Assignment 1

Unit Outline

Subject: Mathematics Course: Year 11 Stage 6 Standard Duration: 4 Weeks (14 activities)

Unit Title(s):Algebra: Formulae and Equations (MS-A1)

Outcomes Assessment Strategies

A student: Assessment for learning:

● Uses algebraic and graphical techniques to compare
alternative solutions to contextual problems MS11-1
● Makes predictions about everyday situations based on
simple mathematical models MS11-6
● Uses appropriate technology to investigate, organise and
interpret information in a range of contexts MS11-9
● Justifies a response to a given problem using appropriate
mathematical terminology and/or calculations MS11-10
● Pose a key question relating to Formulae and Equations to determine the
background knowledge that students have at the beginning of the unit through a
class discussion and scribing ideas into a brainstorm/mindmap. Encourage
students to respond in class discussion, or apply an activity like “think, pair,
share”.
● Quick inquiry and skill questions asked at the beginning of the lesson to
determine students’ current level of understanding
● At the end of or during a unit of work, ask students to create a summary as either
a list of dot points, mindmap or inventing a question that involves the unit.
● Students are exposed to common mistakes within algebra, then they have to
highlight where the mistake occurs and justify why it is an error.

Literacy Focus Numeracy Focus ICT Focus Differentiation

Learn mathematics specific
terminology and language in order
to understand, interpret, discuss
conceptual problems. Students are
encouraged to justify mathematical
solution and problem solving.
Numeracy is integrated Students have the opportunity to
throughout. develop their skills information
and communication technology
especially in spreadsheets to
investigating, creating and
communicating mathematical ideas
and concepts.
Students are able to choose the
formulae that they work with for
group and spreadsheet tasks.
Choice of individual or group work.
Worksheets will have a problems
of varying difficulty.
Syllabus Content and Outcomes
● Review substitution of numerical values
into linear and non-linear algebraic
expressions and equations ◊
○ review evaluating the subject of a
formula, given the value of other
pronumerals in the formula
Lesson Teaching and Learning Strategies including assessment for learning
1 Students review the terminology associated with algebraic expressions and equations and
their definitions.
Students investigate the history of algebra, origins of key terms and where it is used in the
context of their world, what sort of formulae are they interested, and create a mindmap of
their findings.
Students answer some questions on expressions and equations through Plickers for the
teacher to assess the students understanding of metalanguage of algebra and skills in algebra.
2 Students practice collecting like terms through the use of magnetic building blocks and
number cubes (Manipulatives, Resource 2). Multiplying terms with powers, and dividing
terms with powers are explored through the idea that the magnetic shapes gain/lose specific
shaped when multiplied/divided respectively with the same base. May have to review the
concept of indices and fractions.
Students practice simplifying different types of algebraic expressions and may continue to
use manipulatives to assist them.
3 Drawing on previous knowledge of area of rectangles, students learn expanding algebraic
expressions visually. Another alternative is looking at the algebraic expression in the
parentheses as a set and the coefficient is the number of sets and can be explored using
manipulatives.
Students furthers their learning themselves by having a pronumeral as the coefficient of the
algebraic expression in parentheses. Introduction to area of quadrilateral type algebraic
questions.
4 Students are explicitly taught how the numeral is substituted into expression.
Students participated in a game of snakes and ladders in groups where each tile has an
algebraic expression. The number on top of rolled represents the pronumeral within the
expression, and evaluate expression to move forwards for positive answers or backwards for
negatives. Whoever is furthest along the board is the victor.
5 Students solve linear equations for the unknown value that is held by the pronumeral.
Students operate manipulatives to solve an equation on a line where the shape is the
variable/represents the unknown but there will be manipulatives will be on both the left and
the right side.

