Rationale
This mathematical learning design ensures students extend beyond the successful learning outcomes which were assessed in QCATs ‘Smartphones, smart thinking’ (Queensland Comparable Assessment Tasks, 2011) task. Developing students mathematical skills and knowledge in a real life context provides the numeracy capabilities needed in a broad range of lifelong skills for each learner. For example, mathematics can link with all other learning disciplines such as analysing error in science, interpreting data in geography and understanding timeline in history (Australian Curriculum: Mathematics, 2011). Therefore, this investigation provides an online learning process that applies to real life mathematical understanding and reasoning which remains in line with the Year Ten Australian Curriculum: Mathematics. As a result, students will build an in depth knowledge of required mathematical concepts and become active self motivated learners during engaging mathematical investigations and challenges.
Mathematical ideas are constantly developing through the facilitation of digital technologies. Therefore, this investigation will include the exploration of real life digital resource concepts as part of the investigation. Students who develop Information and Communication Technology (ICT) competence will have the ability to effectively investigate, create and communicate ideas and information. Mathematical ICT resources, such as interactive learning online and spreadsheets can engage students and promote understanding of key concepts. The Australian Curriculum: Mathematics supports the use of ICT’s in teaching strategies for learners development mathematical understanding. This interactive mathematical investigation will focus on the required core learning outcomes identified in Number and Algebra, Measurement and Geometry, and, Statistics and Probability strands of the Australian Curriculum: Mathematics.
As a result of this investigation, students will have an understanding of ‘how’ and ‘why’ mathematics plays an important role in real life contexts. Students will have the confidence and ability to transfer their mathematical knowledge and apply this knowledge in making meaningful decisions which relate directly to them. These justifiable decisions will be based on taking action and analysing information provided from various sources and accurately calculating information to inform their conclusions. Students who understand that information needs to be efficiently analysed and solved to ensure its accuracy are working in line with the aims of the Australian Curriculum: Mathematics, proficiency strands.
This investigation begins with providing students with some background knowledge about ‘what’ and ‘how’ solar panel systems work through an introductory link to youtube. In class, this investigation will be followed up with motivational talks about providing clean energy for the world we live in. With slight delivery modifications, this investigation has the ability to link across other curriculum areas such as the critical literacy skills required in English.
The Teaching Context of this investigation
The task is provided with a common ground of instillation cost and size of solar system to ensure any variables justified in students’ solutions are consistent, and monitored and assessable with ease. The investigation task is broken into a series of smaller challenges for a couple of reasons; 1. Is to ensure students do not become overwhelmed with such a huge complex task at the beginning and, 2. To ensure students’ feel a sense a success as they complete each task and remain engaged and willing to take on the next task. Time will be provided during class for any questions or clarification that may be required throughout the duration of this investigation and to ensure that all learners are participating. Overall, the investigation is designed in a way that reduces any confusion or queries because the steps that are involved are simplified and easy to follow.
The following points outline the suggested method of delivery for this investigation:
Introduction stage;
Reflect on 'smart phones, smart thinking' investigation by identifying how students could analyse the data and make financial decisions based on their own investigation.
Motivate the students minds about being environmentally concious with examples of actions that are being undertaken at the school. For example, the school may have recycling bins, a communal vegetable garden, and/or rainwater tanks.
Brainstorm examples of clean energy.
Identify the purposes and importance of having clean energy systems.
Brainstorm ways clean energy can be incorporated in their households.
Watch youtube link to introduce solar panel systems at the start of the investigation challenge. This will ensure all students have an understanding of how solar system panels provide clean energy.
Clarify that their new investigation cahallenge is to identify how much electricity solar panels systems can produce and save on their power bills. Draw on the importance of students having the mathematical abilities to make their own financial decisions based on current real life problems.
Ensure students identify solar systems advertisements that are currently observed in a real life situation and record the advertisements financial persuasions to sell their product as this investigation will discover whether these persuasions are accurate.
