102087

Curriculum 1A: Mathematics Stage 4 Year 7

Assignment 1

By Michael Alex Murgolo

19178149

Western Sydney University

 Contents

Strand Outline …….…………..…………………………………..………...……...……. 3

Strand Element …….…………..……………………………...…..………...……...……. 4

Lesson Plan A ………………...………………..……………………..……..…………… 5

Lesson Plan A Resources .……………………..……………………..……..……..…… 10

Lesson Plan B ………………...………………..……………………..………..…....….. 15

Lesson Plan B Resources ……………...……………………………..………..…....….. 20

Lesson Plan C ………………...………………..……………………..……..………….. 25

Lesson Plan C Resources …...………………………………………..……..………….. 30

Justification ….…………...………………..………………..………..……..………….. 35

References ……...………………………………………….……………….…….…….. 38

2
 3
Outcomes (inclusive of below)
MA4-1WM communicates and connects mathematical ideas using
appropriate terminology, diagrams and symbols.
Strand Substrand MA4-2WM applies appropriate mathematical techniques to solve NSW Syllabus Content Description
problems.
MA4-3WM recognises and explains mathematical relationships
using reasoning.
ACMMG163 identify corresponding, alternate and co-interior angles
MA4-18MG identifies and uses angle relationships, including those when two straight lines are crossed by a transversal.
Angle
related to transversals on sets of parallel lines.
Relationships ACMMG164 investigate conditions fort wo lines to be parallel and
solve simple numerical problems using reasoning.
MA4-16MG applies Pythagoras’theorem to calculate side lengths in
Strand Outline

Right Angled ACMMG222 Investigate Pythagoras' theorem and its application to

Triangles right-angled triangles, and solves related problems. solving simple problems involving right-angled triangles.
MA4-15MG performs calculations of time that involve mixed units, ACMMG199 Solve problems involving duration, including using 12-
Time
Measurement and Geometry

and interprets time zones. hour and 24-hour time within a single time zone.
MA4-12MG calculates the perimeters of plane shapes and the ACMMG196 Find perimeters of parallelograms, trapeziums,
rhombuses and kites.
circumferences of circles.
ACMMG197 investigate relationships between features of circles; use
Length, MA4-13MG uses formulas to calculate the areas of quadrilaterals formulas to solve problems involving circumference.
Perimeter and and circles, and converts between units of area.
Area ACMMG159 establish the formulas for areas of rectangles, triangles
MA4-14MG uses formulas to calculate the volumes of prisms and and parallelograms and use these in problem solving.
cylinders, and converts between units of volume.
ACMMG160 calculate volumes of rectangular prisms.
ACMMG161 draw different views of prisms and solids formed from
combinations of
ACMMG165 prisms.
classify triangles according to their side and angle
properties and describe quadrilaterals.
MA4-17MG classifies, describes and uses the properties of triangles
Properties of
and quadrilaterals, and determines congruent triangles to find
Geometric ACMMG166 demonstrate that the angle sum of a triangle is 180
unknown side lengths and angles.
Figures 1 and 2 degrees and use this to find the angle sum of a quadrilateral.
ACMMG181 identify line and rotational symmetries.
 Strand Element

By the end of Stage 4, students use mathematical terminology, algebraic notation, diagrams,
text and tables to communicate mathematical ideas, and link concepts and processes within and
between mathematical contexts. They apply their mathematical knowledge, skills and understanding
in analysing real-life situations and in systematically exploring and solving problems using
technology where appropriate. Students develop fluency with a range of algebraic techniques and in
the solution of familiar problems. In solving particular problems, they compare the strengths and
weaknesses of different strategies and solutions.

Students calculate the perimeters and areas of a variety of polygons, circles, sectors and
simple composite figures, and solve related problems. They calculate the volumes and capacities of
right prisms and cylinders, and solve related problems. They convert between units of area and units
of volume, and connect units of volume and capacity. Pythagoras' theorem is used to calculate side
lengths in right-angled triangles and solve problems in two dimensions. Students calculate time
duration and apply their understanding of Australian and world time zones to solve problems.

Knowledge of the properties of two-dimensional geometrical figures, angles, parallel lines,

perpendicular lines and congruent figures enables students to apply logical reasoning to solve
numerical exercises involving unknown lengths and angles in figures.

4
 Lesson Plan A
Topic Area Learner Stage Syllabus Pages
Measurement and Geometry Stage 4 Year 7 -
(Pi and the circumference of circles)
Date Location Lesson Number
19/08/2018 Classroom 4/10
Time Number of Students Printing/Preparation
60 mins 24 PowerPoint, Worksheets

Syllabus Outcomes Assessment Students Learn About Student Content

MA4-1WM communicates Lesson assessment ICT resource to aid ACMMG196 Find
and connects mathematical Perimeter of circle. perimeters of
ideas using appropriate Discussions and parallelograms, trapeziums,
terminology, diagrams and questioning from teacher Kinaesthetic activity to rhombuses and kites.
symbols. throughout lesson. break down complex shapes
and solve area. ACMMG197 investigate
MA4-2WM applies Progressive activities in relationships between
appropriate mathematical each sheet for multiple exit Understanding same features of circles; use
techniques to solve points. surface areas can take formulas to solve problems
problems. different shapes. involving circumference.
Students use deep
MA4-3WM recognises and knowledge to apply Real life applications of
explains mathematical perimeter concepts and perimeter.
relationships using adapt to alternative shapes.
reasoning. Display answers and
strategies to class.
MA4-12MG calculates the
perimeters of plane shapes
and the circumferences of
circles.

Cross Curriculum Themes and General Capabilities

Literacy - The technical terminology associated with perimeter and circle definitions, applying them in word problem
interpretations.
Numeracy - Opportunities to apply the understanding of circumference to everyday items ie, cans
ICT Capability -
Creative/Critical Thinking - Encouraged to evaluate knowledge through learned strategies and drawing diagrams.
Personal/Social Capability - Activities relate to objects in their own lives. Student development is heightened by the
paired work and communication with the whole class.
Intercultural Understanding -
Ethical Understanding -

