102098

Contemporary Teacher Leadership

Mimi-Jane Quynh Tram Nguyen
18415780

Abstract
Quality teacher and teacher leadership involves constant reflection in areas such as program
development and implementation. As the school context is ever changing and evolving,
constant reviewing of programs is essential to improve the accuracy of content and delivery of
the unit is effective in maximising student learning. The report focuses on the evaluation of the
Stage 5 Mathematics unit of work of ‘Linear Relationships’ that was designed for a Stage 5.3
(selective stream) class at Moorebank High School.
This report proposes several recommendations suited for a selective stream class to challenge
and extend students, improve academic metalanguage and literacy, creative and critical
thinking, personal and social capabilities, ethical understanding, incorporate ICT into lessons
and employ differentiation to cater for a diverse range of student needs. Research on
Understanding by Design has been utilised to redesign the program.

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Contents
Executive Summary............................................................................................................................... 2
Objective ............................................................................................................................................ 2
School Context ................................................................................................................................... 2
Goals ................................................................................................................................................... 2
Comparative Table ................................................................................................................................ 4
Recommendations ............................................................................................................................. 6
Scope and Sequence .......................................................................................................................... 8
Concept Map ...................................................................................................................................... 9
Assessment Task and Marking Criteria ......................................................................................... 10
Reconstructed Unit Outline ............................................................................................................ 12
References............................................................................................................................................ 17
Appendix .............................................................................................................................................. 20

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Executive Summary
Objective
The unit outline was prepared by the Mathematics Faculty at Moorebank High School. Reflection
and evaluation of unit outlines and teaching practices are vital in improving student outcomes
and meetings the learning needs of students. This report aims to utilise the Understanding by
Design framework and extensive research in order to inform the changes that will be suggested
to the existing program, and will incorporate ICT into lessons, differentiate to challenge and
extend students, and utilise strategies to improve literacy, personal and social capabilities, ethical
understanding, and develop creative and critical thinking within the Mathematics classroom.
Through the reconstructed of the scope and sequence/unit of work, student learning will be
enhanced, and lessons will align with overarching goals created through Understanding by Design
(Department of Education, 2014).

School Context
The Stage 5 ‘Linear Relationships’ unit has been taught at Moorebank High School by the
Mathematics faculty. Moorebank High School situated in south western Sydney and is a
comprehensive, coeducational and selective secondary school. The demographic of the school is
very multicultural with 72% of students having a language background other than English. The
socioeconomic status of the school is low, and they are currently on the Low SES Program that
provides transitional funding through the Smarter Schools National Partnership (MySchool,
2018). The school is a Bring Your Own Device school, where if the was to conduct an ICT lesson,
students were expected to bring in their own devices, be in a computer lab, or the teacher must
borrow from the library. The Mathematics faculty had only one set to share between all classes
across all years.

This unit of work ‘Linear Relationships’ is under the ‘Number and Algebra’ strand and is first
covered in stage 4 in either year 7 or 8, teaching students about number patterns; graphs and
analyses of linear relationships on the Cartesian plane. The unit is further extended in Stages 5.1,
5.2, and 5.3 by covering coordinate geometry, students learn to interpret and graph linear
relationships. Working Mathematically skills are integrated within the unit of work. Students
should already have background knowledge and have achieved some skills outcomes in the unit
as they have covered it briefly in Stage 4, and the unit would take place in the last two weeks of
Term 3 and the first two weeks of Term 4.

Goals
The aim of this report is to provide recommendations for Stage 5.3 classes in the unit of ‘Linear
Relationships’ to the Head Teacher of the Mathematics faculty of Moorebank High School.

The report considers recommendations to:

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  Clearly define the learning outcomes and goals that students should achieve throughout
the unit
 Create a unit outline that suits Stage 5.3 classes
 Include interaction with and utilisation of ICT within lessons
 Develop literacy skills, critical and creative thinking skills, and improve social and
personal capabilities
 Build upon student background and culture knowledge through effective use of
assessment for learning and assessment as learning
 Ensure the unit outlines meets the goals that are examined in the assessment using
Understanding by Design
 Utilise a restructured unit outline to support teachers who are teaching ‘Linear
Relationships’ to year 9 Stage 5.3 classes

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Comparative Table
Area of Strengths of the area of Concerns of the area of Suggested changes to counteract Research support for the changes
Consideration consideration consideration concerns suggested
The current unit outline There is no explicit The redesigned unit has tasks such as The use of oral and aural language skills
has a lot of mathematical instruction in the unit that mind mapping, think-pair-share, to help within the classroom has a correlation to
metalanguage that will develops literacy. No students develop literacy skills. There is literacy development (Hulme, Nash,
help students resources were provided in explicit instructions for students to Gooch, Lervåg & Snowling, 2015).
Literacy communicate their order to promote literacy communicate how they solve problems Building upon cultural and background
understanding of Linear within a mathematical and their understanding of concepts. knowledge allows for a personal
Relationships more context. educational experience (Gore & Ladwig,
effectively. There is also 2003).
use of academic language.
The numeracy is integrated The unit of work provided Include Stage 5.3 content. Stage 5.3 content is included in the
throughout the unit of covers only Stage 5.1 and redesigned unit of work by cross
Numeracy
work as the curriculum not Stages 5.2 and 5.3. checking with the syllabus (NESA, 2017).
area is mathematics.
The ideas of critical and There is no explicit There is use of a combination of Explorative tasks help builds on
creative thinking are instruction that was direction instruction and minimal background knowledge and promote
already integrated within further added to the unit of guidance to promote creative and critical student resilience, social skills through
Critical and the syllabus. work to promote critical thinking. Explorative tasks will help collaboration as well as creative and
Creative and creative thinking. No students use their own means to develop critical thinking (Entwistle & Ramsden,
Thinking resources are supplied to understanding. 2015; DeWaesche, 2015; Vygotsky,
support this area of 1978). Minimal guidance activities
consideration. should still be scaffolded to relieve
overload (Aulls, 2002).

