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Mathematics Standard 1 Year 11 Stage 6 Syllabus – Topic: Algebra, Sub-Topics: Formulae (4 weeks – 4 lessons per week)

Week Lesson Syllabus Content & Outcomes Teaching and Learning Resources
# (NSW Education Standards Authority, 2017) Strategies including
assessment for learning(AFL)

Context - Speed, Distance & Time: MS11-6, MS11-2 Speed, Distance &
 Solve problems involving formulae, including but not limited to calculating Speed/distance/time Time Experiment
distance, speed and time (with change of units of measurement as experiment in groups. (Resource 1)
1 required) or calculating stopping distances of vehicles using a suitable Teacher demonstration Miniature cars and
formula AAM AFL: Observation, students race tracks of different
participation in discussion. sizes, stopwatches and
measuring tape/ruler.

Substitution: MS11-10
Work through examples with
 review substitution of numerical values into linear and non-linear algebraic Scattered problems
students on the board.
expressions and equations ◊ from textbooks into a
1 2 Individual work.
– review evaluating the subject of a formula, given the value of other worksheet of varying
AFL: Observation, assistance
pronumerals in the formula degree of difficulty
and guidance.
Work through examples with
Scattered problems
Rearranging Equations & Solving (1): MS11-10 students on the board.
from textbooks into a
3 Individual work.
 change the subject of a linear formula worksheet of varying
AFL: Observation, assistance
degree of difficulty
and guidance
Work through examples with
Scattered problems
Rearranging Equations & Solving (2): MS11-10 students on the board.
from textbooks into a
4  change the subject of a linear formula Individual work.
worksheet of varying
AFL: Observation, assistance
degree of difficulty.
and guidance.
Real World Problems – BAC: MS11-6, MS11-10
 calculate and interpret blood alcohol content (BAC) based on drink
consumption and body weight AAM Discussion.
– use formulae, both in word form and algebraic form, to calculate an Group work on scenario
estimate for blood alcohol content (𝐵𝐴𝐶), including 𝐵𝐴𝐶Male = problems.
10𝑁−7.5𝐻 10𝑁−7.5𝐻
6.8𝑀
and 𝐵𝐴𝐶Female = 5.5𝑀 where 𝑁 is the number of Differentiation – scaffolding for Scenario problems on
1
standard drinks consumed, 𝐻 is the number of hours of drinking, and students facing difficulties with worksheet.
𝑀 is the person’s weight in kilograms the word problems.
– determine the number of hours required for a person to stop AFL: Teacher observation,
consuming alcohol in order to reach zero BAC, eg. using the formula student answers.
𝐵𝐴𝐶
time = 0.015
– describe limitations of methods estimating BAC.
Real World Problems - Medication Dosages: MS11-1, MS11-6, MS11-10
 calculate required medication dosages for children and adults from 3 groups work on one formula
2 packets, given age or weight, using Fried’s, Young’s or Clark’s formula as each.
appropriate AAM Present findings and do
– Fried’s formula: Dosage for children 1 − 2 years = comparisons.
Worksheet questions
2 age (in months) × adult dosage Differentiation – scaffolding for
with scenarios.
150 students facing difficulties with
– Young’s formula: Dosage for children 1 − 12 years = the word problems.
age of child (in years) × adult dosage
age of child (in years) + 12
AFL: Student presentations,
weight in kg × adult dosage observations.
– Clark’s formula: Dosage = 70
Direct variation: MS11-6, MS11-1, MS11-2
 recognise that a direct variation relationship produces a straight-line Discussion and work on various
graph direct variation scenarios.
3 Graphing paper
 determine a direct variation relationship from a written description, a AFL: Student/Teacher
straight-line graph passing through the origin, or a linear function in the discussions, student plots.
form 𝑦 = 𝑚𝑥
What are m & c in y = mx + c? : MS11-10, MS11-9 GeoGebra activity. Solving https://ggbm.at/spn5xwsp
4  review the linear function 𝑦 = 𝑚𝑥 + 𝑐 and understand the geometrical problems with class. Example problems
significance of 𝑚 and 𝑐 AFL: Discussion, observation, with class.
questioning.
What is m in y = mx + c? (Continued...): MS11-10, MS11-9
 review the linear function 𝑦 = 𝑚𝑥 + 𝑐 and understand the geometrical GeoGebra Activity. Solving
significance of 𝑚 and 𝑐 problems individually. https://ggbm.at/spn5xwsp
1
 recognise the gradient of a direct variation graph as the constant of AFL: Observation, questioning, Problem Worksheet
variation student answers.

