ASSIGNMENT 2: MATHEMATICS FOLIO

EDU30009 – MATHEMATICS IN THE PRIMARY CLASSROOM

Maddison Edebohls - 102906427

Word Limit: 2500 +/- 10%
Weight: 60%
Due: Wednesday 8th February
 EDU30009 Mathematics in the Primary Classroom
Assessment 2: Mathematics Folio

INTRODUCTION:
This year 5 ‘Shark Tank’ themed unit of work provides students with opportunities to be entrepreneurs and design a business, including a shop front, of their
choice. Students will experience lessons where number and algebra, measurement and geometry, and statistics and probability (Australian Curriculum,
Assessment, and Reporting Authority [ACARA], 2018) are explored and they will experience a range of differently delivered lessons within this unit. Prior
learning to this 5 lesson unit, includes students in year 5 have had the opportunity to practice their measurement and geometry skills by using different tools
to measure different sized objects around the school. For example; using a trundle wheel to measure the perimeter of the oval, using a 1 meter ruler to
measure the height of the classroom windows, and using a measuring tape to measure the length of each other’s arm span (ACARA, 2018). Students have
explored number and algebra through creating made up scenarios about shopping, item prices and money. Choosing items off the shopping list, combining
the prices to find a total, then using the given dollar value to pay for the shopping for example twenty dollars, and then using subtraction strategies to work
out the change (ACARA, 2018). Students enjoyed this activity as they said it was ‘like real life’ and a skill they are confident they’ll use in their future.
Lastly students have prior knowledge in statistics and probability as they have learned this year in their computers class, how to place data into a graph on
Microsoft excel. Collecting data through surveys is something the students in year 5 really enjoy as part of the learning (Hernik & Jaworska, 2018). Students
will work collaboratively in pairs to plan and present their business idea in the form of a ‘Shark Tank’ pitch (Swan, 2006).

LESSON 1
Lesson title: Floor Plan Year level: 5
Duration of
Topic: Shark Tank 60 mins
lesson:
Strands & sub-strands Content descriptions

Curriculum Mathematics: Location and Transformation:

links: - Measurement and Geometry - Use a grid reference system to describe locations. Describe routes
using landmarks and directional language (ACMMG113)

Learning objectives:

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Students will learn how to use a grid book and ruler to create a floor plan of their chosen business using area and perimeter skills, language, and knowledge
(ACARA, 2018). Students will label the sides of their floor plan to show the measurements of perimeter, using a key for 1cm² = 1m² in the real-life version of
the business building. These 1cm² cubes are also referred to as ‘square units’.
Resources: Grid books, grey lead pencils (class set), 30cm rulers (class set), classroom whiteboard, whiteboard markers, introductory YouTube video:
https://www.youtube.com/watch?v=rSVMrPu0__U (Flocabulary, 2018), Interactive Whiteboard [IWB].

Assessment:
At the end of this 5-lesson unit, the entire unit will be assessed by the representation of a mathematics folio. This summative assessment entails students to add
their work, or work samples to the allocated ‘Shark Tank’ display folder in their tubs and collect a range of tasks across the 5 lessons to be assessed at the
completion of the unit. This task can also be observed by the teacher and used as a formative assessment incase adjustments to the students strategies may be
required (Edulastic Blog, 2021).

Lesson 1 Approx. Pre-service teacher’s actions Student actions/tasks

time

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Stage 1: 20 mins - Introduce the topic and theme of ‘Shark Tank’. - Listen to the explanation of the unit and the task.
Introduction - Students are divided into their collaborative pairs - Actively participating by contributing responses around the
for this unit of work, and clear expectations expectations of working in a group.
around what ‘working in a group’ looks like are - Understanding that this is a unit of work consisting of 5
discussed. different lessons.
- Inform students that this unit spreads across 5 - Understand that today’s task is about planning the business
lessons. with partners and use a ruler and grid paper to create a floor
- Explain today’s lesson as planning business plan for the business idea.
ideas, selecting a business idea, designing the - Watch the YouTube video shown.
floor plan for the business. - Answer teacher questions to show understanding.
- Watch: Area and Perimeter Rap to refresh - Find a space in the room with partner and begin
students’ memories on how to measure and collaboratively discussing the plan for their ‘Shark Tank’
represent area and perimeter. business (Swan, 2006).
- Use questioning for understanding as a High
Impact Teaching Strategy (Department of
Education and Training, 2019).
- Hand out grid paper, one sheet per pair.