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 The syllabus does include
skills such as ethical
understanding.
Ethical
Understanding
It is unknown if the unit of
work for ‘Linear
Relationships’ was
designed through the use
Understanding
of Understanding by
by Design
Design.
The program provided
only includes syllabus dot
points. Therefore, no
suggestions were made in
consideration to develop
social capabilities with
their peers in order to
communicate ethically
with their peers and
teacher. Developing
student responsibility.
Based on the design of the
original unit, as it only
contained the dot points
from the syllabus, there is
no evidence of Understand
by Design.
*No resources were provided throughout the unit of work*
The reconstructed unit makes use of
collaborative activities such as think-
pair-share and presentations to develop
students social and personal capabilities,
develop leadership and ability to
compromise with their peers when
making decisions.
The redesigned unit of work takes into
consideration the concept of
Understanding by Design in order to
assist students to achieve targeted
learning outcomes that are addressed in
the examination.
Students will be able to work with their
peers in order to express their
knowledge through multiple means of
representation, actions and expressions
and will also meet diverse needs that
students may have (Hall, Strangman &
Meyer, 2003; Rose, 2000). Developing
communication allows for student to
communicate ethically with their peers
and the world, and understanding how
to work in groups.
By using the assessment in which
students will sit in order to test the
content knowledge and problem-solving
skills in Linear Relationships, outcomes
can be determined as the primary focus
for academic achievement in the
reconstruction of the unit (Jones,
Vermette & Jones, 2009; Wiggins &
McTighe, 2011).

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Recommendations
The unit of work ‘Linear Relationships’ for a Stage 5.3 Mathematics class at Moorebank High
School was analysed, deconstructed and redesigned to target areas of concern and achieve the
general capabilities; literacy, critical and creative thinking, personal and social capabilities,
ethical understanding, and information and communication technology capability. The
Understanding by Design framework was utilised in order to achieve academic success and the
development of student identity and responsibility within the classroom. Background knowledge
of students, the assessment criteria that assessed student knowledge and the created concept
map of content were taken into consideration when making additions were to the unit for
Moorebank High School through the framework (Shabani, Khatib & Ebadi, 2010).

Wiggins & Mctighe (1998) championed Understanding by Design as a planning framework to

enhance curriculum, assessments, and units for the benefit of improving student learning
outcomes. By identifying end goals that students should achieve, short-term goals, instructions
and assessments are then created to meet student needs and optimise engagement and learning
(Florian & Zimmerman, 2015). Based on the design of the original unit of work, the Mathematics
faculty approached the unit of work traditionally, by designing the program first ensuring to meet
syllabus outcomes and then the assessments to assess student learning outcomes. Florian’s &
Zimmerman’s (2015) suggestions identifying the desired results for student learning, conducting
research and then planning instruction were followed in redesigning the ‘Linear Relationships’
program.

Literacy Skills

Literate students are able to confidently communicate their ideas and develop skills to learn and
understand concepts to a greater degree as they are able to understand instructions, worded
problems and grasp connections of mathematical content to reality (Hillman, 2014; NESA, 2017).
Gore & Ladwig (2003) suggest some important aspects relating to literacy such as metalanguage
and substantive communication to interpret the information and solve problems as being literate
is important in developing confident and creative individual. Students are given opportunities
within the unit to communicate their understanding of content through multiple means of
representation, actions and expressions to develop communication skills and mathematical
literacy through the display of their understanding using correct language (Hall, Strangman &
Meyer, 2003; Rose, 2000). Strategies to engage students in mathematical literacy include linking
concepts to students’ background knowledge, facilitate discussions and not focusing on the right
answer guided hinting (Adams & Pegg, 2012). These strategies are incorporated within the unit
in order to develop literacy skills within students.

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Ethical Understanding, and Social and Personal Capabilities
Ethical understanding is a difficult component to embed into ‘Linear Relationships’ and thus, it
was intrinsically linked to social and personal skills. Ethical understanding in mathematics is not
very common and often put aside in units (Boylan, 2016). Seah (2016) suggests that ethical
understanding does not have to be incorporated into mathematical content, but rather the
teacher modelling ethical behaviour by treating students fairly and with respect, so that students
themselves would emulate this behaviour and develop student responsibility. The development
of social skills and leadership promotes students to become active and informed citizens as they
are able to work collaboratively make informed decisions, gain cultural assets and behave with
ethical integrity (Fitzallen, 2015; MCEETYA, 2008; ACARA, 2013). According to Campbell (2006),
teachers are not solely content knowledge experts, but are also ethical value educators and moral
agents and thus should make the effort in displaying characteristics of honesty, fairness, respect
and compassion for their students and their wellbeing.

