Georgia Stephenson

S00122181
Development PlanFocus for developmentGeometry - Angles
- Volume
Reason- (101 words)
My Diagnostic test showed that I am having difficulty with Geometry, predominantly
with the concepts of Angle and Volume. My problem with these concepts was evident
in the Diagnostic test with questions 7, 10 and 35. I am hoping that by revising these
two aspects of Geometry I will be able to remember what I have learnt in the past and
further my understanding of these topics. I am hoping that by completing readings,
solving problems and teaching problems to others I will be able to develop my
understandings on volume and angle and achieve success with my final Diagnostic
test.
Readings-A Dynamic Way to Teach Angle and Angle Measure.
-Teaching Primary Mathematics (edition three)
-Teachers resource book HBJ Mathematics 4 (second edition) -Maths Tracks for
Victoria level 3A Teachers resource book
-Mathematical knowledge for primary teachers. Fourth edition.
TimelineWeek 3- General reading on Geometry from (Booker, Bond, Sparrow, & Swan,
2004,P 367- 378.)
- Find where I went wrong with the Initial Diagnostic test and correctly complete the
questions.
Week 4- Reading on Angles from (Barry, Booker, Perry, & Siemon, 1990P. 249- 250,
P. 256 261)
- Question- create three questions on angles appropriate for teaching a Year 5 student
use (Barry, Booker, Perry, & Siemon, 1990P. 249- 250, P. 256 261) and (Harris, G,
& Turner, G. 2006. P122 -125) and then help someone complete them.
Week 5- Reading on Angles from (Booker, Bond, Sparrow, & Swan, 2004,P. 463,
410- 413)
- Question on (Booker, Bond, Sparrow, & Swan, 2004,P. 413)
Week 6- Reading on Angles from (Wilson, & Adams, 1992, P6 -13)
- Explain figures 2&3 to someone from (Wilson, & Adams, 1992, P8) and create three
questions for them to complete.
Week 7- Reading on Volume from (Booker, Bond, Sparrow, & Swan, P.455, 462463, 486-488)
-Question on (Booker, Bond, Sparrow, & Swan, 2004. P.488)
- Question- create two questions relating to volume appropriate for teaching year 6
students using (Harris, G, & Turner, G. 2006. P.165)

Georgia Stephenson 18/5/14 2:22 PM

Comment: This assignment was designed
to develop a deep understanding of key
topics taught in primary schools is a critical
aspect of pedagogical content knowledge
and is aligned with requirements for
professional standards for teachers.
Georgia Stephenson 18/5/14 2:24 PM
Comment: After undertaking a diagnostic
test I identified my need for developing a
comprehensive understanding of Geometry.

Georgia Stephenson 18/5/14 2:24 PM

Comment: A range of resources to
develop my understanding.

Georgia Stephenson 18/5/14 2:24 PM

Comment: Progression timeline.

Week 8- Reading on Volume from (Suggate, Davis, & Goulding, 2010, P.202 -204)
- Questions 2 and 1,2 (Suggate, Davis, & Goulding, 2010, P.205)
- Complete Final Diagnostic test.

My initial
understanding

Geometry

Volume

Angles

Acute

Right Angles

Measured in cubic units

An angle that is
exactly 90 degrees

Obtuse

Academic literature review- (547 words)

