EDU10003 Assignment 4 Template
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School
Swinburne University of Technology *
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Course
10003SO
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by ChancellorMusic13365
1
EDU10003 Assignment 4 Template
Swinburne Online University
EDU10003: The World of Maths
Word count: 1204 words
Theme: Hands on learning
Resource: Pegs, clipboards, grey lead pencils, picture story books and workbooks.
Age Group/ Year Level:
Grade 1 Curriculum link/s:
Year 1: Measurement
Assignment 3 template
2
(copy and paste, with citation)
AC9M1M02:
Measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end. (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2022, AC9M1M02, v.9.0)
Activity Explanation
(approx. 200 words)
This activity will use pegs to measure objects around the classroom. Students will be divided into groups of 3-5, based
on class size, and rotate between stations. The stations will be set up around the room, each having different classroom objects which students will measure using pegs. At the beginning of the lesson, each student will be given a handful of pegs to use and a worksheet with the objects listed and space to write how many pegs were needed to measure the object. Station 1 will have clipboards, station 2 will have grey lead pencils, station 3 will have a picture story book, and station 4 will have workbooks. At each station, students will be required to line their pegs along the edge of the object, counting how many pegs long it is. Once they have measured the object, they will record how many pegs long it was on their worksheet. While the students are at the rotating stations, the teacher will roam to observe and ensure students are completing the task correctly. Once all students have completed each station, students will join as a class and the teacher will ask them to share their results. This will allow the teacher to see how accurately the students were measuring and if any students struggled to understand the task. If the classes results are varied, the teacher will then discuss what students could do next time to obtain more accurate results, such as ensuring all pegs are the same length and are being used end-to-end. Justification
(approx. 200 words)
This lesson is designed to incorporate hands on learning while practicing measurement skills. The use of concrete materials for this lesson is extremely valuable and allows for greater understanding on the topic. Children thrive when given real or concrete experiences and materials to extend their learning. In a study completed by Hughes (1986), a child was asked what “two and one more” equalled, to which they responded four. However, when asked using real objects, for example “How many lollipops would two and one more make?”, the child was able to answer correctly (Hughes, 1986 as cited in Pound & Lee, 2015, pp. 58-69). Through this,
we can understand how a real-world representation can allow children to understand mathematical processes and how they can be applied. This can be applied to the activity above as it utilises pegs to provide a visual representation
of measurement, rather than using a formal unit of measurement such as centimetres. This allows the students to physically manipulate the measurements themselves and grasp the concept of units of measurement, with one peg equalling one unit. Overall, the use of concrete materials provides students with a greater understanding of this mathematical concept and allows their learning to develop further.
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Theme: Using ICT in Maths
Resource: Figure 1:
Woolworths digital catalogue (Woolworths, 2023)
Age Group/ Year Level:
Grade 4
Curriculum Link/s:
(copy and paste, with citation)
Year 4: Number
AC9M4N08:
Use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the
situation. (
ACARA, 2022, AC9M4N08, v.9.0)
Activity Explanation
(approx. 200 words)
For this activity, each student will access the digital Woolworths catalogue using computers. They will be given a budget and told that they are shopping for a birthday party with 20 people attending. At the beginning of the lesson,
the class will be given instructions by the teacher, who will provide the details of the task. Throughout the task students will need to use addition, subtraction, and multiplication to calculate how much of their budget has been used. They will also need to use these methods as well as division to ensure they are using their budget to purchase enough food for the 20 people who will be attending. Students will be required to display their working out as they go in the form of number sentences. While students complete this task, the teacher will circulate around the room, ensuring students are using the correct mathematical methods and provide guidance. Students will use a site such as
Canva to create a collage of the items they will be purchasing, writing the prices on the images. After 20 minutes, the students will regroup as a class to share their collages. They will provide a summary of the items they purchased and whether they stayed under or went over the budget.
