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Kirk Thomson
the ability to interpret visual literacy and effectively communicate and engage with it (Campbell
& Green, 2000). Such opportunity will provide students with the skills and knowledge to learn
mathematics, yet through new media literacies and multimodal means, they will be doing so by
effectively learning and communicating within this contemporary environment.
All changes made to the original unit of work, whether that be alterations or additions, have
been highlighted in yellow and outlined in pink post it notes. The justification for each
alteration and the explanation behind the changes are then made after the presentation of the
revised unit.
Area of Study:
10 (Methods)
Duration (weeks):
20
Rationale:
In Level 10, students extend their use of mathematical models to a wide range of familiar and unfamiliar
contexts, involving the use of real numbers. They recognise the role of logical argument and proof in
establishing mathematical propositions. Students apply mental, written or technology-assisted forms of
computation as appropriate, and routinely use estimation to validate or provide bounds for their answers.
They use exponential functions to model compound interest problems.
Students expand, factorise, simplify and substitute into a wide range of algebraic expressions, including
linear, quadratic, and exponential terms and relations, as well as simple algebraic fractions with numerical
denominators. They solve related equations, linear inequalities and simultaneous linear equations, with
and without the use of digital technology. They also explore the connection between tabular, graphical
and algebraic representations of non-linear relations.
Kirk Thomson
Define rational and irrational numbers and perform operations with surds and fractional
indices
Use the definition of a logarithm to establish and apply the laws of logarithms and investigate
logarithmic scales in measurement
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Apply the four operations to simple algebraic fractions with numerical denominators
Expand binomial products and factorise monic quadratic expressions using a variety of
strategies
Substitute values into formulae to determine an unknown and rearrange formulas to solve for
a particular term
Investigate the concept of a polynomial and apply the factor and remainder theorems to solve
problems
Solve problems involving linear equations, including those derived from formulas
Solve simultaneous linear equations, using algebraic and graphical techniques including using
digital technology
Explore the connection between algebraic and graphical representations of relations such as
simple quadratic, reciprocal, circle and exponential, using digital technology as appropriate
Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and
their transformations
Apply understanding of polynomials to sketch a range of curves and describe the features of
these curves from their equation
Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic
equations derived from a variety of contexts
Use function notation to describe the relationship between dependent and independent
variables in modelling contexts
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Student Outcomes:
Key Knowledge: (students will know)
Substitute into formulae, find unknown variables, transpose equations, expand binomial
expressions, factorise monic and non-monic quadratic expressions
Represent number and algebra research and solutions using multi-literacy in the form of an
online blog
Observational data
Formative:
Summative:
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class
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Week
Knowledge outcomes
Skill outcomes
Activities / learning
Elaborations etc.
Elaborations etc.
experiences / Resources
Apply associative,
1A Reviewing Algebra
1B Algebraic Fractions
of what is being
properties
1D Inequalities
algebraic factor
algebraic fractions
Solve equations
numerical denominators
Represent inequalities in
equations
1F Finding an equation of a
line
gradient
line segment
line
plane
particular term
midpoint of line
Multimodal literacies
Assessment
Creation of an online
blog in which students
present their learning
in an interactive, online
format. They will be
able to incorporate
images, videos, writing
& audio recordings
(iPeds link)
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Week
Knowledge outcomes
Skill outcomes
Activities / learning
Elaborations etc.
Elaborations etc.
experiences / Resources
1I Simultaneous Equations
algebraically
Substitution
https://www.youtube.com/
1J Simultaneous Equations
watch?v=HqXW94FPJ74
practical examples
Elimination
1K Further applications of
Life Examples)
perpendicular lines
Multimodal literacies
Assessment
simultaneous equations
algebraic factor
Chapter Review
Linear Relations
Topic Test
Topic Test
5A Expanding expressions
binomials
5B Factorising expressions
(Khan Academy)
5C Factorising monic
use to factorise
trinomials
website. Form of a
factorising trinomials
strategies
Videos will be shown in class. The Khan Academy website will be shown to students, and
they will be able to explore the great many videos available which explore a great many
aspects of mathematics, and present it through spoken and visual literacies. The
presentation of videos will stand as an example as to how students may what to present
their own videos in their extended assignment task (iPeds challenge)
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Week
Knowledge outcomes
Skill outcomes
Activities / learning
Elaborations etc.
