Unit Overview

STAGE:

Stage 3

CLASS:

TERM:

KEY LEARNING AREAS: English, Mathematics and Personal

YEAR:

2016

DURATION OF PROGRAMME: 3 Weeks

Development, Health and Physical Education (PDHPE).

TITLE OF UNIT OF WORK:
The Amazing Race
UNIT DESCRIPTION/ REASON FOR TEACHING THIS UNIT:
This unit, The Amazing Race, will be taught over a three week period where the students will build on their problem solving strategies as well as
gain confidence in expressing ideas and thoughts to fellow peers. Using iPads to document their results, students will be asked to complete a
series of mathematical questions where they will need to use the problem solving strategies taught at the beginning of each lesson to solve
mathematical problem. They will be asked to comprehend and interpret a variety of questions and discuss with their peers ways in which they are
able to solve the problems. Students are expected to gain confidence in using their negotiating skills with their team whom they may not usually
approach and gain confidence expressing their own opinion.
English outcomes:
EN3-1A - communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language
forms and features
EN3-3A - uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and
technologies
Mathematics outcomes:
MA3-3WM - develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and
applying problem-solving skills and mathematical techniques, communication and reasoning
MA3-6NA - selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving
more than one operation
PDHPE outcomes:
MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations.
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.

COS3.1 Communicates confidently in a variety of situations.

INDICATORS

LESSON SEQUENCE

DIFFERENTIATION

Pre lesson preparation:

Set up the amazing race outside in the
school playground.
Introduction:
Discuss the concept of the concept of
The Amazing Race with the class
ensuring to explain that they will need
to demonstrate skills in English,
Mathematics and PDHPE through a
range of fun activities. Create 6 teams
of 5 at random. Each team will have
their own iPad where they can use to
type their answers when able. These
will be saved as a document under
each stage. Advise students that they
will need to nominate a typer/writer for
each stage. Students will be given a
problem at each station that will
require them to work as a team to
solve it. They will be marked on their
ability to show their working and
communicate their findings.
Students will be asked to rotate every
10 minutes and hand in their mini
whiteboard with their answers. Teams
will receive a score for their working
out which will accumulate over the
entire race.

A student in a wheelchair:
No adjustment needed within the
classroom.
A student that has autism:
Ensure the student has access to a social
story about the race to explain how the
race will run. Regularly refer to this social
story in the days leading up to prepare the
child leading up to the change (Konza,
Grainger and Bradshaw, 2001).
A non-English speaking student:
Instructions need to be clear, concise and
brief. Hand gestures need to be used
along with as much natural expression as
possible (McDougall, Murray & Saker,
2006). Allow the student to hear the
instructions several times so they fully
understand and use visuals to assist with
these instructions ((McDougall et al.,
2006).
A student with a hearing impairment:
Ensure the teacher is wearing a
microphone that is connected to the childs
hearing aide.

REGISTRATION/
EVALUATION

Students:
English
understand that patterns
of language interaction
vary across social
contexts and types of
texts and that they help
to signal social roles and
relationships (BOSTES,
2016).
understand that
strategies for interaction
become more complex
and demanding as levels
of formality and social
distance increase
(BOSTES, 2016).
Maths
apply appropriate mental
and written strategies to
solve multiplication word
problems (BOSTES,
2016).
apply appropriate mental
and written strategies to
solve division word
problems (BOSTES,
2016).
PDHPE
presents an opinion with
confidence (BOSTES,
2016).
applies decision making
processes when solving

The Race: Stage 1

Lesson Focus Draw a picture
strategy
Lesson Introduction:
Teach students the Draw a Picture
strategy to solve word problems. Once
complete, allow students to break up
into their groups and complete stage 1.
Station 1:
A boy has 5 video games at home and
his friend has 15 times more than that.
How many video games do they have
altogether?
Station 2:
A family far is able to hold 5 people,
how many people can 36 family cars
hold?
Station 3:
If I walked around a football field and it
took me 15 minutes to walk 2kms, how
long will it take me to walk 35kms?
Station 4:
There are 18 strawberries in a punnet,
how many punnets do I need if I
wanted to make a strawberry
cheesecake which needs 105
strawberries?
Station 5:
There are 116 students in a total of 6
classes, how many students equally in
each class? Are there any remainders?

