EMM410
Mathematics in the
Primary Years
Assessment Two:
Processes in
Designing Learning
Josie Morrow
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Page
Unit Outline
..
Learning Experience I
.... 4
Learning Experience II
Learning Experience IV
..
Learning Experience V
10
Learning Experience VI
..
10
11
12
Summative Assessment
..
14
Assessment Rubric
15
References
.. 18
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Duration: 2 weeks
Outcomes
Key considerations
describes and represents
Key ideas:
mathematical situations in
identify and use perimeter
a variety of ways using
and area
mathematical terminology
and some conventions MA31WM
Language:
Students should be able to
selects and applies
communicate using the following
appropriate problem-solving
language; length, distance,
strategies, including the use
millimetre, centimetre, metre,
of digital technologies, in
square metre, kilometre, square
undertaking investigations
kilometre, measure, metric units,
MA3-2WM
estimate, perimeter, dimensions,
width.
gives a valid reason for
supporting one possible
Background information:
solution over another MA3Students should have a clear
3WM
understanding of
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Overview
This unit of work encompasses:
some of the content of S3 Area
Encouraged to apply their knowledge and
skills in a variety of contexts, students will
practise their literacy and numeracy skills as
they read and interpret new information to
obtain and understand the mathematical
information/concepts required to reach an
informed answer.
Furthermore, students will develop their
critical and creative thinking as they
demonstrate their knowledge, skills and
understanding of area in mathematics and
explain/reason the relationships between
perimeter and area as well as the
relationship between finding the area of
different shapes.
Students will explore a range of information
and communication technologies within the
classroom as they learn to interact with and
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Content
establish
the
relationshi
p between
the
lengths,
widths and
areas of
rectangles
record,
using
words, the
method
for finding
the area of
any
rectangle.
calculate
areas of
rectangles
measurement
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Grid paper
Measuring
tape/ruler
Calculator
Chalk
Camera
Voice recorder
Mini whiteboard
calculate
areas of
Using their same letter, students together will trace the letter on the
rectangles
concrete using a square metre template converting the square
(including
centimetres to square metres. Students find and record the area of
squares) in
their playground letter in square metres.
square
centimetre
Using a camera/voice recorder students will document their learning
s and
experience outdoors
square
Reflection activity:
Students will share their images with the whole class explain 1 thing they
metres
found easy and 1 thing they found difficult during todays lesson.
Differentiating content:
Group work
Hands on activity
Provide students with choice
Use of ICT camera/voice recorder
Student reflection
Learning Experience III
apply
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Grid paper
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Individual
whiteboards
Interactive
whiteboard
Calculator
Tape measure
Ruler
Post it notes
for this.
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Origami paper
A4 paper
Rulers
Workbooks
Geoboards
cut along one diagonal and investigate whether the two triangles,
which have been made, are the same size. Students continue with
different-sized rectangle to see if they can find a rectangle where the
two triangles are not the same, discussing their findings with peers
as they investigate.
Students select one of their rectangles and use the area of the
rectangle to calculate the area of each triangle.
Whole class discusses how to find the area of a right-angled triangle.
Can a formula be found/used opposed to using a rectangle?
Extension: students will use geoboards to create their own triangles,
measuring and solving their area with the use of rectangles and/or
the hidden formula.
Reflection:
Activity:
! I am excited about
: Id like to learn more about
? A question I have is
Differentiating content:
For diverse learners, the manipulatives and group work will be beneficial for their understanding of the topic. They
will be able to use hands-on manipulatives to help demonstrate the area formula of a triangle. Additionally, if they
are struggling, the peers in their group/knowledgeable others can help explain to the students the relationship
behind the area of the rectangle and the area of the triangle. Also an extension activity is provided for those students
who are exceeding.
Learning Experience V
record,
Tessellated
Students
will
reflect
on
what
they
have
learnt
about
triangles
and
using
triangle
words, the
the different methods used to find their area whilst demonstrating
templates
method
on the board. Once students have demonstrated their understanding
Coloured
for finding
they will be divided into groups.
markers
the area of
The teacher will have 5 individual tessellated triangle templates
Group roles
any
drawn onto large butchers paper placed around the room. Each
Individual
triangle
group will be assigned a template and will be challenged to figure
whiteboards
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Tangrams
Rulers
Individual
tangram pieces
Interactive
whiteboard
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Differentiating content:
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Rotational activities
Choice of activity within reason and level
Use of ICT
Student reflection
Learning Experience VIII Summative Assessment
To begin the lesson the class will review and discuss the assessment
activity that they are to complete by the end of the lesson. This will
provide students with another opportunity to have any questions
answered before beginning.
