Unit Outline

Mathematics is a key learning area for all students and essential to an individual's ability to fully participate in society. The teaching of mathematics at all levels is changing in response to research into its teaching and learning and to ongoing changes in society. Research has shown that significant numbers of students become less positive about mathematics and their own ability to do mathematics during the later years of their primary education and in their early secondary education. Teachers of senior primary school mathematics must be able to teach in ways that facilitate students' learning and also be able to extend these students when needed. This unit will enable students to extend their teaching of mathematics with particular relevance to the later primary years and the early secondary years and to recognise the relevance of numeracy across the curriculum.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Demonstrate knowledge of mathematical topics relevant to Year 5 to Year 8, including real numbers, indices, proportional reasoning, algebraic thinking, geometry, statistics and measurement
2	Apply theoretical and practical knowledge of mathematics content and pedagogy to plan and design coherent teaching sequences which reference Year 5 to Year 8 content
3	Make informed decisions in selecting examples, resources, and questions when teaching topics in mathematics
4	Communicate in written form in a scholarly manner, with correct usage of English and mathematical conventions

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	EPR220 or ESH220

Alterations as a result of student feedback

Assessment task 3 has been changed to further extend your understanding of teaching mathematics by exploring the relevance of numeracy across the curriculum.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Secret Numbers	Week 3	15 %	LO1, LO2, LO4
Assessment Task 2:	Working with Factors and Prime Numbers	Week 7	40 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Cross-curricular numeracy presentation	Week 12	45 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Secret Numbers

Task Description:

Here are two problems for you to solve:

Problem 1 – the secret number:
Pretend that you ask a friend to go through the following steps:
Think of a number between 1 and 9 and keep it secret.
Double it.
Add five.
Multiply by five.
Add another number between 1 and 9.
Subtract 25
Tell you the answer.
You can then tell your friend their secret numbers.

Problem 2 – The magic 4:
Pretend that you ask a friend to go through the following steps:
Think of a number and keep it secret.
Double it.
Add 2.
Divide by 2.
Add 3.
Subtract the original number.
You then tell your friend that the answer is 4.

You should use generative AI to show the steps needed to solve both these problems and to indicate how it is that the answer is known.
Based on the AI output explain how you are convinced that these problems will work for all numbers.

Indicate how such problems relate to Australian Mathematics Curriculum v.9 by using AI to match the steps of the two mathematics problems to the different year groups including the general capabilities. Evaluate the accuracy of the output.

To be submitted via MyLO dropbox as a Word document.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.5

Task Length:

600 words equivalent

Due Date:

Week 3

Weight:

15 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate the mathematical knowledge needed to solve the problems and the ability to generalize for any number.	LO1
2	Identify the mathematical topic involved in solving the problems and relate to the Australian Curriculum v.9 achievement standards.	LO2
3	Use clear and precise terminology to communicate a mathematical solution.	LO4

Assessment Task 2: Working with Factors and Prime Numbers

Task Description:

Description

Activity
If you have a relative who is in Years 5, 6, 7, or 8 at school, or you know a student who is in one of these years, do this activity with them. Make sure a parent or guardian is present during the activity. If you do not know a student of the relevant age, do this activity with a friend, but choose a friend who is not very confident in mathematics.
This activity needs small tiles or the blocks that are used for children’s play. If you do not have access to these, you will need to make 20 squares of either cardboard or stiff paper, making sure the tiles are square and that they are all of the same size.
As your student works through the activity you should sketch or take photographs of their rectangles. You should also make notes of your questions and prompts and your student’s comments or responses and include them in your report.
You should attempt to progress to Step 4 with your student (unless they are becoming distressed by the activity. If they are comfortable to work to Step 4 you should then prompt them further with Step 5. Only move on to Step 6 if your student has been comfortable with Step 5. If your student is comfortable with Step 6 you can take them to the additional Step 7.

