER AND ALGEBRA This topic revises equation-solving skills from the Year 9 topic, Equations before introducing students to (monic) quadratic equations of the form x2 + bx + c
Substrands: = 0, linear inequalities, logarithms and exponential and logarithmic equations. According to the NSW syllabus, the logarithms content of this topic is
S5.2 Equations recommended for students who intend to study the Stage 6 Mathematics Extension 1 course next year. Simultaneous equations will be covered in a separate
S5.3 Equations topic, while harder quadratic equations will be met in the topic Quadratic equations and the parabola. The processes behind solving equations and inequalities
S5.3 Logarithms and manipulating logarithmic expressions are detailed and technical; requiring careful and precise understanding and practice, so dont rush through this
topic.

Outcomes Key ideas Purpose/Relevance of this Unit:

A student:
selects appropriate notations and conventions to
communicate mathematical ideas and solutions
MA5.2-1WM
interprets mathematical or real-life situations,
systematically applying appropriate strategies to
solve problems MA5.2-2WM
constructs arguments to prove and justify results
MA5.2-3WM
solves linear and simple quadratic equations, linear
inequalities and linear simultaneous equations, using
analytical and graphical techniques MA5.2-8NA
uses and interprets formal definitions and
generalisations when explaining solutions and/or
conjectures MA5.3-1WM
The laws obeyed by logarithms make them very
Solve linear equations involving grouping symbols useful in calculation and problem solving. They are
used widely in pure mathematics, including calculus,
Solve linear equations involving algebraic fractions and have many applications in engineering and
Solve quadratic equations of the form ax2 = c
science, including computer science. In acoustics, for
example, sound intensity is measured in logarithmic
Solve quadratic equations of the form ax2 + bx + c = 0 units (decibels), and in chemistry 'pH' is a logarithmic
(where a = 1) using factors measure of the acidity of a solution. Logarithms are
common in mathematical and scientific formulas and
Solve equations resulting from substitution into formulas are fundamental to the solution of exponential
Solve word problems using linear equations equations.
Solve linear inequalities
Solve linear simultaneous equations using algebraic and
graphical techniques
Solve complex linear equations involving two or more
algebraic fractions
Solve quadratic equations by factorising, by completing the
square or by using the quadratic formula
Solve simple cubic equations of the form ax3 = k

5
 Mathematics Stage 5.3 Year 10
generalises mathematical ideas and techniques to Rearrange literal equations
analyse and solve problems efficiently MA5.3-2WM Solve simultaneous equations where one equation is non-
linear, using algebraic and graphical techniques
uses deductive reasoning in presenting arguments and
formal proofs MA5.3-3WM Define logarithms

solves complex linear, quadratic, simple cubic and Establish and apply the laws of logarithms
simultaneous equations, and rearranges literal Solve simple exponential equations
equations MA5.3-7NA
uses and interprets formal definitions and
generalisations when explaining solutions and/or
conjectures MA5.3-1WM
uses deductive reasoning in presenting arguments and
formal proofs MA5.3-3WM
uses the definition of a logarithm to establish and
apply the laws of logarithms MA5.3-11NA

Related Life Skills outcomes:

MALS-19NA

6
 Mathematics Stage 5.3 Year 10
Text References: Additional Materials for this unit Technology for this unit
New Century Maths Advanced New Century Skillsheets and worksheets accompanying o Calculators for checking answers
10+10A Stages 5.2/5.3, Chapter 7 the textbook exercises
o Spreadsheets for calculating squares, cubes, cube roots and square
roots
o Powerpoint for quizzes and voting activities
o Interactive Whiteboard or Data Projector and whiteboard
o ORB Education Resources for Interactive Whiteboards (and with data
projector)
o Graphic organisers/mind-maps
o CAS calculators and the Wolfram Alpha website can be used to solve
equations. Investigate logarithms on a calculator, graphics calculator or
spreadsheet.
Vocabulary/Notation/Meta-Language

coefficient formula quadratic formula substitution

completing the square literal equation simultaneous equation variable
factorise quadratic equation subject
Notes on Language:
In Stage 6, the term 'discriminant' is introduced for the expression. It is not expected that students in Stage 5 will use this term; however, teachers may choose to introduce the term at this stage if appropriate.

Teachers need to emphasise the correct language used in connection with logarithms,
eg is 'log to the base a, of a to the power of x, equals x'.
Background Information:
Graphing software and graphics calculators allow students to graph two linear equations and to display the coordinates of the point of intersection of their graphs.
The 'substitution method' for solving linear simultaneous equations involves substituting one equation into the other. This may require the rearranging of one of the
equations to make one of its pronumerals the subject, in order to facilitate substitution into the other equation. The 'elimination method' for solving linear simultaneous
equations involves adding or subtracting the two equations so that one of the pronumerals is eliminated. This may require the multiplication of one or both of the given

7
 Mathematics Stage 5.3 Year 10
equations by a constant so that the pronumeral targeted for elimination has coefficients of equal magnitude. Students should be encouraged to select the most efficient
technique when solving linear simultaneous equations.
The derivation of the quadratic formula can be demonstrated for more capable students.

Logarithm tables were used to assist with calculations before the use of hand-held calculators. They converted calculations involving multiplication and division to
calculations involving addition and subtraction, thus simplifying the calculations.

