102091 Maths Extension Assessment 1

Part One:
Leeson Plan - Year 11 Maths Extension 1
“Making a Calculus Pizza”

Topic area: Stage of Learner: Syllabus Pages:

Calculus – ME-C1 Year 11 Stage 6 Maths Extension 1 41 - 42
Rates of Change
Date: Location Booked: Lesson Number: 3 /6
5/4/19 KW-K.G.20
Time: 120 minutes Total Number of students Printing/preparation
(Double Period) 20 Making a Calculus Pizza Worksheet

Outcomes Assessment Students learn about Students learn to

ME11-1: Uses algebraic and Lesson The principal focus of Students develop the
graphical concepts in the modelling assessment this subtopic is for ability to study motion
and solving of problems involving students to solve problems in an abstract
functions and their inverses. Informal problems involving situation, which may in
ME11-4: Applies understanding of Assessment the chain rule and later studies be applied
the concept of a derivative in the - Making a differentiation of the to large and small
solution of problems, including Calculus exponential function mechanical systems,
rates of change, exponential growth Pizza and understand how from aeroplanes and
and decay and related rates of Worksheet these concepts can be satellites to miniature
change. and class applied to the physical robotics. Students also
ME11-6: Uses appropriate work and natural sciences. study the mathematics
technology to investigate, organise questions. of exponential growth
and interpret information to solve and decay, two
problems in a range of contexts. fundamental processes
ME11-7: Communicates making in the natural
comprehensive use of mathematical environment.
language, notation, diagrams and
graphs.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Critical and creative thinking
- Personal and social capability Develop the ability to use concepts and skills and
apply complex techniques to the solution of problems
- Numeracy and modelling in the areas of Calculus.
- Physical and natural sciences.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

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

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1 Deep Students identify significant concepts of calculus and rates of change. Connect key
knowledge concepts being addressed lesson to lesson.
1.2 Deep Applies understanding of the concept of a derivative in the solution of problems,
understanding including rates of change, exponential growth and decay and related rates of change
1.3 Knowledge is seen as socially constructed and multiple perspectives are not only
Problematic presented but are explored through questioning of their basic assumptions.
knowledge
1.4 Higher- Providing opportunities for students to construct meaning from information (by
order classifying, summarising, inferring, comparing or explaining). Pose questions that
thinking can have multiple answers or possibilities and ask students to justify their responses
and/or evaluate information from a variety of sources.
2.2 Starting the lesson off with a class and individual visual task helps students settle into
Engagement the mathematics to come in the lesson and start their thinking processes.
2.6 Student Substantial student direction. Some deliberation or negotiation occurs
direction between teacher and students over at least some significant aspects of
the lesson.
3.1 Students’ background knowledge is mentioned or elicited briefly, is
Background connected to the substance of the lesson, and there is at least some
knowledge connection to out-of-school background knowledge.
3.3 Several meaningful connections are made between topics or subject
Knowledge areas by the teacher and/or the students during the lesson.
integration
3.4 Students are all encouraged to participate in class discussions and questions, as the
Inclusivity lesson progresses.

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Luke Ranieri 17698506

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 102091 Maths Extension Assessment 1

References

AITSL. (2017). Australian Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/teach/standards

Dickson, B. (2019). Category Archives: Calculus. Retrieved from

https://bowmandickson.com/category/teaching/calculus/

Kenderdine, R. (2009). HSC Mathematics - Extension 1. (pp. 2-6). University of

Wollongong. Retrieved from
https://www.uow.edu.au/content/groups/public/@web/@inf/@math/documents/
web/uow059352.pdf

Ruzich, B. (2002). The arithmetic of calculus: (Delta)list and rates of change. The
Mathematics Teacher,95(1), 48-50.

NESA. (2018). Australian Professional Standards for Teachers. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-
accreditation/how-accreditation-works/guide-to-accreditation/professional-
standards

NESA. (2018). Mathematics Extension 1 Stage 6 Syllabus 2017. (3rd ed., pp. 18, 40-
42). Retrieved from
https://educationstandards.nsw.edu.au/wps/wcm/connect/d76773d9-d278-4e56-
a0c3-146502a92764/mathematics-extension1-stage6-syllabus-2017-
word.pdf?MOD=AJPERES&CVID=

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Resources Attached:

Making a Calculus Pizza Handout Task Sheet (Double Sided)

pg 1

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pg 2

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Lesson PowerPoint Presentation:

