Assignment 1

102088 Extension
Curriculum 1B: Mathematics Stage 5.3 Year 10
Assignment 1
By Michael Alex Murgolo

19178149
Western Sydney University

Contents
Strand Outline …….…………..…………………………………….……...……...….…. 3
Strand Element …….…………..……………………………...…..………...……...……. 3
Lesson Plan A ………………...………………..……………………..……..……...…… 4
Lesson Plan A Resources .……………………..……………………..……..……..…… 10
Lesson Plan B ………………...………………..……………………..………..…....….. 17
Lesson Plan B Resources ……………...……………………………..………..…....….. 23
Lesson Plan C ………………...………………..……………………..……...…...…….. 29
Lesson Plan C Resources …...………………………………………..……...…...…….. 34
Justification ….…………...………………..………………..………..……….….…….. 41
References ……...………………………………………….………………....…..…….. 43
2
Strand Outline
Strand/Substrand Outcomes 5.3
MA5.3-1WM Uses and interprets formal definitions and generalisations

when explaining solutions and/or conjectures.
MA5.3-2WM Generalises mathematical ideas and techniques to analyse and

solve problems efficiently.
MA5.3-3WM Uses deductive reasoning in presenting arguments and formal

proofs.
Number and Algebra MA5.3-5NA Selects and applies appropriate algebraic techniques to operate
Non-linear Relationships with algebraic expressions.
MA5.3-7NA Solves complex linear, quadratic, simple cubic and

simultaneous equations, and rearranges literal equations.
MA5.3-8NA Uses formulas to find midpoint, gradient and distance on the

cartesian plane, and applies standard forms of the equation of a straight line.
MA5.3-9NA Sketches and interprets a variety of non-linear relationships.
Strand Element
By the end of Stage 5.3, algebraic skills are extended to expanding the special
binomial products and factorising non-monic quadratic expressions, using a variety of
techniques. Students solve complex linear equations, non-monic quadratic equations, simple
cubic equations, and simultaneous equations involving one linear and one non-linear
equation. They solve practical problems using linear, quadratic and simultaneous equations.
They change the subject of literal equations. Students generate, describe and graph straight
lines, parabolas, cubics, hyperbolas and circles. They use formulas to calculate midpoint,
gradient and distance on the Cartesian plane, and to determine the equations of straight lines.
3
Lesson Plan A
Topic Area
Learner Stage Syllabus Pages
Numbers and Algebra
Stage 5.3 Year 10 405 - 406
Solving Quadratics Algebraically
Date Location Lesson Number
20/03/2019 Classroom 1/3
Printing/Preparation
Time Number of Students
Worksheet / GeoGebra / Excel /
60 mins 24
Kahoot
Syllabus
Assessment Students Learn About Student Content
Outcomes
ACMNA239 Explore the
connection between
Participation in class
algebraic and graphical
discussion and paired
representations of relations
MA5.3-1WM activity.
Utilising ICT resources to such as simple quadratics,
aid in problem solving. circles and exponentials
MA5.3-2WM Diversified activity
using digital technology as
scenarios in worksheet for
Solving quadratics through appropriate.
MA5.3-3WM multiple exit points.
differentiated applications.
ACMNA241 Solve simple
----------------- Students use deep
Relational understanding of quadratic equations using
knowledge to apply
content to algebraic a range of strategies.
MA5.3-5NA algebraic concepts and
techniques.
adapt to alternative
ACMNA269
MA5.3-9NA procedures.
Real life purposes of Factorise monic and non-
quadratics in further monic quadratic
Display answers and
investigations. expressions and solve a
strategies through Multiple
wide range of quadratic
technology resources.
equations derived from a
variety of contexts
Cross Curriculum Themes and General Capabilities

Literacy – Intention to extend learning through literacy components of worded questions. Makes sure
students comprehend what the question is asking and how to formulate responses.
Numeracy –
ICT Capability – Diversification in learning through integrative technology; applying GeoGebra (online
graphing) and Excel increase confidence in applications.
Creative/Critical Thinking – Conceptual understanding is brought to the framework with problem solving
questions.
Personal/Social Capability – The problem-solving skills are evident in the group discussions where
teamwork is essential in completing questions.
Intercultural Understanding -
Ethical Understanding –
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge
Intellectual Quality This refers to pedagogy focused on producing deep 1.2 Deep understanding
understanding of important, substantive concepts, skills and ideas. Such 1.3 Problematic knowledge
pedagogy treats knowledge as something that requires active construction 1.4 Higher-order thinking
and requires students to engage in higher-order thinking and to communicate 1.5 Metalanguage
substantively about what they are learning. 1.6 Substantive
communication
4
2.1 Explicit quality criteria
Quality Learning Environment This refers to pedagogy that creates
2.2 Engagement
classrooms where students and teachers work productively in an
2.3 High Expectations
environment clearly focused on learning. Such pedagogy sets high and
2.4 Social Support
explicit expectations and develops positive relationships between teacher
2.5 Students’ self-regulation
and students and among students.
2.6 Student direction
3.1 Background knowledge
Significance This refers to pedagogy that helps make learning more
3.2 Cultural knowledge
meaningful and important to students. Such pedagogy draws clear
3.3 Knowledge integration
connections with students’ prior knowledge and identities, with contexts
3.4 Inclusivity
outside of the classroom, and with multiple ways of knowing all cultural
3.5 Connectedness
perspective.
3.6 Narrative
Teaching Indicators of presence in the lesson

Element How are the quality teaching elements you have identified achieved within the lesson?
Deep knowledge is presented in a mixture of visual and applicable representations. Concepts
from previous lessons are being drawn to further learning,
1.1
Understanding is evident when students explore the relationship that quadratics have with
1.2 multiple problems. Tools are provided to help demonstrate their understanding.
1.4 Students are given scenarios to manipulate information to arrive at a solution. Discussion is
used to anticipate unexpected concepts which may facilitate student directed learning.
1.6
Teacher encourages sustained interactions about the lesson content and utilises resources to get
reciprocation from students in shared understanding.
Students are involved in on task behaviours and exercises that signal a sustained focus on
lesson content.
2.2
High expectations are set by asking students questions that are challenging to them but are
encouraged by the teacher.
2.3
There is a culture in the classroom of mutual respect. Teacher and student behaviours are
2.4
encouraged to have a positive influence.
2.6
Students given the choice in various aspects of the lesson including pairing into groups for
work, the level of quadratic difficulty in the Excel resource and in the scenarios of the
worksheet.
Opportunities are made to connect previous lesson content to the substance of today’s lesson.
3.1
Knowledge integration is made between cross curriculum applications relating to
3.3 woodwork/construction. A focus on problem-based learning to sustain engagement.
3.5 There is a connection to everyday applications viewed from a logical perspective. Now
students can derive mathematical applications outside of a school context.
5
Centred
Time Teaching and Learning Actions Resources
T/S
Mark the role
Brain Train: Quick Kahoot on completing the square