Students will work independently/in small groups creating their mini
zoo.
Assessment
task
Animal/fencing
manipulatives
Camera
Once they have designed their zoo, students will be encouraged to share
their design with others, establishing similarities and differences between
designs. This will allow students to demonstrate their knowledge, skills
and understanding in a peer review environment. Students will be
encouraged to ask questions and make positive and constructive
comments about the design, the shapes used etc.
Differentiating content:
Number of animals and size/shape of enclosures can be differentiated depending on student ability.
Lower level students can choose to present their work using manipulatives to physically create their zoo,
showing working out on a whiteboard whilst the teacher takes photos of their progression.
Small group work
Use of manipulatives
Extension/challenge
Peer review
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Stage 3 Measurement
We Bought
Your family has purchased land for thats right, a zoo!! You
Here are some guidelines
The area of the zoo is exa
It must incorporate separate
Elephants
Orang-utan
Giraffes and Ze
Meerkats
Lions and Tig
All enclosures should be a different shape a
Your map should be drawn/designed on grid paper using an appropriate scale as well as must s
If you have time, your map may include other fun features such a
Checklist
Your work should clearly show:
A scaled map of your zoo on grid paper, with each section out
The correct dimensions, perimeter and area for each section,
A different shape for each enclosure with the size of the sectio
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shows extensive
knowledge and
thorough
understanding
by:
choosing
appropriate
procedures
selecting
reasonable
dimensions
and areas
for all
animals
shows
shows sound
shows partial
understanding
understanding
understanding
by;
by:
by:
choosing
usually
attempting
appropriate
choosing
to choose
procedures,
appropriate
appropriate
in most
procedures
procedures
instances
selecting
selects
selecting
reasonable
reasonable
reasonable
dimensions
dimensions
dimensions
and areas
and areas
and areas
for most of
for some
for majority
the animals
animals
of the
animals
shows limited
understanding;
may be unable
to:
choose
appropriate
procedures
select
reasonable
dimensions
and areas
for each
animal
accurate and
precise; no errors
or omissions in:
estimating,
measuring
and
generally
accurate; few
errors or
omissions in:
estimating,
measuring
limited accuracy;
major errors or
omissions in:
estimating,
measuring
and
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relatively
accurate;
occasional minor
errors or
omissions in:
estimating,
partially
accurate;
frequent minor
errors or
omissions in:
estimating,
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calculates and
records the
perimeter and
area of each
section using
the
appropriate
units of
measurement.
Problem
solving
strategies
uses
appropriate
strategies,
including
estimating, to
design a zoo
that provides
accurately
scaled
enclosures and
recording
dimensions
calculating
and
recording
perimeter
and area
using the
correct
formula
representin
g the
design on
an
accurately
scaled
map
and
recording
dimensions
calculating
and
recording
perimeter
and area
using the
correct
formula
representin
g the
design on
an
accurately
scaled map
measuring
and
recording
dimensions
calculating
and
recording
perimeter
and area
using
appropriate
formulas
representin
g the
design on a
scaled map
measuring
and
recording
dimensions
calculating
and
recording
perimeter
and area
using a
formula
representin
g the
design on a
scaled map
designs a
creative zoo that
demonstrates
innovation;
includes required
features (realistic
size); fits within
required
dimensions; may
introduce some
additional
designs an
imaginative zoo
that includes the
required features
and fits within
the required
dimensions;
generally
consistent and of
realistic size
designs an
appropriate zoo
that includes
most of the
required features
and fits within
the required
dimensions;
sections may be
of unrealistic size
for the animals
designs a zoo
that includes
most of the
required features
and is close to
fitting within the
required scaled
dimensions;
several sections
are of unrealistic
size for the
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recording
dimensions
calculating
and
recording
perimeter
and area
using
formulas
representin
g the
design on a
scaled map
Unable to create
a scaled map;
may omit
features, exceed
given size, or be
unrealistic
complexity
explains
reasoning and
procedures
clearly, precisely,
and confidently
presents work
clearly and
precisely, using
appropriate
symbols
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explains
reasoning and
procedures
clearly
presents work
clearly; includes
appropriate
symbols
concerned
animals
concerned
explains
reasoning and
procedures
partially explains
reasoning and
procedures
presents work
with clarity;
mostly using and
including
appropriate
symbols
presents work
with some
clarity; uses
some appropriate
symbols
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limited
understanding is
evident; unable
to explain
reasoning and
procedures
clearly
work is often
unclear; rarely
uses appropriate
symbols.
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