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality This refers to pedagogy focused on 1.1 Deep knowledge
producing deep understanding of important, substantive 1.2 Deep understanding
concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic knowledge
something that requires active construction and requires 1.4 Higher-order thinking
students to engage in higher-order thinking and to 1.5 Metalanguage
communicate substantively about what they are learning. 1.6 Substantive communication
Quality Learning Environment This refers to pedagogy that 2.1 Explicit quality criteria
creates classrooms where students and teachers work 2.2 Engagement
productively in an environment clearly focused on learning. 2.3 High Expectations
Such pedagogy sets high and explicit expectations and 2.4 Social Support
develops positive relationships between teacher and students 2.5 Students’ self-regulation
and among students. 2.6 Student direction
Significance This refers to pedagogy that helps make learning 3.1 Background knowledge
more meaningful and important to students. Such pedagogy 3.2 Cultural knowledge
draws clear connections with students’ prior knowledge and 3.3 Knowledge integration
identities, with contexts outside of the classroom, and with 3.4 Inclusivity
multiple ways of knowing all cultural perspective. 3.5 Connectedness
3.6 Narrative

5
Teaching Indicators of presence in the lesson
Element How are the quality teaching elements you have identified achieved within the lesson?
Knowledge concerns the central ideas of the lesson (perimeter and circumference). The students show
evidence of reasoning and information when addressing questions through discussions.
1.1
Understanding is evident when students explore the relationships between radius and diameter.
1.2
Higher order thinking is used to manipulate information. Students take the multiple radii and process
1.4
information on their relationship to the circumference.
1.6
Teacher encourages sustained and informative discussion of ideas with students after each activity.
Students also communicate among themselves.
Students are involved and engaged. Evidence of paired groups in student centred activities.
2.2
High expectations through teacher communication of taking notes, referring terminology back to lesson
concepts. Students attempt the work eagerly in groups to convey knowledge and complete efficiently.
2.3
Social support through comments from students and teacher. Valuing the opinions when students are
2.4
asked questions. Paired groups help to sustain meaningful conversation on lesson concept.
2.6
Students given the choice of working partners, and the criteria of their work (optional justification of
circles by diameter or radius).
Background knowledge shown in the association of everyday objects to certain shapes. Connections made
to this repetitively.
3.1
Inclusivity through paired activities, students have the chance to answer a question. Their informative
3.4
response is both significant and respected.
3.5
Connectedness is made through knowledge of concepts drawn to real life situations; we used the
importance of perimeters in building.

6
 Centred
Time Teaching and Learning Actions Resources
T/S
Mark the role. Recount last lesson on measurements.

Brain train activity (in PowerPoint).

Intro
T
5 mins
Define what the perimeter of a circle is and write in
workbook. Students will learn how to measure, draw and
classify shapes and their perimeters.
Go through PowerPoint as a class. Demonstrate how to
identify how many sides and find perimeter. Show on E-
learning board to draw over images.
Body
T/S
5-10 mins
Students advised to take notes (draw box) in workbook to
assist with activity sheet 1. As a class discuss any concerns
with finding the area of shapes.
Students are to pair in groups and complete the activity
sheet 1 provided (differentiation inside).
10-15 mins Teacher S
Teacher circles the room making sure students on task and
assist where necessary. Students to raise their hand when
PowerPoint (Brain Train) (on
activity sheet is completed.
link)
Teacher asks students who finished first to come to the
board and use the trundle wheel. Students are to place a
Can and/or trundle wheel
sticky note at one point on the carpet infront of the class
and, in a straight line, go a full revolution and place another
Activity sheet 1
sticky note there. They finish by measuring the diameter of
the wheel, length of notes and go to their seats.
Activity sheet 2
5 -10 mins T/S
Teacher instructs the class to approximate how they obtain
Whiteboard
the circumference of a circle. Once suggestions are
finished, they press pi on their calculator and verbalise the
Smartboard
answer. Teacher takes diameter of trundle wheel and times
by pi, showing the answer.
Student
Class discussion on concerns regarding pi and the circle.
Student Stationary
Teacher invites students to use their ICT resources with a
link to the following application on Geogebra. Calculator
https://www.geogebra.org/m/unarY4AD Workbook
Teacher hands out activity sheet 2 with the aid of Geogebra
15-20 mins S
application to complete (differentiation inside). This will be
completed for homework.

Teacher circles the room making sure students on task and

assist where necessary. Students to raise their hand when
activity sheet is completed.
Glue sheets in workbook next to notes done at beginning of
class.

Asks students what they learnt today, and where circles are
Conclusion used in everyday actions. Writing answers in shared google
T/S
5 mins drive.

Place happy and confused emoji picture on board, asks

students how confident they are after todays lesson (tally
for personal reflection and improvement).

7
 Reflection
From expectation to reality, the idea that your lesson will come out exactly as you planned is
a concern worth sharing. What I have learned is that my idea of an informative lesson may not cater to
the needs of my current class, and therefore the content must be addressed through forms of the
general capabilities also. While there is an attempt to diversify for all student abilities, the
engagement of my content may not be satisfactory. The end result of my lesson is to achieve
knowledge through a relational understanding over the traditional instrumental approach (Skemp,
1976), of which I believe I have given a fair go considering the theory behind circle knowledge.
Just this one lesson alone took an adequate amount of time, probably because I have not
attempted a thorough lesson plan before. Creating the lesson is only part of the responsibilities of a
teacher, while a significant amount of time made sure I have incorporated external requirements set
by NESA and AITSL. When creating the activities, I would reflect on my childhood experiences and
deduce where I needed more time, or if external resources could help broaden my knowledge. It is
very hard to think of all the details, but the incorporation of visual learning strategies help in focusing
my attention. What I have learned is that having multiple activities and resources is important to keep
the class busy. Not just any resources, but ones planned to utilise the time effectively and aid students
if they are not understanding work.
On conclusion, there will be a reflection to determine what aspects of this plan may not work
and will need improvement. While I believe I have catered to the needs of all students through visual,
ICT and hands on learning, I look forward to the suggestions put forward by educators with more
experience and knowledge in the mathematical education of students in my future practice.

References
Palmer, S., Greenwood, D., Humberstone, B., Goodman, J., McDaid, K., Vaughan, J., & Godwin, B.
(2015). CambridgeMATHS GOLD NSW Syllabus for the Australian Curriculum. Port
Melbourne, Australia: Cambridge.
Skemp, R. (1976). Relational Understand and Instrumental Understanding. Mathematics Teaching,
77(1), 20-26. Retrieved from
https://vuws.westernsydney.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_2
6898_1&content_id=_3604133_1

How am I measuring the outcomes of this lesson?

Learning
Method of measurement and recording
Outcome
Identifying angles and triangles through terminology and drawing diagrams as
MA4-1WM
examples. Class discussions help facilitate this.
Applying mathematical techniques taught today to distinguish triangle types
MA4-2WM
by labelling angles and/or measurements.

8
 Justifies answers to questions by providing evidence and reasoning of angles
MA4-3WM and measurements, whether on activity sheet or in class discussion. Feedback
from teacher helps to guide this.
Uses angle relationships in both activity sheets, applying them to achieve
MA4-18MG
connected concepts. Relates angles to real life items to grasp their association.