Use of ICT
In a technologically rich society, it has become increasingly critical for students to become
familiar with technology, be able to acquire accurate and current information from reliable
sources, make informed decisions, and for teachers to develop confidence in students’ ICT skills
and their understanding in the utilisation of ICT tools. ICT has the capabilities to improve
performance, increase student engagement, and expand student innovation and creations. The
use of ICT within mathematics lessons engages students with the content as it allows to study
‘Linear Relationships’ visually, find trends and distinguishing features of lines that are not easily
communicated via chalk-and-talk (Marks, 2000). According to Barkatsas, Kasimatis & Gialamas
(2009), ICT has the capabilities to engage all levels of learner within mathematics and increase
confidence in mathematics. Hence, opportunities to interact with ICT are incorporated in the
reconstructed unit as it enhances the teaching and learning of mathematics and promotes
creative and critical thinking.

In summation, in order to continually meet the needs of students, effectively enhance student
learning and conceptual understanding, and be updated with the modern contextual world, it is
imperative for teachers to engage in professional development through reflection of past units,
identifying the program’s strengths and weaknesses, and working collaboratively within the
faculty to improve the next unit (McTighe & Wiggins, 2012). Through the implementation of the
Understanding by Design framework in the redesigning of the unit, the identified final outcomes
that students should achieve are ensured to be met through the learning activities and strategies.
If this unit is implemented, a review should be conducted to identify areas of strengths and
weaknesses in helping students achieve the end outcomes of the unit.

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Scope and Sequence
Mathematics Year 9 Stage 5.3 2018
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
Topic Number Number Algebra Statistics
Single
Review Computation of Integers, Ratio and Rates (Incl. Variable
Term 1

Unit title Algebraic Techniques

Fractions, Decimals & Perc. Direct Proportions) Data
Analysis
MA5.3-
Outcomes MA3-7NA, MA4-4NA,MA4-5NA MA5.3-4NA MA4-8NA, MA5.2-6NA, MA5.3NA
18SP
Life skills Number: Differentiate from Life Skills Content Estimating and Measuring: MALS-25MG

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Topic Statistics Algebra Measurement
Data Collection &
Term 2

NAPLAN
Unit title Representations/ Single Equations Right- Angled Triangles (Trigonometry)
Variable Data Analysis Cont.
Outcomes MA4-20SP, MA5.3-18SP MA5.2-8NA, MA5.3-7NA MA5.2-13MG, MA5.3-15MG
Data: MALS-35SP, MALS-
Life skills Cont. Maps and Plans: MALS-32MG, MALS-33MG, MALS-34MG
36SP, MALS-37SP

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Week 7 Week 8 Week 9 Week 10
Topic Financial Mathematics Algebra Measurement Algebra
Unit title Earning Money Indices Area (Review) & Volume Linear Relationships
Term 3

MA4-12MG, MA4-13MG, MA4-14MG, MA5.1-

Outcomes MA5.2-4NA MA5.1-5NA, MA5.2-7NA MA5.2-9NA, MA5.3-8NA
8MG, MA5.2-12MG
Money: MALS-12NA, MALS-13NA, MALS-14NA, MALS-15NA, MALS-16NA, MALS-17NA Area, Mass, Volume and Capacity: MALS-27MG, MALS-28MG,
Life skills
MALS-29MG

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Topic Algebra Measurement Probability Measurement
Term 4

Unit title Linear Relationships Properties of Geometrical Figures Probability Numbers of any magnitude
MA4-21SP, MA5.1-13SP,
Outcomes MA5.2-9NA, MA5.3-8NA MA5.2-14MG, MA5.3-16MG MA5.1-9MG
MA5.2-17SP
Life skills “Out and about” (Money, Time, Position, Data): MALS-15NA, MALS23MG, MALS24MG, MALS-34MG
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Concept Map

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 Assessment Task and Marking Criteria

MOOREBANK HIGH SCHOOL

Assessment Task Notification
Mathematics

Year 9 – Mathematics 5.1/5.2/5.3 course

Assessment Task 4
Task No. Date Issued Date Due Weighting

4 22/10/2018 05/11/2018 40%

Exam Instructions
In Class Examination

Outcomes Being Assessed

Work assessed includes, but is not limited to:
 Describe, develop and use index laws to simplify expressions
 calculating the area of various shapes, including circles
Stage 5.1
 calculate the volume and capacity of solids, including cylinders
(9M6, 9M7)
 converting units of area, volume and capacity
 plot and label points on the number plane
 plot and draw linear relationships on the number plane
You will be tested on all work done so far including all the work above and the
following:
 simplifying expressions involving negative indices
Stage 5.2
 calculating areas of quadrants, semicircles and sectors
(9M4, 9M5)
 calculate the volume of composite solids
 find the gradient, midpoint and distance between points using a right
angled triangle or formulae
You will be tested on all work done so far including all the work above and the
following:
 simplify complex expressions involving indices, including fractional
Stage 5.3
indices
(9M1,
 calculate the volume of spheres and cones, and composite solids
9M2, 9M3)
involving spheres and cones
 solve problems involving general form and gradient intercept form of
linear equations.

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Absence / Misadventure Instructions

If a student is absent on the day of an assessment task the following procedures must be
followed:
(For full procedures refer to your year Assessment Information Booklet)
 The student or his/her parent must telephone the school and inform the Class Teacher.
 An Assessment Absence/Extension form must be lodged and accepted.
 A doctor’s certificate may be required and is advisable if the application is on medical
grounds.
 A deduction of 10% of the available marks per school day may apply for assessment task
submitted late without an acceptable reason.

