Students will explore, identify, recognise and conduct experiments and apply their understandings of the key concepts of area, three-dimensional objects, symmetry, common units of measurement and chance and probability. Students' goal is to use their detective skills to eliminate the incorrect answers, be careful not to be tricked by the JOKER or the RIDDLER, and receive a medal for their awesome elimination skills.
Students will explore, identify, recognise and conduct experiments and apply their understandings of the key concepts of area, three-dimensional objects, symmetry, common units of measurement and chance and probability. Students' goal is to use their detective skills to eliminate the incorrect answers, be careful not to be tricked by the JOKER or the RIDDLER, and receive a medal for their awesome elimination skills.
Students will explore, identify, recognise and conduct experiments and apply their understandings of the key concepts of area, three-dimensional objects, symmetry, common units of measurement and chance and probability. Students' goal is to use their detective skills to eliminate the incorrect answers, be careful not to be tricked by the JOKER or the RIDDLER, and receive a medal for their awesome elimination skills.
Learning Areas: Mathematics (ACMMG063, ACMMG066, ACMMG061 and ACMSP067), English
(ACELA1467) and Science (ACSIS053).
Duration of Unit: Three Weeks / Nine Lessons / Approximately 35 minutes each lesson Stage 1: Identify Desired Result Key Concepts: Area, 3D Shapes, Chance, Symmetry, Measurement In reviewing the state and the Australian Curriculum in Mathematics, these four content strands of Mathematics are benchmarked to this Year Level: Understandings: Exploring the creation of three-dimensional objects using origami, including prisms and pyramids (ACMMG063) Identifying symmetry in the natural and built environment (ACMMG066) Recognising the importance of using common units of measurement (ACMMG061) Conducting repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and identifying the variations between trials (ACMSP067) Enduring Understanding based on the four content strands: Students will explore, identify, recognise and conduct experiments and apply their understandings of the key concepts of area, three-dimensional objects, symmetry, common units of measurement and chance and probability, and be able to recognise that these concepts relate to everyday life. Rich Question: How does area, three-dimensional objects, symmetry, common units of measurement and chance and probability relate to everyday life? Contributing Questions: Which shape has the biggest area? (counting squares and 2 half squares add to 1) Which one of these shows the top view of a cone? Which of these will look most like a cylinder when closed? What 3D shape will this net make when folded? Which spinner is most likely to stop on white? Which arrow has the best chance of landing in a section with the number 3? Which of these shapes has one line of symmetry? Which of these is used to measure length?
Stage 2: Determine Acceptable Evidence
The students goal is to use their detective skills to eliminate the incorrect answers, be careful not to be tricked by the JOKER or the RIDDLER, and receive a medal for their awesome elimination skills. This way the students will be motivated by the ability to work out the correct answer in an authentic approach to the summative assessment quizzes. I can then use this information to further guide planning and instruction to address any misconceptions, and / or areas requiring further attention based on these results. Stage 3: Plan Learning Experiences and Instruction LESSONS: This unit is about students being able to demonstrate the essential knowledge and skills associated with the Mathematical concepts of area, 3D shapes, chance, symmetry and measurement. The sequential lessons will be as follows. Lesson 1; count squares, cover shapes with smaller shapes and fit the most shapes into a grid as possible. Lesson 2; name 3D shapes. Lesson 3; explore properties and differences between prisms and pyramids. Lesson 4; describe edges, corners, faces and vertices of 3D shapes. Lesson 5; identify nets, top view and side view of 3D shapes. Lesson 6; involves classifying events according to chance and probability. Lesson 7; explore examples of line of symmetry and flipping the image over to predict how it will look. Lesson 8; measurement students will cut and sort various images of measuring devices and match them to the correct measurement word for example, tape measure matched with centimetres. Lesson 9; measurement using a ruler including starting from zero and from random numbers. RESOURCES: I will use resources that I have collected, including blank grids for modelling area, and ICT activities, such as IXL learning for students to explore area. I will gather real life examples of 3D shapes, and together will we look for 3D shapes on an exploration around the school. PowerPoints will help me model edges, corners, faces and vertices of 3D shapes. We will play a Who wants to be a millionaire quiz to gauge understanding. We will conduct various chance and probability exercises taken from text books, and do a group activity using see-through bags and different coloured counters. Symmetry will be explained and modelled using folding and cut out activities, which students will then do in a peer-tutoring exercise. I will use manipulatives, such as measuring tapes, scales, stop watches, rulers and measuring cups for the measurement tasks, which students will do as a hands-on group activity, and then one spokesperson from each group will report their findings. INSTRUCTION: My teaching methods incorporate a blend of direct instruction, modelling, constructivism, peer-tutoring using think/pair/share, group activities, and individual activities. I require the individual activity because the students need to demonstrate their understanding using practice NAPLAN quizzes after each lesson, which my mentor teacher has provided. I will modify as required for non-English speaking and hearing impaired students using additional visual aids, and slow down instruction. The two gifted students will be given the tasks at a higher level of difficulty. ASSESSMENT: Informative, diagnostic and formative assessments will be used to gauge understanding and address misconceptions during each lesson. Student will be observed using the BLOOM taxonomy to gauge their level of understanding based on responses, descriptive feedback using two stars and a wish, recording anecdotal notes on Trello, and reviewing Maths journal entries. This provides acceptable evidence of learning throughout the unit for me, and evidence of learning when reporting to parents/carers. It will also help me address any misconceptions, and then modify instruction if or where required. The summative assessment will be the quizzes at the end of each lesson, which will be used as self-reflection and feedback, feed-up and feedforward purposes. The results of the summative assessments will assist me in reflecting on what worked well, what needs to be modified and what was done well, and used to guide future instruction.