Proficiencies:
The proficiency strands Communicating, Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across
the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the
significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the
developmental aspects of the learning of mathematics. They are indicated in the Content column of this unit.

8
 Mathematics Stage 5.3 Year 10

Teaching, Learning and Resources Differentiation Reg/Dat

Assessment e
Students In the following activities, teachers should
first demonstrate the concepts and skills
and then provide a range of opportunities
and context for students to develop and
practise these concepts and skills.
Solve linear equations involving simple algebraic fractions
(ACMNA240)
solve linear equations involving one or more
simple algebraic fractions,
eg

compare and contrast different algebraic

techniques for solving linear equations and
justify a choice for a particular case
(Communicating, Reasoning)

Solve simple quadratic equations using a range of strategies

(ACMNA241)
solve simple quadratic equations of the form
, leaving answers in exact form and
as decimal approximations
explain why quadratic equations could be expected to
have two solutions (Communicating, Reasoning)
recognise and explain why does not have a
solution if is a negative number (Communicating)

solve quadratic equations of the form

, limited to , using factors

9
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
connect algebra with arithmetic to explain that if
, then either or (Communicating,
Reasoning)
check the solution(s) of quadratic equations by
substitution (Reasoning)

Substitute values into formulas to determine an unknown

(ACMNA234)
solve equations arising from substitution into
formulas, eg given and , ,
solve for
substitute into formulas from other strands of the syllabus
or from other subjects to solve problems and interpret
solutions, eg
(Problem Solving)

Solve problems involving linear equations, including those

derived from formulas (ACMNA235)
translate word problems into equations, solve
the equations and interpret the solutions
state clearly the meaning of introduced pronumerals
when using equations to solve word problems,
eg 'n = number of years' (Communicating)
solve word problems involving familiar formulas, eg 'If the
area of a triangle is 30 square centimetres and the base
length is 12 centimetres, find the perpendicular height of
the triangle' (Problem Solving)

10
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
explain why the solution to a linear equation generated
from a word problem may not be a solution to the given
problem (Communicating, Reasoning)

Solve linear inequalities and graph their solutions on a

number line (ACMNA236)
represent simple inequalities on the number
line, eg represent on a number line
recognise that an inequality has an infinite
number of solutions unless other restrictions
are made
solve linear inequalities, including through
reversing the direction of the inequality sign
when multiplying or dividing by a negative
number, and graph the solutions, eg solve and
graph the inequalities on a number line of

use a numerical example to justify the need to reverse

the direction of the inequality sign when multiplying or
dividing by a negative number (Reasoning)
verify the direction of the inequality sign by substituting a
value within the solution range (Reasoning)

11
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
Solve complex linear equations involving algebraic fractions
solve a range of linear equations,
including equations that involve two or more
fractions,
eg ,

Rearrange literal equations

change the subject of formulas, including
examples from other strands and other
learning areas,
eg make a the subject of , make r
the subject of , make b the subject of

determine restrictions on the values of

variables implicit in the original formula and
after rearrangement of the formula,
eg consider what restrictions there would be
on the variables in the equation and
what additional restrictions are assumed if the
equation is rearranged to
(Communicating, Reasoning)

12
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
Use the definition of a logarithm to establish and apply the
laws of logarithms (ACMNA265)
define 'logarithm': the logarithm of a number to any positive
base is the index when the number is expressed as a power
of the base, ie where a > 0, y > 0
translate statements expressing a number in index form into
equivalent statements expressing the logarithm of the
number, eg

deduce the following laws of logarithms from the laws of

indices:

establish and use the following results:

13
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
apply the laws of logarithms to simplify simple expressions,
eg , ,
, ,
simplify expressions using the laws of logarithms, eg simplify

draw and compare the graphs of the inverse functions

and
relate logarithms to practical scales, eg Richter, decibel
and pH scales (Problem Solving)
compare and contrast exponential and logarithmic
graphs drawn on the same axes, eg
, , , (Communicating,
Reasoning)

Solve simple exponential equations (ACMNA270)

solve simple equations that involve exponents or
logarithms,
eg , ,
,

14
 Mathematics Stage 5.3 Year 10
Assessment
Strategies Suggested Ideas
Formal:
Common test Half Yearly Yearly Exam
Exam
Common Common WM
Assignment Task
Informal:
Class topic test Observation Class Assignment
Class Quiz Work samples Research
Mental arithmetic Homework Practical task
test
Diagnostic test Spelling test Oral test
Additional Notes

Teaching Methods
Strategies Comments
Note taking Mind map Teacher
demonstration
Group work Sequencing Independent
working
Cloze passage IWB activity Game
Work sheets Jigsaw Working
Mathematically
Activity
Quick quizzes Brainstorm Scaffolded text
Video/powerpoint Webquest Technology activity
Other:
Additional Notes

15
 Student Name

Teacher 1:1 assistance

General

LSO 1:1 assistance

Simplify language/
instructions
Write directions on board
or students workbook

Additional material on
pre-requisite work

Chunking or scaffolding
tasks
Frequent drill and
practice

Progress checks

16
Other:__________

Sit at front of class or

special location_____
Impaired

Provide appropriate
version of handouts
enlarged or coloured
Vision/Hearing
Mathematics Stage 5.3 Year 10

