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EMM410

Mathematics in the

Primary Years

Assessment Two:

Processes in

Designing Learning

Josie Morrow

11501113

11501113

Page 1 of

Processes in Designing Learning

Table of Contents

Page

Unit Outline

..

Learning Experience I

.... 4

Learning Experience II

..

Learning Experience IV

..

Learning Experience V

10

Learning Experience VI

..

10

.

11

12

Summative Assessment

..

14

Assessment Rubric

15

References

.. 18

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Page 2 of

Processes in Designing Learning

Mathematics Unit

Measurement and Geometry - Stage 3

Scope and sequence summary

Duration: 2 weeks

Outcomes

Key considerations

describes and represents

Key ideas:

mathematical situations in

identify and use perimeter

a variety of ways using

and area

mathematical terminology

and some conventions MA31WM

Language:

Students should be able to

selects and applies

communicate using the following

appropriate problem-solving

language; length, distance,

strategies, including the use

millimetre, centimetre, metre,

of digital technologies, in

square metre, kilometre, square

undertaking investigations

kilometre, measure, metric units,

MA3-2WM

estimate, perimeter, dimensions,

width.

gives a valid reason for

supporting one possible

Background information:

solution over another MA3Students should have a clear

3WM

understanding of

appropriate unit to calculate

areas, including areas of

11501113

perimeter and area

converting units of

Overview

This unit of work encompasses:

some of the content of S3 Area

Encouraged to apply their knowledge and

skills in a variety of contexts, students will

practise their literacy and numeracy skills as

they read and interpret new information to

obtain and understand the mathematical

information/concepts required to reach an

informed answer.

Furthermore, students will develop their

critical and creative thinking as they

demonstrate their knowledge, skills and

understanding of area in mathematics and

explain/reason the relationships between

perimeter and area as well as the

relationship between finding the area of

different shapes.

Students will explore a range of information

and communication technologies within the

classroom as they learn to interact with and

Page 3 of 20

Processes in Designing Learning

squares, rectangles and

triangles

MA3-10MG

Content

establish

the

relationshi

p between

the

lengths,

widths and

areas of

rectangles

record,

using

words, the

method

for finding

the area of

any

rectangle.

calculate

areas of

rectangles

measurement

mathematical knowledge and skills.

Resources

Learning Experience I

Measuring

Students will begin the unit by measuring and recording area in square

tapes

centimetres and metres, explain the relationship between length and

Ruler

width using them to calculate the area of a rectangle. Together with the

Calculator

teacher, students will develop their knowledge of array structures in order

Interactive

to establish an understanding of area and associated measurements as it

Whiteboard

enables the area of a rectangle to be associated with the lengths of its

Chalk/masking

sides, and is fundamental for the understanding of the formula for the area

tape

of a rectangle. The array structure provides the basis for rectangular area

Square tiles

to be calculated using multiplication (l x w). As students learn to

Butchers paper

draw/visualise accurate arrays they will be able to demonstrate covering a

Geoboards

region with rectangular units, without gaps or overlaps.

Grid paper

Discuss and review prior knowledge on perimeter and its meaning in

the context of shapes/quadrilaterals.

Paper

Students identify the perimeter of a range of quadrilateral objects

within the classroom using a tape measure demonstrating their

knowledge of converting measurements e.g. millimetres to

centimetres, centimetres to metres etc. as well as their preferred

method/formula for finding perimeter

e.g. 4+4+2+2, 4x2+2x2

Introduce the topic Area with an overview video from Khan Academy

Outlining a square centimetre on the floor with chalk/masking tape,

students will together discuss the length of each side and predict

11501113

Page 4 of 20

Processes in Designing Learning

(including

squares) in

square

centimetre

s and

square

metres

Students are asked to place 10cm square tiles in rows starting from

one side. Together the class will estimate, then count how many will

fit along each side. The class will further discuss and illustrate how

many tiles will be needed to cover the square metre, and how many

square centimetres this would be.

Individual students/in pairs will record the array of tiles and label

with length and area measurements.

Students work in pairs/small groups to make a square metre

template from paper. Using this template, students will find and

record surfaces in the classroom that have an area around 1 square

metre. Whole class discusses how the area can be checked and

measured? Can we use the 10cm square tiles?

Extension: can students accurately estimate areas of 1 square metre

and larger without the template then using the template to check

their answer.