Through my readings I have discovered the importance of Geometry as it covers a
range of mathematical areas. Geometry covers vital ideas students need to understand
and is a necessary foundation for much of the mathematics that older children will be
learning later in high school. (Booker, Bond, Sparrow & Swan, 2004. P 367.) At
primary level students are taught deduction properties, measurement, the relationship
of points, lines, angles, volume and the topic is commonly referred to as the
measurement of space. I focused on volume and angles as they were the two areas I
needed to improve my knowledge.
When researching angles I developed a greater understanding of what angles are and
how children perceive them. I found that they are very important, but difficult for
students to understand as they can be confused by the orientation of the angle and the
length of the lines on the diagram. I now understand that the concept of angle
develops over an extended period of time. and that the, static view of an angle (line
segments of a piece of paper) is difficult for young students to perceive. (Wilson, &
Adams, 1992). I now recognize that when teaching the concept of an angle the teacher
needs to introduce them by presenting angles in a number of ways, by presenting
angles as a corner, angles as a shape when two lines radiate from a common point,
and angles as a measure of turn, integrated into a common idea of turning. (Booker,
Bond, Sparrow & Swan, 2004. P.411). The readings helped me extend my knowledge
of what I knew about angles and I found this growth evident when completing my
own angles problems and when teaching angles I felt confident that I knew what I was
teaching. I think that where I went wrong in the diagnostic test is that I was not
looking at the angles logically in question 35 I didnt look at the clock as being 360
degrees and then working the problem from there, I believe I had also forgotten how
to use angles in the context of everyday life and this is what caused my problem.
I struggled with the concept of volume in my diagnostic test, but readings helped me
develop a deeper understanding of what volume is and how it works, concepts I had
forgotten from school. I discovered that, the teacher should be clear that volume is a
measure of space in any three-dimensional object (Barry, Booker, Perry, & Siemon,
1990. P. 289). When initially teaching volume students are given a general formula to
work out the length, width and height with a cuboid as discussed in Suggate, Davis, &
Goulding, 2010. This cuboid is 1 cm3 this gives the teacher the opportunity to break
the whole object into pieces and show the children how volume works, as students
faced with an object not divided in this manner struggle with understanding volume.
After grasping this method the students are then exposed to more difficult problems
and keep progressing their understandings of volume. By students looking at how
volume is used in everyday life with baking etc it really creates a deeper
understanding. By reading how the students slowly progress I found myself grasping
a broader understanding of how volume works and its function.

Georgia Stephenson 18/5/14 2:25 PM

Comment: How my academic reading and
professional development improved my
knowledge and understandings.

Week

Activity

Skills

Week 3

Diagnostic test.

This tested
where my
strengths and
weaknesses
lay in
mathematics.

Assessing where
I went wrong in
my Diagnostic
test.

After
establishing
where I had
problems I
sought to
correct these
problems and
figure out
where exactly
in volume and
angles I was
getting
confused.

Week 4

Knowledge and
Understanding
By completing
the initial
diagnostic test I
discovered
where in
mathematics I
am weakest and
where I need to
focus my
development.

Then by
focusing on the
volume and
angle questions
I had trouble
with, I found
where I was
having
problems with
my
understandings
and what I need
to cover to
further my
knowledge and
understanding
in these areas.
Question- create This used my
This used my
three questions
skill to
knowledge and
on angle
introduce the
understanding
appropriate for
topic of angles of angles by
teaching a Year and effectively creating an
5 student use
teach
interesting and
(Barry, Booker, questions I had creative way to
Perry, &
designed
look at angles
Siemon, 1990P. myself.
but also
249- 250, P. 256
providing the
261) and
knowledge and
(Harris, G, &
understanding I
Turner, G. 2006.
wished to have
P122 -125) and
my student
then help
comprehend.
someone
complete them.

Target

Reflection

The initial
diagnostic test
targeted at
finding my
weaknesses in
mathematics.

The Initial diagnostic

test made me realize
that the two topics of
mathematics I am most
uncomfortable with,
are volume and angle.

The target of
correcting the
questions that
I had gotten
wrong in the
diagnostic was
to find where
exactly in
these problems
I had an issue
and how I
would go
about fixing
these issues.

I found when
correcting these
questions I had
misconceptions of
both volume and angle
and how I should go
about approaching
these questions. I think
it was very beneficial
to go back to these
questions and realize
where I was having
difficulty.

This targeted
my knowledge
of angles and
if I could
successfully
implement my
understandings
by teaching
them to
someone else.

I found it interesting to
research questions I
thought might provoke
thought with my
student. I tried to keep
them appropriate for
year 5 students, but
also wanted the
discovery of angles to
be fun and exciting
while being able to
effectively teach my
knowledge and what I
have comprehended
from my readings.

Week 5

Question on
(Booker, Bond,
Sparrow, &
Swan, 2004,P.
413)

This looked at
furthering my
understandings
on angles
within shapes.

Week 6

Explain figures
2&3 to someone
from (Wilson, &
Adams, 1992,
P8) and create
three questions
for them to
complete.

This will test

how well I can
demonstrate,
explain and
create an
interesting set
of problems
for a student.

Week 7

Question on
(Booker, Bond,
Sparrow, &
Swan, 2004.
P.488)

This looked at
answering a
question
concerning
what I had
learnt about
volume.