Stage 2: Body of 30 mins - Roam the room as to offer support to all students. - Work collaboratively with partner to discuss and explore
lesson - Scaffold student decisions by using questioning possible ideas for ‘Shark Tank’ lessons.
(Verenikina, 2003). - Create business plan, both partners positively contributing.
- Challenge student thinking as to extend their - Draw a floor plan for the business building using a ruler and
learning (Miller, 2003). grid paper.
- Use prior knowledge of area and perimeter to complete floor
plan.

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Stage 3: 10 mins - Select 3 non-volunteer groups to share their - Be prepared to share ideas and work.
Conclusion business model and their drawing of the business - Reflect on working as a group: What went well, even better
or shop front. if sentence starter responses.
- Encourage reflective language when students
present, what went well and even better if etc.
- Take anecdotal notes about the overall progress
of students collaboration and ideas.

LESSON 2
Lesson title: Business Research Year level: 5
Duration of
Topic: Shark Tank 60 mins
lesson:
Strands & sub-strands Content descriptions

Curriculum Mathematics: Data representation and interpretation:

links: - Statistics and Probability - Pose questions and collect categorical or numerical data by observation
or survey (ACMSP118).

Learning objectives:
Students will learn how to collect data through surveying and posing questions specific to their unit work theme (ACARA, 2018).

Resources:
Student workbooks, grey lead pencils (class set), introductory video from YouTube https://www.youtube.com/watch?v=o426D8do888, IWB

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Assessment:
At the end of this 5-lesson unit, the entire unit will be assessed by the representation of a mathematics folio. This summative assessment entails students to add
their work, or work samples to the allocated ‘Shark Tank’ display folder in their tubs and collect a range of tasks across the 5 lessons to be assessed at the
completion of the unit. This lesson may be used as an interim assessment to check in on how students are tracking within their skills around data collection.

Lesson 2 Approx. Pre-service teacher’s actions Student actions/tasks

time
Stage 1: 20 mins - Introduce this lesson, ensuring students - Listen to instruction.
Introduction understand what they’re surveying for eg. - Collaborate with partners to decide on survey topic.
Products, food types, delivery ideas, suppliers - Ensure each partner is confident with using tally marks.
etc. - Understand to ask only grade 3-6 students
- Remind students to use tally marks when - Watch video to ensure clear understanding of conducting
collecting data. “1,2,3,4 shut the gate” as a verbal survey.
reminder to put the 5th mark across diagonally.
- Set expectations of who they’re to ask their
questions to – 3 / 4 and 5 / 6 grades only.
- Watch video: How to Survey (Movideon
Entertainment, 2022) to embed expectations of
collecting data and creating bar graphs.

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Stage 2: Body of 30 mins - Supervise in the hall whilst students visit other - Visit other classrooms and introduce shark tank unit and
lesson classes in the school to introduce the shark tank group business idea.
unit and ask their survey questions. - Conduct survey question and write down a tally of answers
- Ensure students are using correct language such to the question
as ‘we are conducting a survey’ etc. - Use tally marks to collect data.
- Assist students as needed when creating bar - Use a ruler in order to create a precise graph including all
graphs from data collected. the data collected.

Stage 3: 10 mins - Choose 3 groups to share their business idea, - Be ready to share data and results with the class before
Conclusion survey question, and results. reflection time.
- Take photocopies of student’s data collection and - Ensure data is presented together and each partner is
graphs to add to them to student folios. participating equally.

LESSON 3
Lesson title: Financial Planning Year level: 5
Duration of
Topic: Shark Tank 60 mins
lesson:
Curriculum Strands & sub-strands Content descriptions

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 Mathematics: Money and Financial Mathematics:
links: - Number and Place Value - Create simple financial plans (ACMNA106).

Learning objectives:
Students will learn how to create a budget for their business and work out what costs they are required to pay to be able to open their business (ACARA, 2018).