Hearing aid microphone

Adapt task
Teaching strategies/adjustments for students with special needs

Alternate format and

presentation of work
nt Provisions

Teacher 1:1 or LSO 1:1

assistance
Extra time or simpler task
Examination/Assessme

Diary entries re
behaviour. Progress,
parental communication
Classroom

Monitor recording of
Management

homework
n

Effective
Teacher

Not effective
Evaluatio
 Mathematics Stage 5.3 Year 10

Evaluation of Unit
Teacher Evaluation Comments/Variations/Suggestions

How did the unit rate in these areas

?
Time allocated for topic
Student understanding of content
Opportunities for student reflection on
learning
Suitability of resources
Variety of teaching strategies
Integration of Quality Teaching
strategies
Integration of ICTs
Literacy strategies used
Numeracy strategies used
Literacy and Skill targets addressed
Numeracy targets addressed

Date commenced: Date completed:

Teachers signature Head Teachers signature

17
Mathematics Stage 5.3 Year 10

18
PART B:
COMPARATIVE
TABLE OF UNIT
ALTERATION
Strengths/ Weaknesses within unit
Traditional mathematics classroom with
little to no group work
Textbook based teaching with difficult
problems left for homework and no
emphasis on literacy
No revision of previous concepts (whole
lessons used for revision activities) and
no way to help students who missed
class
Generic note taking through copying
from the board
Suggested unit alterations
Include more pair and group activities to
work on concepts, vocabulary, and
practice together
While working through exercises,
teacher to ensure that difficult questions
are covered in class. Visualizations and
Verbalizations to be included to improve
literacy capabilities
5 question starters which revise
previous topics and allow teacher time
to walk around and work one on one
with students who need the help
Interactive notebook pages which
become exercises in and of themselves
19
Research supporting alterations
Active learning through hands on
activities and group collaboration
increases performance and student
achievement of outcomes as well as
long term recall (Freeman et al, 2014;
Schmid & Bogner, 2015)
It has been found that visualization and
verbalization improve student
achievement, metacognitive awareness,
learning problem-solving strategies,
conceptual knowledge, and
mathematical literacy in the classroom
(Abdullah, Halim & Zakaria, 2013)
Teachers traditionally do not have time
to cover all the syllabus topics in detail
due to the need for revision. Hence,
having a daily revision activity will
improve skills based learning while also
saving the teacher from using entire
lessons as revision activities (Ley, 2014)
The Reciprocal Teaching process goes
beyond the four traditional mathematical
strategies of predicting, clarifying,
questioning and summarizing, to include
further cognitive reading comprehension
strategies in the form of interactive
notebooks to improve meaning making

Generic ICT use with nothing targeting
mathematics
Poor differentiation by incorporating
worksheets with repetitive skills based
tests which allow for poor skills for
transfer
Specific use of DESMOS as a graphing
and equations tool to enable students to
visualize and practice especially as this
is a high SES, high ability class
Include paired/grouped games and
activities which allow students to work
on skills without the boredom of pure
worksheets and introduce inquiry based
learning in the classroom
20
and increase mathematical literacy
(Meyer, 2014)
Integrating ICT into the mathematics
classroom and improving student ICT
capabilities, as required by the new
Australian curriculum, is not only a way
to keep students abreast of the
continuous changes coming to society,
but also a way to increase engagement
and numeracy as well as student
achievement in mathematics (Pannen,
2014)
Student achievement was dramatically
increased in classrooms where
mathematics games and inquiry based
activities were presented, and the
learning gains continued to hold 7
weeks after the games were stopped.
(Wiburg et al, 2016)
PART C:
RECONSTRUCTED
PROGRAM
DOCUMENTATION
Changed School Context: High-SES, Girls-only, mixed ability class thus there is less focus on competition, more ICT and
materials use, as well as more differentiation

21
 Mathematics Stage 5.3 Year 10

Duration: 3 weeks Course Hours: 10

Unit title: Stage: 5.3 Topic Name: Equations & Logarithms
Syllabus Reference: Pages K-10: _______; K-10: ___________ (Vol 2
___________)
Syllabus Links Principal Focus of this Unit:
Strand: NUMBER AND ALGEBRA This topic revises equation-solving skills from the Year 9 topic, Equations before introducing students to (monic) quadratic equations of the form x2 + bx + c
Substrands: = 0, linear inequalities, logarithms and exponential and logarithmic equations. According to the NSW syllabus, the logarithms content of this topic is
S5.2 Equations recommended for students who intend to study the Stage 6 Mathematics Extension 1 course next year. Simultaneous equations will be covered in a separate
S5.3 Equations topic, while harder quadratic equations will be met in the topic Quadratic equations and the parabola. The processes behind solving equations and inequalities
S5.3 Logarithms and manipulating logarithmic expressions are detailed and technical; requiring careful and precise understanding and practice, so dont rush through this
topic.