A student in a wheelchair:
Ensure that the amazing race is
completed on a concrete to ensure that
the childs wheelchair can move freely.
A student that has autism:
Ensure the student has access to a visual
timer to reduce anxiety about rotating
stations, ear muffs to help with noise
sensitivity and allow them to take a time
out when it is too stressful or
overwhelming (Konza, Grainger and
Bradshaw, 2001).
A non-English speaking student:
Instructions need to be clear, concise and
brief. Hand gestures need to be used
along with as much natural expression as
possible (McDougall et al., 2006). Allow
the student to hear the instructions several
times so they fully understand and use
visuals to assist with these instructions
(McDougall et al., 2006).
A student with a hearing impairment:
Ensure the student has access to a visual
timer so that they know when it is time to
change activities. Utilise the childs
teachers aide to help them communicate
with their group and communicate their
findings back to the teacher. Ensure the
teacher is wearing a microphone that is
connected to the childs hearing aide.

problems (BOSTES,
2016).
uses strategies to
resolve conflict, eg.
Negotiation (BOSTES,
2016).

Students:
English
understand that patterns
of language interaction
vary across social
contexts and types of
texts and that they help
to signal social roles and
relationships (BOSTES,
2016).
understand that
strategies for interaction
become more complex
and demanding as levels
of formality and social
distance increase
(BOSTES, 2016).
Maths
apply appropriate mental
and written strategies to
solve multiplication word
problems (BOSTES,
2016).
apply appropriate mental

Station 6:
For breakfast, Rachel bought a lollie
for $0.80 and a drink for $3.30. For
lunch, Rachel had roll, a chicken salad
and a bottle of water. The roll cost
$1.60, the chicken salad cost $7.35,
and the bottle of water cost $1.90. How
much more money did Rachel spend
on lunch than on breakfast?
The Race: Stage 2
Lesson Focus Guess and Check
Strategy
Lesson Introduction:
Teach students the Guess and Check
strategy to solve word problems. Once
complete, allow students to break up
into their groups and complete stage 2.
Use formative assessment exit slips to
determine the future questioning in
stages 2-5.

A student in a wheelchair:
Ensure that the amazing race is
completed on a concrete to ensure that
the childs wheelchair can move freely.
A student that has autism:
Ensure the student has access to a visual
timer to reduce anxiety about rotating
stations, ear muffs to help with noise
sensitivity and allow them to take a time
out when it is too stressful or
overwhelming (Konza, Grainger and
Bradshaw, 2001).
A non-English speaking student:
Instructions need to be clear, concise and
brief. Hand gestures need to be used
along with as much natural expression as
possible (McDougall et al., 2006). Allow
the student to hear the instructions several
times so they fully understand and use
visuals to assist with these instructions
(McDougall et al., 2006).
A student with a hearing impairment:
Ensure the student has access to a visual
timer so that they know when it is time to
change activities. Utilise the childs

and written strategies to

solve division word
problems (BOSTES,
2016).
PDHPE
presents an opinion with
confidence (BOSTES,
2016).
applies decision making
processes when solving
problems (BOSTES,
2016).
uses strategies to
resolve conflict, eg.
Negotiation (BOSTES,
2016).
Students:
English
understand that patterns
of language interaction
vary across social
contexts and types of
texts and that they help
to signal social roles and
relationships (BOSTES,
2016).
understand that
strategies for interaction
become more complex
and demanding as levels
of formality and social
distance increase
(BOSTES, 2016).
Maths

teachers aide to help them communicate

with their group and communicate their
findings back to the teacher. Ensure the
teacher is wearing a microphone that is
connected to the childs hearing aide.

The Race: Stage 3

Lesson Focus Work Backwards
Strategy
Lesson Introduction:
Teach students the Work Backwards
strategy to solve word problems. Once
complete, allow students to break up
into their groups and complete stage 3.
Use formative assessment exit slips to
determine the future questioning in
stages 2-5.

A student in a wheelchair:
Ensure that the amazing race is
completed on a concrete to ensure that
the childs wheelchair can move freely.
A student that has autism:
Ensure the student has access to a visual
timer to reduce anxiety about rotating
stations, ear muffs to help with noise
sensitivity and allow them to take a time
out when it is too stressful or
overwhelming (Konza, Grainger and
Bradshaw, 2001).
A non-English speaking student:
Instructions need to be clear, concise and
brief. Hand gestures need to be used
along with as much natural expression as
possible (McDougall et al., 2006). Allow
the student to hear the instructions several
times so they fully understand and use

apply appropriate mental

and written strategies to
solve multiplication word
problems (BOSTES,
2016).
apply appropriate mental
and written strategies to
solve division word
problems (BOSTES,
2016).
PDHPE
presents an opinion with
confidence (BOSTES,
2016).
applies decision making
processes when solving
problems (BOSTES,
2016).
uses strategies to
resolve conflict, eg.
Negotiation (BOSTES,
2016).
Students:
English
understand that patterns
of language interaction
vary across social
contexts and types of
texts and that they help
to signal social roles and
relationships (BOSTES,
2016).
understand that
strategies for interaction

visuals to assist with these instructions

(McDougall et al., 2006).
A student with a hearing impairment:
Ensure the student has access to a visual
timer so that they know when it is time to
change activities. Utilise the childs
teachers aide to help them communicate
with their group and communicate their
findings back to the teacher. Ensure the
teacher is wearing a microphone that is
connected to the childs hearing aide.