Body of Investigation;
Procede to 1st challenge. This stage focuses on 'D1, D3, D4, P1, P3, and P4' learning outcomes identified for this investigation.
Students are required to analyse a reputable resource and gather information that is appropriate for their investigation.
They will be required to convert measurements and identify written problems to make a mathematical formula for a simple solution.
Procede to 2nd challenge. This stage of the challenge builds on the identified learning outcomes in the first challenge, plus 'D2 and P2' are knew elements drawn into the thinking. This challenge becomes more complex. Students are required to analyse whether government subsidies are current and if so how much subsidy is offered. Again, measurements will be converted to the same format and simple formula's designed to solve problems which are drawn from the complex variable written problem provided in the resource.
By this stage, students have then written and solved their new formula which finds out how much the subsidised cost of installation is in total.
Procede to 3rd challenge. Now that students have identified the new total costs of installation, they will be required to calculate the length of time these savings will take, to have finally repaid the installation cost.
This challenge draws on a different cotext of translating measurement which involves time. The learning outcomes targeted in this stage are 'D2, D3, D4, P2, P3, and P4'. By the completion of these first three stages, students should have developed a strong understanding mathematical concepts in real life meaningful tasks and have the ability to analyse and solve these problems.
Procede to final challenge. This stage will identify students undestanding of mathematical language identified in the 'D5 and P5' learning outcomes. Students will be required to draw and justify their understandings.
Students will then compare, analyse, evaluate, and justify their mathematical outcomes with the real life representations seen advertised from other sources.
From this learning outcome, 'D1, D6, P1, and P6', students will have the confidence and ability to make their own financial decisions based on the accuracy of their own investigations.
Conclusion stage;
Students will be provided time to share their findings from their investigations in class time or through their own web page development. Answers from their final open ended question can be addressed at this stage.
As a whole class, discussions about how real life meaningful tasks can be analysed and solved can benefit their own personal decisions.
Students brainstorm other areas where mathematical calculations can be applied to a real life context and explain how this could be done.
This mathematical learning design ensures students extend beyond the successful learning outcomes which were assessed in QCATs ‘Smartphones, smart thinking’ (Queensland Comparable Assessment Tasks, 2011) task. Developing students mathematical skills and knowledge in a real life context provides the numeracy capabilities needed in a broad range of lifelong skills for each learner. For example, mathematics can link with all other learning disciplines such as analysing error in science, interpreting data in geography and understanding timeline in history (Australian Curriculum: Mathematics, 2011). Therefore, this investigation provides an online learning process that applies to real life mathematical understanding and reasoning which remains in line with the Year Ten Australian Curriculum: Mathematics. As a result, students will build an in depth knowledge of required mathematical concepts and become active self motivated learners during engaging mathematical investigations and challenges.
Mathematical ideas are constantly developing through the facilitation of digital technologies. Therefore, this investigation will include the exploration of real life digital resource concepts as part of the investigation. Students who develop Information and Communication Technology (ICT) competence will have the ability to effectively investigate, create and communicate ideas and information. Mathematical ICT resources, such as interactive learning online and spreadsheets can engage students and promote understanding of key concepts. The Australian Curriculum: Mathematics supports the use of ICT’s in teaching strategies for learners development mathematical understanding. This interactive mathematical investigation will focus on the required core learning outcomes identified in Number and Algebra, Measurement and Geometry, and, Statistics and Probability strands of the Australian Curriculum: Mathematics.
As a result of this investigation, students will have an understanding of ‘how’ and ‘why’ mathematics plays an important role in real life contexts. Students will have the confidence and ability to transfer their mathematical knowledge and apply this knowledge in making meaningful decisions which relate directly to them. These justifiable decisions will be based on taking action and analysing information provided from various sources and accurately calculating information to inform their conclusions. Students who understand that information needs to be efficiently analysed and solved to ensure its accuracy are working in line with the aims of the Australian Curriculum: Mathematics, proficiency strands.