Resources:
Student workbooks, grey lead pencils (class set), classroom whiteboard, whiteboard markers, student laptops.

Assessment:
As part of number and place value, students have been practicing vertical and addition with numbers up to 6 or 7 digits. This lesson can be used as a formative
assessment to monitor if any students strategies need to be adjusted. At the end of this 5-lesson unit, the entire unit will be assessed by the representation of a
mathematics folio. This summative assessment entails students to add their work, or work samples to the allocated ‘Shark Tank’ display folder in their tubs and
collect a range of tasks across the 5 lessons to be assessed at the completion of the unit.

Lesson 3 Approx. Pre-service teacher’s actions Student actions/tasks

time

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Stage 1: 15 mins - Introduce lesson: allow students to discuss what - Listen to instruction and ensure both partners understand
Introduction types of expenses they may need to take into what is required.
consideration for their business. - Brainstorm ideas of what will need to be purchased for this
- Support by giving ideas: furniture, flooring, business,
product orders, logo, advertising, stationery etc. - Practice a vertical addition and subtraction sum each to
- Model an example of budgeting including ensure understanding.
vertical addition to add expenses, then vertical
subtraction to take expenses away from the
$300,000 budget (this is the same budget for all
groups).

Stage 2: Body of 30 mins - Allocate one laptop per group and set - Find a space to work and collect laptop from teacher.
lesson expectations around use of the internet. - Understand the expectations when using the internet.
- Use the High Impact Teaching Strategy of - Research all costs as per brainstorm.
scaffolding through questioning and challenging - Write down each item and their cost.
the students thinking (DET, 2019). - Write down the budget amount.
- Use questions such as: “what’s the difference - Work out whether there’s enough money in the budget or if
between the white desk that costs $200 each and rethinking needs to occur.
the white desks that cos $1000 each?” “is quality
a necessity for someone who isn’t working at
their desk fulltime?”

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Stage 3: 15 mins - Go around the room and have the students reflect - Students reflect on their budgeting experience and use
Conclusion on their groups budget. How did it go? Do you mathematical language such as pronouncing the dollar value
have enough money? Did you need to take things as dollars and cents not just as a whole number etc.
off the shopping list or change to a cheaper brand - Listen to peers share their reflections.
to make it fit into the budget?

LESSON 4
Lesson title: Customer Predictions Year level: 5
Duration of
Topic: Shark Tank 60 mins
lesson:
Strands & sub-strands Content descriptions

Mathematics: Data representation and interpretation:

Curriculum
- Statistics and Probability - Construct displays, including column graphs, dot plots and tables,
links:
appropriate for data type, with and without the use of digital
technologies (ACMSP119)

Learning objectives:
In this lesson, students will learn how to create tables that are appropriate for making predictions and collecting final data (ACARA, 2018). They will draw up
their own tables in their workbooks, then publish these on Microsoft word or excel by creating a digital table with all of their information (ACARA, 2018).

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Resources:
Student laptops, student workbooks, grey lead pencils (class set), 30cm rulers (class set), classroom whiteboard, whiteboard markers.

Assessment:
Following on from the interim assessment in lesson 2 where students collected data, this lesson can be used as a summative assessment for statistics and
probability as this lesson will be the last one in this strand assessed before report writing. Measuring how students have grown between lesson 2 and lesson 4 is
important. At the end of this 5-lesson unit, the entire unit will be assessed by the representation of a mathematics folio. This summative assessment entails
students to add their work, or work samples to the allocated ‘Shark Tank’ display folder in their tubs and collect a range of tasks across the 5 lessons to be
assessed at the completion of the unit.

Lesson 4 Approx. Pre-service teacher’s actions Student actions/tasks

time
Stage 1: 20 mins - Introduce the lesson and pinpoint that this is a - Understand that the task is not a survey.
Introduction different type of data collection to lesson 2 - Use tables to make predictions about how many customers
including a ‘role play’ as such. will visit the business, including ‘friends’ they bring.
- Model how to draw a table in their math books
(DET, 2019) and ask questions for understanding
to ensure all students remember how to create
digital tables (Hollingsworth & Ybarra, 2012).
- Instruct groups to make predictions about how
many customers would be visiting their business
and write it into their table.