Outcomes Key ideas Purpose/Relevance of this Unit:

A student:
selects appropriate notations and conventions to
communicate mathematical ideas and solutions
MA5.2-1WM
interprets mathematical or real-life situations,
systematically applying appropriate strategies to
solve problems MA5.2-2WM
constructs arguments to prove and justify results
MA5.2-3WM
solves linear and simple quadratic equations, linear
inequalities and linear simultaneous equations, using
analytical and graphical techniques MA5.2-8NA
uses and interprets formal definitions and
generalisations when explaining solutions and/or
conjectures MA5.3-1WM
The laws obeyed by logarithms make them very
Solve linear equations involving grouping symbols useful in calculation and problem solving. They are
used widely in pure mathematics, including calculus,
Solve linear equations involving algebraic fractions and have many applications in engineering and
Solve quadratic equations of the form ax2 = c
science, including computer science. In acoustics, for
example, sound intensity is measured in logarithmic
Solve quadratic equations of the form ax2 + bx + c = 0 units (decibels), and in chemistry 'pH' is a logarithmic
(where a = 1) using factors measure of the acidity of a solution. Logarithms are
common in mathematical and scientific formulas and
Solve equations resulting from substitution into formulas are fundamental to the solution of exponential
Solve word problems using linear equations equations.
Solve linear inequalities
Solve linear simultaneous equations using algebraic and
graphical techniques
Solve complex linear equations involving two or more
algebraic fractions
Solve quadratic equations by factorising, by completing the
square or by using the quadratic formula
Solve simple cubic equations of the form ax3 = k

22
 Mathematics Stage 5.3 Year 10
generalises mathematical ideas and techniques to Rearrange literal equations
analyse and solve problems efficiently MA5.3-2WM Solve simultaneous equations where one equation is non-
linear, using algebraic and graphical techniques
uses deductive reasoning in presenting arguments and
formal proofs MA5.3-3WM Define logarithms

solves complex linear, quadratic, simple cubic and Establish and apply the laws of logarithms
simultaneous equations, and rearranges literal Solve simple exponential equations
equations MA5.3-7NA
uses and interprets formal definitions and
generalisations when explaining solutions and/or
conjectures MA5.3-1WM
uses deductive reasoning in presenting arguments and
formal proofs MA5.3-3WM
uses the definition of a logarithm to establish and
apply the laws of logarithms MA5.3-11NA

Related Life Skills outcomes:

MALS-19NA

23
 Mathematics Stage 5.3 Year 10
Text References: Additional Materials for this unit Technology for this unit
New Century Maths Advanced New Century Skillsheets and worksheets accompanying o Calculators for checking answers
10+10A Stages 5.2/5.3, Chapter 7 the textbook exercises
o Spreadsheets for calculating squares, cubes, cube roots and square
roots
o Powerpoint for quizzes and voting activities
o Interactive Whiteboard or Data Projector and whiteboard
o ORB Education Resources for Interactive Whiteboards (and with data
projector)
o Graphic organisers/mind-maps
o CAS calculators and the Wolfram Alpha website can be used to solve
equations. Investigate logarithms on a calculator, graphics calculator or
spreadsheet.
Vocabulary/Notation/Meta-Language

coefficient formula quadratic formula substitution

completing the square literal equation simultaneous equation variable
factorise quadratic equation subject
Notes on Language:
In Stage 6, the term 'discriminant' is introduced for the expression. It is not expected that students in Stage 5 will use this term; however, teachers may choose to introduce the term at this stage if appropriate.

Teachers need to emphasise the correct language used in connection with logarithms,
eg is 'log to the base a, of a to the power of x, equals x'.
Background Information:
Graphing software and graphics calculators allow students to graph two linear equations and to display the coordinates of the point of intersection of their graphs.
The 'substitution method' for solving linear simultaneous equations involves substituting one equation into the other. This may require the rearranging of one of the
equations to make one of its pronumerals the subject, in order to facilitate substitution into the other equation. The 'elimination method' for solving linear simultaneous
equations involves adding or subtracting the two equations so that one of the pronumerals is eliminated. This may require the multiplication of one or both of the given

24
 Mathematics Stage 5.3 Year 10
equations by a constant so that the pronumeral targeted for elimination has coefficients of equal magnitude. Students should be encouraged to select the most efficient
technique when solving linear simultaneous equations.
The derivation of the quadratic formula can be demonstrated for more capable students.

Logarithm tables were used to assist with calculations before the use of hand-held calculators. They converted calculations involving multiplication and division to
calculations involving addition and subtraction, thus simplifying the calculations.

Proficiencies:
The proficiency strands Communicating, Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across
the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the
significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the
developmental aspects of the learning of mathematics. They are indicated in the Content column of this unit.

