ESM410 Assignment 1:
Problem Pictures Task - Creating openended questions
Student Name:
Lisa Dam
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:
23 August 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.
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Checklist
All points must be ticked that they are completed before submission.
Requirements checklist:
Tick
complete
d
In order to pass this assignment you must have fulfilled all aspects of the checklist.
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Problem Picture 1
Location:
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Identify all the numbers in this photograph. How many different 5 digit numbers can
you make using these numbers? Find a way to order these numbers once you have
made them. Explain why and how you ordered these numbers the way you did.
Answers to Question 1
Possible Answer 1:
22
26
35,218
21
35
53,128
12,358
35,218
12,358
Possible Answer 2:
22
26
22,262
21
35
26,222
26,228
26,228
22,262
Possible Answer 3:
22
26
83,512
21
35,628
35
85,218
83,512
35,628
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Enabling Prompt
Identify all the numbers in this photograph. How many different 4 digit numbers can
you make using these numbers? Find a way to order these numbers once you have
made them. Explain why and how you ordered these numbers the way you did.
8,352
8,532
8,352
2,621
Possible Answer 2:
3,821
5,218
8,325
5,218
3,821
Possible Answer 3:
2,281
3,521
2,185
2,281
3,521
AusVELS
Content strand/s, year, definition and code
Number and place value, Level 3, Recognise, model, represent and order numbers to
at least 10,000
Reference:
Australian Curriculum and Assessment Authority 2013, Level 3 mathematics, Victorian
Curriculum and Assessment Authority, retrieved 20 August 2015,
<http://ausvels.vcaa.vic.edu.au/Level3?layout=1&d=M>.
The change made to the problem in this instance is the size of the numbers the
students are required to make. This has been done to accommodate students who are
finding it difficult to find the value and order larger numbers.
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Extending Prompt
Make 4 combinations of any 3 numbers from the photo the number must end with a
5. Divide each number by 5 using a calculator.
825
215 5 = 43
265
825 5 = 165
265 5 = 53
Possible Answer 2:
865
255
825 5 = 173
625
255 5 = 51
625 5 = 125
Possible Answer 3:
655
655 5 = 131
125
225
125 5 = 25
225 5 = 45
AusVELS
Content strand/s, year, definition and code
Number and place value, Level 5, Identify and describe factors and multiples of whole
numbers (ACMNA098)
Reference:
Australian Curriculum and Assessment Authority 2013, Level 5 mathematics, Victorian
Curriculum and Assessment Authority, retrieved 20 August 2015,
<http://ausvels.vcaa.vic.edu.au/Level5?layout=1&d=M>.
This modification has been made to enable students to take the next step in their
understanding of number and place value. This mode of alteration was chosen to
facilitate students to develop the ability to identify the factors of numbers and their
multiples.
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Cross-Curriculum Links
The area in the photo is a part of Knox City Council. Investigate what other suburbs
can be found in the Knox City area. Within these suburbs, there are numerous
community groups that help care for our environment. Find and record two located in
the Knox City Council - include their location and a brief description of what they do
and why they do it.
AusVELS - Cross-curriculum
Cross-curriculum area, Content strand/s, year, definition and code
Civics and citizenship, Community knowledge and understanding, Level 4, They
explain why protection and care for the natural and built environment is important.
Reference:
Australian Curriculum and Assessment Authority 2013, Level 4 mathematics, Victorian
Curriculum and Assessment Authority, retrieved 20 August 2015,
<http://ausvels.vcaa.vic.edu.au/Level4?layout=1&d=cc>.
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Original Question:
Identify all the numbers in this photograph. How many different 5 digit numbers can
you make using these numbers? Find a way to order these numbers once you have
made them. Explain why and how you ordered these numbers the way you did.
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Rephrased Question:
Using the picture above, follow these steps:
1.
2.
3.
4.
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Problem Picture 2
Location:
My house
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Answers to Question 2
Possible Answer 1:
1 log = 10 minutes
10 minutes x 10 logs = 100 minutes
Possible Answer 2:
1 log = 10 minutes
10 minutes x 10 logs = 100 minutes
1 hour = 60 minutes
100 minutes 60 minutes = 40 minutes
= 1 hour and 40 minutes
Possible Answer 3:
1 log = 10 minutes
10 minutes x 10 logs = 100 minutes
1 minute has 60 seconds so,
100 minutes x 60 seconds = 6,000 seconds
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Enabling Prompt
Using the picture above, imagine you have a fire that burns 1 log in 10 minutes. If you
have 6 logs to burn, how long will your fire burn for? Choose any measurement of time
to answer. Show your working out.
