Level 4/5 learning programme example
 The learning programme examples are divided into three terms of work. Each term has an overarching mathematical and statistical focus to support the learning.
 Possible teaching and learning activities are given, from which teachers could select activities that best meet the needs of the students in their class/school. In addition teachers could select teaching and learning activities that they currently use, or source others that would meet student needs and address the focus.
 Each term has a list of possible achievement objectives to select from, the choice of which will depend on the teaching and learning activities selected.
 The intent is to be more holistic in the selection of achievement objects to allow for natural connections between and within strands.
 Some achievement objectives could be summatively assessed directly through achievement or unit standards; others could be assessed through inclass formative or summative assessment. Not all achievement objectives need to be assessed.
Term 1 – Geometrical focus
The focus for this term is to place a geometrical lens over the teaching and learning of mathematics and statistics.
Ideas for teaching and learning activities

Activity: Culturally locating our students in the class

Activity: How does your cell phone measure up

Activity: Water woes
 Exploring practical situations, for example:
 Supermarket display and planning package/container to fit more on supermarket shelves.
 Swimming pool at home or spa:
 How big does it have to be to be practical?
 How much water?
 What is a good shape to fit the section?
 What would the water charges be to fill it up?
 How much chlorine is needed?
 Snowboards – what shape?
 What is the surface area?
 How does this compare with skis for same size person?
 Planning playground, adventure area, climbing wall. See activities such as environmental engineer in the EQUALS Trigonometry book.
 Orienteering
 Patterns in different cultures
 Tukutuku patterns
 Islamic art
 Frieze patterns
 Escher tessellations
 Penrose tiles
 Pinwheel tiling

MCTP Professional development package: Activity bank 1
 Danger distance (p. 100)
 Baby in the car (p. 105)
 Sliding ladder (p. 175)
 Platonic Solids (p. 203)
 Trigonometry walk (p. 219)
 Regular polygons (p. 232)

MCTP Professional development package: Activity bank 2
 Introductory Pythagoras (p. 323)
 Mental Map (p. 340)
 How far can you go? (p. 344)
 Estimation (p. 411)
 How many people can stand in your classroom? (p. 445)
Suggested achievement objectives
Select from below depending on the teaching and learning activities chosen.
Number strategies and knowledge
 NA51 Reason with linear proportions.
Measurement
 GM52 Convert between metric units, using decimals.
 GM53 Deduce and use formulae to find the perimeters and areas of polygons and the volumes of prisms.
 GM54 Find the perimeters and areas of circles and composite shapes and the volumes of prisms, including cylinders.
 GM62 Apply the relationships between units in the metric system, including the units for measuring different attributes and derived measures.
 GM63 Calculate volumes, including prisms, pyramids, cones, and spheres, using formulae.
Position and orientation
 GM57 Construct and describe simple loci.
 GM58 Interpret points and lines on coordinate planes, including scales and bearings on maps.
 GM67 Use a coordinate plane or map to show points in common and areas contained by two or more loci.
Transformation
 GM59 Define and use transformations and describe the invariant properties of figures and objects under these transformations.
 GM68 Compare and apply single and multiple transformations.
 GM69 Analyse symmetrical patterns by the transformations used to create them.
Statistical investigation
 S51 Plan and conduct surveys and experiments using the statistical enquiry cycle:
 A – determining appropriate variables and measures
 D – using multiple displays, and recategorising data to find patterns, variations, relationships, and trends in multivariate data sets.
Probability
 S54 Calculate probabilities, using fractions, percentages, and ratios.
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Term 2 – Statistical focus
The focus for this term is to place a statistical lens over the teaching and learning of mathematics and statistics.
Ideas for teaching and learning activities
 CensusAtSchool activities – level 5:
 Chocolicious
 Arm spans
 Speedster
 Which average?
 Time flies
 Bear hugs 1, Bear hugs 2, Bear hugs 3
 Nosey parker 1, Nosey parker 2
 Are you getting enough zzz?
 Big foot
 A tall tale
 Tell it like it is!
 Masterpiece 1, Masterpiece 2, Masterpiece 3
 Cleaning data
 Sources of data:
 School census
 Facebook
 Texting
 Computer games, for example, Tetris
 Games of chance, for example, black jack
 Lotto
 Students presenting their findings other than as a written report, for example:
 PowerPoint presentation
 Orally
 YouTube clip
 Other innovative means of presentation
Suggested achievement objectives
Select from below depending on the teaching and learning activities chosen.
Number strategies and knowledge
 NA51 Reason with linear proportions.
 NA53 Understand operations on fractions, decimals, percentages, and integers.
 NA54 Use rates and ratios.
Measurement
 GM44 Interpret and use scales, timetables, and charts.
 GM52 Convert between metric units, using decimals.
Statistical investigation
 S51 Plan and conduct surveys and experiments using the statistical enquiry cycle:
 A – determining appropriate variables and measures
 B – considering sources of variation
 C – gathering and cleaning data
 D – using multiple displays, and recategorising data to find patterns, variations, relationships, and trends in multivariate data sets
 E – comparing sample distributions visually, using measures of centre, spread, and proportion
 F – presenting a report of findings.
Statistical literacy
 S52 Evaluate statistical investigations or probability activities undertaken by others, including data collection methods, choice of measures, and validity of findings.
Probability
 S53 Compare and describe the variation between theoretical and experimental distributions in situations that involve elements of chance.
 S54 Calculate probabilities, using fractions, percentages, and ratios.
 S63 Investigate situations that involve elements of chance:
 A – comparing discrete theoretical distributions and experimental distributions, appreciating the role of sample size
 B – calculating probabilities in discrete situations.
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Term 3 – Graphical focus
The focus for this term is to place a graphical lens over the teaching and learning of mathematics and statistics.
Ideas for teaching and learning activities
Suggested achievement objectives
Select from below depending on the teaching and learning activities chosen.
Number strategies and knowledge
 NA51 Reason with linear proportions.
 NA52 Use prime numbers, common factors and multiples, and powers (including square roots).
 NA53 Understand operations on fractions, decimals, percentages, and integers.
 NA54 Use rates and ratios.
 NA55 Know commonly used fraction, decimal, and percentage conversions.
 NA56 Know and apply standard form, significant figures, rounding, and decimal place value.
 NA64 Find optimal solutions, using numerical approaches.
Equations and expressions
 NA57 Form and solve linear and simple quadratic equations.
 NA65 Form and solve linear equations and inequations, quadratic and simple exponential equations, and simultaneous equations with two unknowns.
Patterns and relationships
 NA58 Generalise the properties of operations with fractional numbers and integers.
 NA59 Relate tables, graphs, and equations to linear and simple quadratic relationships found in number and spatial patterns.
 NA66 Generalise the properties of operations with rational numbers, including the properties of exponents.
 NA67 Relate graphs, tables, and equations to linear relationships found in number and spatial patterns.
Statistical investigation
 S51 Plan and conduct surveys and experiments using the statistical enquiry cycle:
 C – gathering and cleaning data
 D – using multiple displays, and recategorising data to find patterns, variations, relationships, and trends in multivariate data sets.
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Links
Resources

