Teaching and learning

Activity 1

What technology can we use?

Students explore the different websites and applications that are used for planning and scheduling, identifying what information is required to be entered into them (input data) and what information we then receive (output data).

• The teacher leads a brainstorm to generate a list of the technology we use for the purpose of planning and scheduling. For the purpose of this unit the list should include websites and apps such as; Maps, PTV, Village/Hoyts cinema etc.
• The teacher demonstrates the use of Google Maps, the PTV app and a cinema booking app. Whilst doing this ask student to look out for and make note of the information you are entering into the websites/applications and what information is given back to us.
• The class define the terms; inputs – information goes into the technology and outputs – information comes out of the technology.
• Students share their ideas and create a combined class list of inputs and outputs.

Activity 2

Use the Technology

Students practice inputting data into the websites and applications and interpreting the output data using given scenarios.

• The teacher provides students with a list of scenarios to input into the planning apps explored in the previous task such as:
  • Determine the fastest route to drive from school to Melbourne Aquarium. Take a screen shot of the directions given. Now determine if the suggested route changes if you want to arrive at the aquarium at 9am tomorrow. Take a screenshot of the fastest route.
  • Determine the suggested route to walk from your house to school. Take a screenshot of the suggested route. Is it the same as the route you take to school?
  • Determine how you could catch public transport from school to Melbourne Aquarium. Compare the travel time to the driving directions previously determined.
  • Find out what movies are showing at your local cinema on Friday night.

Activity 3

Directional Language – Part 1

Students explore the words used to give direction or indicate a location. Students then practice using directional language by describe the location of objects around the room.

• The teacher leads a brainstorm with students making a list of all the words we use everyday that give directions or indicate a location,
  • Left, Right
  • Up, Down
  • Front, Back
  • Behind
  • Under, Over
  • Besides, Next to
  • Above, Below
  • Inside, Outside
• The teacher places objects around the room. In pairs, students describe the location of an object to their partner who has to guess which object they are describing.
• The teacher leads a discussion to reflect on the art of orally giving directions and what makes directions good or bad.

Activity 4

Directional Language – Part 2

Students continue to practice their use of directional language. First students describe a chosen location within the school. Then they give oral directions to a different location within the school that a partner has to follow.

• In pairs, students think of a specific place within the school and orally describes to their partner the location of the chosen place in relation to other familiar places within the school. Their partner has to try and correctly guess the chosen place.
• In pairs, students individually think of a common location in the school and writes directions on how to get there from the classroom. They give their directions to their partner, keeping the final location a secret. Then, using only the written directions, students move around the school to reach their partners secret location.
• The teacher leads a discussion to reflect on the task – did the directions lead to the correct location? What worked well or didn’t work well?

Activity 5

Interactive vs Paper Maps

Students explore a variety of paper maps for familiar locations and their interactive online equivalents. Students use the maps to find specific locations and to give directions to another student.

• The teacher shows students a variety of paper maps for locations such as the local shopping centre, Melbourne zoo, Melbourne aquarium etc. as well as the interactive online equivalents.
• The teacher leads a discussion with students comparing the features that are shown on both types of maps. Discuss the positives and negatives of each type of map (paper and interactive).
• Students find specific locations on each of the maps such as the toilets, information desk, food outlet, bus stop, entrances and exits, first aid etc.
• The teacher leads a discussion on which type of map was easier to use, guiding students to think about what made the maps easier or harder to use.
• Students select a location of interest on one of the maps and use the map and other locations on the map to give directions to another student, who needs to follow the directions to find the location.

Activity 6

Determining Input and Output Information

Using the scenario of planning a trip to the movies, travelling by public transport. With support student determine appropriate input information required to plan the trip and the expected output information they could receive.

• The teacher gives students the scenario of planning a trip to the movies, where they have to catch public transport to the cinemas.
• The teacher leads a discussion with students, guiding them to determine the input information they will require before planning the trip and what output information they will receive. This should include things such as:
  • Where they are going (input)
  • Day, date, time (input)
  • What movie they want to see (input)
  • Movie time (output)
  • Location of seats in cinema (output)
  • Time to meet at the cinema (input)
  • Public transport route (output)
  • Travel time (output)
  • Time to leave (output)
• The teacher supports the students to make decisions about the input information they need to plan their trip to the movies, ensuring the decisions they have made are reasonable.

Activity 7

Should We Blindly Follow?

Class discussion on things that can go wrong if directions or information from planning apps is not first evaluated for appropriateness. Students are supported to evaluate review the solutions for the scenarios from Activity 2.