Possible Answer 2:
1 log = 10 minutes
6 logs x 10 minutes = 60 minutes
60 minutes = 1 hour
Possible Answer 3:
1 log = 10 minutes
6 logs x 10 minutes = 60 minutes
1 minute = 60 seconds
60 minutes x 60 seconds = 3,600 seconds
AusVELS
Content strand/s, year, definition and code
Using units of measurement, Level 4, Convert between units of time (ACMMG085)
Reference:
Australian Curriculum and Assessment Authority 2013, Level 4 mathematics, Victorian
Curriculum and Assessment Authority, retrieved 20 August 2015,
<http://ausvels.vcaa.vic.edu.au/Level4?layout=1&d=M>.
The modification made to the original question involved simplifying the number of
logs being burned and provided students with a visual aid which they could use to
answer the question. Through changing the number of logs being burned from 10 to 6,
the number was not only simplified but also taken back to 6 which relates to the base
60 system in a clearer fashion. Providing students with a visual reminder of how many
seconds in a minute and how many minutes are in hour would further assist them in
processing this problem.
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Extending Prompt
Using the picture above, imagine you have a fire that burns 1 log in 10 minutes. If you
have 10 logs to burn, how long will your fire burn for? Choose any measurement of
time to answer. Show your working out.
AusVELS
Content strand/s, year, definition and code
Using units of measurement, Level 4, Convert between units of time (ACMMG085)
Reference:
Australian Curriculum and Assessment Authority 2013, Level 4 mathematics, Victorian
Curriculum and Assessment Authority, retrieved 20 August 2015,
<http://ausvels.vcaa.vic.edu.au/Level4?layout=1&d=M>.
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Cross-Curriculum Links
This picture could also be utilised in a Science lesson, incorporating the Science
Understanding Chemical Sciences strand for Level 4. During this science lesson,
students would begin their investigation of the potential uses that wood has. This
would provide the scaffold to examining how wood burns and how a solid (wood) can
be turned into a different material such as ash. Through investigating this concept,
students would look at how and why wood burns and how and why it turns into a
different substance, as well as exploring other materials that burn and what happens
to them when they burn. Through this process students would also begin to explore
the concept of different materials having different properties, and how and when their
properties have the potential to change. This lesson (or series of lessons) could also
provide the platform for students to begin investigating the impact that burning wood
and other materials has on the environment.
AusVELS - Cross-curriculum
Cross-curriculum area, Content strand/s, year, definition and code
Science, Science Understanding / Chemical sciences, Level 4, Natural and processed
materials have a range of physical properties; these properties can influence their use
(ACSSU074).
Reference:
Australian Curriculum and Assessment Authority 2013, Level 4 Science, Victorian
Curriculum and Assessment Authority, retrieved 20 August 2015,
<http://ausvels.vcaa.vic.edu.au/Level4?layout=1&d=S>.
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Original Question:
Using the picture above, imagine you have a fire that burns 1 log in 10 minutes. If you
have 10 logs to burn, how long will your fire burn for? Choose any measurement of
time to answer. Show your working out.
Mary found this a fairly straight forward task. However, in her working out of this
problem she does not label the unit of measurement she is using. Her working out is
done through multiple addition (see image below).
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Rephrased Question:
Using the picture above, imagine you have a fire that burns 1 log in 10 minutes. If you
have 10 logs to burn, how long will your fire burn for? Choose any measurement of
time to answer. Make sure to show how you worked it out and include the
measurement of time you are using.
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Problem Picture 3
Location:
My house
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Answers to Question 3
Possible question:
Which fruit in this jar do you like best?
Possible Answer 1:
A recording sheet listing each students choice of fruit
Student name
Family name
Joanne
Max
Black
Jones
Favourite fruit in
the jar
Blueberries
Red Grapes
Frank
Thomson
Blueberries
Possible Answer 2:
A recording sheet which logs fruit choice
Blueberries
Red Grapes
Green Grapes
Possible Answer 3:
A recording sheet which includes a tally of each fruit
FRUIT
Blueberries
Green Grapes
Red Grapes
NUMBER OF PEOPLE
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Enabling Prompt
We want to create a survey using the picture of fruit. How many questions can you
create for this? When you have the questions choose a recording sheets that works
best for your question to collect your data.
