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# Learning Areas: Mathematics (ACMMG063, ACMMG066, ACMMG061 and ACMSP067), English

## (ACELA1467) and Science (ACSIS053).

Duration of Unit: Three Weeks / Nine Lessons / Approximately 35 minutes each lesson
Stage 1: Identify Desired Result
Key Concepts:
Area, 3D Shapes, Chance, Symmetry, Measurement
In reviewing the state and the Australian Curriculum in Mathematics, these four content strands of
Mathematics are benchmarked to this Year Level:
Understandings:
Exploring the creation of three-dimensional objects using origami, including prisms and pyramids
(ACMMG063)
Identifying symmetry in the natural and built environment (ACMMG066)
Recognising the importance of using common units of measurement (ACMMG061)
Conducting repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag
and identifying the variations between trials (ACMSP067)
Enduring Understanding based on the four content strands:
Students will explore, identify, recognise and conduct experiments and apply their understandings of
the key concepts of area, three-dimensional objects, symmetry, common units of measurement and
chance and probability, and be able to recognise that these concepts relate to everyday life.
Rich Question:
How does area, three-dimensional objects, symmetry, common units of measurement and chance and
probability relate to everyday life?
Contributing Questions:
Which shape has the biggest area? (counting squares and 2 half squares add to 1)
Which one of these shows the top view of a cone?
Which of these will look most like a cylinder when closed?
What 3D shape will this net make when folded?
Which spinner is most likely to stop on white?
Which arrow has the best chance of landing in a section with the number 3?
Which of these shapes has one line of symmetry?
Which of these is used to measure length?

## Stage 2: Determine Acceptable Evidence

The students goal is to use their detective skills to eliminate the incorrect answers, be careful not to be
tricked by the JOKER or the RIDDLER, and receive a medal for their awesome elimination skills.
This way the students will be motivated by the ability to work out the correct answer in an authentic
approach to the summative assessment quizzes. I can then use this information to further guide planning
and instruction to address any misconceptions, and / or areas requiring further attention based on these
results.
Stage 3: Plan Learning Experiences and Instruction
LESSONS: This unit is about students being able to demonstrate the essential knowledge and skills
associated with the Mathematical concepts of area, 3D shapes, chance, symmetry and measurement. The
sequential lessons will be as follows. Lesson 1; count squares, cover shapes with smaller shapes and fit the
most shapes into a grid as possible. Lesson 2; name 3D shapes. Lesson 3; explore properties and
differences between prisms and pyramids. Lesson 4; describe edges, corners, faces and vertices of 3D
shapes. Lesson 5; identify nets, top view and side view of 3D shapes. Lesson 6; involves classifying events
according to chance and probability. Lesson 7; explore examples of line of symmetry and flipping the image
over to predict how it will look. Lesson 8; measurement students will cut and sort various images of
measuring devices and match them to the correct measurement word for example, tape measure matched
with centimetres. Lesson 9; measurement using a ruler including starting from zero and from random
numbers.
RESOURCES: I will use resources that I have collected, including blank grids for modelling area, and ICT
activities, such as IXL learning for students to explore area. I will gather real life examples of 3D shapes, and
together will we look for 3D shapes on an exploration around the school. PowerPoints will help me model
edges, corners, faces and vertices of 3D shapes. We will play a Who wants to be a millionaire quiz to
gauge understanding. We will conduct various chance and probability exercises taken from text books, and
do a group activity using see-through bags and different coloured counters. Symmetry will be explained
and modelled using folding and cut out activities, which students will then do in a peer-tutoring exercise. I
will use manipulatives, such as measuring tapes, scales, stop watches, rulers and measuring cups for the
measurement tasks, which students will do as a hands-on group activity, and then one spokesperson from
each group will report their findings.
INSTRUCTION: My teaching methods incorporate a blend of direct instruction, modelling, constructivism,
peer-tutoring using think/pair/share, group activities, and individual activities. I require the individual
activity because the students need to demonstrate their understanding using practice NAPLAN quizzes
after each lesson, which my mentor teacher has provided. I will modify as required for non-English
speaking and hearing impaired students using additional visual aids, and slow down instruction. The two
gifted students will be given the tasks at a higher level of difficulty.
ASSESSMENT: Informative, diagnostic and formative assessments will be used to gauge understanding and
address misconceptions during each lesson. Student will be observed using the BLOOM taxonomy to gauge
their level of understanding based on responses, descriptive feedback using two stars and a wish, recording
anecdotal notes on Trello, and reviewing Maths journal entries. This provides acceptable evidence of
learning throughout the unit for me, and evidence of learning when reporting to parents/carers. It will also
help me address any misconceptions, and then modify instruction if or where required. The summative
assessment will be the quizzes at the end of each lesson, which will be used as self-reflection and feedback,
feed-up and feedforward purposes. The results of the summative assessments will assist me in reflecting
on what worked well, what needs to be modified and what was done well, and used to guide future
instruction.