Standards Evidence within this lesson

Knowledge and research into my students and how they learn in my classroom
1.2 environment. Cater to this need by visual and written information.

1.5 Full range of student abilities are met through choice of group, discussions and
“hands up” to answer questions.
Differentiated methods to find the perimeters and measurements (previous
lesson).
2.1
Organised content to flow easily from previous lesson and grasp new
2.2
concepts.
2.5
Literacy skills are being met by distinguishing the relationship between
‘circumference’ and ‘perimeter’.
Select/created an ICT resource that conveys information rather than looking
3.4 through a textbook, easier and quicker for students to obtain knowledge.

3.5 Facilitate classroom discussion and demonstrate verbal/non-verbal strategies

to support student discussion.
Classroom strategy involved clear directions and explicit expectations of what
4.2 was to be taught and how it would be achieved.

4.4 Explicitly go through the safety concerns surrounding tools and how to
properly use them in today’s lesson.
Assess student learning through formative assessment in the worksheets; helps
5.1 to see if students are grasping information effectively.

5.2 Feedback provided through assistance in worksheets and classroom

discussions.
7.1 Lesson presented in a professional manner.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
This lesson only has a few WHS considerations considering the classroom setup. It’s important to
ensure that the use of stationary are in a safe manner and not wielded aggressively. While there is
encouragement to work in pairs, the tables must be placed an appropriate distance apart to facilitate
movement and easy access for the teacher to aid students.

Resources
List all the resources that you have created or found in this space.
PowerPoint, Geogebra, Activity Sheet 1 and Activity Sheet 2.

9
Powerpoint

10
 Activity Sheet 1

1. Find the perimeter of the following shapes.

_________________ _________________ _________________

_________________ _________________ _________________

2. Find the perimeter of the following shapes, after converting the following to millimetres (you
must find the missing sides).

_________________ _________________ _________________

_________________ _________________ _________________

3. Missing the missing length of each side, given the following perimeter.

a P = 30 km b P = 40 cm c P = 12 cm

3 cm

15 cm 4 cm

11
4. A rugby league field is to be fenced on all sides to stop the ball from travelling too far when
kicked. The field is a rectangular shape 100 m long and 60 m wide. If the fence costs $12 a
metre, how much would it cost in total.

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

5. Further: A tennis court is to be lined with chalk for the Australian Open. The dimensions of a
court are shown below. Find the amount of chalk needed to outline this field.

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

12
 Activity Sheet 2

1. Name the features present in the following circle.

_________________

_________________

_________________

2. Deduce whether the following statements are true or false.

a) The circumference of a circle is 𝐶 = 𝜋d

b) The diameter of a circle is also twice its radius (𝑑 = 2r).
c) The letter pi () is called that because a circle looks like a pie.
d) Circumference of a circle means exactly the same thing as the perimeter does to a square.

3. The following workers have their measurements for the circumference of a circle. Determine
which worker has an incorrect circumference.

Name r C
Harry 5 31.4
Hermione 2.5 18.8
Ron 1 3.14

4. Using your knowledge of the circumference of a circle: which is larger and what is the
difference between a circle with a radius of 4, or a circle with a diameter of 7 (hint: draw both
on one diagram).

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

13
5. Find the circumference of these circles using 𝜋.

_______________ _______________ _______________

_______________ _______________ _______________

_______________ _______________ _______________

6. A can of Coke has a circumference of 21 cm. Find its radius using your knowledge.

______________________________________________

______________________________________________

______________________________________________

______________________________________________

7. Further: A certain clock has 12 standard numbers on its dial. The minute hand is 15 cms long
and goes from the centre of the circle to the circumference. Find out the length of the
circumference piece that stretches from 12 hand to the 3 hand. (hint: what fraction does it
make up of the circle).

___________________________________

___________________________________

___________________________________

___________________________________

14
 Lesson Plan B
Topic Area Learner Stage Syllabus Pages
Measurement and Geometry Stage 4 Year 7 -
(Area of rectangles and triangles)
Date Location Lesson Number
20/08/2018 Classroom 5/10
Time Number of Students Printing/Preparation
60 mins 24 Worksheets, Geogebra

Syllabus Outcomes Assessment Students Learn About Student Content

MA4-1WM communicates Lesson assessment ICT resource to revise ACMMG159 establish the
and connects mathematical Perimeter and learn Area. formulas for areas of
ideas using appropriate Discussions and rectangles, triangles and
terminology, diagrams and questioning from teacher Kinaesthetic activity to parallelograms and use
symbols. throughout lesson. break down complex shapes these in problem solving.
and solve area.
MA4-2WM applies Progressive activities in
appropriate mathematical each sheet for multiple exit Understanding same
techniques to solve points. surface areas can take
problems. different shapes.
Students use deep
MA4-3WM recognizes and knowledge to apply area Real life applications of
explains mathematical concepts and adapt to distance, time and area.
relationships using alternative shapes. Display
reasoning. answers and strategies to
class.
MA4-13MG uses formulas
to calculate the areas of
quadrilaterals and circles,
and converts between units
of area.

Cross Curriculum Themes and General Capabilities

Literacy - The technical terminology associated with shapes and their area equations; being able to translate word
problem interpretations.
Numeracy - Opportunities to break down complex prisms to easily solve. Counting same shape areas within different
shapes.
ICT Capability – utilising a resource to apply relational concepts.
Creative/Critical Thinking - Encouraged to evaluate knowledge through learned strategies, drawing diagrams and
making figures.
Personal/Social Capability - Student development is heightened by group work. Confident to break down their solutions
to peers and understand concept.
Intercultural Understanding -
Ethical Understanding -

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality This refers to pedagogy focused on 1.1 Deep knowledge
producing deep understanding of important, substantive 1.2 Deep understanding
concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic knowledge
something that requires active construction and requires 1.4 Higher-order thinking
students to engage in higher-order thinking and to 1.5 Metalanguage
communicate substantively about what they are learning. 1.6 Substantive communication
Quality Learning Environment This refers to pedagogy that 2.1 Explicit quality criteria
creates classrooms where students and teachers work 2.2 Engagement
productively in an environment clearly focused on learning. 2.3 High Expectations
Such pedagogy sets high and explicit expectations and 2.4 Social Support
develops positive relationships between teacher and students 2.5 Students’ self-regulation
and among students. 2.6 Student direction
Significance This refers to pedagogy that helps make learning
3.1 Background knowledge
more meaningful and important to students. Such pedagogy
3.2 Cultural knowledge
draws clear connections with students’ prior knowledge and
3.3 Knowledge integration
identities, with contexts outside of the classroom, and with
3.4 Inclusivity
multiple ways of knowing all cultural perspective.