Intro from previous lesson. Instant feedback on results while
S
10 mins introducing the content.
https://create.kahoot.it/details/3-3a-completing-the-
square/778a71e3-20c2-4c25-a7e4-eb2212e1661f
Label students 1-5 and forms a group with their
assigned numbers. Each group takes a GeoGebra link
and applies it to the equations below:
https://www.geogebra.org/m/P4TmVmvT
https://www.geogebra.org/m/PcaDwgnS
Teacher
2
𝑥 + 4𝑥 + 4 = 0
Body Kahoot
𝑥 2 − 5𝑥 + 6 = 0 S
15-20 mins
Scenario sheet
Walk around the room and check progress, help groups
understand the concept.
Whiteboard/Smartboard
Invite students who found out area to come to the front
Excel
and explain how their resource helped solve the
problem. Ask the class which resource provided more
GeoGebra
use.
Teacher demonstrates to class how to replace the 0 Student
with a y and create solutions using the cartesian plane
(done in simultaneous equations and equations). Student Stationary
Or Students can use Excel differentiated resource to aid Calculator T/S
15-20 mins with visual abilities, or in workbook by hand.
Workbook
Students to raise their hand when they have a concern
and take notes or follow. Write an equation for each Device (option in
table (see excel) to cater to differentiated students. groups).
Students to use their tools complete the Scenario
Sheet.
Students to start the sheet and have the option if they

20-25mins want to work in groups or alone. Choice of scenario in T/S
worksheets influences student group decision.
Students to raise their hand when they require

assistance or help others if the work is completed.
Asks students what they learnt today.
Conclusion
S
5 mins Discuss worksheet to be completed for homework and
pack up.
6
Reflection
When preparing the lesson, I was reminded of studies that emphasized that student self-direction is
heightened through sustained interactions with other students in the classroom. As written in the Quality
Teaching Framework (2003) a teacher builds success in an environment when he purposefully makes students
take the initiative to raise questions and contribute in group tasks (pp.29). This intention is to facilitate deep
knowledge where peer interactions helps students to teach themselves and is evident in the lesson plan.
When researching resources, I invested in connecting the learning to previous lessons so that students
could scaffold their learning through the SOLO Taxonomy. Tocpu (2011) mentions in his study that
spreadsheet-based instruction had significantly higher measures of self-efficacy beliefs for algebra (pp.610) so
multiple exit points were set out that allowed students to think critically and evaluate the learning to their
problem-solving abilities. Reinforcement was made by encouraging social support so students could feel
confident in receiving feedback from one another and the teacher.
Since the focus is on algebra, I have created an excel resource to build interest on the value of
spreadsheets. While I believe this caters to the needs of every student in a professional environment. I don’t
expect every student to become fluent and anticipate using it later on in the lessons. Although I planned the
lesson to use instructional knowledge in a scaffolded activity, the intention was to make it conceptual in that
students would understand where the content connects in the scenarios.
References
New South Wales Department of Education and Training. (2003). Quality teaching in NSW public schools: A
classroom practice guide. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/how-accreditation-
works/guide-to-accreditation/professional-standards
Topcu, A. (2011). Effects of using spreadsheets on secondary school students’ self-efficacy for algebra.
International Journal of Mathematical Education in Science & Technology, 42(5), 605–613. Retrieved
from
https://doi-org.ezproxy.uws.edu.au/10.1080/0020739X.2011.562311
7
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
MA5.3-1WM Class discussions and paired activities anticipate the use of correct terminology.
Applying simplification of expanded expressions and using reasoning to solve
MA5.3-2WM
algebraically.
Utilising the feedback from the teacher and/or resource to guide their conceptual
MA5.3-3WM
knowledge of scenarios.
Uses graphing/factorising techniques from resources to operate with algebraic
MA5.3-5NA
expressions and apply them to lesson content.
Sketches expressions and justify answers using the positive values as indicators of the
MA5.3-9NA
correct solution.
Standards Evidence within this lesson

Demonstrating the knowledge of student cognitive abilities when considering the
lesson plan and diverse learning materials.
1.1
Knowledge and understanding of the students and how they learn in the classroom
1.2 under the influence of ICT devices. Portfolio of visual and spreadsheet explanations of
content.
1.5
Full range of student abilities, and disabilities, are met through multiple means of
writing (iPad and workbook friendly environment).
Deep knowledge from relation to previous lesson to gain an understanding of the
minor adjustment in current content.
2.1
Literacy and numeracy skills are being met by adjusting questions to problem solving
2.5
scenarios so students can pick out key information.
2.6
Learning opportunities considered through multiple resources that engage students
seeking fluency in Microsoft office and online programs.
Establishment of further learning for 5.3 through constructivism where group work
3.3 encourages learning through facilitation. Learning from experiences and applying
algebra to attempt problem solving.
3.4
Multiple resources at different entrance points.
3.5
Facilitate classroom and group discussions, both with and without the teacher.
Expectations are set for students to be active in class discussions and explain answers
4.1 when in groups.
4.2 Explicitly being proactive in student activates so as to keep them occupied and
retaining backup activities should they become disengaged.
4.5
Explicit in ICT instruction.
5.1 Learning through the feedback attempting formative exercises.
5.2 Feedback provided through assistance in Kahoot and class discussions.