Elaborations etc.
experiences / Resources
5D Factorising non-monic
non-monic trinomials
trinomials
square
5F Solving Quadratic
Equations
null-factor law
Multimodal literacies
Examine practical
5G Applications of quadratics
applications of quadratic
5H Solving equations by
equations
Assessment
The unit test will include a section in which students have access to a graphics calculator.
Having already explored how to use it as a tool throughout the unit, students can use it in
the unit test (to assist with data and graphical representation, both written and visually)
5I Quadratic Formula
Chapter Review
Unit test
Topic Test
Term 1
Holidays
and Algebra)
Extended Assignment
This extended assessment will focus on what has been learnt across the unit (Number and
Algebra). Students will present this assessment in the form of a video, a website, blog, podcast
or a combination of these. They will be able to incorporate multimodal literacies and share
their presentation online for others to view and interact with. (iPeds share).
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Justification:
This unit of work has been redesigned to incorporate new media literacy developed and presented through Mills iPed approach. It is
through Mills iPed approach that this redesign has been based, as this pedagogy enables teachers to navigate innovative digital text
within the literacy classroom (Mills & Levido, 2011). What teachers need to understand, know and implement is how to transform
print-based practices into digital practices, for this is the form of communication which is being used in society today (Mills & Levido,
2011). This is what forms the link between the practices of the classroom and its relationship and relevance to the real world. By
allowing the students to create a blog and work with videos, they are digitally communicating and working with multimodal aspects,
as they would do outside of school (Mills & Levido, 2011). By creating a blog or website, students would also be encouraged to
interact with other blogs and websites found online, sharing what they have learnt whilst even learning from others.
Through this final extended assessment piece, students will be challenged with how they present their information, which
information they specifically use, the technology used and how assessable their final piece is. If students are to use videos or refer to
digital texts, they will find that there are a great many online to choose from, and so the way they filter through these and select the
most relevant will be a challenge for this assessment. There is a much larger quantity of online information online than there ever
has been before, and so students will require the skills to select relevant texts, and draw on materials to use in their presentation
(Mills & Levido, 2011). The Khan Academy videos presented allow students to view and engage with one such reliable source, but
such an assessment will provide the challenge required to engage with real, online information.
Throughout the unit students will be exposed to the content, Number and Algebra, and whilst the topic tests will be able to
determine the level the students understand the content, the extended assessment task will allow students to co-create a product
which is live for real audiences outside of school. In the lead up to this assessment, students will be exposed to other blogs, podcasts
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and videos, and thus they will be provided with the opportunity to share this information through their product, contribute with
their understanding and create a product which presents multimodal texts, which ultimately can be created and presented in a
number of ways, such as a blog, podcast, website or video.
Finally, unlike the content which is simply taught and learnt, students have the opportunity to share their product with the real
world, having incorporated digital forms of communication which are used in todays society (Mills & Levido, 2011). By engaging
with the global world by sharing their product, students will have the opportunity to feel their work has relevance, as they arent
simply learning content, but are engaging and learning digital skills which will be used in their lives. The iPed approach is there for
multimodal literacies, and its incorporation into this redesigned unit has provided opportunity for students to link their classroom
practices with the real world, challenge the way they use digital literacies, co-create a product which they can eventually share and
interact with the real world.
To ensure the redesigned unit of work incorporated useful techniques for the teaching and learning of multimodal literacy, Rotherys
(1994) Genre Pedagogy Cycle was used as a framework behind alterations within the learning plan. By presenting the videos and
blogs to students, the class will begin to deconstruct the multimodal forms of literacy, identifying the presence of multimodal texts
and understanding how they can be learnt and incorporated. After these elements have been presented and discussed with the
class, students will further deconstruct these elements by creating their own blog where they will examine the wide range of
resources and elements presented to them. When a significant time has passed, students will then be provided with the opportunity
to discuss their blogs in small groups, working within join construction to gain ideas, share some of their own and establish if they
are incorporating enough multimodal elements within their own work. Finally, the extended assignment task will provide students
with the opportunity to independently construct their own piece of work, incorporating multimodal literacies to share their learning
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and understanding of this mathematics unit. This model ultimately allows scaffolding to occur through practice, as students are
guided towards learning, discovering and understanding in this particular unit of work.
