Ok so i’m BACK in BLACK after my physics residential schooling in Toowoomba finally having completed the 20 hour round trip! Back in Blacktown I mean, where the water is quite dark but not from the black coal pits that dot the landscape. The town water pipes are all corroding due to age and the misfortune of being surrounded by lots of clay that expands and contracts quite a lot between wet and dry. Metal loves water and oxygen, it helps the process of electrolysis which causes rust and ruin. I do miss the candour, the people here are so loving and accepting, just check out the local bumper stickers:
You can buy the sticker for $7 through PayPal or you can even get a stubby holder for $12. Go the stubby holder mate yeah-nah!
Back to EDC3100, and believe me it too has its own coal pits. Here’s my latest lump of coal that I have entered into the forum as part of the learning path for module 2.
Here is my idea for my unit plan.
According to ACARA, the Australian Curriculum states that for all year levels of mathematics, the proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. For year 10 specifically:
Understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts and determining probabilities of two and three step experiments
Fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigate ing the shape of data sets
Problem Solving includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities, and investigating independence of events
Reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media statements and interpreting and comparing data sets
The year 10 Mathematic Content Strands are:
- Number and Algebra
- Measurement and Geometry
- Statistics
Within each content strand are content descriptors:
Number and Algebra (ACMNA229-241)
- Money and Financial Mathematics (ACMNA229)
- Patterns and Algebra (ACMNA230-234)
- Linear and Non-Linear Relationships (ACMNA235-241)
Measurement and Geometry (ACMMG242-245)
- Using Units of Measurement (ACMMG242)
- Geometric Reasoning (ACMMG243-244)
- Pythagoras and Trigonometry (ACMMG245)
Statistics and Probability (ACMSP246-253)
- Chance (ACMSP246-247)
- Data Representation and Interpretation (ACMSP248-253)
A Backwards Design focused on a Summative Assessment Assignment that will cover 6 of the 25 Learning Descriptors, including 5 of the 13 Number and Algebra and 1 of the 8 Statistics and Probability. Specifically (ACMNA229,234,235,237,240 and ACMSP252)
The learning Objectives of my Unit plan are:
Constructing Knowledge
Students will know how to:
- Substitute values into formulas to determine an unknown (ACMNA234)
- Solve Linear Equations involving simple algebraic fractions (ACMNA240)
- Investigate and Describe bivariate numerical data where the independent variable is time (ACMSP252)
These three constructions involve the students acquiring the tools and techniques required to remember, understand, and apply knowledge.
Transform Knowledge
Students will be able to:
- Connect the Compound Interest formula to repeated applications of Simple Interest using appropriate digital technologies (ACMNA229)
- Solve problems involving linear equations including those derived from formulas (ACMNA235)
- Solve linear simultaneous equations using algebraic and graphical techniques including using digital technology (ACMNA237)
Within Transform Knowledge there are a number of “using” terms that require the use of digital technologies and graphical techniques. These will need to be included in the Constructing Knowledge as the students will require tuition in the techniques and technologies used. I have included these three objectives as transformations because they require the use of tools and techniques in order to analyse, evaluate, and create knowledge.
The unit will cover 5 weeks with 3 lessons per week. The last lesson of the three each week will be a computer lesson dedicated to completing the assignment with the first two lessons of each week dedicated to theory, drill, and practice.
The Summative Assessment will require the students to assume the role of a Bank Loan Officer who is tailoring three home loans to suit a potential customer. A banking institution will need to be selected and their available home loans researched. The loans will need to be displayed in the form of a multimodal presentation with comparative evaluations and justifications to educate and inform the said customer.
leonardfer 