Lesson presented in a professional manner.
7.1
Lesson content meets the expectations set out by the New South Wales and Australian
7.2
curriculum.
8
WHS
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
Kahoot, GeoGebra, Excel and Scenario Sheet,
9
Lesson A Resources
Excel Sheet (resource will be attached via email if requested).
For Margaret Bigelow: The cells highlighted in yellow indicate the equation being put into the cells. The
highlighted orange cells are the values put in by the equation and their respective pronumeral. When done
correctly, rules have been applied to highlight the roots of the equation (where students can work backwards to
obtain).
For 5.1/5.2 LINEAR GRAPH
Equation � = �� + �
Insert y = 2x - 2
y
15
a c
Values
2 -2 10
Graphing 5
x y
-6 -14 0
-5 -12 -8 -6 -4 -2 0 2 4 6 8
-4 -10 -5
-3 -8
-2 -6
-10
-1 -4
(0,-2) 0 -2
-15
(1,0) 1 0
2 2
-20
3 4
4 6
5 8
6 10
Equation Input $B$7*(B11) +$C$7
10
For 5.2/5.3 NON LINEAR GRAPH
Equation � = �� + �
Insert y = x^2 - 1
y
40
a c
Values 35
1 -1
30
Graphing
x y 25
-6 35
20
-5 24
-4 15 15
-3 8
-2 3 10
(-1,0) -1 0
5
(0,-1) 0 -1
(1,0) 1 0 0
2 3 -8 -6 -4 -2 0 2 4 6 8
3 8 -5
4 15
5 24
6 35
Equation Input $C$7*(C11)^2 +$D$7
11
For 5.3 EXTENDED NON LINEAR GRAPH
Equation � = � � + �� + �
Insert y = x^2 + 3x - 10
y
20
a b c
Values
1 3 -10 15
Positive Negative 10
Quadratic −� ± � − 4� �
2� 2 -5
5
Graphing
0
x y -8 -6 -4 -2 0 2 4 6
-6 8
-5
(-5,0) -5 0
-4 -6
-10
-3 -10
-2 -12
-15
-1 -12
(0,-10) 0 -10
1 -6
(2,0) 2 0
3 8
4 18
5 30
6 44
Equation Input $K$7*(K15)^2 +$L$7*(K15)+$M$7
Quadratic Input (-($L$7)+SQRT(($L$7)^2-4*$K$7*$M$7))/2*$K$7
12
Scenario Sheet
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.
Below are two visual applications of the FOIL method, provided by GeoGebra. Use either resource
(or none) to assist you.
Using coloured tiles https://www.geogebra.org/m/PcaDwgnS

Drawing a table https://www.geogebra.org/m/P4TmVmvT
1. Josh and his brother Alan are given the opportunity by their father to claim land from his farm
in Sydney’s West. The father has one condition: he wants them to figure out what the
dimensions (width and length) are of these lands, given they are both equal in area.
2𝑥 + 4
𝑥+3 𝑥+5
3𝑥 − 6
a. Using the above resources, expand each block of land using the area formula
(𝐴𝑟𝑒𝑎 = 𝑤𝑖𝑑𝑡ℎ × 𝑙𝑒𝑛𝑔𝑡ℎ)
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
b. By allowing one equation to equal another. Solve for 𝑥 by providing the real value.
___________________________________________________________________
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13
c. Substitute this value back into 𝑥 for each plot of land to find the width and length of
each.
___________________________________________________________________
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___________________________________________________________________
d. Show the perimeter of each plot of land.
___________________________________________________________________
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___________________________________________________________________
e. Prove that the two plots of land have the same area.
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f. Evaluate why similar rectangles can share the same area, given different dimensions.
Hint: you may want to draw different shaped rectangles that produce the same area.
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14
2. Jessica has a cage enclosure for her cat that’s 4m wide and 6m long. She plans on extending it
to add another cat in the future.
a. Sketch Jessica’s cage, clearly labelling the dimensions.
b. Before putting the new cat inside, Jessica got her father to increase the width and
length by 𝑥. Update your answer to include these new calculations.
c. The new enclosure has an area of 63𝑚2 . Write this as an equation with the expansion
on the left-hand side and the area on the right-hand side.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
d. Use your resources to find the real value of 𝑥 and justify your reasons as to why you
have selected it.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
15
___________________________________________________________________
e. Evaluate the perimeter of the enclosure.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
f. Deduce whether the enclosure perimeter can be improved so that:

i. the area is the same, and
ii. the perimeter increases.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
16
Lesson Plan B
Topic Area
Numbers and Algebra Learner Stage Syllabus Pages
Quadratics Equations & the Stage 5 Year 10 378-379/406-408
Discriminant
21/03/2019 Classroom 2/3
Printing/Preparation
Time Number of Students
PowerPoint / Worksheet /
60 mins 24
GeoGebra / Desmos
Syllabus
Outcomes
Lesson assessment by
diversification.
MA5.2/3-1WM Discussions and ICT resource to aid non-
questioning from teacher linear relationships.
MA5.2/3-3WM connection between
throughout lesson.
Scaffolding activity to
----------------- representations of relations
Progressive activities in break down complex
such as simple quadratics,
worksheet for multiple exit concepts.
MA5.2-8NA circles and exponentials
points.
using digital technology as
Utilising conceptual
MA5.2-10NA appropriate.
Students use deep thinking to extend lesson
knowledge to apply content.
MA5.3-7NA ACMNA241 Solve simple
algebraic concepts and
quadratic equations using
adapt to alternative Real life applications of
MA5.3-9NA a range of strategies.
procedures. Display perimeter.
answers and strategies
through technology.

Literacy – Intention to extend learning through literacy components of worded questions. Makes sure
students understand what is required of the task.
Numeracy – Numerical extension through advanced algebraic techniques. Comprehends discriminant symbol
terminology.
ICT Capability – Diversification in learning through integrative technology; applying Desmos (online
calculator), GeoGebra and PowerPoint to entice engagement.
Creative/Critical Thinking – Vygotsky’s scaffolding in the worksheet to assist the learning process;
extension through conceptual thinking.
Personal/Social Capability – Directs both pure and applied mathematical ideology by asking for proofs and
extensions; intended to improve numerical comprehension and informs teacher of excelling students.
Ethical Understanding –

1.1 Deep knowledge
communication
17
2.2 Engagement
2.4 Social Support
3.4 Inclusivity
3.5 Connectedness
perspective.
3.6 Narrative