Lovitt, C., & Clarke, D. (1992). MCTP professional development package: Activity bank volume 1. Carlton, Victoria: Curriculum Corporation

Lovitt, C., & Clarke, D. (1992). MCTP professional development package: Activity bank volume 2. Carlton, Victoria: Curriculum Corporation
Possible assessment programmes
 AS91026 Mathematics and statistics 1.1 Apply numeric reasoning in solving problems – 4 credits; Internal
 AS91029 Mathematics and statistics 1.4 Apply linear algebra in solving problems – 3 credits; Internal
 AS91032 Mathematics and statistics 1.7 Apply rightangled triangles in solving measurement problems – 3 credits; Internal
 AS91035 Mathematics and statistics 1.10 Investigate a given multivariate data set using the statistical enquiry cycle – 4 credits; Internal
 AS91038 Mathematics and statistics 1.13 Investigate a situation involving elements of chance – 3 credits; Internal
OR
 AS91026 Mathematics and statistics 1.1 Apply numeric reasoning in solving problems – 4 credits; Internal
 AS91029 Mathematics and statistics 1.4 Apply linear algebra in solving problems – 3 credits; Internal
 AS91030 Mathematics and statistics 1.5 Apply measurement in solving problems – 3 credits; Internal
 AS91034 Mathematics and statistics 1.9 Apply transformation geometry in solving problems – 2 credits; Internal
 AS91036 Mathematics and statistics 1.11 Investigate bivariate numerical data using the statistical enquiry cycle – 3 credits; Internal
 AS91038 Mathematics and statistics 1.13 Investigate a situation involving elements of chance – 3 credits; Internal
OR
 AS91026 Mathematics and statistics 1.1 Apply numeric reasoning in solving problems – 4 credits; Internal
 AS91030 Mathematics and statistics 1.5 Apply measurement in solving problems – 3 credits; Internal
 AS91032 Mathematics and statistics 1.7 Apply rightangled triangles in solving measurement problems – 3 credits; Internal
 AS91034 Mathematics and statistics 1.9 Apply transformation geometry in solving problems – 2 credits; Internal
 AS91035 Mathematics and statistics 1.10 Investigate a given multivariate data set using the statistical enquiry cycle – 4 credits; Internal
 AS91038 Mathematics and statistics 1.13 Investigate a situation involving elements of chance – 3 credits; Internal
OR
 AS91026 Mathematics and statistics 1.1 Apply numeric reasoning in solving problems – 4 credits; Internal
 AS91029 Mathematics and statistics 1.4 Apply linear algebra in solving problems – 3 credits; Internal
 AS91035 Mathematics and statistics 1.10 Investigate a given multivariate data set using the statistical enquiry cycle – 4 credits; Internal
 AS91036 Mathematics and statistics 1.11 Investigate bivariate numerical data using the statistical enquiry cycle – 3 credits; Internal
 AS91038 Mathematics and statistics 1.13 Investigate a situation involving elements of chance – 3 credits; Internal
Last updated April 28, 2016
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