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PLAGIARISM AND COLLUSION Plagiarism occurs when a student passes off as the students own work, or
copies without acknowledgement as to its authorship, the work of any other person. Collusion occurs when a student
obtains the agreement of another person for a fraudulent purpose with the intent of obtaining an advantage in
submitting an assignment or other work. Work submitted may be reproduced and/or communicated for the purpose of
detecting plagiarism and collusion.
DECLARATION I certify that the attached work is entirely my own (or where submitted to meet the requirements of
an approved group assignment is the work of the group), except where material quoted or paraphrased is
acknowledged in the text. I also certify that it has not been submitted for assessment in any other unit or course.
SIGNED:
DATE: 28/8/2015
An assignment will not be accepted for assessment if the declaration appearing above has not been signed by the
author.
YOU ARE ADVISED TO RETAIN A COPY OF YOUR WORK UNTIL THE ORIGINAL HAS BEEN
ASSESSED AND RETURNED TO YOU.
Assessors Comments: Your comments and grade will be recorded on the essay itself. Please ensure your name
appears at the top right hand side of each page of your essay.
Checklist
All points must be ticked that they are completed before submission.
Requirements checklist:
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In order to pass this assignment you must have fulfilled all aspects of the checklist.
Hacking, C 2015, 'The power of the picture book for teaching mathematics in the early
years', English 4--11, 53, pp. 2-4, retrieved 26 August 2015, Education Source,
EBSCOhost.
Kilpatrick, J & Swafford, J 2002, Helping Children Learn Mathematics, n.p.: Washington,
DC : National Academy Press, 2002., retrieved 26 August 2015, DEAKIN UNIV
LIBRARY's Catalog, EBSCOhost.
Sullivan, P, Mousley, J & Zevenbergen, R 2005, Increasing access to mathematical
thinking, Australian Mathematical Society Gazette, vol. 32, no. 2, pp. 105-109,
retrieved 26 August 2015,
http://www.austms.org.au/Publ/Gazette/2005/May05/sullivanMZ.pdf
Problem Picture 1
Location:
Grade level: 2
Question 1
Locate either of the buses route numbers and use the three digits to create different
number patterns.
Answers to Question 1
1. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 (blank spaces have been filled. Number pattern is
ascending by ones)
2. 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 (blank spaces have been filled. Number pattern is
descending by ones)
3. 0, 14, 28, 42, 56, 70, 84 (Number pattern is ascending by 14 [2+9+3])
Enabling Prompt
With a partner, locate the bus route numbers and use the three digits to create
different number patterns.
AusVELS
Content strand/s, year, definition and code
Patterns and Algebra, Level 2, Describe patterns with numbers and identify missing
elements (ACMNA035)
The original question was modified for the enabling prompt to include working with a
partner. This modification was selected because some students have trouble
identifying potential number patterns and as such will benefit from the ideas and
explanations of a second person.
Extending Prompt
Create as many number patterns as possible and explain the rule for each number
pattern. Experiment with different starting numbers, using the operations etc.
AusVELS
Content strand/s, year, definition and code
Patterns and Algebra, Level 3, Describe, continue, and create number patterns
resulting from performing addition or subtraction (ACMNA060)
Cross-Curriculum Links
The photo of the buses at Westfield Doncaster depicts a local, built environment.
Students can use that photo to identify and describe specific aspects of the
environment that are built or natural. Students should think about what the term
man-made means and the role it plays in our lives. Students can use this photo as a
prompt to think about other places in their local area that depict built environments.
In contrast, students should also think about what constitutes a natural environment
as well as places local to them which would be considered a natural environment. As
the picture of the buses at Westfield Doncaster mainly depicts a built environment,
students could also discuss and write about what it would be like if the world was
made of only built environments. Following on from that, students can explain why it
is important to preserve natural environments and the role we play in doing so. This
activity requires students to draw upon their individual knowledge and experiences
and as such is relatable to all the students. It is also an important discussion in
developing socially conscious individuals.
AusVELS - Cross-curriculum
Cross-curriculum area, Content strand/s, year, definition and code
Humanities, Level 2, Through observation, they investigate and describe elements of
the natural and built environments in their local area.
Original Question:
Locate either of the buses route numbers and use the three digits to create different
number patterns.
In light of the students responses and my reflective practices, I would ensure that my
revised question encourages students to engage creatively with their number
patterns. To do so, I would allow them to pick any three numbers from the problem
picture. I would also encourage students to test each other so that they would be
challenged in identifying the number pattern without knowing the original numbers
that were used.
Rephrased Question:
Identify three numbers on the bus and create as many challenging and creative
number patterns as possible. Make sure you have fun with trying out different starting
numbers and operations. Once you have finished, erase a few numbers in your
sequence and see if your friends can solve it.
Problem Picture 2
Location: Taken in my bathroom
Answers to Question 2
Enabling Prompt
List or draw as many shapes as you can find in this photo.
AusVELS
Content strand/s, year, definition and code
Shape, Level D, Use direct comparison to sort three dimensional objects and two
dimensional shapes (ACMMG009d)
I modified the original question so that students would list or draw the shapes they
found in the picture without having to list other objects that contain the same shape. I
selected this modification as it enables students to identify shapes based on a single
feature and recognise how they fit into everyday life.
Extending Prompt
Pick one of the 2D or 3D shapes that you have found in this picture and create a table
to record the number of faces, corners and edges the shape has.
AusVELS
Content strand/s, year, definition and code
Shape, Level 1, Recognise and classify familiar two-dimensional shapes and threedimensional objects using obvious features (ACMMG022)
The original question was modified so that students had to identify features of a shape
such as the number of faces, corners and edges. This modification was selected as it
challenged students to actually state the identifying features of shapes.