Knowledge concerns the central ideas of the lesson (linear and non-linear relationships). The
students show evidence of reasoning and information when addressing questions through
discussions and mathematical proofs.
1.1
Understanding is evident when students explore the relationships between quadratic formula
1.2 and factorisation.
1.4 Higher order thinking is used to manipulate information and prove extended content.
Relationships are made between equations and algebraic characteristics.
1.6
Teacher encourages sustained and informative discussion of ideas with students after each
activity. Students also communicate among themselves and pair into groups to perform
activities
Students are involved and engaged. Evidence of paired groups in conceptually heavy activities
to entice passive learning.
High expectations through teacher communication extending knowledge past the curriculum
2.2
threshold. Discriminant as an example.
2.3
Social support through comments from students and teacher. Valuing the opinions when
students are asked questions. Paired groups help to sustain meaningful conversation on lesson
2.4
concept, especially between differing levels of students (5.2/5.3)
2.6
Students given the choice of working partners, and the criteria of their work (optional is
justified by their intended level of study the following year. Non-linear helps to engage those
students who needs extended learning and/or those who prefer diversified strategies to the same
problems.
Background knowledge shown by SOLO Taxonomy of extending the learning from previous
lessons to fulfil “relational” and “extended abstract” components.
3.1
Inclusivity through paired activities, students have the chance to answer a question. Their
3.4 informative response is both significant and respected, as well the degree of difficulty they
wish to attempt through the diversified worksheet.
3.5
Connectedness is made through the integration of 5.2/5.3 content and extending the learning to
more complex scenarios that challenging students may enjoy.
18
Centred
T/S
Mark the role. Recount last lesson on solving

algebraically. Students to raise their hands over any
Intro
queries or to participate. T
5 mins
Brain train activity (in PowerPoint).
Go through PowerPoint as a class. Demonstrate how to

break down parabolic equations to find the x value.
Show on E-learning board to draw over images and
Body provide examples.
T/S
10 mins
Students advised to take notes in their activity book to
assist with the activity sheet. As a class discuss any
concerns with surds or the ± operation. Teacher
Place emphasis on using Desmos. Teach the students PowerPoint (Brain Train)
how to operate on devices and query what happens
when variables are changed. Go around the room to see Activity sheet
student fluency and confidence in the resource.
10 mins S
https://www.desmos.com/calculator
Desmos
Display monic quadratic equations for 5.2 and complex
quadratics for 5.3 on device to increase student ICT GeoGebra
confidence,
Students are to pair in groups and complete the activity Online Textbook
sheet provided (differentiation inside).
Advanced students on 5.3 can use GeoGebra link Student

https://www.geogebra.org/m/V94CdgAE#material/BP2
25-30
eNW8R Student Stationary T/S
mins
Teacher circles the room making sure students on task Calculator
and assist where necessary. Students to raise their hand
when activity sheet is completed. This to be done for Workbook
homework.
Device (option in pairs).
Teacher uses the smartboard to project textbook
exercise should students become disengaged.
Alternate
25-30 S
Make it a priority to monitor students’ activity on
mins
devices to make sure they’re on task or entering
algebraic equations successfully.
Glue sheets in workbook next to notes done at

beginning of class. Asks students what they learnt
today, and where parabolas are used in everyday
actions.
Conclusio
n T/S
Place happy and confused emoji picture on board, asks
5 mins
students how confident they are after today’s lesson
(tally for personal reflection and improvement).
Set out homework on board.
19
Reflection
The intentions of this lesson are to steer away from the textbook and focus on more problem-solving
scenarios that students will find relevant. What I have learned is that the expectations of a good lesson may not
be the reality through the lens of the students, and that extension work in the content has to be to the discretion
of the teacher when reflecting on the engagement and participation of the class.
A larger emphasis is placed on the general capabilities, particularly with ICT Capabilities, Critical and
Creative Thinking and Literacy. While differentiation has played a big part in the lesson, assuming students
from lower levels can “mixed in” with other classes on a particular day has forced me to create an activity sheet
that supports the learning of students in 5.2 and 5.3. By reference to the works of Skemp (1976), a more
independent pupil’s schema involves greater confidence through their own abilities to answer questions (pp.13).
Problem solving through conceptual understanding and scaffolded activities helps to bring student confidence
and creative thinking to the classroom environment.
Once the concepts for the lesson came to fruition, a heavy amount of time was invested into creating
the perfect hour. More focus is on differentiated resources to cater towards a broad range of learners. There is
diversity in the way students can perform their working out and a PowerPoint is projected so that literacy
demands can be complied by reading and answering problem solving questions. There are enough resources
here to keep the class busy and meet the abilities of a wide variety of students. Prieto-Rodriguez (2016)
indicates that “less experienced teachers are more inclined to believe that technology promotes students deep
understanding of mathematical concepts” (pp.23). While I agree with this view, there must be a compromise
between the exposure of students to the resources as there is the inclination to procrastinate or deviate from the
task at hand.
References
Prieto-Rodriguez, E. (2016). "It just takes so much time!" A study of teachers' uses 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=_26898_1&
content_id=_3604133_1
20
Identifying terminology and coefficients through the questions. Class discussions and
MA5.2/3-1WM
paired activities help facilitate this.
Applying efficient and logical mathematical techniques to attempt the activates and
MA5.2/3-3WM
understand how they operate.
Justifies answers to quadratic equations and parabolas by providing evidence and
MA5.2-8NA reasoning of axes crossing and leading coefficient value. Feedback from teacher helps
to guide this.
MA5.2-10NA Uses graphing techniques in both activity sheets and applies them to achieve
MA5.3-9NA connected concepts. Association to 5.3 work indicative of higher outcome.
Correctly applies the quadratic to justify answers and/or provides reasoning to
MA5.3-7NA
discriminant properties.

Knowledge and understanding of the students and how they learn in the classroom.
1.2 Accommodate to the needs by visual applications and diversified activities.
1.5 Full range of student abilities are met through “bag of tricks” exercises that cater to
the needs of 5.2/5.3 students.
Understanding of the content and the strategies to complete with conceptual
knowledge.
2.1
Organised content to scaffold the learning and inserted resources that aid to grasp new
2.2 concepts.
2.5 Literacy skills are being met by distinguishing the relationship between “expand” and
“factorise”.
2.6
ICT integration techniques are being implemented to assist learning and further
student learning and engagement.
Establishment of further learning for both 5.2 and 5.3 in their respected areas.
3.1
Select and created ICT resources that convey information in comparison to a book.
3.4 This is 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 implemented to set expectations and clear directions given on how
4.2
to achieve fluency in ICT resources.
4.4
Explicitly go through the safety concerns surrounding devices.
Assess student learning through constant feedback during the worksheet; indicates
5.1
how students are coping with the content.
5.2
Feedback provided through assistance in worksheets and classroom discussions.
7.1
7.2
curriculum.
21
WHS
the use of stationary is 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
PowerPoint, Desmos , GeoGebra and Activity Sheet.
22
Lesson B Resources: PowerPoint
Can you think of any real life

objects that have a parabolic
shape?
This Photo by Unknown Author is licensed under CC BY-SA
So the numeral in front of

the 45 will tell us which
direction the graph will
face.
What happens if @= 0? Sir’s Steps