25
 Mathematics Stage 5.3 Year 10

Teaching, Learning and Resources Differentiation Reg/Dat

Assessment e
Students In the following activities, teachers should
first demonstrate the concepts and skills
and then provide a range of opportunities
and context for students to develop and
practise these concepts and skills.
Solve linear equations involving simple algebraic fractions -Use inquiry based means to 5-question starters to Last question in the 5
(ACMNA240) introduce topic. This is a revise previous question starter should be
revision of skills learned topics and hint at complex and targeted to
solve linear equations involving one or more previously, so start with group todays and coming the gifted and talented.
simple algebraic fractions, activities where students topics The first 4 should be
eg explore the equations while Square saw games in graded so that all can
teacher supervises. groups to allow achieve the first four or
5 question starter to revise topics,students to practice can be helped through
introduce current topic and skills (numeracy, them with teacher
compare and contrast different algebraic
hint at coming topics (allows group collaboration) supervision. Use different
techniques for solving linear equations and
teacher to provide individual Peer teaching square saws at different
justify a choice for a particular case
help and assess each students stations to verbalize graded levels to allow
(Communicating, Reasoning)
proficiency in topic) solutions to each students to practice
other (literacy, revision.
collaboration)
Solve simple quadratic equations using a range of strategies Start with arithmetic calculations 5 question starter Pair work will allow
(ACMNA241) of squares scaffold instruction (include squares students to delve to the
so that students understand that (- of positive and depths necessary to their
solve simple quadratic equations of the form 5)^2 is the same as (5)^2. After a negative levels (teacher can move
, leaving answers in exact form and few such problems, allow pairs to numbers) pairs around if necessary
as decimal approximations discuss how to solve simple Visualization of to allow gifted students to
explain why quadratic equations could be expected to quadratic equations and see if they equation solving work together to dig
have two solutions (Communicating, Reasoning) can arrive at the correct solutions (each person deeper)
recognise and explain why does not have a themselves. Use visualization as a wearing a
solution if is a negative number (Communicating) class to represent and solve notecard or a part
equations [literacy and numeracy] of the equation)

26
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
solve quadratic equations of the form Use backwards mapping to 5 question starter to Games can be graded for
, limited to , using factors explain quadratic equations. Start revise previous different ability level
connect algebra with arithmetic to explain that if
with groups working on problems topic and allow groups/pairs.
, then either or (Communicating, like (x+5)(x-5) = 0 and see how teacher to help
Reasoning) they start to work on it. Allow students who 5 question starter includes
check the solution(s) of quadratic equations by
groups to present solutions to the missed class. differentiation.
substitution (Reasoning) whole class and ask questions that
allow them to verbalize how they Games like the Inquiry based learning
arrived at the solution (literacy). square saw, automatically allows for
board games differentiation when
Give them a few skills based sets using equations, students work in pairs or
of the same problems above and dominoes to groups.
then, ask them how they would improve
solve an actual quadratic equation factorizing skills DESMOS allows for the
(pairs to work on problems and and checking teacher to keep complex
see how to factorize while teacher skills. and deeper thinking
scaffolds learning through questions for the end
providing hints as needed). Lead DESMOS (online where students who finish
students to how they would need graphing tool) faster can spend some
to check their answers. time.

Provide games to improve skills

and verbalization of
understanding

Introduce DESMOS (an online

graphing tool that allows the
whole class to work on a problem
set and communicate both
individually with the teacher as

27
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
well as with the class as a whole).
Use DESMOS to introduce graphs
of linear functions and to play
polygraph games to get students
to understand basic shapes of
graphs (this is a higher ability
class)
Substitute values into formulas to determine an unknown No need to cover this separately
(ACMNA234) use this in the 5 question starters
as this is pure algebra and allow
solve equations arising from substitution into teacher to work with individuals
formulas, eg given and , , to hint/help them move forward as
solve for necessary. This can be done
substitute into formulas from other strands of the syllabus throughout the different units as
or from other subjects to solve problems and interpret this is not specific to this unit.
solutions, eg
(Problem Solving)

Solve problems involving linear equations, including those Backwards mapping: First get Use 5-question 5-question starters
derived from formulas (ACMNA235) students to generate word starters to revise automatically differentiate
problems for a given equation as a previous topics with the last question
translate word problems into equations, solve class teacher to scaffold with and include a being complex, conceptual
the equations and interpret the solutions examples. simple word based
state clearly the meaning of introduced pronumerals problem)
when using equations to solve word problems, Then, students to work in rotating Higher ability groups can
eg 'n = number of years' (Communicating) pairs to play a game of translating Whiteboards to work work with harder
solve word problems involving familiar formulas, eg 'If the word problems into equations and on visualisations. equations.
area of a triangle is 30 square centimetres and the base then setting up the visualization
length is 12 centimetres, find the perpendicular height of for the class as to how to solve a Interactive notebook
the triangle' (Problem Solving)
few after explaining the pages where

28
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
explain why the solution to a linear equation generated translation. DESMOS lessons can students work in
from a word problem may not be a solution to the given also be used to assess student pairs with
problem (Communicating, Reasoning)
proficiencies. printed scaffolds.

Brainstorm issues with translation DESMOS.

that may occur and include
interactive notebook pages where
students summarize concepts and
issues.
Solve linear inequalities and graph their solutions on a Brainstorm as a class some Visualization using 5-question starter with
number line (ACMNA236) inequalities using visual notecards or automatic differentiation
representations of a number line. whiteboards
represent simple inequalities on the number Teacher to start off with some Inquiry based conceptual
line, eg represent on a number line solutions and help students arrive Interactive notebook understanding.
recognise that an inequality has an infinite at infinite solutions themselves page scaffolds
number of solutions unless other restrictions (inquiry-based) DESMOS with graded
are made Games/activities for questions
Use visualization as a class to find skills
solve linear inequalities, including through out what happens when improvement Games graded for differing
reversing the direction of the inequality sign multiplying or dividing by a abilities
when multiplying or dividing by a negative negative number.
number, and graph the solutions, eg solve and
graph the inequalities on a number line of Include Interactive notebook
pages.
use a numerical example to justify the need to reverse
the direction of the inequality sign when multiplying or
Provide real world examples
dividing by a negative number (Reasoning) especially financial - to explain
relevance of topic.
verify the direction of the inequality sign by substituting a
value within the solution range (Reasoning)