Cross-Curriculum Links
The photo of the bathroom above would be used as a prompt for students to record
events such as getting ready for school. The events that are recorded have to be
directly related to the bathroom and have to be events familiar to them. Students may
choose to list the events in sequential order starting from when they wake up.
Students should endeavour to use the appropriate vocabulary and descriptive words
to record down their morning routine. This activity will be particularly relevant and
useful for Foundation students as they are in their first year of school and might still
be adjusting to their routine in the morning. This activity will also allow students to
showcase their abilities and achievements in their morning routine. Links from this
activity can also be made to discussions about hygiene and caring for themselves.
Finally, this activity would relate to most, if not all, students and therefore be
something that they would all be able to relate to.
AusVELS - Cross-curriculum
Cross-curriculum area, Content strand/s, year, definition and code
English, Literacy, Foundation, Create short texts to explore, record and report ideas
and events using familiar words and beginning writing knowledge (ACELY1651)
Original Question:
List as many shapes as you can from this photo and draw pictures of other things that
have the same shape as those you have listed.
When presented with the extending prompt, the student was unable to answer the
question which was what I had expected as he was unfamiliar with faces, corners and
edges in the context of a shape.
The student displayed some strengths through answering the question as he was able
to identify some shapes and relate those shapes to other objects. He was not given a
context and as such had to formulate his own ideas of objects that contained the
shapes he had identified. This demonstrates the connections he has formed and the
understanding of shapes in his world. However, the student was only able to identify a
square and a rectangle and was not able to identify the other shapes present in the
picture. Reys et al. (2009) states that students should be able to identify shapes from
examples in their world around them. Perhaps the students inability to identify other
shapes highlights a lack of familiarity with other less common shapes and in effect,
this could be seen as an area of improvement in his mathematical understanding.
Furthermore, the extending question demonstrated his inability to transfer his
knowledge of corners and edges when placed in the context of shapes.
I believe the question addressed the mathematical content that was related to the
AusVELS link as the student identified, sorted and described two-dimensional shapes
in his environment that were familiar to him (Australian Curriculum Assessment and
Reporting Authority [ACARA], 2013). I believe that the question was adequate in
drawing out a response from the student that directly related to the curriculum
content. However, in light of the childs response and the reflective process, I would
change the wording of the question so that it is more concise and clear. It is my hope
that rewriting the question will make the task easier to understand.
Rephrased Question:
Find as many shapes as you can in this photo. Where else can you find those shapes?
Problem Picture 3
Location: Taken in my kitchen
Answers to Question 3
Enabling Prompt
Use the image to create as many questions as possible that could be used to survey
your class and collect data.
AusVELS
Content strand/s, year, definition and code
Statistics and Probability, Data representation and interpretation, Level 1, Choose
simple questions and gather responses (ACMSP262)
Extending Prompt
AusVELS
Content strand/s, year, definition and code
Statistics and Probability, Data representation and interpretation, Level 2, Create
displays of data using lists, table and picture graphs and interpret them (ACMSP050)
Cross-Curriculum Links
The above photo of the fruits in the fruit basket can also be utilised in The Arts.
Students may use the photo as a starting point instead of a real basket of fruits as a
more convenient alternative. As the photo highlights various textures and colours, the
photo will be useful in allowing students to demonstrate their ability to use the
elements of art in order to create a unique and expressive form. As the students
would be fairly familiar with the fruits, it provides all students with an unbiased
starting point and an understanding of what they should look like. The fruits are also
relatively simple to create and as such would be appropriate for Level 2. Students who
need extension can focus on more complex aspects of the photo such as the
viewpoint or angle of the photo as well as the textures that are apparent. This photo
of the fruits provides students with an opportunity to engage and experiment with
their growing understanding of the art elements, conventions and principles.
AusVELS - Cross-curriculum
Cross-curriculum area, Content strand/s, year, definition and code
The Arts, Creating and Making, Level 2, They demonstrate an emerging ability to
select, arrange and make choices about expressive ways of using arts elements,
principles and/or conventions.
Original Question:
Create an open-ended question about the fruits. Then, survey your class using the
question and record their information.
visually appealing. The student also ensured that the table was labelled in order for
me to read it accurately.
The student also answered my extending prompt as I had expected as he was able to
give me a few simple facts about the information in the table. He was also able to
identify that the information he recorded would be easier to read if his ticks lined up
with the ones in the other rows. Bruner and Haste (cited in Monk & Silman 2011, p.
16) state that [b]eing active means that the young child engages with experience,
actively (as opposed to passively) bringing his or her existing knowledge and
understanding to bear on what is currently under investigation. The student was
actively learning as he was reflecting on his own practices and understanding in order
to improve the process that he had created. This demonstrated his active
involvement, both physically and cognitively, with the problem picture question.
As mentioned previously, the student demonstrated an understanding of appropriate
methods to record data and identified some features of tables such as the labelling,
columns and rows. His ability to conduct a survey, record the data, reflect on his
solution and interpret the data was also evident in his responses. The student
demonstrated his knowledge of open-ended questions as he persisted in finding a
question that was not closed. As the student was easily able to provide responses to
the original question and extending prompt, it was difficult to identify misconceptions
or weaknesses in his mathematical understanding.
Whilst the question appeared to be easy for the student, I believe that it addressed
the mathematical intent of the question. The question was formulated to identify the
students capability in creating a question based on a categorical variable and
collecting data related to the question (Australian Curriculum Assessment and
Reporting Authority [ACARA], 2013). The student essentially addressed those concepts
through the creation of an open-ended task, gathering of data and the ability to record
the data in an appropriate format.
I believe that I would retain the same wording and content in the question as it
directly related to AusVELS and the student was able to successfully interpret and
answer the question.