What happens to the value
How to graph a quadratic equation using the
of 45 when a negative
number is substituted for
4?
This Photo by Unknown Author is licensed under CC BY-SA-NC
In pairs, it’s time to

work backwards!
Using Desmos on your device, deduce the concavity of
the parabola and apply Sir’s Steps to identify the
where the parabola crosses the x and y axes.
23
24
Activity Sheet 5.2/5.3
The graph of a quadratic equation is a smooth U-shaped curve called a parabola. This worksheet will help to
graph and identify values so that you can do this with confidence.
1. Using the technique shown from your previous lesson, match each graph to an equation and justify
your choice.
𝑦 = 𝑥2
𝑦 = −𝑥 2 + 2
𝑦 = 𝑥(𝑥 + 2)
𝑦 = (𝑥 + 3)2
25
2. Answer the following questions using the quadratic formula resource. An example is shown.
My Equation: Quadratic formula:

−𝑏 ± √𝑏 2 − 4𝑎𝑐
2
𝑦 = 2𝑥 + 𝑥 − 6 𝑥=
2𝑎
𝑎 value is (2) 𝑏 value is (1) 𝑐 value is (-6)
−(1) ± √(1)2 − 4(2)(−6) −1 ± 7

𝑥= 𝑥=
2( 2) 4
−1 + 7 −1 − 7
−1 ± √1 + 48 𝑥= 𝑎𝑛𝑑 𝑥 =
𝑥= 4 4
4
6 8
−1 ± √49 𝑥= 𝑎𝑛𝑑 𝑥 = −
𝑥= 4 4
4
3
𝑥= 𝑎𝑛𝑑 − 2
2
𝑦 = 𝑥 2 + 11𝑥 − 20 𝑦 = −2𝑥 2 − 3𝑥 + 9
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
____________________________ ____________________________
3. Using the parabolic equation of 𝑦 = 𝑥 2 − 6𝑥 + 8 please answer the following questions. You may use
DESMOS (online graphing calculator) to work backwards if required.
a. Label the 𝑎, 𝑏 𝑎𝑛𝑑 𝑐 values.
__________________________________________________________
__________________________________________________________
b. Identify the y-intercept of the parabola. (when x=0).
__________________________________________________________
__________________________________________________________
c. Using the quadratic formula, find the x-intercepts of the parabola.
__________________________________________________________
26
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
d. Graph the parabola. Please make sure to label axes and identify any significant points.
4. Further:
a. What is the midpoint of the interval between the x-intercepts?
__________________________________________________________
__________________________________________________________
b. Using this value from part a, explain how you can find the axis of symmetry. What is this
point?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
27
EXTENSION The Discriminant is the part of the quadratic formula under the square root,
∆= 𝑏 2 − 4𝑎𝑐
The discriminant can be positive, zero, or negative, and this determines how many solutions (x values) there are
to the given quadratic equation.
∆ > 0 indicates that the quadratic has two distinct real number solutions.
∆ = 0 indicates that the quadratic has one real number solution.
∆ < 0 indicates that neither of the solutions are real numbers.
1. Using the discriminant, show that the equation from question 2 (𝑦 = 𝑥 2 − 6𝑥 + 8) has two real number
solutions.
__________________________________________________________
__________________________________________________________
2. Explain why a negative discriminant does not produce real solutions for the quadratic equation.
__________________________________________________________
__________________________________________________________
__________________________________________________________
3. An equation with higher powers (𝑦 = 𝑎𝑥 4 + 𝑏𝑥 2 + 𝑐) can be solved by applying substitution.
We have the equation
𝑦 = 𝑥 4 − 5𝑥 2 + 4.
Notice that we can write this as
𝑦 = (𝑥 2 )2 − 5(𝑥 2 ) + 4
We let 𝑢 = 𝑥 2 , so therefore
𝑦 = 𝑢2 − 5𝑢 + 4
a. Using the quadratic formula, or another method, solve the following for 𝑥.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
28
Lesson Plan C
Topic Area
Numbers and Algebra Learner Stage Syllabus Pages
Further Applications of Stage 5 Year 10 406-408
Quadratics
22/03/2019 Classroom 3/3
Time Number of Students Printing/Preparation
60 mins 24 Activity Sheet, Excel
Syllabus
Outcomes
connection between
MA5.3-1WM Collaboration and representations of relations
communication both such as simple quadratics,
MA5.3-2WM
individually and as a class. Utilising ICT resources to circles and exponentials
assist their topic revision. using digital technology as
MA5.3-3WM
Alternate entry points for appropriate.
resources to scope student Problem solving abilities in
-----------------
learning. quadratics. ACMNA241 Solve simple
quadratic equations using
MA5.3-5NA
Connectedness of Conceptual understanding a range of strategies.
discriminant to strategies of algebraic techniques.
MA5.3-7NA
taught in PowerPoint. ACMNA269
Real life applications of Factorise monic and non-
MA5.3-9NA
Utilises a calculator algebra and graphs. monic quadratic
correctly to obtain correct expressions and solve a
values. wide range of quadratic
equations derived from a
variety of contexts

Literacy – Component met through worded questions and picking out terminology for calculations.
Numeracy – Algebraic technique and logical procedures for efficacy.
ICT Capability – Engaging platforms to further their knowledge.
Creative/Critical Thinking – Subject matter knowledge and improving problem solving schemas.
Personal/Social Capability – The ability to communicate ideas and solutions to peers and the teacher.
Ethical Understanding –Subtle curriculum priority to population dynamics and ecosystems.

1.1 Deep knowledge
communication
2.2 Engagement
2.4 Social Support
29
3.4 Inclusivity
3.5 Connectedness
perspective.
3.6 Narrative

Almost all students would clear indication of the conceptual knowledge of solving quadratics
1.2 and the significant of the discriminant.
1.3 Multiple interpretations with applications to quadratics and algebra. Judgement is made after
extensive analysis.
1.5
Frequent commentary on mathematical terminology.
1.6
Sustained interaction with teacher and students scaffolding the interactions.
Students are involved in lesson activities and are engaged.
2.2
All students attempt the problem-solving questions and take risks in answering questions.
2.3
Students determine the scope and difficulty of their lesson through differentiated worksheet
2.6
activities or links.
Students background knowledge in algebra and quadratics is consistently brought up in the
lesson.
3.1
Meaningful connections are made between resources and real-life applications to give full
3.3
meaning to the content.
3.5
Significance of the knowledge outside of school in scenarios that explore connections with
mathematics.
30
Centred
T/S
Mark the Roll.
Introduce students to the PowerPoint. Perhaps