Teacher notes:
Students are required to develop a question that has a purposeful, narrow focus
that addresses who they are going to ask and what the question is
Students will be provided with the above recording sheets to put their collected
data into (see recording sheet examples 1, 2 & 3 above).
AusVELS
Content strand/s, year, definition and code
Data representation and interpretation, Level 3, Identify questions or issues for
categorical variables. Identify data sources and plan methods of data collection and
recording (ACMSP068).
Reference:
Australian Curriculum and Assessment Authority 2013, Level 3 mathematics, Victorian
Curriculum and Assessment Authority, retrieved 20 August 2015,
<http://ausvels.vcaa.vic.edu.au/Level3?layout=1&d=M>.
This question has been modified by focusing more on the questions students develop
in order to encourage students development of how to question effectively with a
purposeful intent. It caters for students who have not yet developed an understanding
of how to question successfully with the purpose of interpreting data. This lesson also
supports students in developing an understanding of data recording by providing
recording methods.
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Extending Prompt
Represent the data collected from your recording sheets in a way that best
demonstrates your findings.
Possible Answer 2:
Column Graph on the
Favourite fruit
Favourite fruit
12
10
8
6
4
2
0
Blueberries
Possible Answer 3:
Dot plot drawn by hand
Green Grapes
Red Grapes
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AusVELS
Content strand/s, year, definition and code
Data representation and interpretation, Level 5, Construct displays, including column
graphs, dot plots and tables, appropriate for data type, with and without the use of
digital technologies, (ACMSP119).
Reference:
Australian Curriculum and Assessment Authority 2013, Level 5 mathematics, Victorian
Curriculum and Assessment Authority, retrieved 20 August 2015,
<http://ausvels.vcaa.vic.edu.au/Level5?layout=1&d=M>.
Cross-Curriculum Links
This photo has the opportunity to introduce healthy eating concepts to students, and
therefore incorporates the AusVELS learning area of Health and Physical Education
Health knowledge and promotion. Students could begin to identify healthy foods such
as the fruit in the photo and investigate what makes this type of food good for them,
including factors such as meeting nutritional requirements for growth and energy. This
provides a scaffold to introduce why they need healthy food in their diets. In further
investigation of this concept students could begin to look at unhealthy foods and what
makes them bad for them. Students could then begin to classify healthy foods and
unhealthy foods, and which types of foods they have in their diets. Students could
then begin to examine why people eat food that they do covering physiological,
social, cultural and economic perspectives.
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AusVELS - Cross-curriculum
Cross-curriculum area, Content strand/s, year, definition and code
Health and Physical Education, Health knowledge and promotion, Level 4, They
identify healthy eating practices and explain some physiological, social, cultural and
economic reasons for peoples food choices.
Reference:
Australian Curriculum and Assessment Authority 2013, Level 4 health and physical
education, Victorian Curriculum and Assessment Authority, retrieved 20 August 2015,
http://ausvels.vcaa.vic.edu.au/Level4?
layout=1&d=ta&d=cc&d=co&d=dct&d=E&d=hpe&d=H&d=hu&d=ict&d=id&d=lo&d
=M&d=pl&d=S&d=tp
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Original Question:
Using the picture above, create a question to ask your peers. Find the best way to
record this data.
Mary did not quite understand how to develop a question from the photograph and
required extra support in how to develop a question that included who was being
questioned and why they were being questioned. Terms such as peers and recording
data were likewise confusing.
Work sample 1 Problem Picture 3:
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Rephrased Question:
Using the picture above, create a question to ask your class mates that includes the
following information who you are asking and why. Find the best way to record this
data using the most appropriate recording sheet.
Booker, G, Bond, D, Briggs, J & Davey, G 1997, Teaching primary mathematics, 2nd
edn, Pearson Education, NSW.
Downton, A 2003, School based curriculum planning: some models, Ann Downton,
retrieved 21 August 2015, <https://d2l.deakin.edu.au/content/enforced/340075-
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ESM410_TRI-2_2015/eLecture%20resources/Ann%20Downton/downton-a-2003school.pdf?_&d2lSessionVal=EyGxCc8MEww5fWivPP2srOoT1&ou=340075>.
Reys, R, Linquist, M, Lambdin, D, Smith, N, Roders, A, Falle, J, Frid, S & Bennett, S 2012, Helping
children learn mathematics, Wiley, Milton, Qld.