Misadventure
There are occasions when circumstances beyond a student’s control prevent them from
submitting tasks on the due date. This is termed a “misadventure”. Students claiming a
misadventure need to obtain a misadventure claim form from the Head Teacher, complete it
and return it to the class teacher with supporting documents. The Head Teacher will then
decide on the appropriate course of action. Please be aware that technology problems may
not be considered as a valid circumstance to be granted grounds for misadventure.

The Task

Students are expected to attempt all questions in the Question Booklet with full working.

Topics assessed:
 Index Laws
 Area and Volume
 Linear Relationships

NESA approved calculators are required for this assessment task.

Assessment Task 4 is attached in the Appendix

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Reconstructed Unit Outline
Unit Outline
Subject: Mathematics Course: Year 9 Stage 5.3 Duration: 4 Weeks
Unit: Linear Relationships
Outcomes Assessment Strategies
MA5.1-6NA Determines the midpoint, gradient and length of an Assessment for learning:
interval, and graphs linear relationships  Pose a key question relating to ‘Linear Relationships’ to determine the background
MA5.2-9NA uses the gradient-intercept form to interpret and graph knowledge that students from Stage 4 ‘Linear Relationships’ through a class
linear relationships discussion and creating a brainstorm/mind map using the information provided.
MA5.3-8NA Uses formulas to find midpoint, gradient and distance on Encourage student response in discussion through the applications of activities
the Cartesian plane, and applies standard forms of the similar to “think, pair, share”.
equation of a straight line  Quick inquiry and skill questions asked at the beginning of the lesson to determine
MA5.3-1WM Uses and interprets formal definitions and students’ current level of understanding
generalisations when explaining solutions and/or  At the end of or during a unit of work, students are asked to create a summary in
conjectures the form of dot points, mind map or inventing a question that involves the unit.
MA5.3-2WM Generalises mathematical ideas and techniques to  Students are exposed to common mistakes within ‘Linear Relationships’, then they
analyse and solve problems efficiently have to identify where the error occurs, justify their thinking and correct the error.
MA5.3-3WM Uses deductive reasoning in presenting arguments and Assessment strategies were modified from a previously submitted assessment
formal proofs (Nguyen, 2018)
MA5.1-1WM Uses appropriate terminology, diagrams and symbols in
mathematical contexts
MA5.2-3WM Provides reasoning to support conclusions that are
appropriate to the context
*Missing numeracy components for 5.3 class*
Literacy ICT Creative and Critical Thinking Ethical understanding
Use of academic language and Students will be exposed to Students will be able to develop their Students will work collaboratively and
learn mathematics metalanguage. information and communication cultural knowledge through the history of individually enabling them to
Look at the different meanings of technology in order to develop ICT Cartesian planes and engage in problem communicate with each other using
words in different contexts. skills. This will be done through solving to promote their critical thinking. metalanguage. The use of group works
Promote student literacy through the use of spreadsheets to allows students learn about their peers,
justification of mathematical investigate, create and and how to work collaboratively and
problem solving. communicate mathematical con develop leadership skills. Mathematics
ideas and concepts. skills helps students make informed
decisions in their lives. Teacher should
model ethical behaviour when educating
students, treating them fairly.