Intro restarting the importance of the discriminant in
T/S
10 mins finding a technique to solve quadratic formulas.
Class discussions and student questions answered

during this. Students are to write examples down.
Get students on devices to complete any of the three
options. Gives an idea of their capabilities leading
further into the 5.3 curriculum.
Instruct students to work in groups based on their

selection preference. Assist where necessary on the
board if they become stuck or ask one of the students
to explain it.
Body Complete the Square: https://au.ixl.com/math/year-

Teacher T/S
20 mins 10/complete-the-square
Solve using the Quadratic Formula:
https://au.ixl.com/math/year-10/solve-a-quadratic-
equation-using-the-quadratic-formula
IXL
Using the Discriminant: https://au.ixl.com/math/year-
10/using-the-discriminant
PowerPoint
Once complete they may attempt another or move
Activity Sheet
onto the activity sheet. Do not invest too much time
as this can be a revision reference.
Student
Quick indicator of hands on students who are on
Student Stationary
different levels of the 5.3 class.
Calculator
5 mins Rearrange students to be paired based on 1 higher to S
1 lower cognitive (do not let he students know this)
Workbook
so that they may discuss conceptual understanding
among themselves in the next task.
Device (option in pairs).
Complete activity sheet. There is a choice
(differentiation), but preference to complete all for
revision. Ties into Geography cross curriculum
priority.
Teacher circles the room making sure students on

20 mins task and assist where necessary. Students to raise S
their hand when activity sheet is completed. This to
be done for homework.
Make it a priority to monitor students’ activity on

devices to make sure they’re on task or entering
algebraic equations successfully.
Ask questions to students regarding the discriminant
information/what procedure they would use based on
its value.
Conclusion
T/S
5 mins
Set homework for the weekend.
Pack up including chairs and rubbish on the floor.
31
Reflection
In preparing this lesson, I have assumed that students would be more eager to ask the “why” of
questions rather than the “how” of doing them. Justification of concepts, and drawing connections between the
vertex and discriminant, help students to understand why the quadratic formula works and how it supports
negative numbers. Conceptual understanding is paramount through ICT and 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). This lesson plan was effectively demonstrated
on a student I tutor, and they understood the concept perfectly, being able to draw out multiple techniques for
different values of a discriminant.
The strategy of starting the lesson with a PowerPoint on previous content linked the learning for the
students and almost modelled the flipped classroom method. Doing this allowed some time to be taken off
explaining new technqiues to focus on extension components that justifying why real-life applications work
with quadratics and how we can extend our knowledge to find answers. According to Kızıltoprak & Köse
(2017) they share similar views on examining the relations between the given concepts rather than finding the
results they provide (pp.133).
By involving strategic groups, students learn to become coherent with other individuals to promote
interaction and sustained collaboration. This models peer learning and relieves the pressure on the teacher to
lose class time answering every student. Furthermore, by having multiple entry points in activities and resources
it aims to encourage more students to feel comfortable asking questions and being confident in their abilities
since this lesson is an application to connect the content.
References
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
Kızıltoprak, A., & Köse, N. Y. (2017). Relational thinking: The bridge between arithmetic and algebra.
International Electronic Journal of Elementary Education, 10(1), 131–145. Retrieved from
https://doi-org.ezproxy.uws.edu.au/10.26822/iejee.2017131893
32
MA5.3-1WM Class communicates using terminology and explains the solution to questions.
MA5.3-2WM Solves quadratics with efficient algebraic methods, involving todays content.
MA5.3-3WM Gives explicit reasoning when presenting solutions.
MA5.3-5NA Operates algebraic expressions in ICT resource.
MA5.3-7NA Solves simple and complex quadratics.
MA5.3-9NA Sketches expressions and interprets answers using the correct values.

Acknowledge the social and intellectual development of my students through
1.2 differentiated tasks.
1.5 Diversified tasks and different degrees of difficulty to cater towards students across a
range of abilities.
Structure of the content to apply procedural knowledge before conceptual. Important
2.1 that students know what to do before why we do it.
2.2 The sequence of learning intended to follow up on more complex applications.
2.6 Expands and improves student learning of factorising quadratics by engaging in time
constrained activities.
Challenging learning goals by the increase in difficulty of questions in activity sheet
3.1 (conceptual difficulty).
3.4 Resources selected for their engagement and the way they represent critical
information.
3.6
Reflections and suggestions asked to improve the program for student learning.
Demonstration to organise activities in a timely order with clear directions.
4.2
Support student’s wellbeing by suggested group work and unconventional classroom
4.4
setup.
5.1
Understanding of classwork strategies and approaches to assess student learning of the
topic.
5.2
7.1
7.2
curriculum.
WHS
the use of stationary is 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
PowerPoint, IXL and Activity Sheet.
33
Lesson C Resources: PowerPoint
The discriminant is used to

determine how many roots (lines
that cross the x axis) there are in
an equation.
Using Quadratic Formula to Using Product & Sum to find

find the roots the roots
When we use the discriminant and obtain a value greater than 0.

i.e. ∆ > 0
#1 Situation when
We can use one of two techniques to find the roots. What are the factors of 6? (1,6)
!" ∆ > 0 &ℎ( ) &* +, ++&- Factorizing and (2,3)
Quadratic formula (preferred method)
When we use the discriminant and obtain a value equal to 0.