• The teacher leads a discussion with students on the perils of blindly following directions or outputs from planning applications. Students share a time or story when they were led astray by navigation app or something similar.
• The teacher introduces Step 3 of the Problem-Solving Cycle and discuss the importance of review and reflecting on results to make sure they are reasonable and appropriate.
• Students reflect back on their solutions to the scenarios from Activity 2 and consider the following:
  • Do the solutions make sense? How do you know?
  • Do you need to make any adjustments to the information you have input?
  • What errors could others have made?

Activity 8

Sharing Our Plans

Students explore how we communicate plans and practice using a variety forms of communications, such as written notes, text messages, phone calls etc.

• The class discuss how we share or communicate plans we have made. Include such things as:
  • Who needs to know what we are doing?
  • What information do they need to know?
  • How can we explain our plans?

• Students communicate their solutions to the scenarios from Activity 2 using a variety forms of communication such as; a written note, a text message, phone call etc.

Assessment task

Plan a trip to the movies

This assessment task combines the Learning Requirements 1, 2, and 3 cohesively as mandated in the curriculum guidelines.

The assessment adheres to the curriculum requirement to include all three Learning Requirements. Learning requirement 2 allows students to use the Problem-solving cycle within the context and skills outlined in Learning Requirement 1, and Learning Requirement 3 involves students using their Mathematical toolkit to support Learning Requirement 1 and 2. 

Assessment Task: Students must plan a trip to the local cinemas to see a movie with a friend and they must travel by public transport.

To complete the tasks students are required to complete the following:

• Select a movie session to go to, based on the input information decided on in Activity 6 and follow the process of booking tickets, including selecting where to sit.
• Write a SMS message to your friend informing them of the movie details and describing where you’ll be sitting.
• Determine how to get to the cinemas via public transport, making note of the route, departure location and time, arrival location and time, and travel time.
• Role play a phone conversation with your friend, who is lost (e.g. somewhere in the centre or at the bus stop) and can’t find their way to the cinemas. You can use a map of the cinema complex/shopping centre to help you give the directions. Your friend should follow your directions, by drawing them on paper map of the cinema complex/shopping centre to make sure they can find you at the cinemas.

Problem-solving cycle:

Support students through the Problem Solving cycle as they complete the requirements of the task.

Step1 – Identify the mathematics

Students write the purpose of the task in their own words, including the specific parameters (input information) they determined in Activity.

Students list the specific mathematical skills or knowledge they will need to complete the task including any associated costs, times, public transport routes, and directions. Prompt students to think about the skills or knowledge they have developed by completing the unit activities.

Step 2 – Act on and use mathematics

Students use the appropriate technology and applications to complete each of the task requirements needed to plan their trip to the movies. Ask students to keep evidence of their planning – such as notes or screen shots. 

Step 3 – Evaluate and reflect

Students review their plans to make sure they are reasonable and appropriate and make any changes to their plans if it is required. Students could share these with a peer to check for reasonableness.

Step 4 – Communicate and report

Students present their plan to their teacher, explaining the details of their trip to the movies and be ready to justify all choices made.

For assessment, students should submit:

• The movie details including location, session time and a screenshot of the chosen seat location.
• A copy of the text message to their friend.
• The details of the public transport route they will take including the form of public transport, departure location and time, arrival location and time, total travel time and a screenshot of the PTV app
• A copy of the map that shows the oral directions given during the role play

Activity 1

Design a map of the school

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch an online video about prepositions (search YouTube)
• Students are introduced to the Problem-solving cycle - phrased as a series of questions

Body

Introduce the context and identify the mathematics

What mathematics language do we use when accessing the world around us?

• Students refresh each of the main prepositions they are familiar with by watching a series of video models
• Students come to the board and use the board pens to demonstrate their understanding of positions by moving visuals around the screen
• Students demonstrate their understanding of prepositions by using real objects to arrange items in different positions e.g. put the water bottle on the table, put your pencil in the cup
• Students watch a motivating video from YouTube about mapping skills

Act on and use the mathematics

• Students watch a visual forewarning of the activity and understand the technology (iPad) that they will need and how to use it
• Students walk around the school and take photos of key points in the school e.g. classroom doors, playground equipment, toilets
• Students return to class, print the photos they have taken and use them to fill in the gaps on a large map of the school

Conclusion

• Students are asked a short series of summary questions about their learning and are asked to engage with the map to answer questions using prepositions

Activity 2

Design a map of the neighbourhood

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch an online video about prepositions

Body

• Students refresh each of the main prepositions they are familiar with by watching a series of video models
• Students demonstrate their understanding of prepositions by using real objects to arrange items in different positions e.g. put the water bottle on the table, put your pencil in the cup
• Students watch a motivating video from YouTube about mapping skills
• Students watch a visual forewarning of the activity and understand the technology (iPad) that they will need and how to use it