Apart from the additions and alterations made to the extended assignment task within the revised unit, there are other final
changes which were made to present further multimodal literacies within this mathematics unit. Within the first week, it is outlined
that the graphing lines would be completed on a graphics calculator before being uploaded onto the students blog. The purpose of
this is to introduce another form of solving, using the graphics calculator as a tool, to present the solution in another form of
literacy, as a graph. This task will challenge students and ensure they are able to complete this task through multimodal forms, both
manually written and producing visual images through the calculator (Lemke, 1998). The ability to use the graphics calculator to
enhance learning will become a great resource for solving, as its use in the final unit test in week nine will be permitted. The
opportunity to use it then from the beginning of the unit, and throughout, will provide students with enough time to develop the
multi-literacy skills able to complete the unit test.
As can be seen in the original unit of work under Appendix 1, each week simply follows chapter work across the unit before finally
coming to unit tests. The revised unit has incorporated multimodal literacies to provide students with the skills and knowledge to
learn mathematics, yet through these new media literacies, they will be doing so by effectively communicating and learning within
the contemporary environment to which they live.
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Reference List:
Burn, A. (2013). The kineikonic mode: Towards a multimodal approach to moving image media. London, UK.
Campbell, R. & Green, D. (2000) Visual literacy: reading and the contemporary text environment. In Literacies and learners: current
perspectives, pp. 155-172. Prentice Hall.
Lemke, J. (1998) Multimedia Literacy Demands of the Scientific Curriculum. Linguistics and Education. Elsevier. 10 (3), 247 - 271
Mangelsdorf, N. (2013). Understanding by Design. TLN Journal. 20 (1), 38-39
Mills, K.A. & Levido, A. (2011). iPed Approach as referenced in Wong, G. (2016). EDFD454: Curriculum Literacies [Lecture
21/04/2016]. School of Education, Australian Catholic University, Melbourne, Australia
Mills, K.A. & Levido, A. (2011). iPed: Pedagogy for Digital Text Production. The Reading Teacher: A Journal of Research-Based
Classroom Practice, 65(1), 8091.
Rothery (1994) Genre Pedagogy Cycle as referenced in Wong, G. (2016). EDFD454: Curriculum Literacies [Lecture 14/04/2016].
School of Education, Australian Catholic University, Melbourne, Australia
Walsh, M. (2011). Literacy in a changing environment. In Multimodal literacy; researching classroom practice, pp. 5-14. Sydney: e:lit.
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UNIT FRAMEWORK
Year Level: Year 10
Subject: Year 10 Maths Methods
Learning Area: Mathematics
Context/Purpose:
The study of mathematics provides the foundation for the majority of further study in the Natural Sciences, as well as required for measuring
quantitative data in the Social Sciences. Year 10 Maths Methods forms a pathway towards: VCE Maths Methods, a prerequisite for Science and
Engineering at the tertiary level and VCE Specialist Mathematics, which is highly recommended for students considering Engineering at the tertiary
level.
Overall Objectives:
In Level 10, students extend their use of mathematical models to a wide range of familiar and unfamiliar contexts, involving the use of real
numbers. They recognise the role of logical argument and proof in establishing mathematical propositions. Students apply mental, written or
technology-assisted forms of computation as appropriate, and routinely use estimation to validate or provide bounds for their answers. They use
exponential functions to model compound interest problems.
Kirk Thomson
Students expand, factorise, simplify and substitute into a wide range of algebraic expressions, including linear, quadratic, and exponential terms
and relations, as well as simple algebraic fractions with numerical denominators. They solve related equations, linear inequalities and
simultaneous linear equations, with and without the use of digital technology. They explore the connection between tabular, graphical and
algebraic representations of non-linear relations, including circles with centres at any location in the Cartesian plane.
Strands:
Number and Algebra
Real Numbers
Define rational and irrational numbers and perform operations with surds and fractional indices
Use the definition of a logarithm to establish and apply the laws of logarithms and investigate logarithmic scales in measurement
Apply the four operations to simple algebraic fractions with numerical denominators
Expand binomial products and factorise monic quadratic expressions using a variety of strategies
Substitute values into formulae to determine an unknown and rearrange formulas to solve for a particular term
Investigate the concept of a polynomial and apply the factor and remainder theorems to solve problems
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Solve problems involving linear equations, including those derived from formulas
Solve simultaneous linear equations, using algebraic and graphical techniques including using digital technology
Explore the connection between algebraic and graphical representations of relations such as simple quadratic, reciprocal, circle and
exponential, using digital technology as appropriate
Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations
Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation
Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts
Use function notation to describe the relationship between dependent and independent variables in modelling contexts
Prior Knowledge
Upon entry into year ten Mathematical Methods, it is expected that students will have a strong knowledge of the concepts covered in year nine
mathematics.