#2 Situation when i.e. ∆ = 0
!" ∆ = 0 &ℎ( ) *) ( +**& We can use one technique to find the roots.
Completing the square
Using the vertex rule and how it links into the quadratic!
#3 Situation when
We’ll discuss this in year 12 Extension 2!
!" ∆ < 0 &ℎ( ) ) * +( , - +**&.
34
Activity Sheet
This first example has instructions to help you gain an understanding of how algebra and
graphs play an important part in solving problems. Algebra is used on a daily basis by
engineers, surveyors and economists. Today we look at their applications in a real-life
scenario:
1. A school principal needs to plan a new agricultural farm using a rectangular area with a river
on one side of it. She has enough to do 200m of fence.
River
𝑥 𝑚𝑒𝑡𝑟𝑒𝑠
a. Using the width of the field as 𝑥, label the length of the field in terms of its width. Be sure
to take into account that we don’t need part of the fence for the river.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
b. Apply the area formula to form a quadratic equation.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
35
c. Solve the equation by finding its roots, and hence graph it on a cartesian graph.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
d. By analysing the graph, where would the optimum value for 𝑥 be found? What is it?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
e. Evaluate the dimensions of the field, and hence the its area.
__________________________________________________________
__________________________________________________________
__________________________________________________________
36
2. The leap of a cheetah as it attacks its prey is modelled by the formula below. 𝑙 represents its
leap above the ground in metres and 𝑑 represents its distance from the starting position in
metres.
𝑙 = −0.25𝑑 2 + 𝑑
a. Use the discriminant to find out how many real roots there are.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
b. Factorise the equation and solve for 𝑥 = 0. Do the results complement your answer
from part a?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
c. What is the height above the ground that the Cheetah jumped when it’s leaped 2m?
__________________________________________________________
__________________________________________________________
__________________________________________________________
37
__________________________________________________________
d. Evaluating the information, draw a graph of the Cheetah equation and carefully label
all points.
e. What is the greatest distance the Cheetah can do in one leap? Explain your answer.
__________________________________________________________
__________________________________________________________
__________________________________________________________
f. By analysing the graph, what distance must the cheetah travel to reach a height of 80
cm? show all working out.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
38
3. Problem Solving:
The Meerkats on “Compare the Market” Island have chased their enemies away! They have
modelled their population equation, as shown below, where 𝑁 is the population number and 𝑥
is the time in months.
𝑁 = −0.4𝑥 2 + 130𝑥 + 1200
a. What was the initial population of Meerkats on the island?
__________________________________________________________
__________________________________________________________
b. Find out how many solutions there are to the equation, and show the value of the
positive root.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
c. Evaluate how many months it will take the population to reach 10,000.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
39
a. What is the maximum number of Meerkats that the island can hold?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
b. Give reasons why having no predators in an environment is bad for animals living in
their ecosystem?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
40
Justification
The three lesson plans created for stage 5.3, year 10 students covered ‘Number and Algebra’ in
reference to the NSW syllabus. The content in this topic sets up the students for further studies in senior years
and emphasise differentiation and engagement to retain their interest. The pathway for the lessons extended
content on quadratic expressions and equations, before moving on to solving these and included graphing.
Throughout the lesson plans I made it explicit to develop their literacy and problem-solving skills as a primer to
the circumstances and questions that would be delivered in the HSC courses.
The direction of my lesson plans was to link the skills that I deemed essential and relevant to students
looking to further their studies in mathematics. The flow of previous lessons helped to facilitate deep knowledge
and understanding of the fundamental concepts and addressed these in problem-based exercises with relevant
applications. These would find a balance between relational and instrumental pedagogies that allow the teacher
to facilitate the learning of students rather than passively feeding them information in an unrelated way. Skemp
(1976) mentions that the more complete a pupil’s schema, the greater their feeling of confidence in abilities to
find new ways of understanding concepts without outside help (pp.15).
Lesson Plan A focuses on instrumental approaches about what to do and why, Lesson Plan B has a
focus on relational approaches to build confidence in constructive questions, and Lesson Plan C directs learning
through SOLO Taxonomy. Demonty, Vlassis & Fagnant (2018) mention the need to throw light on these
strategies to enforce the development of such inquisitions, as these will fully inform students’ algebraic
learning. (pp.4). The introduction of every lesson includes some arrangement of formative information. This is a
behaviouristic instruction to develop inquiries and systematic procedures used to solve problems (Tatlah, Amin
& Anwar, 2017).
Lesson Plan A focuses on instrumental understanding and instruction. While an excel Spreadsheet was
created to link solving quadratics and graphing them, it is largely focused on the instructions of the teacher to
obtain significant pieces of information needed to analyse quadratics further. By being a facilitator of
knowledge and using resources, a culture of deep understanding is evident and sustained through social
interactions, satisfying the knowing of students and how they learn (APST, 2011). Goos, Vale, Stillmann,
Makar, Herbet and Geiger (2017) justify that cognitive processes involving construction and reasoning are
essential to critical thinking (pp.231), and this is explicitly true when considering the visual representations
made from algebraic expressions in the activities.
The second lesson plan B is a relational lesson focusing on the concept of harder applications.
Inevitably, the intention of choosing a difficult lesson was to take the idea and mould it into something more
sustaining and connected. By breaking down the formula of the quadratic, students can understand how the
vertex component links to a critical point while the square root mirrors the roots. According to Kızıltoprak &
Köse (2017) relational understanding allows students to obtain fluency in arithmetic operations and change
calculations (pp.132). Furthermore, Vygotsky’s Theory of Proximal Development is utilised to inform learning
41
through shared exercises and teacher instruction, which complements the teaching standards knowing students
and how they learn APST (2011).
The third lesson completes the conceptual learning through the SOLO Taxonomy framework. By
linking the skills taught to further analyse quadratics, students are able to evaluate the best strategy to solve
based on the discriminant. The choice of tasks gives the students variation in their learning, which helps to build
their confidence. Complementing this, the choices allow autonomy and self-regulation by applying the tasks to
real life situations, which intentionally answer questions on “how this technique works” rather than “when will I
ever use it”. This lesson implements effective teaching and learning (APST, 2011) so that external
representations express and communicate the mathematical ideas in concrete form (Molina, Rodríguez-
Domingo, Cañadas & Castro, 2017).
Information and Communication Technology (ICT) resources used are diverse and differentiated to
meet the cognitive and learning abilities of students. Carcoba Falomir (2019) considers ICT interpretations an
effective and powerful visualization strategy because they help students see the hidden mathematical structures
of problems (pp.212), while PowerPoint presentations and GeoGebra links are made as a reference to assist in
activities. By finding alternative learning resources other than the textbook, students can engage the topic and
acknowledge its necessity to solving real world problems. Discussions and group work using excel also
improves their ability to utilise software that’s important outside of school.
One of the critical qualities of the lesson plans was the implementation of collaborative learning. A
student is not learning if their thinking does not pass the generic routines and Tocpu (2011) believes that
extending student thinking beyond the scope of paper with group and ICT applications had significantly higher
measures of self-efficacy beliefs for algebra (pp.610). The differentiation of questions are able to promote
communication in method solving which maximises the learning of students collectively. There are
circumstances where the teachers select the groups, or done individually, so that learning is shared equally and
doesn’t segregate diverse learners. Furthermore, this satisfies the social capabilities in the Quality Teaching
Framework (2003) through active listening and positive feedback (pp.33).
Other displays of deep knowledge and understanding comes from the connection between real world
problems and the applications of quadratics. Most tasks were scaffolded to extend their learning beyond the
respective year capabilities and Prieto-Rodriguez (2016) comments that real-world connections bring relevance
to the mathematical content young people learn and enhance their understanding of it. Despite this, finding
genuine scenarios is more applicable in the senior handbooks, so the constraint include its limitation to alternate
calculus methods learnt later.
These lesson plans are an extension of Bloom’s taxonomy where multiple levels of thinking and
critical evaluation assist students to not only grasp the content, but understand how to apply it externally
outside of textbook representations. The program is balanced between teacher-centred and student-centred
where reflection is made to reform the education practice the facilitate the learning rather than lead it.
Conclusively, the evolution of 21st century learning informed my pedagogy to become more resourceful and
integrative to the educational directions required by our economy.
42
References
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
Carcoba Falomir, G. A. (2019). Diagramming and Algebraic Word Problem Solving for Secondary Students
With Learning Disabilities. Intervention in School & Clinic, 54(4), 212–218. Retrieved from
https://doi-org.ezproxy.uws.edu.au/10.1177/1053451218782422
Demonty, I., Vlassis, J., & Fagnant, A. (2018). Algebraic thinking, pattern activities and knowledge for teaching
at the transition between primary and secondary school. Educational Studies in Mathematics, 99(1), 1–
19. Retrieved from
https://doi-org.ezproxy.uws.edu.au/10.1007/s10649-018-9820-9
Goos, M., Vale, C., Stillman, G., Makar, K., Herbert, S., & Geiger, V. (2017). Teaching Secondary School
Mathematics: Research and practice for the 21 st century. Crows Nest, Australia: Allen & Unwin
Kızıltoprak, A., & Köse, N. Y. (2017). Relational thinking: The bridge between arithmetic and algebra.
International Electronic Journal of Elementary Education, 10(1), 131–145. Retrieved from
https://doi-org.ezproxy.uws.edu.au/10.26822/iejee.2017131893
Molina, M., Rodríguez-Domingo, S., Cañadas, M., & Castro, E. (2017). Secondary School Students’ Errors in
the Translation of Algebraic Statements. International Journal of Science & Mathematics Education,
15(6), 1137–1156. Retrieved from
https://doi-org.ezproxy.uws.edu.au/10.1007/s10763-016-9739-5
New South Wales Department of Education and Training. (2003). Quality teaching in NSW public schools: A
classroom practice guide. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/how-accreditation-
works/guide-to-accreditation/professional-standards
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=_26898_1&
content_id=_3604133_1
43
Tatlah, I. A., Amin, M., & Anwar, M. (2017). An Investigation of Students’ Learning Difficulties in
Mathematics at Secondary Level. Journal of Research & Reflections in Education (JRRE), 11(2), 141–
151. Retrieved from
http://ezproxy.uws.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN
=129128090&site=ehost-live&scope=site
Topcu, A. (2011). Effects of using spreadsheets on secondary school students’ self-efficacy for algebra.
International Journal of Mathematical Education in Science & Technology, 42(5), 605–613. Retrieved
from
https://doi-org.ezproxy.uws.edu.au/10.1080/0020739X.2011.562311
44