This question
looked at
working with
360 degrees of a
quadrilateral.
By completing
this question I
was able to get a
better
understanding
that angles are
not just a corner
but they are
found in shapes
and that all
shapes have a
different
number of
degrees.
These questions
looked at
rotation and
worked with
angles and
taught the
student that the
length of the
sticks is not
relevant to the
angle.

This targeted
what I had
previously
thought angles
were and
improved my
understanding
and
knowledge on
angles and
how they work
within shapes.

I found this activity

helpful in exploring
angles within shapes,
while this question
used quadrilaterals it
did relate to week sixs
whole class task so the
two ideas linked in my
mind that angles are
not just two lines
coming to one point
but they are in shapes
as well.

The target of
this activity is
to properly
demonstrate
what angles
are and show
that angles
surround us. It
also is
targeting my
knowledge of
angles, as I
must explain
what angles
are and
demonstrate
how they
work.
This looked at
This targeted
my knowledge
my ability to
and
write about
understanding
volume and
on volume and
the difference
making sure that between
I comprehended volume and
what I had read mass.
in my readings.

I think this activity

went really well. I felt
confident when asked
questions about angles
that I could explain
them properly with
what I had read
through my readings.
The activities and
questions I had
prepared linked nicely
to what I had
discussed through our
discovery with the
straw demonstration.

This question helped

determine the volume
of a parcel and showed
the fundamentals of
learning about volume.

Week 8

Question- create
two questions
relating to
volume
appropriate for
teaching year 6
students using
(Harris, G, &
Turner, G. 2006.
P.165)

This is to
explore my
understandings
of volume and
implement
some of the
understandings
I have grasped
from week
sevens
reading.

Questions 2
from (Suggate,
Davis, &
Goulding, 2010,
P.205)

This will use

my
understanding
on volume and
working with
the volume
formula, but
also working
with decimal
points.

Questions 1 and
2 from
(Suggate, Davis,
& Goulding,
2010, P.205)

This linked to
my
understandings
of volume and
how I would
implement
them
successfully
into a

The knowledge
and
understanding I
believe I will
get out of
teaching these
concepts is to
see someone
else look at
volume and use
my
understanding
and knowledge
that I have from
my reading to
assist or explain
the activities
and further my
own
understanding
of the
misconceptions
of volume.
This question
focused on the
volume of a
cylinder and
also dealt with
decimals in
volume. The
other questions
dealt with how
you may
introduce
volume to
children so they
understand it at
an early age.

The target is to
properly
explain and
guide a student
with the
concept of
volume and
use my
understandings
to introduce
them to the
topic.

I initially started by
explaining what
volume is, I then
explained the 1cm3
philosophy, after this
was established and I
was sure she had a
complete
understanding I
progressed with
explaining my
questions and asking
her any problems she
had and trying to
convey the
understandings I had
from my study of the
subject in a clear and
concise manner.

The target is to
prove my
understanding
and
successfully
complete these
questions on
volume
successfully.

This made me
approach a similar
question I had trouble
with in the diagnostic
test, so it was
beneficial for me to
use what I have learnt
about volume and
successfully
implement it in this
question.

I had to use my
knowledge and
understanding
to decide what I
thought would
be a successful
way of
implementing
volume in years

This targeted
what I had
read about
volume and
helped me
evaluate what
I believe is a
successful way
of

This helped me look at

what I had learnt and
what I think would be
appropriate when
teaching volume to
young children. I
found these questions
helpful to answer as it
made me look at what

Complete Final
Diagnostic test.

classroom.

1 and 2, and
also how I
would introduce
standard
measures used
in volume to a
year 2 and 3
class.

implementing
volume in the
classroom.

I have been learning

and how I would
implement these
lessons to be most
effective.

This is to
show that my
understanding
of both
volume and
angles
improved after
studying these
topics.

By completing
the final
diagnostic test I
am hoping to
show that I have
improved my
understandings
of both angle
and volume.

The target is to
have improved
my knowledge
and
understanding
of both
volume and
angles.

I think that I have

achieved a greater
knowledge and
understanding
throughout the past
five weeks and am
hoping that my
diagnostic test will
prove that not only
have I improved my
understandings of both
angles and volume, but
that I am able to
successfully
implement the
strategies I have learnt.