Discussion – recall of direct


Constructing linear models from word problems (1): MS11-10, MS11-2,
variation scenarios identified in
MS11-6
prior lesson.
 develop and solve linear equations, including but not limited to those
2 Develop models and solve Graphing paper
derived from substituting values into a formula, or those developed from a
questions.
3 word description AAM ◊
AFL: Observation, student
answers, class discussion.
Teacher demonstration.
Electronic devices.
Using Microsoft Excel: MS11-9 Students solving problems
Questions worksheet.
3 using Excel.
 construct straight-line graphs both with and without the aid of technology Student feedback
AFL: Observation, student
form.
feedback
Assessment for Learning: MS11-2, MS11-6, MS11-9, MS11-10
Group and Individual activity
 construct and analyse a linear model, graphically or algebraically, to solve
using Excel. Electronic Devices,
practical direct variation problems, including but not limited to the cost of
4 AFL: Observation, feedback Instruction sheet,
filling a car with fuel or a currency conversion graph AAM ◊
from teacher, peer and Rubric.
– identify and evaluate the limitations of a linear model in a practical
student.
context
Constructing linear models from word problems (2): MS11-10, MS11-2, Students individual work.
MS11-6 Teacher working through
Graphing paper, word
1  develop and solve linear equations, including but not limited to those examples with students facing
problems worksheet.
derived from substituting values into a formula, or those developed from a difficulty.
4
word description AAM ◊ AFL: Observation
Solving linear equations: MS11-10 Teacher examples on more
2 Worksheet.
 develop and solve linear equations, including but not limited to those complicated problems.
derived from substituting values into a formula, or those developed from Students individual work on
a word description AAM ◊ problems.
AFL: Observation, student
answers.
Car Fuel: MS11-10, MS11-6, MS11-9, MS11-2, MS11-1 Working in groups. Student
research and presentation.
 construct and analyse a linear model, graphically or algebraically, to solve
Linear model with working out Activity Instructions.
3 practical direct variation problems, including but not limited to the cost of
and through excel. Electronic Devices.
filling a car with fuel or a currency conversion graph AAM ◊
AFL: Observation, student
– identify and evaluate the limitations of a linear model in a practical
presentations.
context
4 Class Topic Test
Resource 1: Distance, Speed & Time Experiment:

Outcomes: MS11-2, MS11-6

1. Gather in groups of 3
2. You are provided with a toy race car, adjustable size track, stop watch and
data table
3. Allocate roles: Timekeeper, Data Collector, Driver
4. Below is a table with indicated measurements of the track

Track Distance 25 cm 50 cm 75 cm 1m
Time

5. Driver starts the car and timekeeper begins stopwatch


6. Data collector writes the time in the relevant column.
7. Repeat process with different size tracks, and fill in table with time values
Start End

Car Car Car

8. Plot the data on graphing paper and draw a line through points.
9. Questions:
a. What patterns can you see?
b. From the graph, what is the relationship between distance and time?
c. What time would it take for the car to reach 90 cm? 1.5 m?
d. Approximately what speed is the car driving at?
10. Work on the questions above with your group, and list responses for class
discussion.

Resource 2 (ICT): https://ggbm.at/spn5xwsp

Outcomes: MS11-9
Resource 3 (Assessment for Learning)