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102088 Extension

Curriculum 1B: Mathematics Stage 5.3 Year 10

By Michael Alex Murgolo

Western Sydney University

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

Strand Element …….…………..……………………………...…..………...……...……. 3

Lesson Plan A ………………...………………..……………………..……..……...…… 4

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

Lesson Plan B ………………...………………..……………………..………..…....….. 17

Lesson Plan B Resources ……………...……………………………..………..…....….. 23

Lesson Plan C ………………...………………..……………………..……...…...…….. 29

Lesson Plan C Resources …...………………………………………..……...…...…….. 34

Strand/Substrand Outcomes 5.3

MA5.3-1WM Uses and interprets formal definitions and generalisations

MA5.3-2WM Generalises mathematical ideas and techniques to analyse and

MA5.3-3WM Uses deductive reasoning in presenting arguments and formal

MA5.3-7NA Solves complex linear, quadratic, simple cubic and

MA5.3-8NA Uses formulas to find midpoint, gradient and distance on the

MA5.3-9NA Sketches and interprets a variety of non-linear relationships.

Cross Curriculum Themes and General Capabilities

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Brain Train: Quick Kahoot on completing the square

Students to start the sheet and have the option if they

Students to raise their hand when they require

Standards Evidence within this lesson

5.2 Feedback provided through assistance in Kahoot and class discussions.

Excel Sheet (resource will be attached via email if requested).

For 5.1/5.2 LINEAR GRAPH

Equation Input $B$7*(B11) +$C$7

Equation Input $C$7*(C11)^2 +$D$7

Equation Input $K$7*(K15)^2 +$L$7*(K15)+$M$7

Quadratic Input (-($L$7)+SQRT(($L$7)^2-4*$K$7*$M$7))/2*$K$7

Using coloured tiles https://www.geogebra.org/m/PcaDwgnS

d. Show the perimeter of each plot of land.

a. Sketch Jessica’s cage, clearly labelling the dimensions.

e. Evaluate the perimeter of the enclosure.

f. Deduce whether the enclosure perimeter can be improved so that:

Cross Curriculum Themes and General Capabilities

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Mark the role. Recount last lesson on solving

Go through PowerPoint as a class. Demonstrate how to

Advanced students on 5.3 can use GeoGebra link Student

Glue sheets in workbook next to notes done at

Set out homework on board.

Standards Evidence within this lesson

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

Can you think of any real life

This Photo by Unknown Author is licensed under CC BY-SA

So the numeral in front of

What happens if @= 0? Sir’s Steps

In pairs, it’s time to

My Equation: Quadratic formula:

𝑎 value is (2) 𝑏 value is (1) 𝑐 value is (-6)

−(1) ± √(1)2 − 4(2)(−6) −1 ± 7

a. Label the 𝑎, 𝑏 𝑎𝑛𝑑 𝑐 values.

b. Identify the y-intercept of the parabola. (when x=0).

c. Using the quadratic formula, find the x-intercepts of the parabola.

a. What is the midpoint of the interval between the x-intercepts?

3. An equation with higher powers (𝑦 = 𝑎𝑥 4 + 𝑏𝑥 2 + 𝑐) can be solved by applying substitution.

We have the equation

Notice that we can write this as

Equation Input $K$7(K15)^2 +$L$7(K15)+$M$7

Quadratic Input (-($L$7)+SQRT(($L$7)^2-4$K$7$M$7))/2*$K$7

When we use the discriminant and obtain a value greater than 0.

When we use the discriminant and obtain a value equal to 0.