29
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
Use both the number line and
DESMOS to enable students to
visualize inequalities and
solutions. Allow for skills
improvement through the use of
games especially pair quizzes,
pair card games, etc, and get
partners to check each others
solutions through substitution.
Solve complex linear equations involving algebraic fractions Ensure that 5 question starter
includes work with fractions and
solve a range of linear equations, simplifying algebraic terms with
including equations that involve two or more fractions through this unit. No
fractions, need to focus a lesson on this.
eg ,

Rearrange literal equations This can be targeted through the 5

question starters as well. There
change the subject of formulas, including needs to be a focus lesson about
examples from other strands and other restrictions on the values of
learning areas, variables but that can be done
eg make a the subject of , make r throughout the group activities
where fractions or indices are
the subject of , make b the subject of involved.

Pairs need to verbalize the

restrictions and why to each other,
and the teacher can pull each
student up at one lesson or other

30
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
determine restrictions on the values of to explain concepts to the whole
variables implicit in the original formula and class that they understand.
after rearrangement of the formula,
eg consider what restrictions there would be
on the variables in the equation and
what additional restrictions are assumed if the
equation is rearranged to
(Communicating, Reasoning)

Use the definition of a logarithm to establish and apply the New concept conceptual lesson 5-question starters to 5 question starters
laws of logarithms (ACMNA265) needed initially where the continuously automatically differentiate
background information regarding revise
define 'logarithm': the logarithm of a number to any positive
logarithms are explained (about Visualizations Worksheets and games are
base is the index when the number is expressed as a power
of the base, ie where a > 0, y > 0
how it was before calculators Graded worksheets graded for different skill
were prevalent). Games levels
translate statements expressing a number in index form into DESMOS
equivalent statements expressing the logarithm of the
number, eg
Introduce concept by starting with Research with Research task allows for
explanation of how multiplication laptops and individuals and groups to
is the inverse function of division, presentations go as deep as they want.
as is addition vs. subtraction.
Then lead on to indices and DESMOS allows for
logarithms. differentiation.

Use visualizations to help class

gain a clearer picture. And
brainstorm restrictions as a class.

Include graded skills based

worksheets and then games to
help students build confidence on

31
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
deduce the following laws of logarithms from the laws of basic logarithms to indices and
indices: vice versa problems.

Get pairs to work through proofs

of laws of logarithms using
scaffolded worksheets and then
present to the class.
establish and use the following results:
Pairs to play games and work on
worksheets to simplify
logarithms.

Use DESMOS to compare graphs

of inverse functions.
apply the laws of logarithms to simplify simple expressions,
eg , , Get students to research
, , logarithms used in real life and
point them to scales if need be.
simplify expressions using the laws of logarithms, eg simplify
Groups to present findings to the
class.
draw and compare the graphs of the inverse functions
and
relate logarithms to practical scales, eg Richter, decibel
and pH scales (Problem Solving)
compare and contrast exponential and logarithmic
graphs drawn on the same axes, eg
, , , (Communicating,
Reasoning)

32
 Mathematics Stage 5.3 Year 10
Teaching, Learning and Resources Differentiation Reg/Dat
Assessment e
Solve simple exponential equations (ACMNA270) These can be included in 5
question starters for all topics post
solve simple equations that involve exponents or the introduction of laws of
logarithms,
logarithms.
eg , ,
,

33
 Mathematics Stage 5.3 Year 10
Assessment
Strategies Suggested Ideas
Formal:
Common test Half Yearly Yearly Exam
Exam
Common Common WM
Assignment Task
Informal:
Class topic test Observation Class Assignment
Class Quiz Work samples Research
Mental arithmetic Homework Practical task
test
Diagnostic test Spelling test Oral test
Additional Notes

Teaching Methods
Strategies Comments
Note taking Mind map Teacher
demonstration
Group work Sequencing Independent
working
Cloze passage IWB activity Game
Work sheets Jigsaw Working
Mathematically
Activity
Quick quizzes Brainstorm Scaffolded text
Video/powerpoint Webquest Technology activity
Other:
Additional Notes

34
 Student Name

Teacher 1:1 assistance

General

LSO 1:1 assistance

Simplify language/
instructions
Write directions on board
or students workbook

Additional material on
pre-requisite work

Chunking or scaffolding
tasks
Frequent drill and
practice

Progress checks

35
Other:__________

Sit at front of class or

special location_____
Impaired

Provide appropriate
version of handouts
enlarged or coloured
Vision/Hearing
Mathematics Stage 5.3 Year 10