15
 3.5 Connectedness
3.6 Narrative

Teaching Indicators of presence in the lesson

Element How are the quality teaching elements you have identified achieved within the lesson?
Knowledge concerns the central ideas of the lesson (area) and show relationships between this and
shapes. The students show evidence of conceptual understanding through the worksheets.
1.1
Understanding is evident when students explore the relationships between areas and solve problems
1.2 regarding this.

1.3 Interpretations of knowledge is conveyed in sections of the worksheet to real life scenarios. Results are
explored and explained.
1.6
Teacher encourages discussions of ideas after each activity. Feedback is provided by raised hands and
worksheet progression.
Explicit quality criteria is identified by the expectation of the quality of work instructed by the teacher
verbally and in the worksheets. Example, I want answers in the unit provided and area to have units
squared.
2.1
Students are involved and engaged in work that requires students to think outside the box. There’s a
2.2
chance to help peers and ask questions.
2.4
Social support through value of teacher and student respect. Actions, participation and comments are
welcomed in a positive manner.
2.5
The timing of activities, integration with technology and group work regulates student learning unless
instructed otherwise by the teacher.
Background knowledge shown in the association of everyday objects. Connections made to perimeter and
landmarks are evident.
3.1
Multiple exit points in worksheets and exercises that allow all students to learn at their own pace.
3.4
Optional choice of paired groups help to facilitate learning.
3.5
Connectedness is made through knowledge of concepts drawn to real life situations; we used the
importance of area and cost in painting and dividing land.

16
 Centred
Time Teaching and Learning Actions Resources
T/S
Mark the role. Lesson starter: How many Squares. Show
for only 30 seconds. Any student successfully completed
will come to the board and show how they got it.

Intro
S
5 mins

Revise the perimeter of Chessboard as a class. Use inquiry,

question students why the answer for area coincides with 8
units across and vertical. Show that A = base x height.

Students write example in book. Teacher hands out 16

wooden unit cube pieces to each pair and asks students to
Body create 3 flat four-sided shapes each (2x4 rectangle, 3x3
T/S
10 - 15 mins cube etc.) Graph paper is provided and students draw their
shapes on this.
Teacher
Students have an attempt at figuring perimeter and area.
Teacher circles the room making sure students on task and Lesson starter: draw up the
assist where necessary. Students to raise their hand when question on the board.
activity is completed.
Teacher brings up Geogebra (smartboard) link to show Geogebra
students perimeter and areas of shapes based on what they
made (bring emphasis to solving area). Activity sheet 1
https://www.geogebra.org/m/Yr8kxmtU Activity sheet 2
Students utilise ICT and bring up link. Students mark their Whiteboard
15 mins results and reflect on the differences between perimeter and T/S
area. Correct mistakes with proper working out, Smartboard
Discuss methods with the class. Hand out Activity sheet 1 Graph Paper
(differentiation inside). Option to go ahead for students or
chance to revise if their answers do not match with the Wooden Cube Units
Geogebra examples. This sheet will be completed for
homework. Student
Teacher has all eyes on Smartboard. Referring back to
chess board at start of lesson (draw on projected graph Student Stationary
paper) the teacher asks what area they got and slices the
board diagonally obtaining a triangular piece. Workbook
5 - 10 mins T
Asks the question “if half of my area is gone, and I’ve ICT Device
created this triangle, what is its area?” Students to raise
their hand and explain. Write A = ½ x base x height.
Group activity - Activity sheet 2: Students keep their same
pairs. Hand out worksheets and ask to complete with the
aid of Geogebra ICT and your partner (differentiation
inside).
10 – 15
S
mins Students to work together to find the solutions. Scan the
room and provide support. Ask by show of hands how
many pairs have completed up to set of questions. This is a
scaffolded worksheet which informs your learning for next
lesson.
Glue sheets in workbook next to notes.

Asks students what they learnt today, and explain that the
Conclusion area of triangles is continued next lesson. Just grasping the
T/S
5 mins idea today. Raise of hands for (tally) who understood what
area is.

Complete Activity Sheet 1 for homework.

17
 Reflection
In preparing this lesson, I have learned that the assistance of technology with student learning
aids in engagement and grasping concepts if my communication is not effective or confident. This
lesson plan was roughly demonstrated on my younger sibling and they agreed that visual
representation of area, and being able to manipulate it on Geogebra, allowed for conceptual learning
of the content. Goos, Vale, Stillman, Makar, Herbert & Geiger (2017) support this by commenting
that technology necessitate the efficacy of numerical techniques by gaining a visually deeper
understanding (pp.208).
The introduction of paired groups allows all students to verbalise their opinions, even if they
are not confident in-front of large classes. The intention is to build their confidence to an audience
level progressively over time. This skill will help in future scenarios and may aid the teacher in
effective classroom discussions. The teacher guiding the learning experience is essential to the
timeline of students understanding content, but utilising various educational resources (even graph
paper) does help to conform to all student learning abilities. Reflecting on this, it is always better to
come prepared for any lesson in an adequate time frame, in case there is no time to do so due to other
duties.
The strategy of having a lesson starter helps me to pinpoint how engaged students are from
the beginning of the lesson, and what they already understand. This is good for informing individual
teaching practice Even if they found perimeter instead of area this is something to encourage, because
they know a skill and have the correct answer. Conclusively, the addition of exit points also
encourages students feel comfortable with their abilities and grasp knowledge at their own pace, since
the content is continued into the next class. The learning process is never linear, so my activities
should also reflect this.

References
Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards
for teachers. Retrieved from
https://www.aitsl.edu.au/teach/standards
Palmer, S., Greenwood, D., Humberstone, B., Goodman, J., McDaid, K., Vaughan, J., & Godwin, B.
(2015). CambridgeMATHS GOLD NSW Syllabus for the Australian Curriculum. Port
Melbourne, Australia: Cambridge.

How am I measuring the outcomes of this lesson?

Learning
Method of measurement and recording
Outcome
Connects the idea that area can be deduced by identifying the base and the
MA4-1WM
height. Drawing diagrams as on graph paper.
MA4-2WM Confident in verbalising and applying appropriate mathematical techniques.

18
 Justifies answers to questions by providing evidence and reasoning in the
MA4-3WM
worksheet. Differentiates areas of rectangles and triangles.
Identifies formulas in pairs and confident in applying the correct one.
MA4-13MG
Converses on what is the appropriate unit of conversion in worksheet 1.

