The purpose of this unit is to close the gaps in learning associated with the Mathematical

concepts of Measurement and Geometry, Statistics and Probability. Learning gaps were
identified using diagnostic tests, such as practice NAPLAN tests, by my mentor teacher. The
enduring understandings is for students to remember, understand, apply, analyse, evaluate
and create mathematical concepts of area, three-dimensional objects, symmetry, common
units of measurement, and chance and probability. This will be achieved by students
exploring and completing various evidence based activities, including tasks that relate to
everyday life. For example, the three-dimensional activity includes an exploration around the
school grounds, which requires students to use their mathematical journals to draw and
identify the correct name of various 3D shapes.

The research that informed my instructional design for developing students knowledge and
abilities during the sequential learning program includes Understanding by Design,
constructivism, open-ended inquiry questioning and various evidence based learning
activities. The Understanding by Design model assisted in ensuring constructive alignment
because I was able to reflect on the previous assessment quizzes, and align the gaps in
learning with four main content elaborations within the Australian Curriculum. Once I had
identified the desired results, I was then able to refine the four elaborations into one enduring
understanding, by condensing them into one rich question. The rich question was then
aligned with various open-ended contributing questions, to support each concept. Openended questions were chosen because this will allow students to think critically, rather than
simply recalling knowledge. The Super Sleuths title was designed to engage and motivate
students, and challenge them to use their elimination skills, which they require for the
formative assessment quizzes, and for the upcoming NAPLAN summative assessment.

The formative assessment at the end of each lesson will provide the evidence of learning,
help address misconceptions and inform future planning. The instructional choices were
adopted from various teaching and learning theories such as, constructivism, and include
peer-tutoring, group activities, modelling and direct instruction. This is to ensure students are

given ample opportunities to explore each concept, in a range of ways to cater for
differentiation in learning styles and learning needs. For example, slowing down instruction
and increasing visual aids for non-English speaking and hearing impaired students. Thus,
considering each individual students learning requirements.

The learning goals were identified from the curriculum using the formative assessment
quizzes provided by my mentor teacher. These where recognised as learning gaps in the
Mathematical concepts of area, three-dimensional objects, symmetry, common units of
measurement, and chance and probability. When reviewing the Australian Curriculum, I
determined the following learning goals from the Curriculum that I could use to inform
teaching and learning goals.

Explore the creation of three-dimensional objects using origami, including prisms and
pyramids (ACMMG063).
Identify symmetry in the natural and built environment (ACMMG066).
Recognise the importance of using common units of measurement (ACMMG061).
Conduct repeated trials of chance experiments such as tossing a coin or drawing a ball
from a bag and identifying the variations between trials (ACMSP067).

The collection of assessment from my unit plan will allow me to evaluate student learning
because I have included informative assessment using observations and conversations
during the learning process, assessment as learning. Observations using Trello will be used
to provide descriptive feedback, feed-up and feedback, assessment as learning. Formative
feedback cycles, using two stars and a wish, will address any misconceptions, and Maths
Journals will be collated as evidence of students achievements of the learning goals.
Together this evidence will be used to provide immediate, timely, specific and descriptive
feedback, so students understand where they are at, what they need to do next, and provide
scaffolding of how to improve to achieve the learning goals.