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PROBLEM PICTURE 1:
Question 1
How can I share these biscuits between two people so they have half each?
Develop confidence with number sequences to and from 100 by ones from
any starting point. Skip count by twos, fives and tens starting from zero
(ACMNA012)
Enabling Prompt
*Models the task of sharing the group of cookies into halves by arranging two
rows of 9 using counters.
How can you arrange this group of counters (lets pretend theyre cookies) so we
can work out how many each person would get if they were shared evenly
between two people so they have exactly the same amount each?
AusVELS
Mathematics Level 1, Number and Algebra: Fractions and decimals
Develop confidence with number sequences to and from 100 by ones from
any starting point. Skip count by twos, fives and tens starting from zero
(ACMNA012)
Extending Prompt
What are some other ways you can share the cookies evenly between people?
AusVELS
Mathematics Level 2, Number and Algebra: Fractions and decimals
Cross-Curriculum Links
This problem-picture could be used in conjunction with photos of other objects to
explore the concept of matter focusing on observable properties. Students could
list observable properties they are able to gain from the photographs and then
the teacher could guide students through investigations with hands on
exploration of real-life examples of the items in the photographs. There could be
a discussion about the different results people were able to come up with when
seeing the items in real life and what difference this made to their previous
observations. It could also be linked with literacy as students are required to
come up with adjective to describe the objects in the photographs and these
could be displayed on a word wall with the image at the top for each of the
problem-pictures.
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AusVELS - Cross-curriculum
Science, Foundation Level, Science Understanding: Chemical sciences
PROBLEM PICTURE 2:
Grade level: 1
Question 2
Choose a starting point in this playground and explain directions to a partner
from this starting point to your favourite piece of play equipment? (Using
everyday language of direction and location)
Enabling Prompt
Choose your favourite item of play equipment and write (or draw) an example of
play equipment that is: near, next to and forwards from that piece of play
equipment.
AusVELS
Mathematics Level 1, Measurement and Geometry: Location and
transformation
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Extending Prompt
Draw a simple map of your path taken from home to school. Swap your map with
a partner and take turns to direct your partner (using language such as
clockwise, anti-clockwise and forwards) to mark out your trip to school using a
whiteboard marker.
AusVELS
Mathematics Level 1, Measurement and Geometry: Location and
Transformation
Cross-Curriculum Links
The problem-picture could be used for a Design, creativity and technology task.
The teacher could design a simple design brief such as Design and create a new
playground for the junior school at our school using predominantly recyclable
materials. This type of tasks is a great open-ended activity where although
there are criteria of the design brief that need to be met, students are able to
have input and freedom in not only their design, but the planning process also.
As a teacher I would circulate throughout the room and question students about
why they chose a particular piece of play equipment and encourage them to
justify their ideas for selection and design e.g. use of shapes due to their
strength and stability etc.
AusVELS - Cross-curriculum
Design, Creativity and Technology, Level 1: Learning focus
Students respond to simple design briefs, develop basic design ideas based
on their personal experiences of working with materials and components.
They discuss their design ideas and thought processes and begin to represent
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these visually through models, pictures and written responses. They consider
there is the possibility of more than one solution and begin to give
justification for changes in their thinking
(Australian Curriculum Assessment and Reporting Authority 2013)
PROBLEM PICTURE 3:
Grade level: 1
Question 3
What are some events that are likely/unlikely and identify events as certain or
impossible when pulling items out of this packet of mini MnMs?
Identify practical activities and everyday events that involve chance. Describe
outcomes as likely or unlikely and identify some events as certain or
impossible (ACMSP047)
Enabling Prompt
What are some things that are likely or might happen when I pull something out
of this bag of mini mnms?
AusVELS
Mathematics Level 1, Statistics and Probability: Chance
Identify practical activities and everyday events that involve chance. Describe
outcomes as likely or unlikely and identify some events as certain or
impossible (ACMSP047)
Extending Prompt
How could you test your likely, unlikely, certain and impossible events using this
real mnm packet? Record your results and create a rule for each.
Mathematics Level 1, Statistics and Probability: Chance
Cross-Curriculum Links
This planned prompt for this problem-picture required students to practice their
writing of unjoined letters to write their statements for events that are
likely/unlikely, certain and impossible. This could be extended into literacy
sessions and get students to write, self-edit (focus on spelling, capital letters and
full stops) and publish good copies of their statements. Students could then have
the freedom to present their work in a way of their choice. For example: a
PowerPoint, Typed Word document, poster, role play etc. Students are generally
more engaged in writing if it is something they are interested in. If this writing
task was planned after the students had been able to participate in their chance
investigations trialling their ideas, I feel they would be engaged and motivated to
write about this during their writing session.
AusVELS - Cross-curriculum
English, Level 1, Writing: Literacy