Standards Evidence within this lesson

Understand the social and intellectual development of my students and cater
learning task to them through ICT, Diagrams and exit point worksheet.
1.1
Knowledge and research into my students and how they learn in a particular
1.2 setting, encourage paired work and ICT resources.

1.4 Social aspect and kinaesthetic learning strategically to Aboriginal and Torres
Strait Islander students.
1.5
Full range of student abilities are met through choice of group, exit point
worksheets and ICT.
Differentiated methods to find the types of areas for shapes.
2.1
Organised content to flow easily from previous lesson and grasp new
2.2 concepts, albeit conceptually.

2.5 Numeracy skills between area in different shapes.

2.6 ICT used to expand learning for students.

Establish an extension question in each worksheet to challenge advanced
students.
3.1
Used an ICT resource that conveys information; students obtain and
3.4
manipulate knowledge differently.
3.5
Facilitate classroom discussion and demonstrate verbal/non-verbal strategies
to support student discussion.
Classroom management involved clear direction of tasks at given points.
4.2
Manage challenging behaviour by application of area to three dimensions:
4.3
ICT, kinaesthetic or handwritten to cater to all behaviours.
Assess student learning through worksheets; ask for hands up helps to see if
5.2
students are grasping the content.
7.1 Lesson presented in a professional manner.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
Important to have backpacks in the cupboard. Space between desks is needed for the teacher and
students to move around without tripping over. Aid of technology means no water bottles or food
on desk to maintain electrical safety and keep resources in good condition.

Resources
List all the resources that you have created or found in this space.
Activity Sheet 1 and Activity Sheet 2
Geogebra https://www.geogebra.org/m/Yr8kxmtU

19
 Activity Sheet 1
Area of a rectangle is given by the number of rows multiplied by the number of columns.
Area = base x height.

1. Given the following rectangle, calculate its area (in cm2) 2 cm

______________________________________
5 cm

2. Given the following square, calculate its area (in km2)

2 km
______________________________________

3. For this rectangle drawn in 1m grids (not to scale), find the following:

a. Its length and breadth

______________________________________

b. Its perimeter (in m)

______________________________________

c. Its total area (in m2)

______________________________________

4. Which unit of area (mm2, cm2, m2 or km2) would you choose to measure these areas?

a) area of an A4 piece of paper d) area of a wall of a house

b) area of a small farm e) area of a large desert

c) area of a large football oval f) area of a nail head

5. Count the number of squares to find the area of the following shapes (in cm 2)

_____________________ _____________________ _____________________

20
 6. A square has a perimeter of 16 cm. Find its Area

Step 1: how many sides does a square have? __________ Sides.

Step 2: If we divide the perimeter by __________ sides. How long is each side? __________ cm

Step 3: Area = base x height. If the base is __________ cm and the height is __________ cm, then the area is

__________ x __________ = __________ cm2

Step 4: Draw this square accurately in the box provided.

6. 7.

7. Further: Claire plans of decorating her wall with new paint that costs $9 per square metre. The
wall is rectangular and is 6 m long by 4 m wide.

a. Draw the wall on the graph above.

b. What is the area of the wall? (in m2)

c. How much will it cost Claire to paint the wall?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

21
 Activity Sheet 2
Recap: Area of a triangle is given by half the number of rows multiplied by the number of columns.

Area = ½ x base x height

Each block
is 1 cm2

1. We are going to explain why the shaded area is 12.5 cm2 in two different ways!

#1 (we will use this way)

Step 1: I draw a rectangle outline of my triangle (as shown above).

Step 2: The rectangle has a _________ cm base and _________ cm height.

Step 3: Base ________ cm x height _________ cm = ________ cm2

Step 4: ½ x ________ cm2 = = _________ cm2

#2 (another way)

Step 1: Count how many squares are completely shaded? _________ cm2

Step 2: Count how many full squares we can create from the half shaded? _________ cm2

Step 3: Add the two together! _________ cm2 +_________ cm2 = _________ cm2

2. Calculate the areas of these triangles. Remember to show your working out!

__________________ _________________________

__________________ _________________________

22
 3. A block of land measuring 18m by 12m has a fence diagonally through it by a farmer. Calculate the area of one of
the triangles formed.

Draw the land and plot the fence in the box provided.

4. Using your knowledge of the area of a rectangles and triangles. Find the area of the following figures (you may use
Geogebra to assist you).

2 cm

2 cm
4 cm

3m

4 mm

10 mm
23
5. Further: Emily creates a running track around her suburb as shown.

Scale: 100 m

a) Using the following scale, work out how far she runs from her starting point in a clockwise
position back to the same position (in m).

___________________________________________________________

___________________________________________________________

___________________________________________________________

b) If Emily can run 1000m in 5 minutes, how long would it take her to run this course?

___________________________________________________________

___________________________________________________________

___________________________________________________________

c) Carefully labelling where appropriate, calculate the area between this region (in m 2). Note: Divide
them into rectangles/triangles to solve.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

24
 Lesson Plan C
Topic Area Learner Stage Syllabus Pages
Measurement and Geometry Stage 4 Year 7 -
(Area of Parrallelograms)
Date Location Lesson Number
21/08/2018 Classroom 6/10
Time Number of Students Printing/Preparation
60 mins 24 PowerPoint, Geogebra, Game

Syllabus Outcomes Assessment Students Learn About Student Content

MA4-1WM communicates Lesson assessment ICT resource to aid ACMMG196 Find
and connects mathematical worksheet about perimeters of
ideas using appropriate Discussions and parallelograms. parallelograms, trapeziums,
terminology, diagrams and questioning from teacher rhombuses and kites.
symbols. throughout lesson. Understanding base and
height of parallelograms ACMMG159 establish the
MA4-2WM applies Multiple relevant activities through remodelling a formulas for areas of
appropriate mathematical with exit points to bridge quadrilateral rectangles, triangles and
techniques to solve knowledge. parallelograms and use
problems. these in problem solving.
Students use deep
MA4-3WM recognizes and knowledge to apply area
explains mathematical and perimeter to a
relationships using parallelogram.
reasoning.

MA4-12MG calculates the

perimeters of plane shapes
and the circumferences of
circles.

MA4-13MG uses formulas

to calculate the areas of
quadrilaterals and circles,
and converts between units
of area.