Activity Name: Minimum Wage


Outcomes: MS11-2, MS11-6, MS11-9, MS11-10
Description:
How long would it take someone to purchase a house on minimum wage?
Minimum Wage & Currency Conversion
Students are split into 5 groups, and are allocated two countries to work with (Australia and
NZ/Japan/UK/China)
Individually, students:
- Are provided with the minimum wage of each country students create a wage table
(Hours vs. Pay)
- Calculate and complete the rest of the table (up to 8 hours)
- Are provided with a currency conversion table (e.g. Yen to AUD)
- Identify the equation for currency conversion
- Use the formula to convert their minimum wages to AUD
- Construct a graph with a line fitted for each country’s pay
- Identify the linear equations of each line (using excel functions)
Students that worked on different countries group together and:
- Compare their results (graphs and equations)
- Identify the meaning of the equations they have found (what is y, x, m & c?)
Class discussion: Which country has a higher/lower minimum wage, why do you think this may
be so? What do your equations mean? (Teacher asking each group)
Buying a House
- Students determine how long it would take a person earning minimum wage to
purchase a one-bedroom apartment in allocated countries. (Using formulae obtained,
rearranging and solving the equation)
- Students present their findings and work (excel plots/spreadsheet) in their groups to the
class and discuss limitations
- Class discussion on differences between prices and minimum wages and student’s
thoughts.
Criteria for assessing learning
Students will be assessed on their ability to:
- Use Microsoft Excel – data entry, plotting, finding the equation
- Interpreting the meaning of the equation (y = mx + c)
- Interpret their results and discuss limitations
- Substitution, rearranging formula and solving.
Feedback
 Oral feedback during activity completion and at the end of the first activity (Use of Excel,
interpretation of equations, and substitutions).
 Written feedback provided to students after final group presentations
 Self-Assessment at end of each activity– written note on their understanding/confusions
from the activity, class discussion.
 Peer- Assessment at the end. Students given 1 minute to write what they did/didn’t
understand from their peers’ presentation.
Teacher Feedback Rubric

Enter data Identify linear


Plot a line
Microsoft Excel accurately into equation from N/A
graph
tables the Excel plot.

Explain the
Describe what
value of m
Understanding of Identify that y Identify that x the overall
(value) = rate
y=mx = Pay = Hours equation
of increase /
represents.
gradient

Substitutes
values Rearranges
Solves
Solving and correctly into pay equation
rearranged N/A
Substitutions the currency to have Hours
pay equation.
conversion as the subject
equation.

Interprets Presentation
Discusses
Communication results clearly shows
limitations of N/A
of results correctly results and
their results
(graphs/plots) findings.

Comments:

Feedback rubric is designed to assist students to identify the specific areas which they did
not complete or did complete. The teacher also fills the comments section with suggestions
for improvement or more specification. E.g. (For discusses limitations of their results) student
may discuss one limitation when there may be multiple, teacher identifies this in the
comments.
Justification

The unit outline is designed for Year 11 Standard 1 Mathematics studying Algebra (NSW
Education Standards Authority [NESA], 2017). It consists of a range of teaching strategies
including conceptual and procedural based-activities/lessons, use of ICT, numeracy and
literacy skills to meet the needs of diverse learners and enhance student engagement
(Attard, 2012).

The beginning of the topic is marked by a conceptual based lesson, which involves a hands-
on activity. There is an increasing disengagement in mathematics in Australian schools,
students find mathematics difficult and irrelevant (Mathematical Association of New South
Wales [MANSW], 2013). One of the reasons is due to lack of a conceptual understanding
and relevance to real-world applications (MANSW, 2013). The speed, distance and time
activity engages student in active learning. Active learning is a useful way which can boost
student engagement and achievement, assisting in students conceptual understanding
(Freeman et al., 2014). Connecting learning to the real-world is significant as indicated in the
Quality Teaching Framework (QTF) and research on student mathematics engagement
(Attard, 2012; Ladwig & Gore, 2003). Relating to student’s background knowledge is an
important basis for the teacher to build (Attard, 2012; Ladwig & Gore, 2003). The activity
allows students to physically experiment with the concept of speed, distance and time, rather
than be given formulas on real cars etc. which may seem difficult to perceive or understand
at first. The questions asked require students to operate on levels of comprehension,
application and analysis from the competencies indicated in Blooms Taxonomy (Piggott,
2011). This is to be expected as students are involved in a conceptual task, which requires
application rather than recall of information.

The remaining few lessons focus then on procedural work, which aims to assist students to
develop the algebraic skills they need to be able to work on further real-world problems.
These lessons are marked by student-teacher interactions, guidance and feedback, which
are essential for student learning and engagement (Ladwig & Gore, 2003). This is followed
by two main lessons related to real world problems (BAC and Medication Dosages) in which
students are involved in group work. Group tasks foster student engagement and pride in
their mathematical work (Bieg et al., 2017). The direct variation lesson also introduces a new
topic and draws on student’s background knowledge to connect students learning and build
on their knowledge to deeper mathematical concepts (Attard, 2012; Ladwig & Gore, 2003).
Lessons were separately and individually designed to target concepts which students
generally face difficulty with, these include understanding the gradient (NSW Education
Standards Authority [NESA], 2016), solving word problems and basic algebra techniques
(Iddrisu, Abukari, & Boakye, 2017).

