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11521803
Teaching For Diversity
StudentNameHollyTurner
StudentNumber11521803
SubjectNameMathematicsinthePrimary
Years
SubjectCodeEMM410
LecturerFionaCollins
AssessmentItem2
EMM410 Mathematics in the Primary Years
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Teaching For Diversity
ProcessesinDesigningLearning
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Class Profile
Olive Primary School (OPS) is located in Fern street, Thurgoona; twelve kilometres from Albury. The school delivers an inclusive and
challenging program to all 262 students. OPS hosts years Kindergarten to 6, utilizing twelve classrooms across the school. The year 3 classroom,
3T, is comprised of 22 students; 13 males, and 9 females. Students in the class are aged between 7 years and 11 months, and 9 years and 1
month. Students in this class are working at a mathematical level that is between that of a Year 2 student at the beginning of the year, and a Year
4 student at the beginning of the year. Four students identify as being Aboriginal or Torres Strait Islander. The remainder of the class identifies as
being non-Indigenous. One student is gifted. One student has a minor learning disability. Two students have been diagnosed as ADHD. All
students in the class have attended the school since Kindergarten, so have all participated in the same learning experiences and have been taught
the same content.
Unit of work
Geometry and Measurement
Stage: 2
Class: Year 3
Syllabus Outcomes:
MATHEMATICS
MA2-1WM: uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-2WM: selects and uses appropriate mental or written strategies, or technology, to solve problems
MA2-17MG: uses simple maps and grids to represent position and follow routes, including using compass directions
ENGLISH
EN2-12E: Recognises and uses an increasing range of strategies to reflect on their own and others learning
SCIENCE
ST2-5WT: Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria
CREATIVE ARTS:
VAS2.2: Uses the forms to suggest the qualities of subject matter
PDHPE:
COS2.1: Uses a variety of ways to communicate with and within groups
DMS2.2: Makes decisions as an individual and as a group member.
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Resources
-Smartboard
-Computers/ iPads
-Masking tape/ chalk
Houghton Mifflin
Company. (n.d.). Using
a Map Grid. Retrieved
from
http://www.eduplace.co
m/kids/socsci/books/ap
plications/imaps/maps/
g2_u1/#top
Assessment
Diagnostic Assessment
Hold a discussion, use
questioning, and observe
students during the activity of
looking at simple maps to assess
students prior knowledge about
maps, and their ability to
understand and interpret a map.
Interactivemaths.
(2016). Position.
Retrieved from
https://interactivemaths
.wikispaces.com/Positi
on
Formative Assessment
Hold a discussion, and use
questioning to determine
students understanding about
grid maps. Assess that they are
able to comprehend the grid
framework, and can successfully
identify where objects and places
are on the map using the grid
system.
Formative Assessment
Create the grid on the floor to
further assess students
understanding about grid maps,
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plans
Use digital
technologies
involving
maps, position
and paths
om/static_items/games/
uncle_sams_farm_grid
_radio2.php
Pericolo, M. (2001).
Mapping Skills Unit
for Grades K-3. See the
city: The journey of
Manhattan Unfurled.
Retrieved from
https://www.randomho
use.com/teachers/pdf/s
eethecity.pdf
Studyladder. (2016).
Interpret simple grid
maps: Activity 2.
Retrieved from
https://www.studyladde
r.com.au/games/activit
y/interpret-simple-gridmaps-activity-2-22911
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-Smartboard
-Metre ruler
-Skipping ropes
-Sporting equipment
-Pens/ pencils
-Paper/ workbooks
McMillian/ McgrawHill. (2007).
Neighbourhood Grid
Map. Quick Quiz.
Retrieved from
http://www.mhschool.c
om/ss/ca/g2/u2/g2u2_q
uiz.html
Formative Assessment
Hold a discussion, and use
questioning and prompts, to
assess students learning from the
previous lesson, and assess their
ability to understand and use grid
maps.
Formative Assessment
Observe students completing
activities on the skipping rope
grid to assess their engagement
and interaction in the lesson, as
well as to assess their
understanding of how to find the
location/ position of a place or
object on a grid map.