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Stage 2: Body of 30 mins - Roam the room to observe student groups role - Role play being a customer in each other’s businesses and
lesson playing of being a customer and bringing bring ‘friends’ along.
‘friends’. - Converse with the teacher about original prediction and how
- Ask each student what their prediction was and that is tracking so far.
how they’re tracking as the role play goes on. - Use a laptop to create a digital table of predictions vs
- Allocate laptops to groups to use their data customers who actually attended.
collection and collate it in a digital table

Stage 3: 10 mins - Invite 3 non-volunteers to share what their - Share predictions and results with the class.
Conclusion prediction of customers was, and what the actual - Listen to other groups reflections.
number was.
- Print digital tables and copy drawn tables to place
into student folios.

LESSON 5
Lesson title: Business Build Year level: 5
Duration of
Topic: Shark Tank 60 mins
lesson:
Curriculum Strands & sub-strands Content descriptions

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 Mathematics: Shape:

- Measurement and Geometry - Connect three-dimensional objects with their nets and other two-

dimensional representations (ACMMG111).
links: The Arts:
Visual Arts:
- Visual Arts
- Plan the display of artworks to enhance their meaning for
an audience (ACAVAM116).
Learning objectives:
Students will learn to use three-dimensional nets to create shapes to include in their construction of their business model (ACARA, 2018). Students will use their
floor plan from lesson 1 to guide their construction using a range of materials to ‘build’ their business (ACARA, 2018).

Resources:
Cardboard, paper, scissors, glue, match sticks, recycled plastics, pipe cleaners, shoe boxes.

Assessment:
This is the final lesson within this 5-lesson unit, the entire unit will be assessed by the representation of a mathematics folio. This summative assessment entails
students to add their work, or work samples to the allocated ‘Shark Tank’ display folder in their tubs and collect a range of tasks across the 5 lessons to be
assessed at the completion of the unit. Photos can be taken of each groups diorama and added to the back of their ‘Shark Tank’ unit folio.

Lesson 5 Approx. Pre-service teacher’s actions Student actions/tasks

time

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Stage 1: 5 mins - Introduce lesson by letting students know what - Understand what resources they are allowed to use.
Introduction they have access to. - Be clear on the floor plan as it is to guide diorama
- Place all resources at front of the room so they construction.
are accessible.
- Hand out students floor plans from lesson one to
be used to guide their construction.

Stage 2: Body of 40 mins - Roam room, assist with any cutting of hard - Work collaboratively in group to build a model of the
lesson cardboards etc. business that has been planned over the past 4 lessons.
- Scaffold thinking to assist in creative flow for - Use resources available in the classroom and any teacher
students who may be unsure where to start. approved resources from home.

Stage 3: 15 mins - Have all students complete a ‘gallery walk’. - Taking time to appreciate each other’s efforts and
Conclusion - Compare floor plan measurements with model commending peers for their work.
measurements and how similar the floor plan - Present work to peers and talk about the business and what
looks to the model. features it contains.

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 Reflection
The ‘Shark Tank’ unit is planned and includes clear learning objectives that relate directly to Mathematics in the Year 5 level within the Australian Curriculum
(ACARA, 2018). This theme encourages all the lessons in the unit to be authentic and align with contemporary pedagogy (Walshaw, 2013). The 5 lessons
provide opportunities for students mathematical skills, knowledge, and understanding to grow and allows students to use skills they have already learnt, whilst
continuing to extend their understanding in what is currently being taught. Contextualising mathematical tasks and learning, multiple ways to provide inclusion,
hands-on learning resources, and diversity inclusion involving all cultures and abilities are discussions seen by Jablonka (2010). Using authentic context within
all mathematic units and approaches is important for the development of children’s numeracy skills because it allows them to apply their mathematic skills to
everyday tasks and this supports students confidence and provides positive emotions to occur towards mathematics (Goos, Dole, & Geiger, 2012). Throughout
this unit plan, many High Impact Teaching Strategies (DET, 2019) are used which allows for teachers to know that students are always supported during their
learning, and learning at their own personal optimal level. Learning outcomes are inclusive on the lesson plans and link directly to the curriculum to ensure best
practice whilst working in an authentic space. Formative, interim and summative assessments are included throughout the unit plan to ensure that intervention
occurs when needed, students are tracking at the right phase of their learning, and how teaching and learning can occur better in the next unit (Gronlund, 1998).
Throughout the unit, in the introduction, body, and conclusion of each lesson, high-level questions were being asked by the teacher to ensure students thinking
was being challenge and their learning was being scaffolded. Higher order thinking can be a tool that is very powerful within learning (Reys et al., 2020).