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Luke Ranieri 17698506

102091 Maths Extension Assessment 1

Luke Ranieri 17698506

102091 Maths Extension Assessment 1

Luke Ranieri 17698506

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Rationale

I chose to use project-based learning in the opening activity as opposed to a

more traditional method of introducing the concept. Project-based learning focuses
more on developing problem-solving and critical thinking skills in students, with the
topic of ‘pizza’ chosen as way to link relevant student interests to the maths syllabus.
This topic helps the students integrate knowing and doing, with applicable maths, as
the students see relevance to the task at hand, with the topic being relatable to their
day-to-day lives outside of school. The task of ‘Making a Calculus Pizza’ gets
students to utilise what they know to solve realistic problems with purpose to produce
results that matter.

The use of the non-traditional task built on project-based learning enables

teachers, educators and students to adopt organisation of projects rather than having
lectured based or textbook based assignments of a traditional class room. Through the
use of the ‘calculus pizza’ task, students not only learn to comprehend and apply
maths in the classroom to real life circumstances and instances, but also grasp and
understand the entire scope of the topic.

Project-based learning is non-traditional and enables students to face real world

situations in a simulated environment, in the form of classroom activities. Through the
starting task set, students learn further knowledge and understanding through what
they already know and understand, developing a deeper understanding while
emerging with new knowledge and intellect. This helps students get more engaged
with tasks at hand and changes their perceptions of maths. This is supported by Bhagi
(2019) who states that project-based learning developpes a grander complexity of
understanding the concepts than in traditional classroom-based learning, resulting in
students improving their creativity. The use of class-based discussions in Mathematics
opens up the students to inclusive learning opportunities, enabling students to have
their views and knowledge expressed (Meyer, Turner & Spencer, 1997). This not
only helps students develop their communication skills with the teacher and other
students in a social and educational manner, but also helps develop these important
school relationships.

This opportunity for student’s involvement also opens up the class to student
directed learning, where deliberation and negotiation happens between all parties of
the classroom, and gives students the motivation into directing the learning, while the
teacher still has control of the learning sequence. As students continue in this type of
contribution to class, it will get their further involvement in future classes, and reduce
the student thoughts of not doing work or even being absent to mathematics classes.
Gibson (2011) asserts that classrooms with student directed tasks have fewer absences
due to the nature of the tasks engaging students through the self-notion of control and
contribution.

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With the use of the starter task and project-based learning, the teacher is able to
assess the students’ capabilities to listen, observe, learn, contribute and communicate
in classroom environments, offering a form of informal assessment, and can help
develop individualized learning programs for students having difficulties or even
talented students, where necessary. Allowing the students to contribute and discuss
the learning, over regurgitating a textbook to them, makes students want to be
involved, and further their knowledge through self-investigation, giving them a better
understanding of the topic. This allows students to develop an initiative to know more
on their education, by gaining knowledge through the use of relevant real-world
applications.

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References

Bhagi, U. (2019). 12 Reasons Why Project-Based Learning Is Better Than Traditional

Classroom Learning - eLearning Industry. Retrieved from
https://elearningindustry.com/project-based-learning-better-traditional-
classroom

Gary, K. (2015). Project-Based Learning. Computer, 48(9), 98-100.

Gibson, L. (2011). Student-Directed Learning: An Exercise in Student

Engagement. College Teaching, 59(3), 95-101.

Meyer, D., Turner, J., & Spencer, C. (1997). Challenge in a Mathematics Classroom:
Students' Motivation and Strategies in Project-Based Learning. The Elementary
School Journal, 97(5), 501-521.

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Part Two

The innovative method of project-based learning and class discussions was

selected and implemented in introducing the concept of Rates of Change as traditional
learning in the classroom environment can be challenging to students as it tends to
add complexity to students’ ever-increasing complex lives (Bhangi, 2019). Rates of
Change was the chosen as the lesson topic in the Calculus course of the NSW syllabus
for Mathematics Extension 1 Stage 6, as this area of mathematics covers many
outcomes of the updated 2017 syllabus used.

The outcomes of the NESA (2018) syllabus which the introductory activity aims
to include applying of understanding of the concepts of rates of change and
exponential growth or decay and related rates of change, and the use of graphical and
algebraic concepts in modelling and solving functional and inverse problems; under
the syllabus outcomes of ME11-4 and ME11 -1. Further syllabus outcomes aimed to
be covered are the use of appropriate technologies to investigate, arrange and interpret
the information to solve a range of problems in different contexts, and to
communicate a broad use of mathematical metalanguage; under the outcomes of
ME11-6 and ME11-7. Research into learning methods and pedagogy for Mathematics
has shown a rise in the use of project based-learning implemented in classrooms, as
this method has received the attention of educators and other businesses in the
educational sector. Rates of change was chosen, as it is an important, but frequently
missy understood, mathematical concept with many everyday applications (Herbert &
Pierce, 2011).