Formative Assessment
Hold a discussion, and use
questioning, to assess students
sense of direction, and ability to
navigate through a grid map.
Formative Assessment
Observe students working in
groups to assess their ability to
work with others, and partake in
peer teaching/ learning.
Formative Assessment
Listen to students presentation
of their chosen path/ direction to
assess their sense of direction,
and ability to navigate a grid
map, and understand its
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locations.
Formative Assessment
Hold a discussion, and use
questioning to assess students
ability to reflect on their
learning, identify strengths and
weaknesses in their abilities, and
broaden their understanding of
directions.
Formative Assessment
Observe students playing lifesize game of Battleship, to
assess their understanding of the
locations on a grid map, and
their ability to work as a team
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follow routes
on simple
maps
Use grid
references on
maps to
describe
position
Use grid
references in
games
Identify and
mark
particular
locations on
maps and
plans, given
their grid
references
Draw and
label a grid on
a given map
Discuss the
use of grids in
real-world
contexts
Draw and
describe
routes or paths
on grid
referenced
maps and
plans
Interpret and
use maps
http://www.hasbro.com/common/instruct/Battl
eship.PDF
Allow students to select equipment they
would like to use to mimic battleships, or they
can choose to lie down and act out the
battleships themselves. Students can also
select tokens or mats to place in the locations
where the other teams have aimed and hit.
Act as the umpire of the game, ensuring all
students are able to have a turn selecting a
location to target.
Hold a discussion with the students reflecting
on the game:
-What strategies did you use to try to beat the
other team?
-Did your strategies work?
-How did your learning about grid maps help
you play this game?
-How could you improve for next time?
Students will draw and label a grid on a map
of their choice. Provide students will old
Melways, and various types of maps. Using
the whiteboard, measure out the size the
students are to draw their grid (10cm by
10cm). Each square in their grid should
measure to 2cm by 2cm. Assist students to
select a map that is appropriate for their level
of ability.
When students have drawn their grid, students
are to identify the location of three places on
their map, and draw a path/ route from a
location of their choice, to another, listing the
grids they cross on the way. Students hand in
their map when finished.
EXTENSION: Students who complete their map early,
-Maps
Milton Bradley
Company. (1990).
Battleship. Retrieved
from
http://www.hasbro.com
/common/instruct/Battl
eship.PDF
Formative Assessment
Hold a discussion with the class,
allowing students to reflect on
their game of Battleship,
assessing students
understanding of using grid
references in games, as well as
their ability to reflect on their
learning
Formative Assessment
Observe students drawing a grid
on a factual map, assessing their
ability to construct a grid that is
accurate in scale
Formative Assessment
Observe students identifying the
location of a number of objects/
places on their map, and
following a route or path, to
assess their ability to understand
a map and use the grid system.
Formative Assessment
Collect students maps, and
workings to assess that they can
successfully create, understand,
and follow a grid map
Formative Assessment
Hold a discussion, and use
questioning, to assess students
ability to reflect on their
learning, as well as to assess
their understanding of maps in
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found in
factual texts
and in the
media
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-Smartboard
-Grid maps of school
(Appendices 1, 2, 3, 4
& 5)
Houghton Mifflin
Company. (n.d.). Using
a Map Grid. Retrieved
from
http://www.eduplace.co
m/kids/socsci/books/ap
plications/imaps/maps/
g2_u1/#top
Interactivemaths.
(2016). Position.
Retrieved from
https://interactivemaths
.wikispaces.com/Positi
on
Maps101. (n.d.) Uncle
Sams Farm. Retrieved
from
http://www.maps101.c
om/static_items/games/
uncle_sams_farm_grid
_radio2.php
Pericolo, M. (2001).
Mapping Skills Unit
for Grades K-3. See the
city: The journey of
Manhattan Unfurled.