Hearing aid microphone

Adapt task
Teaching strategies/adjustments for students with special needs

Alternate format and

presentation of work
nt Provisions

Teacher 1:1 or LSO 1:1

assistance
Extra time or simpler task
Examination/Assessme

Diary entries re
behaviour. Progress,
parental communication
Classroom

Monitor recording of
Management

homework
n

Effective
Teacher

Not effective
Evaluatio
 Mathematics Stage 5.3 Year 10

Evaluation of Unit
Teacher Evaluation Comments/Variations/Suggestions

How did the unit rate in these areas

?
Time allocated for topic
Student understanding of content
Opportunities for student reflection on
learning
Suitability of resources
Variety of teaching strategies
Integration of Quality Teaching
strategies
Integration of ICTs
Literacy strategies used
Numeracy strategies used
Literacy and Skill targets addressed
Numeracy targets addressed

Date commenced: Date completed:

Teachers signature Head Teachers signature

36
PART D:
PROFESSIONAL
REPORT ON
RECOMMENDED
ALTERATIONS
REPORT ON RECOMMENDED ALTERATIONS

After a thorough evaluation of Stage 5.3 Equations and Logarithms Mathematics unit for Year 10, a series of
concerns have arisen which will be addressed in this report. Specific concerns include: a continuation of traditional
classroom practices with little to no changes based on current education research, only a very generic emphasis on
mathematical literacy, very generic use of ICT tools (mostly PowerPoint presentations and smart boards), poor
embedment of differentiation, few areas to improve critical and creative thinking, and whole lessons at a time used
for revision prior to assessments. Through direct observation as well as test results, it is clear that student outcomes
in this unit are below average. Research, and the new curriculum, dictate that changes need to be made to this unit
in order to aid student achievement, especially as this unit is a cornerstone for further mathematics study. Each of
the issues identified above will be detailed in this report, and will be accompanied by suggestions for evidence-
backed researched modifications.

Continuation of Traditional classroom practices:

37
Observation and the unit outline has shown that the current method of teaching this unit involves textbook
teaching. The concepts and definitions from the textbook are displayed on PowerPoint, which the students note
down. This is then followed by examples lifted out of the textbook, worksheets from associated resources started in
the classroom, to be completed by the students as homework. The worksheets are usually graded and start with the
easy problems until they end with the difficult ones. This means that students usually do not have assistance when
they most need it, which leads to loss of confidence and in general, a belief that one cannot 'do' math (Clark, 2015).

One means to change this mode of instruction is to avoid mixing conceptual lessons and skills based lessons. Skilful
use of time would suggest one lesson to use inquiry based learning to teach concepts from first principles, followed
by a lesson to polish the skills. Instead of bombarding the student with dreaded homework problems and
worksheets with repetitious calculations, research suggests that using games and collaborative activities leads to
longer learning gains, improved student achievement, and improved personal and social capabilities (Wilbur et al,
2016; Smith, Williams & Wynn, 2014).

Mathematical Literacy:

The traditional classroom methods which are propagated in this unit also have a very shallow emphasis on literacy.
Mathematics is viewed more as a subject to improve numeracy, however there is much metalanguage specific to
mathematics that needs to be taught in depth and coherently in order for students to achieve long term success.
Within this unit, definitions are taught and specific language that is used in expressing equations and logarithms is
also taught. However, beyond this there is no focus upon literacy. As Orr, Kukner and Timmons (2014) explain,
teaching literacy is a great way to improve upon content knowledge and forms the bedrock of knowledge
acquisition, which is why this topic has been specifically addressed in this report.

There are a few ways to improve literacy in a mathematics classroom. Using visualisations, where each students
represents one component of the equation, and allowing the whole class to participate to visually solve an equation,
while verbalising the steps, can help the growth of mathematical literacy and deeper understanding of the topic
(Abdul, Halim & Zakaria, 2013). Abdul, Halim and Zakaria (2013) also say that verbalization in pair activities during
skills based lessons where each partner explains and/or teaches how to solve a problem to the other is another way
to increase mathematical literacy, over and above the traditional word problems and definitions. The use of
Interactive notebook pages is also another way to increase student engagement, and achievement, while also
targeting mathematical literacy (Meyer, 2014).

ICT use:

This unit mainly incorporates PowerPoint presentations, smartboard use, Microsoft Excel for graphing, and some
videos to use as a means of instruction. Specific mathematical ICT tools that can allow a student to dig deeper and
visualize better are not used. The current curriculum specifically states that ICT skills need to be fostered in students
due to the increasing use of technology in todays world. This leads to the suggestion that tools like DESMOS and
other online graphing and gaming tools need to be used in a regular manner. These tools lead to increased interest
and improved student engagement, achievement, and numeracy skills (Pannen, 2014).

Differentiation:

The worksheets and instructional tools used in this unit, and even the topic tests and exams that are used to assess
this unit, differentiate between learning abilities of students very poorly. The tendency is for the high achievers to

38
do really well, really fast and then be disruptive in the classroom due to boredom, while the low ability students
tend to get frustrated and give up at the slightest difficulty as they have no self-efficacy (Clark, 2015). The most
effective means of differentiation used is the graded worksheet. However, there is no means present to also
differentiate between students who have a high potential but failed to attend classes, or students who have trouble
in one of the foundational concepts behind this topic (such as basic algebra) but no means to practice those
foundations in order to improve achievement in this unit.