This investigation begins with providing students with some background knowledge about ‘what’ and ‘how’ solar panel systems work through an introductory link to youtube. In class, this investigation will be followed up with motivational talks about providing clean energy for the world we live in. With slight delivery modifications, this investigation has the ability to link across other curriculum areas such as the critical literacy skills required in English.
The Teaching Context of this investigation
The task is provided with a common ground of instillation cost and size of solar system to ensure any variables justified in students’ solutions are consistent, and monitored and assessable with ease. The investigation task is broken into a series of smaller challenges for a couple of reasons; 1. Is to ensure students do not become overwhelmed with such a huge complex task at the beginning and, 2. To ensure students’ feel a sense a success as they complete each task and remain engaged and willing to take on the next task. Time will be provided during class for any questions or clarification that may be required throughout the duration of this investigation and to ensure that all learners are participating. Overall, the investigation is designed in a way that reduces any confusion or queries because the steps that are involved are simplified and easy to follow.
The following points outline the suggested method of delivery for this investigation:
Introduction stage;
Reflect on 'smart phones, smart thinking' investigation by identifying how students could analyse the data and make financial decisions based on their own investigation.
Motivate the students minds about being environmentally concious with examples of actions that are being undertaken at the school. For example, the school may have recycling bins, a communal vegetable garden, and/or rainwater tanks.
Brainstorm examples of clean energy.
Identify the purposes and importance of having clean energy systems.
Brainstorm ways clean energy can be incorporated in their households.
Watch youtube link to introduce solar panel systems at the start of the investigation challenge. This will ensure all students have an understanding of how solar system panels provide clean energy.
Clarify that their new investigation cahallenge is to identify how much electricity solar panels systems can produce and save on their power bills. Draw on the importance of students having the mathematical abilities to make their own financial decisions based on current real life problems.
Ensure students identify solar systems advertisements that are currently observed in a real life situation and record the advertisements financial persuasions to sell their product as this investigation will discover whether these persuasions are accurate.
Body of Investigation;
Procede to 1st challenge. This stage focuses on 'D1, D3, D4, P1, P3, and P4' learning outcomes identified for this investigation.
Students are required to analyse a reputable resource and gather information that is appropriate for their investigation.
They will be required to convert measurements and identify written problems to make a mathematical formula for a simple solution.
Procede to 2nd challenge. This stage of the challenge builds on the identified learning outcomes in the first challenge, plus 'D2 and P2' are knew elements drawn into the thinking. This challenge becomes more complex. Students are required to analyse whether government subsidies are current and if so how much subsidy is offered. Again, measurements will be converted to the same format and simple formula's designed to solve problems which are drawn from the complex variable written problem provided in the resource.
By this stage, students have then written and solved their new formula which finds out how much the subsidised cost of installation is in total.
Procede to 3rd challenge. Now that students have identified the new total costs of installation, they will be required to calculate the length of time these savings will take, to have finally repaid the installation cost.
This challenge draws on a different cotext of translating measurement which involves time. The learning outcomes targeted in this stage are 'D2, D3, D4, P2, P3, and P4'. By the completion of these first three stages, students should have developed a strong understanding mathematical concepts in real life meaningful tasks and have the ability to analyse and solve these problems.
Procede to final challenge. This stage will identify students undestanding of mathematical language identified in the 'D5 and P5' learning outcomes. Students will be required to draw and justify their understandings.
Students will then compare, analyse, evaluate, and justify their mathematical outcomes with the real life representations seen advertised from other sources.
From this learning outcome, 'D1, D6, P1, and P6', students will have the confidence and ability to make their own financial decisions based on the accuracy of their own investigations.
Conclusion stage;
Students will be provided time to share their findings from their investigations in class time or through their own web page development. Answers from their final open ended question can be addressed at this stage.
As a whole class, discussions about how real life meaningful tasks can be analysed and solved can benefit their own personal decisions.
Students brainstorm other areas where mathematical calculations can be applied to a real life context and explain how this could be done.