Diagnostic Assessment
Hold a discussion about
directions, specifically left and
right, to assess students prior
learning and understanding of
directions
Formative Assessment
Observe students playing the
adapted version of Simon says
to further assess their sense of
direction, understanding of the
difference between left and right,
and ability to follow directions
Formative Assessment
Listen to students informing
their partners of their route/ path
they would take to get from
location A to location B,
assessing their sense of direction,
and understanding of, and ability
to, follow a map
Formative Assessment
Observe students reading the
map, and selecting a route to
take, assessing their ability to
understand a map, and use it tot
find a specific place or object
Formative Assessment
Observe students verbally
directing their partners around
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Direct-instruction strategies
Direct questioning and prompts
throughout the lesson
ICT Based strategies
The use of the Smartboard to
access grid maps
Thinking skills strategies
Mental calculations used when
discussing, and playing games
about, direction, and selecting a
path/ route to take
Map making/ analysing skills used
to complete activities
Oral explanation used to express
ideas during discussion and
reflection
Problem solving used to answer
questions about, and complete
activities on, direction and
following a map
Multiple intelligences
Body/ kinesthetic intelligence
when participating in adapted
version of Simon says, and
treasure hunt
Logical/ mathematical intelligence
to partake in whole class
discussion and complete activities
8 ways of learning
Symbols and images
Land links
Catering for diversity
Playing the adapted version of
Simon says to allow students who
maps and
plans
Retrieved from
https://www.randomho
use.com/teachers/pdf/s
eethecity.pdf
Studyladder. (2016).
Interpret simple grid
maps: Activity 2.
Retrieved from
https://www.studyladde
r.com.au/games/activit
y/interpret-simple-gridmaps-activity-2-22911
Formative Assessment
Hold a discussion, and use
questioning, to assess students
ability to reflect on their
learning, as well as to assess
their understanding of direction
and following a grid map
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-Smartboard/
whiteboard
-Computers/ iPads
-Workbooks
-Pens/ pencils
Taronga Zoo Sydney.
(2016). Taronga Zoo
Map. Retrieved from
http://taronga.org.au/sit
es/tarongazoo/files/do
wnloads/A3_TZMapEd
7v4_PRINT_1.pdf
Formative Assessment
Hold a discussion, and use
prompts and questioning, to
assess students understanding of
the important features of a map,
and there layout
Formative Assessment
Observe students participation
during discussion, to assess their
engagement with the activity,
and their ability to locate
position on a grid map, and find
a route or path
Formative Assessment
Observe students working
through their Zoo experience
activity, to assess their ability to
read and understand a grid map,
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plans, given
their grid
references
Discuss the
use of grid
maps in realworld contexts
Draw and
describe
routes or paths
on grid
referenced
maps and
plans
Interpret and
use simple
maps found in
factual texts
and in the
media
-What is in D4?
Inform the students that they need to use this
map to find a route. Starting at their desk, they
need to go to a computer, and then go to the
printer, and then to the teachers desk. Allow
students to come up to the whiteboard and
show you their route; naming the grid
locations of the places they visit.
Using the Smartboard, open up the aerial view
map of the Taronga zoo. Ask students what
the purpose of the map is? What is it trying to
tell us? Explain the key on the bottom, and
draw attention to the grid bordering the map.
Allow students to identify what places/
objects they see.
Students are to pretend that they are going on
an excursion to the zoo. They must each select
five different animals they would like to visit,
and work out which path to take to ensure that
they get to each of those animals. All students
are to start at Zoo Entry, and after visiting
all of their animals, must then visit a toilet,
and meet back with the group at The View
Restaurant for lunch. All of these locations
need to be included in the students chosen
route and positions.
Students use a computer/ iPad to access the
Taronga Zoo map. Students identify animals,
grid position, and chosen route in their
workbooks. Students can print off the map to
draw their route on there, and use a ruler to
find their position, if they like.