Project based learning emphases the development of problem-solving skills and

critical thinking in students and is a well-developed approach to teaching
implemented in the Stem (Science, Technology, Engineering and Mathematic)
division. This is indicated by Beier et al. (2019) who states that in the past decade,
STEM disciplines have seen an increased focus on inquiry-based instructional
approaches, as a means to increase student participation and knowledge development.
Project based learning encourages and engages students to develop and use their own
understanding and knowledge of a field by applying methods and standards, making it
a form of active learning (Thomas, 2000). The world is ever increasing in complexity,
and project-based learning is an innovation on lecture-based learning, allowing
students to comprehend the entire scope of the project, and prepares students to solve
or reverse-engineer real world problems, like the ‘Making a Calculus Pizza’ task.

Teachers must be able to stimulate their class through various forms of

mathematical presentation in order for students to grasp formulating, constructing
models, develop understanding of concepts, learn algorithmic skills and verify
theorems with mathematics (Delos Santos & Thomas, 2002; Herbert & Pierce, 2011).
The very nature of the introductory task ensures that the students will use different
types of knowledge and a variety of strategies to complete the task questions and
discussions. In many ways, the introductory task created for the lesson plan in part

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one, is similar to open-ended tasks, as it gets the students to think broadly on how the
machine used works, how it was made with the use of mathematics, and different
ways it could have been done or even improved. Open-ended tasks allow problem
solvers, or in this case students, to have some control over learning activities and the
curriculum content presented in the lesson, offering student direction (Lowrie, Francis
& Rogers, 2000).

In the case of the opening task, the student needs to access a blend of general
knowledge that is easily transferred from other problem-solving circumstances, and
specific knowledge to the topics of Mathematical calculus and engineering. The task
then requires student and teacher feedback, and other student contribution, with the
entire task offering chances and opportunities to find alternative solutions,
justification of solutions and strategies, and for the student to reflect on their actions
from immediate feedback, as these are critical aspects of problem-solving process
(English, 1993; Lowrie, Francis & Rogers, 2000).

Cavanagh (1996) stated valuable calculus education and instruction should be

considered by placing less emphasis on algebraic processes and functions and
presenting notion in gradual ways. This was used as inspiration when developing the
Rates of Change learning task and was supported by White & Mitchelmore (1992)
who expressed in their study that when problems were proposed in symbolic relevant
form, with the application of real-world problems and solutions, few students had
difficulty in executing the correct processes for a solution. With the topic Rates of
Change, the introduction class for the lesson implemented a graphically orientated
approach, to provide a better alternative than the more traditional algebraic approach
of calculus, as supported by Gamer & Gamer (2001). This approach was also applied
to the rest of the lesson plan, with the aid of class discussion to formulate solutions on
the presentation together as a class.

With the use of practical problem and solution demonstration in the task, video
is used to not only gather the students’ attention and participation in the class, but also
to help make the maths that is ahead more comprehendible and relevant to everyday
life as stated previously. Downton, Livy & Muir (2018) demonstrated that to make
connections between theory and practice, the provision of video footage is helpful in
developing knowledge and understanding.

The pedagogy of mathematics for fifty years ago is still present today, however,
with innovative approaches being implemented, and curriculum being updated with
new syllabuses, mathematics is improving (Barton, 2001). Taking this into account,
the innovative rates of change task implemented in part one takes the new syllabus
and makes it applicable top everyday life for students. Even though it is only one
lesson, it is still possible to take the concept of applied mathematics and relate it to
real world relevance for students in others mathematic lesson and areas. An important
factor implemented in this project and to keep implementing in future lesson plans
was supported by Pijls & Dekker (2011), stating that ideally, teachers should provide

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both product help and process help in mathematics classes, and can be supported by
effectuating discussions between students and teachers as a class.

Students have lives outside of school hours, and they learn everyday out in
society by solving real world problems each day as a matter of personal survival. By
associating this knowledge of real-life situations and problem solving to Mathematics
problems in the classroom, rather than students sitting down in a classroom, and the
teacher speaking it all out for them, creates a deeper understanding and attentive
student, and a more innovative and robust teacher (Geiger, Stillman, Brown, Galbriath
& Niss, 2017).