Discuss findings with the class.

Using geoboards, students will create a range of rectangles with a

partner calculating and recording the area measurements. Once

students have become competent using the geoboards they will be

challenged to design an irregular shape comprised of 2, 3 or 4

rectangles. Students transfer the outline of the shape onto grid

paper and then calculate the area of the total shape by measuring

and recording the area of each rectangle.

Extension: students calculate and then design a different pattern of

rectangles that has the same area.

Students can choose to cut their square metre template into halves,

placing the pieces together to make a different shape. Students will

predict then measure the area of the new shape using 10cm tiles or

rulers. The new shape is recorded in their workbooks along with an

explanation of how it was measured.

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Page 5 of 20

Processes in Designing Learning

Extension: cut the square metre into quarters; make irregular

shapes; cut the square metre diagonally.

Reflection:

It looks like this activity: a number of objects/models that relate directly to

the lesson are shown and students explain how it connects to the days

concept.

Differentiating content:

Delivery format: use of video

Group work

Frequent movement breaks scheduled into the hands on activities around the room

Use of manipulatives

Extension activity offered - critical thinkers

Student reflection

Learning Experience II

recognise

Warm up challenge activity: working in small groups students will

that

rectangles

construct at least two shapes that have:

with the

same area

may have

Once students have attempted this task, ask them to share their

different

work with another group, reporting on what methods they used to

dimension

construct their examples, paying close attention to the units used for

s

measurement (cm = perimeter, cm2 = area). Why do we use these

determine

the

number of

different

rectangles

that can

be formed

With this understanding, students in their small groups will be

provided with an area measurement e.g. 24 cm2. With this

information they are to investigate, find and draw a rectangle with

the correct dimensions that equate to this measurement. Students

will show and discuss any differences between groups.

Class review on converting units of measurement to engage prior

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Page 6 of 20

Grid paper

Measuring

tape/ruler

Calculator

Chalk

Camera

Voice recorder

Mini whiteboard

Processes in Designing Learning

using

wholenumber

dimension

s for a

given

perimeter

calculate

Working in pairs, students will design an alphabetic letter on 1 cm

grid paper. The letter should have a maximum area of 12 cm2.

Students will discuss how to break their alphabetic shapes that have

been drawn on a 1 cm grid, into different areas to measure. The

letter T could be broken into a long rectangle and two squares or

three squares and a rectangle. Finding two different ways of

breaking up each shape students will record the area of their shapes

in cm2 and the total area of the letter.

areas of

Using their same letter, students together will trace the letter on the

rectangles

concrete using a square metre template converting the square

(including

centimetres to square metres. Students find and record the area of

squares) in

their playground letter in square metres.

square

centimetre

Using a camera/voice recorder students will document their learning

s and

experience outdoors

square

Reflection activity:

Students will share their images with the whole class explain 1 thing they

metres

found easy and 1 thing they found difficult during todays lesson.

Differentiating content:

Group work

Hands on activity

Provide students with choice

Use of ICT camera/voice recorder

Student reflection

Learning Experience III

apply

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Grid paper

Page 7 of 20

Processes in Designing Learning

measurem

ent skills

to solve

problems

involving

the areas

of

rectangles

(including

squares) in

everyday

situations

identify

situations

where

square

kilometres

are used

for

measuring

area

measure

the

dimension

s of a

large

rectangula

r piece of

land in

recorder, reporter. Together they will measure and work out the area

of as many large shapes as they can within a certain time period

outside of the classroom. For example, playground area, toilet block,

flower bed, water tank etc. However the students are not to use any

metric measures (i.e. metres) they are to use their own improvised

measures such as feet, steps, sticks etc. Together as a class

brainstorm a list of areas/shapes that could potentially be used as a

starting point. And what tools could be used to measure these areas

aside from a measuring tape. Students will use either grid paper or a

small whiteboard to roughly record the areas and dimensions.

Once students have completed this task, back in the classroom ask

them to discuss their findings and write them on the whiteboard.

Did you come up with the same measurements? Why/why not?

What was the same and what was different?

Did you encounter any difficulties when measuring?

What are some more effective and accurate ways to make

such measurements?

In small groups, students find the area of certain features within the

classroom and calculate the area of covering required with regards

to:

Group 1: floor = 1m carpet covers 3.6m2

Group 2: ceiling = 4 litres of paint covers 100m2

Group 3: wall = 4 litres of paint covers 100m2

Discuss findings as a class, reporters will report back to the class.