The Race: Stage 4

Lesson Focus Systematic Listing
Strategy
Lesson Introduction:
Teach students the Systematic Listing
strategy to solve word problems. Once
complete, allow students to break up
into their groups and complete stage 4.
Use formative assessment exit slips to
determine the future questioning in
stages 2-5.

A student in a wheelchair:
Ensure that the amazing race is
completed on a concrete to ensure that
the childs wheelchair can move freely.
A student that has autism:
Ensure the student has access to a visual
timer to reduce anxiety about rotating
stations, ear muffs to help with noise
sensitivity and allow them to take a time
out when it is too stressful or
overwhelming (Konza, Grainger and
Bradshaw, 2001).

become more complex

and demanding as levels
of formality and social
distance increase
(BOSTES, 2016).
Maths
apply appropriate mental
and written strategies to
solve multiplication word
problems (BOSTES,
2016).
apply appropriate mental
and written strategies to
solve division word
problems (BOSTES,
2016).
PDHPE
presents an opinion with
confidence (BOSTES,
2016).
applies decision making
processes when solving
problems (BOSTES,
2016).
uses strategies to
resolve conflict, eg.
Negotiation (BOSTES,
2016).
Students:
English
understand that patterns
of language interaction
vary across social
contexts and types of

A non-English speaking student:

Instructions need to be clear, concise and
brief. Hand gestures need to be used
along with as much natural expression as
possible (McDougall et al., 2006). Allow
the student to hear the instructions several
times so they fully understand and use
visuals to assist with these instructions
(McDougall et al., 2006).
A student with a hearing impairment:
Ensure the student has access to a visual
timer so that they know when it is time to
change activities. Utilise the childs
teachers aide to help them communicate
with their group and communicate their
findings back to the teacher. Ensure the
teacher is wearing a microphone that is
connected to the childs hearing aide.

The Race: Stage 5

Lesson Focus Logical Reasoning
Strategy
Lesson Introduction:
Teach students the Logical Reasoning
strategy to solve word problems. Once

A student in a wheelchair:
Ensure that the amazing race is
completed on a concrete to ensure that
the childs wheelchair can move freely.
A student that has autism:
Ensure the student has access to a visual

texts and that they help

to signal social roles and
relationships (BOSTES,
2016).
understand that
strategies for interaction
become more complex
and demanding as levels
of formality and social
distance increase
(BOSTES, 2016).
Maths
apply appropriate mental
and written strategies to
solve multiplication word
problems (BOSTES,
2016).
apply appropriate mental
and written strategies to
solve division word
problems (BOSTES,
2016).
PDHPE
presents an opinion with
confidence (BOSTES,
2016).
applies decision making
processes when solving
problems (BOSTES,
2016).
uses strategies to
resolve conflict, eg.
Negotiation (BOSTES,
2016).

complete, allow students to break up

into their groups and complete stage 5.
Use formative assessment exit slips to
determine the future questioning in
stages 2-5.

timer to reduce anxiety about rotating

stations, ear muffs to help with noise
sensitivity and allow them to take a time
out when it is too stressful or
overwhelming (Konza, Grainger and
Bradshaw, 2001).
A non-English speaking student:
Instructions need to be clear, concise and
brief. Hand gestures need to be used
along with as much natural expression as
possible (McDougall et al., 2006). Allow
the student to hear the instructions several
times so they fully understand and use
visuals to assist with these instructions
(McDougall et al., 2006).
A student with a hearing impairment:
Ensure the student has access to a visual
timer so that they know when it is time to
change activities. Utilise the childs
teachers aide to help them communicate
with their group and communicate their
findings back to the teacher. Ensure the
teacher is wearing a microphone that is
connected to the childs hearing aide.

Conclusion: Summative Assessment

Students will be asked to complete a
summative assessment individually
where they will be asked to show their
ability to solve problems using multiple
strategies. Students will be asked to
demonstrate multiple ways of
answering the question. These
questions will be devised from the
progression of the students which will
be obtained through the exit passes
(formative assessment) after each
lesson.