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 Syllabus Content and Outcomes
Find the midpoint and gradient of a line segment
(interval) on the Cartesian plane (ACMNA294)
 use the concept of an average to establish the
formula for the midpoint, M, of the interval
joining two points (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ) on the
𝑥 +𝑥 𝑦 +𝑦
Cartesian plane: 𝑀(𝑥, 𝑦) = ( 1 2 , 1 2)
2 2
o explain the meaning of each of the
pronumerals in the formula for midpoint
(Communicating)
 use the formula to find the midpoint of the
interval joining two points on the Cartesian
plane
rise
 use the relationship gradient = to establish
run
the formula for the gradient, m, of the interval
two points (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ) on the Cartesian
𝑦 −𝑦
plane: 𝑚 = 2 1
𝑥2 −𝑥1
 use the formula to find the gradient of the
interval joining two points on the Cartesian
plane
𝑦 −𝑦
o explain why the formula 𝑚 = 1 2 gives the
𝑥1 −𝑥2
same value for the gradient as
𝑦 −𝑦
𝑚 = 2 1 (Communicating, Reasoning)
𝑥2 −𝑥1
Find the distance between two points located on
the Cartesian plane (ACMNA214)
 use Pythagoras' theorem to establish the
formula for the distance, 𝑑, between two points
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Teaching and Learning Strategies Assessment of Learning and Feedback
Students create a mind map of terminology they know or have René Descartes was one of the first
heard of associated with Linear Relationships and define the ones mathematicians to develop analytical
they know. geometry on the number plane. He shared
Students investigate the Cartesian plane and the French this honour with the French lawyer and
philosopher and mathematician René Descartes (1596-1650) to mathematician Pierre de Fermat (1601–
enhance their cultural knowledge. 1665). Descartes and Fermat are
Linear relationships exist in human relationships as you help recognised as the first modern
someone, you would hope that one day they would help you too. mathematicians (Watson, 2018).
There is a direct relationship between you and the person. https://www.britannica.com/
FAIRNESS!! biography/Rene-Descartes
Teacher provides feedback during student
discussion and research activity
Game activity: students work in groups of three, two standing on a Teacher provides hints to students who are
number line and the third determining where the middle is visually. struggling with the task and ensure that
Group rotates and students have to figure out other ways to find the everyone understands midpoint
middle. conceptually.
Compare this to finding the middle of two points on a cartesian Students have the options to use
plane. Middle of the 𝑥 and 𝑦 https://www.desmos.com/
-values to get the coordinate of the midpoints https://www.geogebra.org/graphing?lang=en
Differentiating task is knowing the midpoint and another point and to assist them
determining the third point
Teacher defines gradient in a mathematical context and students Teacher goes around the room to assess
compare the definition of gradient in other areas like art with student understanding of gradients.
teacher scaffolding. https://www.desmos.com/
Students use Geogebra graphing in order to draw intervals in https://www.geogebra.org/graphing?lang=en
software to analyse vertical and horizontal change between two
points
They describe the gradient through metalanguage and social
language in order to understand the concept as to why both
formulae give the same value.
Students engage in think-pair-share about how to approach finding Worksheet
the distance of an interval. Teacher provides guidance such as Students have the option to explore more
drawing a right-angled triangle. using
Link distance of an interval to Pythagoras’ Theorem and derive the https://www.geogebra.org/graphing?lang=en
distance formula based of this information.
 (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ) on the Cartesian plane:
𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
o explain the meaning of each of the
pronumerals in the formula for distance
(Communicating)
 use the formula to find the distance between
two points on the Cartesian plane
o explain why the formula
𝑑 = √(𝑥1 − 𝑥2 )2 + (𝑦1 − 𝑦2 )2 gives the
same value for the distance as
𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
(Communicating, Reasoning)
Sketch linear graphs using the coordinates of two
points (ACMNA215)
 sketch the graph of a line by using its equation
to find the 𝑥- and 𝑦-intercepts
Solve problems using various standard forms of
the equation of a straight line
 describe the equation of a line as the
relationship between the 𝑥- and 𝑦-coordinates
of any point on the line
o recognise from a list of equations those that
can be represented as straight-line graphs
(Communicating, Reasoning)
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Students work through a worksheet.
Students now have the chance to make a summary page of the first
three key ideas in Linear Relationships making sure to use correct
language and definitions.
Students use programs like Desmos and Geogebra to help sketch Graph paper
graphs. https://www.desmos.com/
Students learn about the 𝑥 and 𝑦 -intercepts and how to find them https://www.geogebra.org/graphing?lang=en
mathematically, bringing it back to Algebra. Students will then use
the 𝑥 and 𝑦 -intercepts to sketch the linear relationships.
Students will also learn about the gradient intercept form and how
to use it to sketch graphs. Students will convey their understanding
of gradients to the teacher as they walk around the classroom. This
understanding of gradients will assist them with graphing.
Students complete a chapter from the school textbook New Century New Century Maths Advanced 9 Stage
Maths with varying difficult questions on how to find the equations 5.2/5.3 for the Australian Curriculum
of lines and rearranging equations. Chapter 11-06
Provide direct instruction in how to
approach questions. Teacher assists
students with questions they may struggle
with.
 rearrange linear equations in gradient- Students look at table of values and try to figure out the equation https://www.desmos.com/
intercept form (𝑦 = 𝑚𝑥 + 𝑐) into general form via plotting of points on either Desmos or Geogebra to find trends https://www.geogebra.org/graphing?lang=en
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0 and possibly looking at the gradient and 𝑦-intercept.
 find the equation of a line passing through a Students work collaboratively in order to figure out the most
point (𝑥1 , 𝑦1 ), with a given gradient m, using: efficient manner to determine the equation that links the two
o point-gradient form: 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
variables.
o gradient-intercept form: 𝑦 = 𝑚𝑥 + 𝑐
 find the equation of a line passing through two
points
 recognise and find the equation of a line in
general form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0
Solve problems involving parallel and Through the use of Desmos and/or Geogebra students work Ensure that students are using the correct
perpendicular lines (ACMNA238) together to make a presentation in any form that suits the group on language to share their findings to the
 find the equation of a line that is parallel or their findings on lines with the same gradient, same 𝑦-intercept. class. Assist students through hints and
perpendicular to a given line They will analyse the trends. scaffolds
 determine whether two given lines are For students who want a challenge, they can work on trying to
perpendicular
figure out the mathematical relationship of lines that are
o use gradients to show that two given lines
are perpendicular (Communicating, perpendicular.
Problem Solving)
 solve a variety of problems by applying Students present their work to their peers and add to their Teachers facilitate discussion of content
coordinate geometry formulas summary for Linear Relationships Students may use the computer to show
o derive the formula for the distance between their findings in their chosen form of
two points (Reasoning) presentations.
o show that three given points are collinear
(Communicating, Reasoning)
o use coordinate geometry to investigate and
describe the properties of triangles and
quadrilaterals (Communicating, Problem Students create and solve questions involving parallel and When students are solving questions, they
Solving, Reasoning) perpendicular gradients. Make the connection of Linear must use the correct terminology in the
o use coordinate geometry to investigate the
Relationships to geometry as geometric shapes can be graphed on a right context.
intersection of the perpendicular bisectors
of the sides of acute-angled triangles cartesian plane and their properties can be tested. Make use of https://www.desmos.com/
(Problem Solving, Reasoning) graphing software. https://www.geogebra.org/graphing?lang=en
o show that four specified points form the
vertices of particular quadrilaterals

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 (Communicating, Problem Solving,
Reasoning)
o prove that a particular triangle drawn on
the Cartesian plane is right-angled
(Communicating, Reasoning)
Page | 16
Revision lesson where students can consolidate their knowledge Resources such as past papers
and go through examination style questions Clickers quiz
If students want to challenge themselves further, they can model
real life situations like starting a business and its cost and create a
business plan and proposal in a group that could possibly be
implemented in the school. They may use Excel.
References
Adams, A. E., & Pegg, J. (2012). Teachers’ enactment of content literacy strategies in secondary
science and mathematics classes. Journal of Adolescent & Adult Literacy, 56(2), 151-
161.