EXTENSION: Students who complete the activity
early can complete an additional problem solving task:
We arrive at the Taronga Zoo at 10:00am. You are to
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8 ways of learning
Symbols and images
Non-verbal
Land links
Catering for diversity
Students working individually to
allow them to work at a level, and
speed that is appropriate for their
ability
Students working individually,
allowing them to select animals
and a route/ path of their choice
Having an extension task to allow
gifted/ talented students to
challenge themselves and develop
further
Lesson 6: Indigenous Australians reference
system in maps
Teaching & Learning Strategies
Cooperative strategies
Whole class discussion about other
means, other than maps, people
may use to find where a location is
and how to get there
Whole class discussion and
reflection about the lesson and
what they learnt about Aboriginal
ways of finding places
Direct-instruction strategies
Direct questioning and prompts
throughout the lesson
Independent Learning Strategies
Individual work when drawing a
-Whiteboard
-Paper/ workbooks
-Pens/ pencils
Formative Assessment
Hold a class discussion, and use
prompts and questioning, to
assess students understanding of
various ways we can find
locations, other than using maps
Formative Assessment
Observe students learning from
the Aboriginal elder/ community
members to assess their ability to
accept, understand, and
appreciate another culture
Formative Assessment
Observe students creating a map
using Aboriginal symbols to
assess their ability to create a
comprehensible map, as well as
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environment
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Community links
Story sharing
Catering for diversity
Students working individually to
allow them to work at a level, and
speed, that is appropriate for their
ability
Students working individually,
allowing them to draw a place that
is significant to them, and being
able to use Aboriginal symbols of
their choice to set the scene
Students individually writing a
story that is related to the map,
allowing them to draw on their
own culture and background, while
also being able to take inspiration
from what they have learnt in that
lesson
Indigenous students can connect
with their community and culture
throughout the lesson
Lesson 7: Problem based grid map
questions
Teaching & Learning Strategies
Cooperative strategies
Whole class discussion analysing
the grid map, allowing students to
partake in peer teaching/ learning
Direct-instruction strategies
Direct questioning and prompts
throughout the lesson
-Smartboard
-Pens/ pencils
-22x worksheets
(Appendix 6)
-Summative
assessment task outline
Edhelper (n.d.). Map
Symbols. Retrieved
from
http://www.edhelper.co
m/community2_0_1.ht
m
Formative Assessment
Hold a class discussion, and use
prompts and questioning, to
assess students understanding of
how to follow a grid map
Formative Assessment
Observe students participating in
discussion, and whole class
activities to assess their level of
engagement, and ability to
understand how to read a grid
map, and count the squares on a
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follow routes
on simple
maps
Identify and
mark
particular
locations on
maps and
plans, given
their grid
references
Draw and
describe
routes or paths
on grid
referenced
maps and
plans
grid map
Formative Assessment
Observe students completing
questions to assess their ability
to problem solve
Formative Assessment
Collect students work to check
their answers, assessing that they
can successfully problem solve,
and complete a grid map
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- Metre rulers
- Pens/ pencils
- Paper/ workbooks
- Computers/ iPads
Summative assessment
Students create a grid map, and
follow another classmates map,
to demonstrate their learning,
acquisition of skills, and
achievement over the unit.
Marking the physical copy of
their map, and observing
students during reflection will
assist to assess students on their
ability to create and read a grid
map, describe directions, find
routes, and follow directions.
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position
Identify and
mark
particular
locations on
maps and
plans, given
their grid
references
Draw simple
maps and
plans from an
aerial view,
with and
without
labeling a grid
Create simple
maps and
plans using
digital
technologies
Use digital
technologies
involving
maps, position
and paths
location A to location B?
-How was their map different than yours?
Complete the discussion by reflecting on their
learning on grid maps in general:
-Is there any area of learning about grid maps
you think you need to practise more, or want
to do more?
-Do you think you may use grid maps in the
real-world?
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This section of the unit plan would be filled out at the completion of teaching the eight lessons
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Teaching For Diversity
Summativeassessmenttask
Stage 2/ Year 3
Activity name: Design a grid map
Context
This activity is written to accompany the Stage 2 Unit: Position
Prior to this activity, students have analysed a variety of grid maps so as to learn how to
follow routes, give directions, and describe positions. Students have used, and learnt the
purpose of, grid maps in real-world contexts, and in games.