Having used area within a real life context, discuss real life

applications of area measurement, the different forms of

measurement that are used to measure these areas and the reasons

11501113

Page 8 of 20

Individual

whiteboards

Interactive

whiteboard

Calculator

Tape measure

Ruler

Post it notes

Processes in Designing Learning

metres

and

calculate

its area in

hectares

for this.

Why are different measurements used/needed?

Using Google maps on the interactive whiteboard, students use the

scale on the map to mark a square kilometre with the school in the

centre. Students will locate and describe the interesting features

included in the square kilometre.

Can we extend this to what a hectare would look like?

What are we most likely to find within a hectare?

What are the measurements of a hectare?

Reflection:

3-2-1 activity: 3 things the students learnt, 2 things they have a question

about, 1 thing they would like the teacher to know written on post it

notes and placed on the 3-2-1 display.

Differentiating content:

Group work

Hands on activities

Allocated leadership roles and responsibilities within groups

Use of ICT

Student reflection

The teacher will begin the lesson with a simple origami paper folding

e the area

exercise. As students work independently, the class will discuss the

of a

different shapes they make in order to create the desired outcome

triangle by

e.g. paper plane, flower, dog, frog etc.

comparing

Once students fingers are warmed up, pairs or individual students

the area of

a given

will be instructed to take a rectangle such as an A4 sheet of paper or

triangle to

smaller. Students will follow explicit demonstrations and draw and

11501113

Page 9 of 20

Origami paper

A4 paper

Rulers

Workbooks

Geoboards

Processes in Designing Learning

the area of

the

rectangle

of the

same

length and

perpendic

ular height

cut along one diagonal and investigate whether the two triangles,

which have been made, are the same size. Students continue with

different-sized rectangle to see if they can find a rectangle where the

two triangles are not the same, discussing their findings with peers

as they investigate.

Students select one of their rectangles and use the area of the

rectangle to calculate the area of each triangle.

Whole class discusses how to find the area of a right-angled triangle.

Can a formula be found/used opposed to using a rectangle?

Extension: students will use geoboards to create their own triangles,

measuring and solving their area with the use of rectangles and/or

the hidden formula.

Reflection:

Activity:

! I am excited about

: Id like to learn more about

? A question I have is

Differentiating content:

For diverse learners, the manipulatives and group work will be beneficial for their understanding of the topic. They

will be able to use hands-on manipulatives to help demonstrate the area formula of a triangle. Additionally, if they

are struggling, the peers in their group/knowledgeable others can help explain to the students the relationship

behind the area of the rectangle and the area of the triangle. Also an extension activity is provided for those students

who are exceeding.

Learning Experience V

record,

Tessellated

Students

will

reflect

on

what

they

have

learnt

about

triangles

and

using

triangle

words, the

the different methods used to find their area whilst demonstrating

templates

method

on the board. Once students have demonstrated their understanding

Coloured

for finding

they will be divided into groups.

markers

the area of

The teacher will have 5 individual tessellated triangle templates

Group roles

any

drawn onto large butchers paper placed around the room. Each

Individual

triangle

group will be assigned a template and will be challenged to figure

whiteboards

11501113

Page 10 of 20

Processes in Designing Learning

out the area of each triangle within the tessellated drawing.

Students within group will designate or be given a role helping their

group to complete the task effectively and efficiently. Group work is

the key!!

The students will assist one another to find and record the area of

each triangle. As they calculate the answer, each answer will be

associated with a letter for students to crack the code.

As a group can you create your own? Groups will be challenged to

create their own tessellated template using other shapes e.g.

rectangles and composite shapes to be shared with another group.

Reflection:

Quiz: students will answer 2-4 conceptual questions to show what they

learned. Small individual whiteboards will be used for formative

assessment.

Differentiating content:

Group work

Allocated leadership roles and responsibilities within groups

Hands on activity

Student reflection

Learning Experience VI

solve a

Students will begin the lesson by solving a tangram independently

variety of

problems

or in pairs.

involving

Teacher will discuss with the students the range of shapes used to

the areas

make one large shape.

of

Students will now make a tangram design of their own. With the

rectangles

shapes already cut out ready to go, students will be instructed to

(including

select a range of different shapes to be used to make their own

squares)

individual tangram.