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2013). General

capabilities in the Australian Curriculum. Sydney, NSW: ACARA.

Barkatsas, A. T., Kasimatis, K., & Gialamas, V. (2009). Learning secondary mathematics with
technology: Exploring the complex interrelationship between students’ attitudes,
engagement, gender and achievement. Computers & Education, 52(3), 562-570.

Boylan, M. (2016). Ethical dimensions of mathematics education. Educational Studies in

Mathematics, 92(3), 395-409.

Department of Education and Communities. (2014). The backward design model of curriculum
planning. Retrieved from
http://www.ssgt.nsw.edu.au/documents/1_backward_design_model.pdf

DeWaelsche, S. A. (2015). Critical thinking, questioning and student engagement in Korean

university English courses. Linguistics and Education, 32, 131-147.

Entwistle, N., & Ramsden, P. (2015). Understanding student learning (Routledge revivals).
Routledge

Fitzallen, N. (2015). STEM Education: What Does Mathematics Have to Offer?. Mathematics

Education Research Group of Australasia.

Florian, T. P., & Zimmerman, J. P. (2015). Understanding by design, moodle, and blended
learning: A secondary school case study. MERLOT Journal of Online Learning and
Teaching, 11(1), 120-128.

Gore, J. & Ladwig, 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

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL
implementation. Wakefield, MA: National Center on Accessing the General Curriculum.

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Hillman, A. M. (2014). A literature review on disciplinary literacy: How do secondary teachers
apprentice students into mathematical literacy?. Journal of Adolescent & Adult
Literacy, 57(5), 397-406.

Hulme, C., Nash, H. M., Gooch, D., Lervåg, A., & Snowling, M. J. (2015). The foundations of literacy
development in children at familial risk of dyslexia. Psychological science, 26(12),
1877-1886.

Jones, K. A., Vermette, P. J., & Jones, J. L. (2009). An integration of" backwards planning" unit
design with the" two-step" lesson planning framework. Education, 130(2), 357-361.

Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary,

middle, and high school years. American educational research journal, 37(1), 153-184.

McTighe, J., & Wiggins, G. (2012). Understanding by design framework. Alexandria, VA:
Association for Supervision and Curriculum Development.

Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA]. (2008).

Melbourne declaration on educational goals for young Australians. Retrieved from

http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educa

tional_Goals_for_Young_Australians.pdf

MySchool. (2018). Moorebank High School, Moorebank, NSW. Retrieved from

https://www.myschool.edu.au/school/41596

Nguyen, M. J. (2018). Curriculum – Unit of work for Algebra: Formulae and equations. Western
Sydney University, 1-12.

NSW Education Standards Authority [NESA]. (2017). Mathematics standard: Stage 6 syllabus.
Retrieved from https://syllabus.nesa.nsw.edu.au/assets/mathematics_standard/
mathematics-standard-stage-6-syllabus-2017.pdf

Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15(3),
45-49.

Seah, W. T. (2016). Values in the mathematics classroom: Supporting cognitive and affective
pedagogical ideas. Pedagogical Research 1(2), 1-14.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Development:
Instructional Implications and Teachers' Professional Development. English language
teaching, 3(4), 237-248.

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Watson, R. A. (2019). René Descartes. Retrieved from
https://www.britannica.com/biography/Rene-Descartes

Wiggins, G., & McTighe, J. (1998). What is backward design. Understanding by design, 1, 7-19.

Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.

Page | 19
 Appendix
Linear Relationships

Summary/Topic Duration
The Cartesian plane is named after the French philosopher and mathematician René Descartes (1596–1650), who was one of the first 2 weeks
mathematicians to develop analytical geometry on the number plane. He shared this honour with the French lawyer and mathematician Pierre de
Fermat (1601–1665). Descartes and Fermat are recognised as the first modern mathematicians.

Language
NIL

Outcomes
MA5.1-6NA determines the midpoint, gradient and length of an interval, and graphs linear relationships
MA5.1-1WM uses appropriate terminology, diagrams and symbols in mathematical contexts
MA5.1-3WM provides reasoning to support conclusions that are appropriate to the context

Content Notes/Resources Working Mathematically Completed Activities

Students:
 Find the midpoint and gradient of  determine the midpoint of an interval using a diagram  explain how the concept of mean ('average') 9-1
a line segment (interval) on  use the process for calculating the 'mean' to find the is used to calculate the midpoint of an 9-2
the Cartesian plane using a range of midpoint, M, of the interval joining two points on the Cartesian interval (Communicating)  9-3
strategies, including graphing plane  describe the meaning of the gradient of an
software (ACMNA294)  plot and join two points to form an interval on the interval joining two points and explain how it
 Cartesian plane and form a right-angled triangle by drawing a can be found (Communicating) 

vertical side from the higher point and a horizontal side from the distinguish between positive and negative
lower point gradients from a diagram (Reasoning) 
 use the interval between two points on the Cartesian plane as
the hypotenuse of a right-angled triangle and use the
relationship 