● develop and solve linear equations,
including but not limited to those
derived from substituting values into a
formula, or those developed from a word
description ◊
○ solve problems involving formulae,
including but not limited to
calculating distance, speed and time
(with change of units of measurement
as required) or calculating stopping
distances of vehicles using a suitable
formula
○ change the subject of a linear formula
● calculate and interpret blood alcohol
content (BAC) based on drink
consumption and body weight
○ use formulae, both in word form and
algebraic form, to calculate an
estimate for blood alcohol content
(𝐵𝐴𝐶), including and
where 𝑁 is the
number of standard drinks consumed,
𝐻 is the number of hours of drinking,
Students investigates briefly the concepts of inverses.
6 Student make the relationship between other inverses such as indices and surds, and
applying it in substitution. Students can extend themselves by solving equations with indices
and surds.
7 Students learn to interpret word problems and develop algebraic expressions and equations
by bringing the language skills to try to understand operative terms.
Student explore real world algebra problems and ensure that answers for worded questions
with are a statement at the end of the solution.
8 Formative assessment that can be done cooperatively or individually (preference).
Explore more difficult algebra questions.
9 Review the formative assessment.
Students are introduced to formulas and share formulae that they have seen but did not
understand how it worked. Students investigate how the meaning of variables within
formulae. A spreadsheet will be used to explore how changing the values alters the outcomes.
10 Students learn to change the subject of a formula with possible assistance from
manipulatives.Have a more in depth look at inverse relationships.
Lesson 8 spreadsheet is explored again, allowing students to change the subject of a formula
and see how the different values for the variables relate to each other.
11 Students engage in a class discussion in blood alcohol content (BAC) and how it affects the
human body. Then investigate what factors change how quickly alcohol can leave through a
person’s bloodstream. Discuss the legal BAC for different drivers license. Apply the formula
for different sexes of the same weight, see what factors are taken into consideration, and
debate if it is an accurate representation of how quickly alcohol leaves the bloodstream.
 and 𝑀 is the person’s weight in
kilograms
○ determine the number of hours
required for a person to stop
consuming alcohol in order to reach
zero BAC, eg using the formula

○ describe limitations of methods

estimating BAC

○ solve problems involving formulae, 12 Students engage in a class discussion as to what factors would affect a car’s stopping distance.
including but not limited to Bring it back to students experiences of driving. Inquire about reaction time and stopping
calculating distance, speed and time distance. As a class, student develop the formula for stopping distance and apply it.
(with change of units of measurement
as required) or calculating stopping
distances of vehicles using a suitable
formula

● calculate required medication dosages
for children and adults from packets,
given age or weight, using Fried’s,
Young’s or Clark’s formula as
appropriate
13 Develop a class spreadsheet for students to make comparisons of the different formulae to
calculate medication dosage. Discuss with students why they think certain numbers are
chosen for the formula, what factors should also be taken into consideration when calculating
medication and how do companies calculate dosages for children. Investigation activity is
compare children’s medication with adult medication within different companies.

14 Overview of what students have learnt and work on areas on which students struggled with
based on the formative assessment conducted. Summary is individually made a reviewed by
teacher.
Rationale
The NSW Syllabus for Mathematics Standard Stage 6 (NSW Education Standards
Authority, 2017) intends to create a standard for which students should be able to reach
and be equipped with literacy and numeracy skills, knowledge, and understanding to
support their future endeavours beyond school. It is a list of outcomes of the standard of
learning in which students should achieve, and using an outcomes based education
allows teachers to take a holistic approach to teaching and learning. Having an outcome
as the point of focus assists with creating a frameworks in which teachers can develop
unit outlines and design education programmes for students learning (AMEE). Outcomes
based education aligns with my personal beliefs in teaching as it supports teachers
personal take on education. Pedagogy is a rich combination of direct instruction and
minimal guidance would equip students the skill set to tackle explorative tasks without
being held back by lack of knowledge.