Cross Curriculum Themes and General Capabilities

Literacy – Students understand the terminology between base, height and slanted sides. Recognise the similarity of
quadrilateral to parallelograms.
Numeracy – Conceptual understanding through a number of different representations.
ICT Capability – Use ICT devices to assist with calculations and investigate scenarios.
Creative/Critical Thinking – Critical thinking by constrained question in scenarios.
Personal/Social Capability – Opportunities to communicate their group processes to one another and the class.
Intercultural Understanding -
Ethical Understanding -

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality This refers to pedagogy focused on 1.1 Deep knowledge
producing deep understanding of important, substantive 1.2 Deep understanding
concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic knowledge
something that requires active construction and requires 1.4 Higher-order thinking
students to engage in higher-order thinking and to 1.5 Metalanguage
communicate substantively about what they are learning. 1.6 Substantive communication
Quality Learning Environment This refers to pedagogy that 2.1 Explicit quality criteria
creates classrooms where students and teachers work 2.2 Engagement
productively in an environment clearly focused on learning. 2.3 High Expectations
Such pedagogy sets high and explicit expectations and 2.4 Social Support
develops positive relationships between teacher and students 2.5 Students’ self-regulation
and among students. 2.6 Student direction
Significance This refers to pedagogy that helps make learning 3.1 Background knowledge
more meaningful and important to students. Such pedagogy 3.2 Cultural knowledge
draws clear connections with students’ prior knowledge and 3.3 Knowledge integration

25
identities, with contexts outside of the classroom, and with 3.4 Inclusivity
multiple ways of knowing all cultural perspective. 3.5 Connectedness
3.6 Narrative

Teaching Indicators of presence in the lesson

Element How are the quality teaching elements you have identified achieved within the lesson?
Focus is sustained on parallelograms throughout lesson, brought up in ICT and worksheets. Also
1.1 demonstrated through student discussion.

1.2 Students understand deep understanding by applying concepts into real world scenarios.

1.3 Problematic knowledge presenting a scenario, ICT tools provided to challenge their understanding.

1.6 Substantive communication is made through the lesson in discussion and group activities leading.
Students elect their leaders and/or work in liaison with the teacher.
On task behaviours are evident through the engagement of ICT resources, kinaesthetic aids and Geogebra
app on time. Students utilise resource to aid learning.
2.2
Students to set the tone for an environment of support in group activities. Valuable contributions to be
2.4
made by most students.
2.6
Students set the pace of their final activity where they get a choice of scenario. Scaffolding aided by
teacher..

3.3 Relevance to life skills and the meaningful connection of building.

3.5 Connectedness to parental careers ie surveying, engineering

3.6 Narrative in scenario worksheet where a story, or body of information, is told to create problem solving
skills.

26
 Centred
Time Teaching and Learning Actions Resources
T/S
Mark the role. Recount previous lesson on areas.

Brain train discussion: I have a square ottoman chair that I

use to watch tv. Last night I sat on it and I bent it like shown.
What do you think the area of this new shape is?
Intro
T/S
5 mins

Discussion and introduce students to lesson on finding area of

our new shape, of which an example is shown next.
Revision activity: Label students 1-5 and each student forms
a group with their assigned numbers. Each member has a
responsibility of creating their tool to use in completing their
Activity sheet 1.

Hand out paddle pop sticks to each group (4 per student) and, Teacher
using blue-tack, create a square or rectangle. Students are to
help one another in finding the area of their shape. Lesson starter: draw up the
question on the board.
Body
Once this is done, students are to ‘bend’ their shape, similar S
10 - 15 mins Geogebra
to the brain train example. They are to reflect and find the
area of their new shape and check that it matches with their
previous answers. Activity sheet 1

Whiteboard
Walk around the room and check progress, help groups
understand the concept. Smartboard
Invite student who found out area to come to the front and Student
discuss with the class how he approached the problem.
Teacher facilitates class discussion and information session Student Stationary
about parallelograms and how they’re similar to
quadrilaterals. Scissors
5-10 mins Show Geogebra application to aid students with visual Workbook T/S
abilities. Students to raise their hand when they have a
concern, and take notes or follow. ICT Device
https://www.geogebra.org/m/D8rjsGzF
Students to use their tools and/or Geogebra resource This
will be used to aid their conceptual thinking in Activity Sheet
2.

Students to start the sheet and have the option if they want to
20-25 mins work in groups or alone. Choice of scenario in worksheets S
influences student group decision.

Teacher circles the room making sure students on task and

assist where necessary. Students to raise their hand when they
require assistance, or help others if the work is completed.

Asks students what they learnt today, if they understand the

Conclusion relationship between parallelograms and quadrilaterals.
T/S
5 mins
Discuss worksheet to be completed for homework.

27
 Reflection
In preparing this lesson, I have learned that the importance of student direction is heightened
by their sustained interactions and discussions with one another. Some educators find satisfaction with
knowing that their learning is deep when students are the ones teaching themselves the concepts. This
is particularly interesting in mathematics because they have the chance do so in the activities I have
planned.
The strategy of grouping allows all students to verbalise their opinions and share their
knowledge with other peers. Warren and Miller (2013) mention in their article that oral and social
approaches to teaching are an important dimension of individual student success. (pp.167). The
teacher guides the learning experience through integrated ICT resources and always draws on
experiences of the students with kinaesthetic applications. I have learned that a positive environment,
and one that is also engaging, is imperative to the lifelong education of students.
When preparing this lesson the intention was not to get correct answers, but correct
procedures and discussions. Exit points allows the students to be confident in the abilities they are
capable, while confidence comes from the positive reinforcement of the teacher and peer who
believes they can influence another’s learning. Conclusively, the learning process should reflect a
social experience, which is one of the distinct forms of learning utilised by Aboriginal and Torres
Strait Islander communities.

References

Australian Curriculum and Assessment Reporting Authority. (2014). General capabilities:

Mathematics. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Warren, E., & Miller, J. (2013). Young australian indigenous students' effective engagement in
mathematics: The role of language, patterns, and structure.Mathematics Education Research
Journal, 25(1), 151-171. doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s13394-013-0068-
5

How am I measuring the outcomes of this lesson?

Learning
Method of measurement and recording
Outcome
Communicates and connects the ideas of area to multiple scenarios and
MA4-1WM
discusses with peers.
MA4-2WM Applying numerical techniques through analysis of the Geogebra application.
MA4-3WM Makes a contribution to group discussions and/or shares experiences.

28
 Progression is evident on the scenario worksheet when students grasp their
MA4-15MG knowledge of the entire lesson. There is an integrated learning approach that
starts with skills they know first before applying deep knowledge.

Standards Evidence within this lesson

Acknowledge the social and developmental characteristics of student
1.1 learning.