11501113

Page 11 of 20

Tangrams

Rulers

Individual

tangram pieces

Interactive

whiteboard

Processes in Designing Learning

and

triangles

pattern, animal, house etc.

Before students start, the teacher will explicitly demonstrate one on

the board, talking through each step. Once the design has been

pieced together the next task is to find the area of each individual

shape and then the whole area of the design. Set out in a table

students will receive a blank copy for them to complete.

Together the class will discuss the order of steps and what

method to follow for those who need assistance.

Reflection:

Students will be provided with an opportunity to show/display their

tangrams.

Did anyone use the same amount of shapes?

If so would the area be the same or different?

Differentiating content:

Hands on activity

Pair work

Explicit demonstration/instruction

Vary the amount of pieces and shapes required e.g. lower students need to use 4 shapes, 3 the same and 1

different

Student reflection

Learning Experience VII

Measuring tape

solve a

Opening class game: one student chooses and measures a surface

Scavenger hunt

variety of

in

the

classroom,

and

calculates

the

area

in

square

centimetres

or

problems

IPad

square metres. The class is told the area measurement and has to

involving

Laptops

guess which object or surface was chosen. Students selected to be

the areas

Tangrams

in may have to measure their area during a break when the class

of

is not in the room.

rectangles

Rotational activities students will be provided with a range of mini

(including

squares)

workshop activities that will allow them to practise, develop and

11501113

Page 12 of 20

Processes in Designing Learning

and

triangles

rectangles and triangles.

These activities will be in the form of:

Area scavenger hunt around the classroom

IPad games

http://pbskids.org/cyberchase/math-games/airlinesbuilder/

http://www.shodor.org/interactivate/activities/AreaExp

lorer/

https://www.studyladder.com.au/games/course/mathe

matics-area-646

https://www.khanacademy.org/math/geometry/basicgeometry

Laptop activities

Study ladder

Khan academy

Tangrams

Toward the end of the lesson, the teacher will reflect on the unit of

learning so far discussing with students what they have learnt

following up with a quick discussion and summary of their

assessment task to be conducted next lesson. This time will provide

students with an opportunity to ask any questions and/or clarify any

misconceptions that they may have.

Reflection:

Thumbs up/Thumbs down activity: The teacher will finish the lesson by

posing a range of questions that can be answered thumbs up/down/

sideways to gauge students understanding of area and preparedness for

the assessment task that they will be completing next lesson.

Differentiating content:

11501113

Page 13 of 20

Processes in Designing Learning

Rotational activities

Choice of activity within reason and level

Use of ICT

Student reflection

Learning Experience VIII Summative Assessment

To begin the lesson the class will review and discuss the assessment

activity that they are to complete by the end of the lesson. This will

provide students with another opportunity to have any questions

answered before beginning.

Students will work independently/in small groups creating their mini

zoo.

Assessment

task

Animal/fencing

manipulatives

Camera

Once they have designed their zoo, students will be encouraged to share

their design with others, establishing similarities and differences between

designs. This will allow students to demonstrate their knowledge, skills

and understanding in a peer review environment. Students will be

encouraged to ask questions and make positive and constructive

comments about the design, the shapes used etc.

Differentiating content:

Number of animals and size/shape of enclosures can be differentiated depending on student ability.

Lower level students can choose to present their work using manipulatives to physically create their zoo,

showing working out on a whiteboard whilst the teacher takes photos of their progression.

Small group work

Use of manipulatives

Extension/challenge

Peer review

11501113

Page 14 of 20

Processes in Designing Learning

Stage 3 Measurement

We Bought

Your family has purchased land for thats right, a zoo!! You

Here are some guidelines

The area of the zoo is exa

It must incorporate separate

Elephants

Orang-utan

Giraffes and Ze

Meerkats

Lions and Tig

All enclosures should be a different shape a

Your map should be drawn/designed on grid paper using an appropriate scale as well as must s

If you have time, your map may include other fun features such a

Checklist

Your work should clearly show:

A scaled map of your zoo on grid paper, with each section out

The correct dimensions, perimeter and area for each section,

A different shape for each enclosure with the size of the sectio

11501113

Page 15 of 20

Processes in Designing Learning

Criteria

Reasoning;

Applying

concepts

shows

understanding

of linear

dimensions,

perimeter,

area, and their

relationships

by creating

appropriate

areas for each

animal

reflecting their

size and

movement.