Reflection on questions- (390 words)

Initially when starting my Self Improvement Plan I was nervous about completing
problems in an area of mathematics that I am not comfortable in. But I have found by
completing a wide range of problems that I have grasped a deeper understanding of
both volume and angles.
I firstly looked at the problems in the Diagnostic test that I had trouble with then I
redid the questions and then rechecked my answers to make sure they were now
correct. This helped me see where I had gone wrong and helped me correct the
mistakes I had made in the test. I then, throughout the weeks, looked at a range of
problems and tried to complete them. When looking at the problems I tried to
challenge myself to use the knowledge that I had learnt through that weeks reading. I
found as the weeks went on that I was more confident in my ability to teach myself
and to look at these problems more logically and with greater mathematical
understanding. I did also look at how I may teach this to students in the future and
how to avoid the misconceptions a lot of students have with both volume and angles. I
found that when I taught the concepts of volume and angle and explained them to my
family, as if they had no prior knowledge of what volume and angles were, I really
had to think about what was the best way to explain these concepts without
overloading them or being confusing. I found by teaching these concepts at a primary
level I was able to link it to how I will teach these mathematical areas in the future.
By researching mathematical journals and teaching books I was able to look at the
problems more clearly, to understand where students may have trouble. When
teaching problems to my family I was able to continue discussions about these topics

at a more advanced level. This helped me to cement in my brain what the topic of
volume and angles are and how to face a problem and solve it. I believe I learnt a lot
by completing these problems as they gave me a greater understanding and by
teaching them to students I could watch someone struggle with the thoughts and
processes and explain what I had learnt through my readings.
Summary- (words 303)
Through this assignment I have discovered where I have had misconceptions on both
volume and angle, by researching these areas I believe I now have a comprehensive
understanding of these topics.
I established that I struggled with the formulas for volume and how to properly
implement them. By completing activities I really connected to my prior learning of
maths and found myself relating it back to area and length. By also teaching the
basics of volume I found that this is where I learnt the most as I could see where
people get confused with volume and by having to explain where someone went
wrong really built my confidence, that volume is the interior space of an object.
When focusing on the area of angles I found I had fallen into a very simple
misconception of angles. I discovered that I was not looking at the angle as the corner
but also looking at the length of the object, which is totally incorrect as an angle is the
same no matter what the length of the arms are. Through my readings I discovered
that this is a common misconception of children learning about angles, after
completing my readings on angles I found ways to avoid this fallacy for myself but
also ways to teach people with the same problem, a way that I believe is effective in
teaching students with this problem is with the activity I taught in week six with the
straws.
I found my readings on volume and angles interesting and learnt a lot from simply
reading about the processes involved in teaching these areas of mathematics. By
reading about the difficulties students face when confronted with these areas of
mathematics I can recognize where I was having problems and what I need to focus
on to correct these misconceptions.

References:
Wilson, P.S, & Adams, V.M. (1992). A dynamic way to teach angle and angle
measure. Arithmetic Teacher, 39(5), 6 -13.
Barry, B, Booker, G, Perry, B, & Siemon, D. (1990). Teachers resource book hbj
mathematics 4 (second edition). Australia: Harcourt Brace Jovanovich, Publishers.
Booker, G, Bond, D, Sparrow, L, & Swan, P. (2004). Teaching primary mathematics
(edition three). NSW: Pearson Education Australia.
Suggate, J, Davis, A, & Goulding, M. (2010). Mathematical knowledge for primary
teachers. Fourth edition. USA: Routledge. Taylor & Francis Group.
Press.

Georgia Stephenson 18/5/14 2:27 PM

Comment: This demonstrates my
improvement from my initial
understandings, to my knowledge after
engaging with this professional learning.

Vincent, J, & Bradby, J. (2005). Maths tracks for Victoria level 3a teachers resource
book. Melbourne: Reed International Books Australia.
Hurley, R. (2006). Targeting maths for Victoria year 4 teaching guide. NSW: Pascal

Harris, G, & Turner, G. (2006). Targeting maths for Victoria year 5 teaching guide.
NSW: Pascal Press.
Harris, G, & Turner, G. (2006). Targeting maths for Victoria year 6 teaching guide.
NSW: Pascal Press.