These include:
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Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate
problems
Extend and apply the index laws to variables, using positive integer indices and the zero index
Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate
Find the distance between two points located on a Cartesian plane using a range of strategies, including graphing software
Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including graphing
software
Sketch linear graphs using the coordinates of two points and solve linear equations
Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations
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Solve linear equations and inequalities, quadratic equations, simultaneous equations, trigonometric equations and exponential
equations
Substitute into formulae, find unknown variables, transpose equations, expand binomial expressions, factorise monic and non-monic
quadratic expressions
Represent linear, quadratic, exponential and trigonometric functions numerically, graphically and algebraically, and use them to model
situations and solve practical problems
Calculate probabilities for single and multi-step chance experiments involving independent and dependent events
Perseverance Know what to do when you get stuck; ask three then me; working backwards from the answer
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Imitation Model your learning on your successful peers, but also share and cherish your misconceptions they will be a better source
of learning
Assessment
Students will demonstrate their learning by What will count as evidence of learning?
Two part topic tests; one part will be without technology or notes, and the other with technology and notes
End of semester examinations in the same two part format as topic tests
Revision to consolidate a topic of work, focus on areas of weakness and prepare for formal assessments
FOR learning (teacher uses inferences about student progress to inform teaching)
Observational data
Literacy
New vocabulary, learning area vocabulary, subject specific words
Key words students should know:
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expression, term, angle (acute, right, obtuse, straight, reflex), associative, Cartesian plane, coordinate, circle, radius, common factor, common
multiple, commutative, complementary, composite, congruent, cosine, cylinder, data, decimal, denominator, difference, distributive, divisible,
element, equation, equivalent, event, factorise, fraction, frequency, function, gradient, independent, index, integer, interval, irrational number, line
segment, linear equation, logarithm, mean, median, midpoint, mode, monic, multiple, net, number, numerator, operation, order of operations,
parabola, place value, polynomial, prime, prism, probability, product, proportion, Pythagorean Theorem, Quadratic equation, quadratic expression,
quotient, random number, range, ratio, real number, rectangular hyperbola, recurring decimal, remainder, right cone, rounding, sample space,
scientific notation, similar, sine, standard deviation, sum, surd, symmetrical, tangent, terminating decimal, transformation, transposition,
translation, Trigonometric ratios, unit fraction, variable, Venn diagram, volume
ICT
Become familiar with the Computer Algebra System (CAS) to supplement their manual calculations.
Use online resources to supplement their learning (Math is fun, Khan Academy, etc.)
Reflect on processes
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Develop a growth mindset, trying new things, and not being afraid to make mistakes
Ethical behavior
Develop a growth mindset, trying new things whilst considering the thoughts and feelings of others
Intercultural understanding
Apply mathematical knowledge to mathematical problems involving people with multicultural names
Apply mathematical knowledge and logic to real world problems involving interracial experiences
PLANNING
Plan learning experiences that will enable learners to achieve the standards identified.
Week
Knowledge outcomes
Skill outcomes
Elaborations etc.
Elaborations etc.
Resources
1A Reviewing Algebra
1B Algebraic Fractions
fractions
1D Inequalities
factor
Solve equations
numerical denominators
Assessment for/as/of
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Week
Knowledge outcomes
Skill outcomes
Elaborations etc.
Elaborations etc.
Resources
parallel or perpendicular
1I Simultaneous Equations
algebraically
Substitution
1J Simultaneous Equations
examples
Elimination
1K Further applications of
simultaneous equations
segment
line
from formulas
Chapter Review
perpendicular lines
Practice Test
Topic Test
5
5A Expanding expressions
binomials
5B Factorising expressions
to factorise
factor
Assessment for/as/of
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Week
Knowledge outcomes
Skill outcomes
Elaborations etc.
Elaborations etc.
Resources
monic trinomials
strategies
square
5G Applications of quadratics
quadratic equations
the square
solve quadratics
8
9
5I Quadratic Formula
Practice Test
Chapter Review
Assessment for/as/of