Description of activity
Students are to create a grid map of an area of the school. Students maps can focus
on one particular area of the school, such as the classroom, or the whole school
ground. Students grid squares should measure to 1cm by 1cm, or 2cm by 2cm.
Students use metre rulers (to decide how big they need their grid) and a pen and
paper to investigate their chosen area and decide what places/ objects need to be
included in the map e.g. buildings, paths, playgrounds.
Students draw a rough draft of their map on paper, before creating their map using
digital technology.
Students write directions from one location on their map to another detailing the grid
squares, and places/ objects on their map they pass on their route.
Teacher collects all students maps and routes. Teacher anonymously gives each
student another classmates map, and described route. Students must go out into the
schoolyard, and follow their classmates map, passing through all the grid squares
they described.
Hold a reflection of the experience at the end of the lesson, determining if the maps
were accurate and comprehensible.
Outcomes
MA2-1WM: uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-2WM: selects and uses appropriate mental or written strategies, or technology, to solve problems
MA2-17MG: uses simple maps and grids to represent position and follow routes, including using
compass directions
Work sample
Student reflection
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MarkingRubric
Criteria
The grid map is easy to
understand, and can be
read by another person.
All places/ objects are
clearly identified and
labeled, and the map, and
grid, are of an appropriate
size
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Teaching For Diversity
References
Edhelper (n.d.). Map Symbols. Retrieved from http://www.edhelper.com/community2_0_1.htm
Houghton Mifflin Company. (n.d.). Using a Map Grid. Retrieved from
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u1/#top
Interactivemaths. (2016). Position. Retrieved from https://interactivemaths.wikispaces.com/Position
Maps101. (n.d.) Uncle Sams Farm. Retrieved from
http://www.maps101.com/static_items/games/uncle_sams_farm_grid_radio2.php
McMillian/ Mcgraw-Hill. (2007). Neighbourhood Grid Map. Quick Quiz. Retrieved from
http://www.mhschool.com/ss/ca/g2/u2/g2u2_quiz.html
Milton Bradley Company. (1990). Battleship. Retrieved from
http://www.hasbro.com/common/instruct/Battleship.PDF
NSW Board of Studies. (2006). Creative Arts K-6 Syllabus. Sydney: Author.
NSW Board of Studies. (2006). Human Society & Environment K-6 Syllabus. Sydney: Author.
NSW Board of Studies. (2006). Personal Development, Health and Physical Education K-6
Syllabus. Sydney: Author.
NSW Board of Studies. (2012). English K-10 Syllabus. Sydney: Author.
NSW Board of Studies. (2012). Mathematics K-10 Syllabus. Sydney: Author.
NSW Board of Studies. (2012). Science K-10 Syllabus. Sydney: Author.
Pericolo, M. (2001). Mapping Skills Unit for Grades K-3. See the city: The journey of Manhattan
Unfurled. Retrieved from https://www.randomhouse.com/teachers/pdf/seethecity.pdf
Studyladder. (2016). Interpret simple grid maps: Activity 2. Retrieved from
https://www.studyladder.com.au/games/activity/interpret-simple-grid-maps-activity-2-22911
Taronga Zoo Sydney. (2016). Taronga Zoo Map. Retrieved from
http://taronga.org.au/sites/tarongazoo/files/downloads/A3_TZMapEd7v4_PRINT_1.pdf
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Appendices
Appendix 1
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Appendix 2
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Appendix 3
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Appendix 4
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Appendix 5
app
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Teaching For Diversity
Appendix 6
9
8
7
6
PARK
5
4
3
2
1
A
1. You are going to visit your friend, and go to the cinemas, shopping centre, and
park together. Beginning from your house, you travel five squares to your
friends house. From your friends house, you travel three squares to the
cinemas. From the cinemas, you travel four squares to the shopping centre.
You then travel two squares to the park. The park is located at H6. Find the
location of the other four places, and draw them on the map.
2. Draw the route from your house to your friends house, the cinemas, the
shopping centre, and the park.
3. DECORATE YOUR MAP. Draw any other places or objects on your map that
you need to finish your town (roads, other houses, trees).
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