The Activity:
Step 1: Ask your student to make as many different rectangles as they can with 6 tiles. Record the rectangle(s) they find and include them in your report (see below).
Step 2. Ask your student to repeat this activity with 7 tiles. Record the rectangle(s) they find. What do they notice? Ask them why they think this.
Step 3. Ask them to repeat this activity with 8, 11, 12 and 15 tiles (in that order). For each number of tiles, ask them to predict the number of rectangles they might make and then record the rectangles that they make. What do they notice? If they have indicated that some of the numbers can only have one rectangle, you may tell them that these numbers are known as prime numbers if they have not met this term before.
Step 4: Ask them to find the factors for each of the numbers they have used before (6, 7, 8, 11, and 15). You might need to explain what you mean by factors if they have not met them before. Record their response and include it in your report.
Step 5: Ask them to repeat the activity with 9 and 16 tiles. Ask them to predict first and then record the rectangles that they make. What do they notice? You may tell them that these numbers are square numbers if they have not met this term before.
Step 6: Ask them to factorise the number 20 (they may use the tiles if they need to). If they do not go down to the level of prime factors, prompt them to do so. Include their response in your report.
Only move to Step 7 if your student is very comfortable with the previous 6 steps and is eager to continue.
Step 7: As them to give the prime factors for the numbers 9 and 16 without using the tiles and introduce the use of exponents if they have not met these before. How might they then record prime factorization of 20 using exponents? Which other numbers might you include for them to further use exponents?

Report
Write a report that includes the following:
1. A description of this teaching experience including a summary of the student’s responses as requested above.
2. What do you think the student now understands and has knowledge of in relation to prime numbers and factorisation? Justify why and substantiate using your student’s responses, key texts or other literature.
3. Determine which AC v.9 achievement standard (Year 5, 6, 7, or 8) you think your student is now working within and explain why. You may refer to the content descriptions, numeracy general capabilities and elaborations to support your determination.
4. Explain how the key mathematical ideas from Steps 1 to 6 build knowledge that can then support Step 7 (your Horizon knowledge). Refer to key texts or other literature to support your explanation.
5. Describe a further activity that you might use to consolidate or extend your student’s knowledge and understanding. Explain why the activity will either consolidate or extend their knowledge. You may use existing teaching resources or ChatGPT for this part of the report but should reference their use.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1, 2.3, 2.4, 3.4 & 5.1

Task Length:

1600 words equivalent

Due Date:

Week 7

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate knowledge of mathematics topic by providing a clear explanation of the student’s responses and the mathematical learning that was achieved.	LO1
2	Recognise student’s level of learning and demonstrate Horizon knowledge through potential progression.	LO2
3	Choice of further activity is appropriate with explanation of how the activity will consolidate or extend knowledge.	LO3
4	Communicate through the use of appropriate writing and precise mathematical terminology.	LO4

Assessment Task 3: Cross-curricular numeracy presentation

Task Description:

For this activity you may choose to present individually or in a pair.
In your school, you are looking to connect mathematics to other learning areas to engage students and help them see the relevance of mathematics to their broader learning.
You have been asked to research a resource or activity for students who are either in upper primary or lower secondary and provide a short presentation, 10 minutes for an individual presentation and 15 minutes for a paired presentation, to share with teachers in your school.
The resource or activity should relate to the Content Description (CD) for a chosen year group (Year 5 to Year 8) that has an identified link to a Related Content Description in another learning area of the ACv.9.0. Your aim is to select an appropriate resource or activity that will support the mathematics learning as well as allow an authentic connection to the other learning area. Where there are links to more than one related content area you should select just one.
Your presentation will provide teaching points, including a sequence of learning and use of questions and prompts to support student understanding. You should also justify how the resource or activity will provide an authentic learning experience for the students. The teachers in your school will need some convincing, so use literature to help justify the teaching points and explain how the mathematics learning will be promoted through the related content.

Key points:
You may source your activity from the internet or a mathematics teaching journal if you wish. If you do this, the source must be fully referenced, and adapted for your own use.
If you use ChatGPT your source and the processes you carried out (including prompts) must be clearly indicated.
You do not need to provide a lesson plan with the timing of each section of classroom management procedures.
You may deliver your presentation through a chosen medium with a video or audio recording, but must keep to the 10 (individual) or 15 minutes (paired) and upload to MyLO.
If you intend to work in a pair, you should let your tutor know in advance of submission. Both of you should submit the presentation to MyLO so that you receive feedback and indicate the elements of the presentation that you were responsible for. Unless there is evidence that one student has not made an equal contribution you will receive the same mark.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.4 & 5.1

Task Length:

1800 words equivalent

Due Date:

Week 12

Weight:

45 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate understanding of the key mathematical ideas in the chosen topic.	LO1
2	Apply pedagogical content knowledge in designing a coherent teaching sequence that relates the chosen mathematics topic to another learning area in ACv.9.0 within Year 5 to Year 8 content	LO2
3	Justify how the resource or activity supports learning and provides for key prompts or questions that will assess understanding of the mathematics in an informed way using appropriate literature. .	LO3
4	Communicate through the use of appropriate writing and precise use of mathematical terminology and conventions.	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater. You have at least two opportunities to meet each of the Intended Learning Outcomes across the three assessment tasks.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.