Page | 20
 to find the gradient of the interval joining the two points
 use graphing software to find the midpoint and gradient of an
interval 
 Find the midpoint and gradient of  use the concept of an average to establish the formula for the explain the meaning of each of the 9-1
a line segment (interval) on midpoint, M, of the interval joining pronumerals in the formula for midpoint 9-2
the Cartesian plane (ACMNA294) two points (x1,y1) and (x2,y2) on the Cartesian plane:  (Communicating)  9-3
(5.2 are also completing)  explain why the formula 

 use the formula to find the midpoint of the interval joining two
points on the Cartesian plane gives the same value for the gradient as 
 use the relationship gradient=rise/run to establish the formula
for the gradient, m, of the interval joining two
points (x1,y1) and (x2,y2) on the Cartesian plane:   (Communicating, Reasoning) 

 use the formula to find the gradient of the interval joining two
points on the Cartesian plane
  use the interval between two points on the Cartesian plane as
Find the distance between two points describe how the distance between (or the 9-1
located on the Cartesian plane using a the hypotenuse of a right-angled triangle and apply Pythagoras' length of the interval joining) two points can 9-2
range of strategies, including graphing theorem to determine the length of the interval joining the two be calculated using Pythagoras' theorem 9-3
software (ACMNA214) points (ie 'the distance between the two points') (Communicating) 
 use graphing software to find the distance between two points
on the Cartesian plane 
  use Pythagoras' theorem to establish the formula for the
Find the distance between two points  explain the meaning of each of the 9-1
located on the Cartesian distance, d, between two points (x1,y1) and (x2,y2) on the pronumerals in the formula for distance 9-2
plane (ACMNA214) Cartesian plane:  (Communicating) 9-3
(5.2 are also completing)  explain why the formula

 use the formula to find the distance between two points on the
Cartesian plane gives the same value for the distance as 

Page | 21
 (Communicating, Reasoning) 
 Sketch linear graphs using the  construct tables of values and use coordinates to graph vertical  explain why the x- and y-axes have 9-1
coordinates of two and horizontal lines, such as  these equations (Communicating, 9-2
points (ACMNA215) x=3, x=−1, y=2, y=−3  Reasoning)  9-3
  identify the x- and y-intercepts of lines  compare and contrast equations of lines that
 identify the x-axis as the line y = 0 and the y-axis as the line x = 0  have a negative gradient and equations of
 graph a variety of linear relationships on the Cartesian plane, lines that have a positive gradient
with and without the use of digital technologies, eg  (Communicating, Reasoning) 

 determine whether a point lies on a line by substitution

 Solve problems involving parallel  determine that parallel lines have equal gradients  use digital technologies to compare the 9-1
lines (ACMNA238) graphs of a variety of straight lines with their 9-2
 respective gradients and establish the 9-3
condition for lines to be
parallel (Communicating, Reasoning) 
 use digital technologies to graph a variety of
straight lines, including parallel lines, and
identify similarities and differences in their
equations (Communicating, Reasoning) 

Page | 22
Name: Class:

Section E Marks
Indices - 5 marks
1. Label the base and power.
2
Base
5
2 Power

2. Fill in the box to write the following in Index Notation. 1

7x7x7x7=7

3. Write 36 in expanded notation. 1

x x x x x
4. Write the expression 84 in words. 1

Section E Marks
Measurement - 10 marks
1. Circle the solids that are prisms. 1

2. Match the most appropriate unit with each item that is used to measure: 2

Area of a farm cm³

Volume of a textbook m

Height of building Ha

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Name: Class:

3. Circle the unit you would use to measure area: 1

A) cm3 B) cm2 C) cm D) m

4. Complete the following conversions: 3

a) 2m = ________________ cm

b) 5cm = ________________ mm

c) 7 km = ________________ m

5. The solid below is made up of 1cm cubes. What is the volume of the solid? 1

6. Find the area of the triangle below. 2

6cm

4cm

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Name: Class:

Section E Marks
Linear Relationships - 5 marks
1. Fill in the blanks using the words from the word bank below.

Word Bank

x-coordinate x-axis gradient

y-axis y- coordinate origin

A number plane is a grid made from a horizontal number line called the
______________ and a vertical number line called the _________________ .
5

The first number in a coordinate is called the ____________________ and the

second number is called the _____________________ .

The point (0,0) is also known as the _____________________.

The ___________________ is a measure of how steep a line is.