A student in a wheelchair:
No adjustment needed within the
classroom.
A student that has autism:
Ensure that the student is given plenty of
warning prior to completing the summative
assessment (Konza, Grainger and
Bradshaw, 2001). Allow the student to
have interval breaks throughout the
assessment and to put less emphasis on
the overall assessment, allow the student
to sit in a separate area with a teachers
aide (Konza et al., 2001).
A non-English speaking student:
Complete the summative assessment
verbally with the student where you are
able to use clear and concise instructions
using visuals and hand gestures
(McDougall et al., 2006).
A student with a hearing impairment:
Ensure the student has access to a visual
timer so they know how long they have left
on the assessment (Konda et al., 2001).

ASSESSMENT:

Formative Assessment Exit slip, Record sheet and Anecdotal

notes (Please see appendix)
Students will be asked to solve a word problem activity prior to leaving
the classroom. The word problems will be similar to the problems used
within The Amazing Race, however, students will complete these
problems individually. All students will complete an exit slip prior to
exiting the classroom at the completion of a lesson. The Exit Passes will
be used as part as a formative assessment strategy where answers
provided by the students will be documented on a record sheet which
will guide the next lessons questions. Progression will also guide the
summative assessment at the end of the unit. Feedback will be provided

REFLECTION:

What went well in the unit? Why?

What problems did I experience?
Was the unit student centered?
Were the students engaged at all times? How do you know?
What have I learnt from this experience?

verbally informally after each lesson (stage) to each group.

Anecdotal notes are to be used during lessons to evaluate student
progress towards English and PDHPE learning intentions.
Summative Assessment Final summative assessment and
rubrics (Please see appendix)
At the end of the unit, students will be asked to complete a summative
assessment individually where they will show their ability to solve
problems using strategies in which they have obtained throughout the
unit. Students will be asked to demonstrate multiple ways of answering
the question.
At the end of the unit, after completion of the written summative
assessment, students will be given rubrics which indicate how they have
progressed throughout the unit. Students will be able to see if they are
at where they need to be after the completion of the unit, below where
they need to be or above.
Verbal feedback will be given to each individual student to discuss the
rubric and their overall results after completion.

Appendix 1 Exit Slips and Record Sheet

English Anecdotal Notes

Learning Intention: To be able to communicate with fellow peers and use skills to read and comprehend a range of questions.
NAME
DATE
NOTES

PDHPE Anecdotal Notes

Learning Intention - To be able to negotiate with peers and confidently present their opinion.
NAME
DATE
NOTES

Appendix 2 Rubrics

Assessment Rubric
Term 2 Weeks 1-3 Stage 3

Focus Area:

English

Outcome

EN3-1A - communicates effectively for a variety of audiences

and purposes using increasingly challenging topics, ideas,
issues and language forms and features
EN3-3A - uses an integrated range of skills, strategies and

knowledge to read, view and comprehend a wide range of texts

Learning Intention (goal):

To be able to communicate with fellow peers and use skills to read and comprehend a range of
questions.

Below

At

Above

Provides detail and supporting evidence in a

logical manner when speaking about opinions
and ideas (Literacy Continuum, 2012).

Appropriately questions the viewer idea put

forward, and express disagreement with
sensitivity to the perspective of others
(Literacy Continuum, 2012).

Effectively sustains a point of view throughout

a discussion or debate, drawing on a range of
sources to provide justification (Literacy
Continuum, 2012).

Focus Area:

MA3-3WM - develop understanding and fluency in mathematics

through inquiry, exploring and connecting mathematical
concepts, choosing and applying problem-solving skills and
mathematical techniques, communication and reasoning

Outcome

Mathematics

MA3-6NA - selects and applies appropriate strategies for

multiplication and division, and applies the order of operations to
calculations involving more than one operation
Learning Intention (goal):

To be able to use a wide variety of strategies to answer problem solving questions.

Below

At

Above

Is able to show less than 3 different strategies.

Is able to show 3 different strategies.

I able to show 4 or more different strategies.

Focus Area:

Professional
Development,
Health and
Physical Education

Outcome

MOS3.4 Refines and applies movement skills creatively to a

variety of challenging situations.
INS3.3 Acts in ways that enhance the contribution of self and

others in a range of cooperative situations.

(PDHPE)
Learning Intention (goal):

COS3.1 Communicates confidently in a variety of situations.

To be able to negotiate with peers and confidently present their opinion.

Below

At

Above

Has difficulty in negotiating ideas. Student

either has difficulty delivering their ideas or
does not work an effective team member.

Student is able to negotiate with peers in their

group and is confident in delivering all of their
ideas.

Student is able to negotiate with all peers in

their class and is able to assist others in
delivering ideas.