Accuracy of

procedures

estimates,

measures and

records the

dimensions of

each section to

scale

shows extensive

knowledge and

thorough

understanding

by:

choosing

appropriate

procedures

selecting

reasonable

dimensions

and areas

for all

animals

shows

shows sound

shows partial

understanding

understanding

understanding

by;

by:

by:

choosing

usually

attempting

appropriate

choosing

to choose

procedures,

appropriate

appropriate

in most

procedures

procedures

instances

selecting

selects

selecting

reasonable

reasonable

reasonable

dimensions

dimensions

dimensions

and areas

and areas

and areas

for most of

for some

for majority

the animals

animals

of the

animals

shows limited

understanding;

may be unable

to:

choose

appropriate

procedures

select

reasonable

dimensions

and areas

for each

animal

accurate and

precise; no errors

or omissions in:

estimating,

measuring

and

generally

accurate; few

errors or

omissions in:

estimating,

measuring

limited accuracy;

major errors or

omissions in:

estimating,

measuring

and

11501113

relatively

accurate;

occasional minor

errors or

omissions in:

estimating,

partially

accurate;

frequent minor

errors or

omissions in:

estimating,

Page 16 of 20

Processes in Designing Learning

calculates and

records the

perimeter and

area of each

section using

the

appropriate

units of

measurement.

Problem

solving

strategies

uses

appropriate

strategies,

including

estimating, to

design a zoo

that provides

accurately

scaled

enclosures and

recording

dimensions

calculating

and

recording

perimeter

and area

using the

correct

formula

representin

g the

design on

an

accurately

scaled

map

and

recording

dimensions

calculating

and

recording

perimeter

and area

using the

correct

formula

representin

g the

design on

an

accurately

scaled map

measuring

and

recording

dimensions

calculating

and

recording

perimeter

and area

using

appropriate

formulas

representin

g the

design on a

scaled map

measuring

and

recording

dimensions

calculating

and

recording

perimeter

and area

using a

formula

representin

g the

design on a

scaled map

designs a

creative zoo that

demonstrates

innovation;

includes required

features (realistic

size); fits within

required

dimensions; may

introduce some

additional

designs an

imaginative zoo

that includes the

required features

and fits within

the required

dimensions;

generally

consistent and of

realistic size

designs an

appropriate zoo

that includes

most of the

required features

and fits within

the required

dimensions;

sections may be

of unrealistic size

for the animals

designs a zoo

that includes

most of the

required features

and is close to

fitting within the

required scaled

dimensions;

several sections

are of unrealistic

size for the

11501113

Page 17 of 20

recording

dimensions

calculating

and

recording

perimeter

and area

using

formulas

representin

g the

design on a

scaled map

Unable to create

a scaled map;

may omit

features, exceed

given size, or be

unrealistic

Processes in Designing Learning

areas, varied

by shape and

size, for each

animal within

the given

dimensions (1

hectare)

Communicating

explains

reasoning and

procedures

clearly, using

appropriate

mathematical

terminology

presents work

clearly,

including

appropriate

symbols (for

example m,

m2 )

complexity

explains

reasoning and

procedures

clearly, precisely,

and confidently

presents work

clearly and

precisely, using

appropriate

symbols

11501113

explains

reasoning and

procedures

clearly

presents work

clearly; includes

appropriate

symbols

concerned

animals

concerned

explains

reasoning and

procedures

partially explains

reasoning and

procedures

presents work

with clarity;

mostly using and

including

appropriate

symbols

presents work

with some

clarity; uses

some appropriate

symbols

Page 18 of 20

limited

understanding is

evident; unable

to explain

reasoning and

procedures

clearly

work is often

unclear; rarely

uses appropriate

symbols.

Processes in Designing Learning

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Page 19 of 20

Processes in Designing Learning

References

Bauer, N., Harris, G., Toohey, A., & Walker, K. (2012). Upper primary:

Targeting maths: Measurement. Sydney: Blake Education

Board of Studies NSW (2012). Mathematics K-10 Syllabus. Sydney:

Board of Studies NSW.

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E.

(2011). Teaching mathematics: Foundations to middle years.

Melbourne. Oxford University Press.

11501113

Page 20 of 20

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