Justification
(approx. 200 words)
This activity utilises ICT by asking students to use computers to access a digital catalogue to complete their task. This has allowed the students’ learning opportunities to be enhanced and further develop learning. Previously, if a teacher were to complete this task, they would need to obtain enough catalogues for each student, which may not always be possible. The use of the computer can also be an extremely valuable tool for students with disabilities or learning difficulties, with tools to read text aloud, magnify text and present text in a more accessible form. When used effectively, technology has a large potential to support the instruction and teaching provided by the classroom teacher (Cennamo, Ross, & Ertmer, 2014, pp. 337-342). There are many studies which have shown that the introduction of technology into the classroom has led to improvements in learning and achievements, when used in collaboration with engaging lessons and effective software programs (Tipps, Johnson, & Leonard, 2011, pp. 93-107). Overall, it can be seen that the correct implementation of technology within the classroom can have a positive effect
on students’ understanding of mathematical concepts.
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Theme: Learning Environment
Learning Space: School playground
Figure
2: Outdoor playgrounds and play equipment for schools (Retrieved from https://adventureplus.net.au/products/products-by-sector/safe-outdoor-
playground-equipment-structures-for-schools
, 2023)
Age Group/ Year Level:
Grade 2
Curriculum Link/s:
(copy and paste, with citation)
Year 1: Space
AC9M2SP01:
Recognise, compare, and classify shapes, referencing the number of sides and using spatial terms such as “opposite”, “parallel”, “curved” and “straight”. (
ACARA, 2022, AC9M2SP01, v.9.0)
Activity Explanation
(approx. 200 words)
This activity will take place in the school playground. The teacher will gather the students in the playground and conduct a quick revision of the names and characteristics of basic two- and three-dimensional objects, such as circle,
square, triangle, cube, and sphere. Students will then be divided into groups of 3 and given a clipboard, paper, and pencils. They will be instructed to go on a shape hunt, searching the playground for examples of different shapes and objects. Students will need to draw the shapes they find on paper and label their drawings with the name they think may apply and the properties they can see. While the students are hunting, the teacher will circulate the groups to provide guidance and ask questions to prompt discussions about the properties of the shapes they have found. After 20 minutes, the students will regroup in the classroom. The teacher will guide a discussion about the shapes and objects observed by the groups during the shape hunt. On the whiteboard, a table will be drawn with columns labelled for shape names. Students will be asked to share the shapes they found, and the teacher will sort these into the appropriate columns. As students share their findings, they will be asked to explain their reasoning for
sorting the shapes the way they did, focusing on the properties.
Justification
(approx. 200 words)
The activity above is completed in an outdoor learning environment, providing the opportunity for students to develop a deeper understanding of shapes and their properties. When children are learning, they benefit from changes in environment to consolidate their learning. In this activity, students were able to explore shapes in an unusual context, which they may have never thought of. Making the unusual connection between the playground and mathematics encourages children to think flexibly, further developing their creativity (Pound, 2011, pp. 101-
111). Showing students the connection between their environment and mathematics may also prompt them to take more notice of the concepts of maths seen all around them in everyday life. This activity also provides excitement for students which is vital for learning as children are more enthused to participate in activities and become more curious about the task being given to them (Pound, 2011, pp. 101-111).
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References
Australian Curriculum, Assessment and Reporting Authority. (2022). The Australian Curriculum: F-10 Curriculum: Mathematics. v.9.0. https://v9.australiancurriculum.edu.au
Cennamo, K., Ross, J., & Ertmer, P. (2014).
Technology integration for meaningful classroom use: A standards-based approach
. Australia: Wadsworth Cengage Learning.
Outdoor playgrounds and play equipment for schools [image]. (2023). Retrieved from https://adventureplus.net.au/products/products-by-sector/safe-outdoor-playground-equipment-structures-
for-schools
Pound, L., & Lee, T. (2015).
Teaching mathematics creatively
. Hoboken: Taylor & Francis.
Tipps, S., Johnson, A., & Leonard, K. (2011).
Guiding children's learning of mathematics
(12th ed.). USA: Cengage Learning.
Woolworths. (2023). Woolworths digital catalogue [image]. Retrieved from https://www.woolworths.com.au/shop/catalogue/view#view=catalogue2&saleId=50554&areaName=SA&pa
ge=1
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