END OF SECTION E

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Name: Class:

Section D Marks
Indices - 5 marks
1. Simplify each expression, writing the answer in index notation.

a) 32 × 35 = 32+7 = _________________ 1

b) 𝑥13 ÷ 𝑥 9 = 𝑥 13−9 = ___________________ 1

c) (𝑦 3 )9= __________________ 1

d) 15𝑏 5 ÷ 5𝑏 2 = __________________ 1

1
4 2
e) 2𝑦 × 3𝑦 = _____________________

Section D
Measurement - 10 marks
1. Find the volume of the prism below. 1

6cm

4cm
8cm

2. A swimming pool has a volume of 38000000 cm³. Convert this to cubic metres. 1

A) 380 m³ B) 3800 m³ C) 0.0038m³ D) 38 m³

3. If the area of a square field is 25km², the length of one of its sides is: 1

A) 10km B) 5km C) 4km D) 50km

Page | 26
Name: Class:

4. a) Name the prism shown below. 1

A=36m²

Name

b) Find the volume of the above prism. 2

Page | 27
Name: Class:

5. Find the area of the following shapes using the formulas provided. 4

𝑨 = 𝝅𝒓𝟐
4cm
_____________________________

_____________________________

_____________________________
10m
𝟏
𝑨= 𝒉(𝒂 + 𝒃)
𝟐
6m
_____________________________

_____________________________
8m

𝑨 = 𝒃𝒉

9mm _____________________________

_____________________________

7mm

𝟏
6mm 𝑨= 𝒙𝒚
𝟐
____________________________

_____________________________
12mm

Page | 28
Name: Class:

Section D Marks
Linear Relationships - 5 marks
1. Label each quadrant of the number plane below. 1

1
2
3
4

2. Plot the following points on the number plane. 2

A(2, -4)
B(-1, -3)
C(0, 2)

3. Which quadrant are the following points located? 2

a) (4, 4)
b) (-5, -10)

END OF SECTION D

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Name: Class:

Section C Marks
Indices - 5 marks
1. Simplify each expression, writing the answer in index notation.
a) 𝑏 4 × 𝑏 9 ÷ 𝑏 6 = _____________________
1

b) (5𝑥 8 𝑦 3 )3 = ______________________

c) = _______________________
1

2. Simplify each expression.

a) 20 = ___________________
1

b) 8𝑚0 = ___________________

Section C
Measurement - 10 marks
1. Calculate the volume of this cylinder, correct to 2 decimal places. 2

19mm

76mm

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Name: Class:

2. Find the area of the shaded region of this shape. 2

3. Find the length of the side of a cube whose volume is 15.625m³. 1

4. Find the area of the sector. 2

33m

Page | 31
Name: Class:

5. A fish tank has a rectangular base 40 cm by 20 cm. Water is poured into a height of
24 cm.

a) What is the volume of the water in the tank? 1

b) If a further 2 litres of water is poured into the tank, by how much will the
2
water level rise?

Page | 32
Name: Class:

Section C Marks
Linear Relationships - 5 marks
1. The graph of 𝑦 = 7 − 3𝑥 is shown on the number plane below.

1
a) Does the line 𝑦 = 7 − 3𝑥 have a positive or negative gradient?

b) Complete the table of values for the equation 𝑦 = 2𝑥 − 3.

1
x 1 2 3 4
y

c) On the same grid draw the graph of 𝑦 = 2𝑥 − 3.

d) Give the co-ordinates of the point of intersection of 𝑦 = 7 − 3𝑥 and

𝑦 = 2𝑥 − 3.
1

END OF SECTION C

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Name: Class:

Section B Marks
Indices - 5 marks
1. Simplify, writing answer in index notation. 2

2. 2
Simplify leaving answer as a positive index

3. Simplify, leaving answer in index notation 1

Section B
Measurement - 10 marks
1. Find the volume of the solids below.
a)
2

Page | 34
Name: Class:

b)

2. A medicine bottle has a capacity of 0.75 L. The dosage required is 20mL, three 2
times a day. For how many days will the bottle last?

3. A trapezium has an area of 120 cm2 and a height of 6 cm with parallel sides that are 2
in whole centimetres. Write down a possible pair of lengths for the two parallel
sides of this trapezium.

4. Find the volume of the solid 2

3m

10m

6m

Page | 35
Name: Class:

Section B Marks
Linear Relationships - 5 marks
1. 1
Draw a line with a gradient of on the grid below.

2. Describe what a line with a zero gradient looks like. 1

Page | 36
Name: Class:

3. Use the gradient formula and find the gradient of the interval joining R(-3, 3) and 1

S(7, 1)

4. a) Using a ruler, sketch the line that is parallel to the x-axis and goes through the 1

point (2, -2).

1
b) What is the equation of the line in part a?

END OF SECTION B

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Name: Class:

Section A Marks
Indices - 5 marks
1. Simplify each expression giving your answer with a positive index. 2

a)

b)

2. Simplify: 2

4. Prove how any number raised to the power of zero is equal to 1. 1

Page | 38
Name: Class:

Section A
Measurement - 10 marks
1. Find the volume of the square pyramid with a base edge of 64mm and a slant 3
height of 40mm.

Page | 39
Name: Class:

2. Robyn intends to paint the ceiling of her living room . A plan of the room is drawn
with measurements.

2
a) Calculate the area of of the ceiling in square metres.

b) If one litre of paint will cover 12m², calculate the amount of paint needed to
put one coat of paint on the ceiling. 1

3. Find the volume of a sphere with a diameter of 12mm. Answer correct to the 2
nearest whole number.

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Name: Class:

4. A cone has a volume of 115cm³ and a base radius of 3.2 cm. Find ,correct to one 2
decimal place, the height of the cone.

Section A Marks
Linear Relationships - 5 marks
1. Find the perimeter of the parallelogram below. Given AD = 5. 2

A C

Page | 41
Name: Class:

2. Prove that the triangle that joins the points A(5, 5), B(1, -3) and C(-3, -1) is a right 3
angled triangle.

END OF SECTION A

Page | 42