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References

Barton, B. (2001). How healthy is mathematics?. Mathematics Education Research

Journal, 13(3), 163-164. doi: 10.1007/bf03217106. Retrieved from: https://link-
springer-com.ezproxy.uws.edu.au/content/pdf/10.1007%2FBF03217106.pdf

Beier, M., Kim, M., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. (2019).
The effect of authentic project-based learning on attitudes and career aspirations
in STEM. Journal of Research in Science Teaching, 56(1), 3-23.

Bhagi, U. (2019). 12 Reasons Why Project-Based Learning Is Better Than Traditional

Classroom Learning. eLearning Industry. Retrieved from
https://elearningindustry.com/project-based-learning-better-traditional-
classroom

Cavanagh, M. (1996). Student Understanding in Differential Calculus. Mathematics

Education Research Group of Australasia. Retrived from:
https://www2.merga.net.au/documents/RP_Cavanagh_1996.pdf

Downton, A., Livy, A., & Muir, T. (2018) Linking theory and practice: A case study
of a co-teaching situation between a mathematics teacher educator and a
primary classroom teacher. Mathematics Teacher Education and Development.
Mathematics Education Research Group of Australasia. Retrieved from:
https://mted.merga.net.au/index.php/mted/article/view/471/332

Delos Santos A. G., & Thomas, M. (2002). Perspectives on the teaching of derivative
with graphics calculators. Mathematics Education Research Group of
Australasia. Retrieved from:
https://www2.merga.net.au/documents/RP_delosSantos_Thomas_2002.pdf

English, L. (1995). Children’s Strategies and reasoning processes in solving novel

combinatorial and deductive problems. Mathematics Education Research Group
of Australasia. Retrieved from:
https://www2.merga.net.au/documents/RP_English_1993.pdf

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Gamer, B., & Gamer, L. (2001). Retention of concepts and skills in traditional and
reformed applied calculus. Mathematics Education Research Journal, 13(3),
165-184. doi: 10.1007/bf03217107. Retrieved from: https://link-springer-
com.ezproxy.uws.edu.au/content/pdf/10.1007%2FBF03217107.pdf

Geiger, V., Stillman, G., Brown, J., Galbriath, P., & Niss, M. (2017). Using
mathematics to solve real world problems: the role of enablers. Mathematics
Education Research Journal, 30(1), 7-19. doi: 10.1007/s13394-017-0217-3.
Retrieved from https://link-springer-
com.ezproxy.uws.edu.au/content/pdf/10.1007%2Fs13394-017-0217-3.pdf

Herbert, S., & Pierce, R. (2011). What is rate? Does context or representation
matter?. Mathematics Education Research Journal, 23(4), 455-477. doi:
10.1007/s13394-011-0026-z. Retrieved from: https://link-springer-
com.ezproxy.uws.edu.au/content/pdf/10.1007%2Fs13394-011-0026-z.pdf

Lowrie, T., Francis, R., & Rogers, G. (2000). Knowledge and Strategies Students
Employ to Solve Open-Ended Problem-Solving Activities. Mathematics
Education Research Group of Australasia. Retrieved from:
https://www2.merga.net.au/documents/RP_Lowrie_Francis_Rogers_2000.pdf

NESA. (2018). Mathematics Extension 1 Stage 6 Syllabus 2017. (3rd ed., pp. 18, 40-
42). Retrieved from
https://educationstandards.nsw.edu.au/wps/wcm/connect/d76773d9-d278-4e56-
a0c3-146502a92764/mathematics-extension1-stage6-syllabus-2017-
word.pdf?MOD=AJPERES&CVID=

Thomas, J. (2000). A Review of Research on Project-Based Learning. Retrieved from

http://aac48826d9652cb154e2dbf0033376fa.pdf

Pijls, M., & Dekker, R. (2011). Students discussing their mathematical ideas: the role
of the teacher. Mathematics Education Research Journal, 23(4), 379-396. doi:
10.1007/s13394-011-0022-3. Retrieved from: https://link-springer-
com.ezproxy.uws.edu.au/content/pdf/10.1007%2Fs13394-011-0022-3.pdf

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White, P., & Mitchelmore, M. (1996). Conceptual Knowledge in Introductory

Calculus. Journal for Research in Mathematics Education, 27(1), 79-95.
doi:10.2307/749199.

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