Ley (2014) provides an elegant process that allows for implicit differentiation. He recommends starting each lesson
with a 5 question starter. The first four questions are skills based questions from previous units as well as the current
unit that most, if not all, students should be able to do. The teacher can walk among the students and provide one
on one attention to students who missed class. The teacher will also be able to tell which areas need more revision
and target future lesson starters toward those units. Ley (2014) suggests that the last question of the starter be a
conceptual question with more than one answer. This will allow the gifted and talented student to work deeper and
gain a more satisfying understanding of the topic while minimizing disruptive behaviour. There is also the
suggestion that one or more of the questions be used to hint at future topics (such as use algebra to hint at
substitution in equations, etc), thus enabling students to be able to see how knowledge transfer is possible in
mathematics. Another means for differentiation is the games and activities to be used in the skills based lesson.
These games can be graded to different ability levels in such a way that, using exit slips or some other means of
identifying how well a student has grasped the content concepts, the teacher can assign these games to specific
groups according to their proficiencies in the unit and thus build up self-efficacy and confidence (Wiburg et al, 2016;
Freeman et al, 2014)

Critical and Creative Thinking:

The traditional secondary mathematics classroom as Clark (2015) states, has a dearth of areas to explore critical and
creative thinking. This is corroborated through observations of the teaching and learning practices in this unit as
well as the unit outline. Critical and creative thinking is one of the general capabilities that has been stressed in the
new Australian curriculum. The traditional means of providing a formulaic way to solve problems and implement
the same formula again and again, with or without proper concept knowledge, leads to poor abilities to transfer
knowledge between units in mathematics and especially between different subjects.

Many of the methods suggested above will actually improve creative and critical thinking in this unit. Ley (2014), in
his paper, states that the conceptual question at the end of the 5 question starter will improve critical and creative
thought processes in all students, not just gifted and talented students, as they get more used to seeing these types
of questions. The 5 question starter also targets critical thinking by highlighting commonalities across units in
mathematics. Games and activities, using collaborative spaces to allow students to explore concepts and skills, are
also a viable means to improve this capability depending on the specific activities used (Wiburg et al, 2016; Freeman
et al, 2014). Science problems, geographical problems, historical dateline problems, and even music can be used to
explore mathematics concepts of equations and logarithms, thus easing knowledge transfer while increasing the
creative thought process.

Revision:

Prior to each assessment, a minimum of three lessons are usually used to revise the concepts that the assessment
targets. The students are spoon fed questions similar to those that they will be assessed on, and then regurgitate

39
formulaic answers in the assessments. This leads to the question of whether the assessments are assessing
students grasp of knowledge, or teachers abilities to create similar questions for students to review. The reason for
this problem is that the traditional classroom does not favor long term recall.

One means of solving this problem, while regaining valuable lesson time to teach newer and deeper concepts and
assessing accurately, is the 5 question starter proposed by Ley (2014). The starters are meant to provide day to day
revision of past concepts and allow teachers to target areas of poor recall throughout the year. Students will gain
mathematical skills and be more self-confident in not needing revision prior to assessment. Games and inquiry
based learnings are also another means to improve long term recall (Wiburg et al, 2016).

Research based evidence, as presented above, shows clearly that the current unit outline needs a drastic overhaul in
order to align with current educational needs and the new Australian curriculum. The recommendations and
suggestions outlined in this report are a few of the way in which the unit can be changed in order to improve
student outcomes and allow for students to increase literacy, numeracy, and general personal and social
capabilities along the way.

40
REFERENCES

Abdullah, N., Halim, L., & Zakaria, E. (2014). VStops: A Thinking Strategy and Visual Representation Approach in
Mathematical Word Problem Solving toward Enhancing STEM Literacy. Eurasia Journal of Mathematics,
Science & Technology Education, 10(3).

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). The Shape of the Australian
Curriculum: Version 4.0. Sydney: ACARA. Retrieved from
http://www.acara.edu.au/_resources/the_shape_of_the_australian_curriculum_v4.pdf.

Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the
secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active
learning increases student performance in science, engineering, and mathematics. Proceedings of the
National Academy of Sciences, 111(23), 8410-8415.

Ley, J. (2014). Too much content too little time. Reflections 39(1), 1-3.

Meyer, K. (2014). Making meaning in mathematics problem solving using the reciprocal teaching approach. Literacy
Learning: The Middle Years, 22(2), 7-14.

Orr, A. M., Kukner, J. M., & Timmons, D. J. (2014). Fostering Literacy Practices in Secondary Science and
Mathematics Courses: Pre-service Teachers' Pedagogical Content Knowledge. Language and
Literacy, 16(1), 91.

Pannen, P. (2014). Integrating technology in teaching and learning mathematics. In Electronic Proceedings of the
19th Asian Technology Conference in Mathematics. Yogyakarta: Indonesia.

Schmid, S., & Bogner, F. X. (2015). Effects of students effort scores in a structured inquiry unit on long-term recall
abilities of content knowledge. Education Research International, 2015.

Smith, T., Williams, S., & Wynn, N. (2014). Cooperative group learning in the secondary mathematics
classroom. Secondary Schools and Cooperative Learn ing, edited by J. Pedersen and A. Digby, 281-301.

Wiburg, K., Chamberlin, B., Valdez, A., Trujillo, K., & Stanford, T. (2016). Impact of Math Snacks games on students
conceptual understanding. Journal of Computers in Mathematics and Science Teaching, 35(2), 173-193.

41