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 Resource List
Lesson 1:
- Grid paper books
- Grey lead pencils (class set)
- 30cm rulers (class set)
- Classroom Whiteboard
- Whiteboard markers
- YouTube video: https://www.youtube.com/watch?v=rSVMrPu0__U (Flocabulary, 2018)
- Interactive Whiteboard
Lesson 2:
- Student Workbooks
- Grey lead pencils (class set)
- YouTube video: https://www.youtube.com/watch?v=o426D8do888 (Movideon Entertainment, 2022)
- Interactive Whiteboard
Lesson 3:
- Student workbooks
- Grey lead pencils (class set),
- Classroom whiteboard
- Whiteboard markers
- Student laptops
Lesson 4:
- Student laptops
- Student workbooks
- Grey lead pencils (class set)
- 30cm rulers (class set)
- Classroom whiteboard
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 - Whiteboard markers
Lesson 5:
- Cardboard
- Paper
- Scissors
- Glue
- Match sticks
- Recycled plastics
- Pipe cleaners
- Shoe boxes.

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 References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Australian Curriculum: F-10 overview: Home: Australian Curriculum  v.8.4.
Retrieved from http://www.australiancurriculum.edu.au/.

Department of Education and Training. (2019, March 6). Belonging, being and becoming: The early years learning framework for Australia. Department of
Education. https://www.education.gov.au/download/775/belonging-being-becoming-early-years-learning-framework-australia/18161/document/pdf/en

Edulastic Blog (2021) Different types of assessment and what you need to know about them, Edulastic Blog. Available at: https://edulastic.com/blog/types-of-
assessment/#:~:text=A%20Guide%20to%20Types%20of,%2C%20Formative%2C%20Interim%2C%20and%20Summative (Accessed: February 8, 2023).

FlocabularyYT (2017) How to find area and Perimeter, YouTube. YouTube. Available at: https://www.youtube.com/watch?v=rSVMrPu0__U (Accessed: February
8, 2023).

Goos, M., Dole, S., & Geiger, V. (2012). Numeracy across the Curriculum. Australian Mathematics Teacher, 68(1), 3-7.

Gronlund, N. E. (1998). Assessment of student achievement. Allyn & Bacon Publishing, Longwood Division, 160 Gould Street, Needham Heights, MA 02194-
2310; tele.

Hernik, J., & Jaworska, E. (2018). The effect of enjoyment on learning. In INTED2018 proceedings (pp. 508-514). IATED.

Hollingsworth, J. R., & Ybarra, S. E. (2012). Explicit direct instruction for English learners. Corwin Press.

Jablonka, E. (2010). Contextualised mathematics. In Proceedings of the 17th international conference on adults learning mathematics (p. 3).

Miller, S. D. (2003). How high-and low-challenge tasks affect motivation and learning: Implications for struggling learners. Reading & Writing Quarterly, 19(1),
39-57.

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Movideon Entertainment (2021) Conducting simple surveys education cartoon for kids, YouTube. YouTube. Available at: https://www.youtube.com/watch?
v=o426D8do888 (Accessed: February 8, 2023).

Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2020). Helping Children Learn Mathematics (3rd ed.).
Milton, Queensland: John Wiley & Sons Australia.

Swan, M. (2006). Collaborative learning in mathematics. A Challenge to our Beliefs, 162-176

Verenikina, I. (2003). Understanding scaffolding and the ZPD in educational research.

Walshaw, M. (2013). Explorations into pedagogy within mathematics classrooms: Insights from contemporary inquiries. Curriculum Inquiry, 43(1), 71-94.

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