1.4 The impact of aboriginal culture and social learning is emphasized

continuously in the lesson.
Learning content is progressively added to other activities once students
2.2
understand. Organised to build deep knowledge and understanding.
2.5
Numeracy skills in converting mixed units.
2.6
ICT strategy utilized with Geogebra and kinaesthetics to aid their activities.
Learning goals set by completing scenario/s. tip given that one of the
questions will be tested at a later date.
3.1
Bloom’s Taxonomy is used to understand area application and explain
3.3
scenarios through the seven steps.
3.5
Demonstrations and discussions about quadrilaterals and finding area at
multiple intervals.
Strategies to support include numbering group systems, so students have to
4.1, 4.5 communicate and help others they may not have expected, inclusive of ICT.

4.2, 4.4 Managing classroom activities by implementing WHS protocols and providing
clear directions for the tasks at hand.
Feedback provided through assistance in the activities. Progression in this
5.2, 5.3
informs teacher of how to approach learning effectively in other lessons.
6.1 Apply professional learning needs into lesson.
7.1 Professional manner of the lesson.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
Important to have backpacks in the cupboard. Space between desks is adequate for movement by
the teacher and students. Group works means a scattering of chairs, be wary knees banging chairs
and desks. Utilising technology so no liquids to maintain electrical safety and keep resources in
good condition. Paddle pop sticks are a risk! Please emphasize safety when using them.

Resources
List all the resources that you have created or found in this space.
Activity Sheet 1
Geogebra https://www.geogebra.org/m/wf5BwMyP#material/mrQEx2tc

29
 Activity Sheet 1

1. Complete the following to find the areas.

a) b=3cm, h=4cm b) b=12cm, h=5cm c) b=9cm, h=7cm

A=bh A= _____ A=

= _____x_____ = _____x 5 = 9 x _____

= 12cm2 = _____cm2 = _____cm2

2. Using your knowledge of parallelograms, circle the value for base and height of the following
and find the area.

_________________ _________________ _________________

_________________ _________________ _________________

3. Using the grids as a reference, find the area of the following.

_________________ _________________ _________________

_________________ _________________ _________________

_________________ _________________ _________________

30
4. T’Challa, the king of Wakanda, want to paint his parallelogram wall purple. His wall is 20 m
high and 30 m wide. If 10 m2 of paint costs $9, how much would it cost T’Challa to pain his
wall?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

5. T’Challa, the king of Wakanda, would also like to make a flag for his country. Below is an
example of what he would like.

50 cm

20 cm 60 cm

a) Find the area of the purple section.

________________________________________________________________

________________________________________________________________

b) Find the area of the red sections.

________________________________________________________________

________________________________________________________________

c) Show that the area of both is equal to the area of a quadrilateral.

________________________________________________________________

________________________________________________________________

31
 Scenario
There are two extended scenarios on this worksheet. You are to pick and complete one scenario
(whichever you like) in this class and for finish it for homework.

While you don’t have to, completing both will improve your knowledge of this unit! One of these
questions will be in the exam.

1. The Leopold Centre in Altona, Germany is a parallelogram shaped building. It is 120 m long,
50 m wide and 70 m high. Other information is shown.

70 m

70 m

50 m
120 m

a) Find the area of the parallelogram bounded by the length and the height ie, 120 m x 70 m.

________________________________________________________________

________________________________________________________________

b) Using Pythagoras’ Theorem, find the length of the slanted side outlined in green (to the
nearest metre)

________________________________________________________________

________________________________________________________________

c) Find the area of the parallelogram bounded by the slanted side and the width.

________________________________________________________________

________________________________________________________________

32
d) Find the total surface area of the building excluding the top and bottom faces.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

2. This shack was blown over by a tornado in Texas, USA. It has a slanted length of 5 m and a
base of 8 m as shown.

2m
5m

3m 5m

a) Find the perpendicular height of the parallelogram bounded by the dashed lines (trick: use
Pythagoras’ Theorem).

________________________________________________________________

________________________________________________________________

b) Hence, find the area of the parallelogram facing towards you.

________________________________________________________________

________________________________________________________________

c) Find the area of the triangle section (trick: A=1/2 x b x h)

________________________________________________________________

________________________________________________________________

33
d) Find the total surface area of the shack side facing you.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

34
 Justification

The three lesson plans created for stage 4, year 7 students covered ‘Measurement and
Geometry’ in reference to the NSW syllabus. While the whole topic can be completed in one
timeframe, it was in my personal recommendation to continue in lessons 4, 5 and 6 out of 10.
Ultimately, the students grasped content from circumferences of a circle, before moving on to area of
rectangles and triangles, and finally understanding the same on parallelograms. Throughout my lesson
plans I made sure to include aspects on converting between units throughout as a build-up on the
skills of a term 1 scope and sequence direction.

The intention of my lesson direction was to have a continuous flow of the sub-topics so that
previous knowledge and fundamental concepts be addressed in competency based exercises. This
would continue on to constructive exercises that focus on the construction of knowledge rather than
receiving information passively from the teacher. Boaler (2009) mentions that constructions can be
used in reflection as students communicate mathematical knowledge and recommend the strategies
that would assist them to adapt in further lessons (pp.17).

Lesson plan A focuses on instrumental approaches while B and C focus on relational

approaches respectively. The key theoretical knowledge about the mathematical development of
students in the lessons stems from the balance between skills development and problem solving, of
which can be utilized to cater to a range of student skills and capacities to learn. While there are pros
and cons of both techniques Skemp (1976) comments that “teachers have to learn from their own
mistakes” (pp.13) in regards to perfecting their practices.

Every lesson has an brain starter activity or introduction. This is a personal strategy
developed from my own experience as a student, as it gave me an indication of what to expect for the
lesson. Warren and Miller (2013) draw out the importance of a social, problem based exercise as it
ensures students are experiencing mathematics through an oral approach (pp.168).
The first lesson focuses on instrumental understanding and instruction. While a PowerPoint
was aimed to make the concept of perimeter/circumference more relational, it is largely focused on
the directions of the teacher in facilitating the knowledge to the students, of which the external
resources aid in deep understanding. Some lessons may not have the capacity to be fully engaging, but
it is the responsibility of the teacher to make this process informative. Goos, Vale, Stillmann, Makar,
Herbet and Geiger (2017) justify that cognitive processes involving construction and reasoning are
critical in geometric thinking (pp.231), and this is critical when analysing the properties of circles
throughout the secondary schooling..