Many students have difficulty understanding the meaning of the linear equation y = mx + c,
especially the meaning of the gradient (NESA, 2016). ICT can be a valuable tool to help
engage students in deeper and clearer understandings of mathematical concepts (Attard,
2012). Hence, an ICT resource was created to help students visualise the line graph as
values of the gradient and constant change. Students can see the relationship between the
values, the graph and the equation. They can also work on problems involving gradient
calculations and visualise the solutions. The program is easy to use, and does not require
much instruction, which makes it easy for students to use in class and at home as a support
and reference for their learning.

After building a conceptual understanding of the main sections, procedural understanding,


and an exposure to word problems. Students are trained to use Microsoft Excel to provide
them with a different way to model and engage with the content. It is also suitable to
introduce them to the skills of using such a tool as it is widely used in real-world applications.

The assessment for learning activity introduces students to a real-world issue that is
prevalent and may even affect them or be affecting them (for working students). It is also a
task that brings to students’ attention a relevant ethical issue, and widens their experience of
mathematics to another country, hence developing an intercultural and ethical understanding
(NESA, 2017). The task provides an opportunity for students to engage with the content,
work collaboratively with their peers, and receive effective feedback from the teacher,
themselves and their peers. Student peer-to-peer interactions as well as efficient and
effective feedback are essential components for an engaging mathematical task (Attard,
2012). According to Blooms taxonomy, students in this task are expected to be working at a
range of levels as they are asked to: recall certain procedures, apply their knowledge,
understand their results, evaluate their learning through identification of limitations, create
predictions and draw conclusions from their results (Piggott, 2011).

The teacher’s rubric was developed as a comments-only rubric. With graded rubrics,
students tend to focus on the grade rather than the teacher comments and feedback
(Cambridge International Education Teaching and Learning Team [CIETLT], n.d.).
Therefore, a comments-only rubric with explicit identification of tasks to be completed serves
the purpose for students to receive feedback and develop. Furthermore, peer and self-
assessment helps students further understand what success looks like, and continuous
activities in peer and self-assessment can help learners develop a sense of regulation of
their own work (CIETLT, n.d.).
References

Attard, C. (2012). Engagement with mathematics: What does it mean and what does
it look like? APMC, 17(1), pp. 9 – 13. Retrieved from
https://files.eric.ed.gov/fulltext/EJ978128.pdf

Bieg, M., Goetz, T., Sticca, F., Brunner, E., Becker, E., Morger, V., & Hubbard, K.
(2017). Teaching methods and their impact on students’ emotions in
mathematics: an experience-sampling approach. ZDM Mathematics
Education, 49(411). doi: 10.1007/s11858-017-0840-1.

Cambridge International Education Teaching and Learning Team. (n.d.) Getting


started with assessment for learning. Cambridge Assessment International
Education. Accessed from https://cambridge-community.org.uk/professional-
development/gswafl/index.html

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &
Wenderoth, M. P. (2014). Active learning increases student performance in
science, engineering, and mathematics. Proceedings of the National
Academy of Sciences of the United States of America, 111(23), pp. 8410-
8415. doi: 10.1073/pnas.1319030111

Iddrisu, M. M., Abukari, A., & Boakye, S. (2017). Some common misconstructions
and misinterpretations in basic algebra: A case of students of university for
development studies and Navrongo Senior High School in Ghana. British
Journal of Education, 5(9), pp. 22-44. Retrieved from
https://www.researchgate.net/

Ladwig. J., & Gore, J. (2003). Quality teaching in NSW public schools: A classroom
practice guide. Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%
20Guide.pdf

Mathematical Association of New South Wales. (2013). Promoting quality


mathematics education for all. Retrieved from
https://www.mansw.nsw.edu.au/documents/item/70
NSW Education Standards Authority (2016). 2016 notes from the marking centre –
mathematics. Retrieved from http://educationstandards.nsw.edu.au/

NSW Education Standards Authority. (2017). Mathematics standard: Stage 6


syllabus. Retrieved from https://syllabus.nesa.nsw.edu.au/download/

Piggot, J. (2011). Bloom’s Taxonomy. NRICH. Accessed from


https://nrich.maths.org/5826

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