Direct instruction aligns with and takes into consideration human cognitive architecture
and the interrelationship of adolescent students’ sensory memory, working memory, and
long term memory that support learning(Atkinson & Shiffrin, 1968). Working memory
can only hold 5 to 9 pieces of novel information and out of those pieces of information,
Miller (1956) and Cowan (2001) found that only 2 to 4 pieces are actually processed.
Furthermore, teachers should take into consideration that if new information that is not
reiterated within the span of 30 second of being exposed to it will be forgotten (Peterson
& Peterson, 1959). A direct instruction or procedural teaching approach allows students
to not over exert their cognition and engage in processing novel information into long
term memory. Thus, some of the lessons within the unit outline makes use of direct
instruction in order to teach students about algebra. Minimal guidance activities are
scaffolded to a degree such that students do not feel lost during exploration and done
after explicit direction. Minimal guidance activities allow for collaborative learning as
students work together to tackle diverse problems from different perspectives and
teachers should always ensure to give constructive feedback to guide students (Aulls,
2002).
Gore and Ladwig’s (2003) Quality Teaching Model addresses ideas that potentially
motivate and engages adolescent senior students by making connections to students’
personal interests, culture and relationships. Mathematics has been perceived as
‘culture-free’ and is a cause of disengagement with student learning (Bishop, 1998).
Recontextualising the origins and history of algebra and mathematics promotes
inclusivity and relevance to students in a diverse classroom. Lunenburg and Korthagen
(2003) asserts that cooperative group tasks promotes a sense of belonging and
cultivates social skills such as independence, organisation, cooperation and
communication. The Quality Teaching Model also suggests that background knowledge
is important for student engagement (Gore & Ladwig, 2003), hence this lesson bring in
investigation of and knowledge from different areas such as area and measurement,
Physics and the human body. The investigation of algebra through manipulatives would
hopefully allow students to develop a conceptual understanding on the topic area.
Engaging in regular reflection of personal teaching performance will improve personal
pedagogy.

The Mathematics Standard Stage 6 syllabus aims to provide students the mathematical
foundation to pursuit future success outside of school and as teachers, we should try to
best of our abilities to fulfil these outcomes. The use of an Outcomes based education
hones into the main skills that students should be equipped with and eases programme
designing as there is a point of focus for the students education. My personal teaching
style is making use of a combination of direct instruction and minimal guidance, as well
as engaging in reflection based on Gore and Ladwig’s (2003) Quality Teaching model to
improve practice.
Reference List
Aulls, M. W. (2002). The contributions of co-occurring forms of classroom discourse

and academic activities to curriculum events and instruction. Journal of

educational psychology, 94(3), 520.

Atkinson, R., & Shiffrin, R. (1968). Human memory: A proposed system and its control

processes. In K. Spence & J. Spence (Eds.), The psychology of learning and

motivation (Vol. 2, pp. 89–195). New York: Academic.

Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies

in Mathematics, 19(2), 179-191.

Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of

mental storage capacity. Behavioral and Brain Sciences, 24, 87–114.

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
Harden, JR Crosby, MH Davis, M. Friedman, R. M. (1999). AMEE Guide No. 14: Outcome-

based education: Part 5-From competency to meta-competency: a model for the

specification of learning outcomes. Medical teacher, 21(6), 546-552.

Lunenberg, M., & Korthagen, F. A. J. (2003). Teacher educators and student-directed

learning. Teaching and Teacher education, 19(1), 29-44.

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our

capacity for processing information. Psychological Review, 63, 81–97.

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

Retrieved from

https://syllabus.nesa.nsw.edu.au/assets/mathematics_standard/mathematics-

standard-stage-6-syllabus-2017.pdf
Peterson, L., & Peterson, M. (1959). Short-term retention of individual verbal items.

Journal of Experimental Psychology, 58, 193–198.

Resources
Formative Assessment
Manipulative examples and models

Negative/minus are drawn in red

For example:
● triangles: first pronumeral
● Two triangles attached together: first pronumeral squared
● Triangle and circle attached together: first pronumeral multiplied with second pronumeral
● circle: second pronumeral
● Square: third pronumeral
● Number cubes: constant terms
Spreadsheet Resource
https://docs.google.com/spreadsheets/d/1XhXafwRWxwqXdW6WgK1GgMELKI_bEtxYF_7fE-oIkEw/edit?usp=sharing