35
 The second lesson plan is a constructing lesson focussing on the concept of area between
rectangles and triangles, ultimately using their characteristics to condense the lessons into one. The
class as a group are giving procedures on how to find area as led by the teacher, but kinaesthetic
activities and solutions to area allows students to construct their knowledge of the area of a triangle.
The third lesson incorporates aspects of Vygotsky’s Theory of Proximal Development where
the learners participate in shared exercises structured by the expectations of the teacher (Van Oers,
2001 as cited in Goos, Vale, Stillmann, Makar, Herbet and Geiger, 2017, pp 32). The choice of tasks
in the activities helps to differentiate student abilities and, although being procedural in questions, aid
in building the knowledge of the student to answer the ‘how’ questions rather than processing a
numerical component.

Information and Communication Technology (ICT) resources are adapted and influential in
all lesson plans they were integrated into. For decades ICT has been relevant in the acquisition of
competency based exercises according to Eicklemann, Gerick and Koop (2016, pp.1528). Powerpoint
presentations and the utilisation of Geogebra links are initially utilized by the teacher, with the
exception of exercises that has Geogebra as a reference to aid in activities. The intention with such a
strategy is to diversify the learning content and engage students who may find textbook reading too
strenuous with large sums of information; the applications give an easy fix through learning by
discussion and visual effects. As argued by Prieto-Rodriguez (2015) this a developmental skill by the
teacher, but results show students are more attentive and engaged to the real world questions
involving technology (pp.22) when it is used appropriately.

An important quality evident in my experience as a student was the differentiation in the

learning routines and problem solving activities. The level of differentiation varies by the scope of the
teacher, where I put forward the Williams approach by Altintas and Ozdemir (2015) that ensured
talented students had chance to further their knowledge while providing social opportunities to
communicate their learning methods with other students (pp.1104). Ultimately research shows that
each student can maximise their potential through forms of grouping and my lesson plans reflect that
initiative. Lesson A has students in pairs while Lesson C instructs students into groups from a random
draw selected by the teacher. While there may be some bias to the selection process, Aboriginal
knowledge supports education as a social practice so long as its engaging (Garvis, 2006, pp.96) and
integrated into the content.

Integrated into lesson plans B and C is a formative assessment strategy aimed at informing
my practice of the content the students have attained. Notes are attached to help the students, but the
reference is made between students knowing what to do from experience before, or communication

36
with teacher to reinforce the skills learned from a previous lesson. Sumantri and Satriani (2016)
inform that students given the appropriate materials and methods are more active students with
improved learning results (pp.520). Other indicators of student achievement include conceptual
relationships between real world problems to the content or bridging knowledge between both
lessons, for example finding perimeter and area of a shape in one task. Most exercises were a scaffold
in terms of difficulty, to help student attain important concepts before moving onto challenging
scenarios. This reflects a revised form of Bloom’s taxonomy where different forms of thinking are
utilised to make students think deeply about the content. The ACARA (2014) general capabilities
specifically motivate critical and creative thinking through “drawing diagrams or simplifying a
problem” and this is supported by Merril, Devine, Brown and Brown (2010) who comment that
“spatial ability and visual imagery play vital roles in mathematical thinking” (pp.23).

Conclusively, the lesson plans are meaningfully balanced between teacher-led and student-
centred activates to inform an positive learning environment of which all students are valued (APST,
2004). While planning the lessons there has been critical reflection on my behalf in making the
content more engaging, not only for the mainstream class, but for gifted and Indigenous students.
Furthermore, diversifying for the needs of all learners requires heavy creativity. While I have been
influenced by the traditional forms of teaching, the evolution of education in the 21st century has
required teachers to be more resourceful and integrative in aligning the outcomes for mathematics
with the economic directions needed for future societies.

37
 References

Altintas, E., & Ozdemir, A. S. (2015). Evaluating a newly developed differentiation approach in terms
of student achievement and teachers' opinions. Educational Sciences: Theory and
Practice, 15(4), 1103-1118. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1826528531?accountid=36155
Altintas, E., & Ozdemir, A. S. (2015). The effect of the developed differentiation approach on the
achievements of the students. Eurasian Journal of Educational Research, (61), 199-216.
Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1826519720?accountid=36155
Australian Curriculum and Assessment Reporting Authority. (2014). General capabilities:
Mathematics. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Australian Curriculum and Assessment Reporting Authority. (2014). National numeracy Learning
Progression. Retrieved from
https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-
progressions/national-numeracy-learning-progression/
Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards
for teachers. Retrieved from
https://www.aitsl.edu.au/teach/standards
Australian Professional Standards for Teachers. (2004). Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Boaler, J. (2009). Elephant in the classroom: helping children learn and love maths. Retrieved from
http://ebookcentral.proquest.com
Eickelmann, B., Gerick, J., & Koop, C. (2017). ICT use in mathematics lessons and the mathematics
achievement of secondary school students by international comparison: Which role do school
level factors play? Education and Information Technologies, 22(4), 1527-1551. Retrieved
from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1941335212?accountid=36155
Garvis, J. (2006). Optimising the learning of gifted Aboriginal students. International Journal of
Pedagogies & Learning, 2(3), 72-99. Retrieved from
https://ap01.alma.exlibrisgroup.com/leganto/readinglist/lists/23057841340001571
Goos, M., Vale, C., Stillman, G., Makar, K., Herbert, S., & Geiger, V. (2017). Teaching Secondary
School Mathematics: Research and practice for the 21st century. Crows Nest, Australia: Allen
& Unwin

38
Merrill, C., Devine, K. L., Brown, J. W., & Brown, R. A. (2010). Improving geometric and
trigonometric knowledge and skill for high school mathematics teachers: A professional
development partnership. Journal of Technology Studies, 36(2), 20-30. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/851224463?accountid=36155
Palmer, S., Greenwood, D., Humberstone, B., Goodman, J., McDaid, K., Vaughan, J., & Godwin, B.
(2015). CambridgeMATHS GOLD NSW Syllabus for the Australian Curriculum. Port
Melbourne, Australia: Cambridge.
Prieto-Rodriguez, E. (2016). "It just takes so much time!" A study of teachers' use of ICT to convey
relevance of mathematical content. International Journal for Technology in Mathematics
Education, 23(1), 13-24. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1826538342?accountid=36155
Skemp, R. (1976). Relational Understand and Instrumental Understanding. Mathematics Teaching,
77(1), 20-26. Retrieved from
https://vuws.westernsydney.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_2
6898_1&content_id=_3604133_1
Sumantri, M. S., & Satriani, R. (2016). The effect of formative testing and self-directed learning on
mathematics learning outcomes. International Electronic Journal of Elementary
Education, 8(3), 507-524. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1826533354?accountid=36155
Warren, E., & Miller, J. (2013). Young australian indigenous students' effective engagement in
mathematics: The role of language, patterns, and structure.Mathematics Education Research
Journal, 25(1), 151-171. doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s13394-013-0068-
5

39