Act on and Use mathematics

• The teacher leads a discussion about size and appropriateness of map size and features
• Students walk around the neighbourhood and take photos of key points in the school e.g. houses, gardens, stop signs, roundabouts, shops, post-boxes etc.
• Students return to class, print the photos they have taken and use them to fill in the gaps on a large map of the neighbourhood

Evaluate and reflect

• Students are asked to discuss the practicality of the A0 size map and suggest alternatives that would be easier to carry

Conclusion

• Students are asked a short series of summary questions about their learning and are asked to engage with the map to answer questions using prepositions

Activity 3

Using your map of the neighbourhood

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch an online video about prepositions

Body

• Students demonstrate their understanding of prepositions by using real objects to arrange items in different positions e.g. put the water-bottle on the table, put your pencil in the cup
• Students watch a motivating video from YouTube about using GoogleMaps
• Students watch a visual forewarning of the activity and understand the technology (iPad) that they will need and how to use it
• Students use the neighbourhood map they made in the last activity to plan a route to particular destinations (changes each lesson) in the local environment e.g. shops, post-box
• Students explore Google Maps app and other technologies which can be used to orient to particular places. Use a compass and map to create a list of instructions on how to get to particular destinations and check answer in Google Maps, practising directional language learnt including up, down, left, right, etc.

Communicate and report

• Students then use Google Maps live view and their written answers to navigate to the place on the map
• Students are asked to discuss the practicality of their map vs Google Maps on an iPad

Conclusion

• Students are asked a short series of summary questions about their learning and are asked to engage with the map to answer questions using prepositions

Activity 4

QR Code Scavenger Hunt

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch a video about prepositions

Body

• Students demonstrate their understanding of prepositions by using real objects to arrange items in different positions e.g. put the water bottle on the table, put your pencil in the cup
• Students watch a motivating video from YouTube about using QR codes
• Students watch a visual forewarning of the activity and understand the technology (iPad) that they will need and how to use it

Act on and use mathematics

• Students follow a QR code scavenger hunt (with imbedded motivating videos) which has been designed by the teacher in the local environment
• Once students have grasped the concept – they will create their own QR code scavenger hunt (motivating videos selected by the teacher but clues about the next destination from students)
• Students invite their peers in other classes to complete the scavenger hunt

Conclusion

Communicate and reflect

• Students are asked a short series of summary questions about their learning and are asked to reflect on the success of the event and what could improve it next time

Activity 5

Planning a route

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch an online video about directions
• Students are introduced to the Problem-solving cycle - phrased as a series of questions

Body

• Students demonstrate their understanding of prepositions by using real objects to follow different directions to move about the classroom
• Students watch an online motivating video from YouTube about using QR codes
• Students work together to select a preferred destination such as a café to visit within walking distance of the school.
• Students plan directions to get there and test them out in person using GoogleMaps and by walking themselves
• Students write an invitation to another class to join them at the café
• (Final lesson) students walk to café together following directions at each point along the way

Conclusion

Communicate and reflect

• Students are asked a short series of summary questions about their learning and are asked to engage with the map to answer questions using prepositions

Activity 6

Planning short excursions

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)

Identify the mathematics

• Students watch an online video about directions

Body

• Students demonstrate their understanding of prepositions by using real objects to follow different directions to move about the classroom
• Students watch a motivating video from YouTube about using the PTV app
• Students read through a forewarning about checking the PTV app to see when trams are arriving

Act on and use mathematics

• Initially the scheduling component of the activity (how long is it going to take to walk to the tram stop) is mitigated from the activity by the teacher
• Students plan and participate in a series of short excursions to destinations selected by the teacher that are 1-2 tram/bus stops away from school
• Two lessons are spent planning the activity and one is spent engaging in the activity

Conclusion

• Evaluate and reflect
• Students plan next stages of their outing
• Students are asked a short series of summary questions about their learning and are asked to engage with the PTV app to get the tram appropriately

Communicate and report

• Students reflect on what they learnt during the process about timetables, catching public transport and time

Activity 7

Planning long excursions

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch a video about directions
• Students discuss the Problem-solving cycle - phrased as a series of questions

Body

• Students demonstrate their understanding of prepositions by using real objects to follow different directions to move about the classroom
• Students watch a motivating video from YouTube about using the PTV app
• Students read through a forewarning about checking the PTV app to see when trams are arriving
• Students take more responsibility to plan a longer excursion to larger destinations with specific purposes e.g. Bunning, Kmart
• Students will access the PTV app at the tram stop to set a visual timer for themselves so they are able to better comprehend how long they have to wait
• Students take pictures at the different steps along the way and then return to class to match the photo they have taken with each step of the social story.

Conclusion

Communicate and report

• Students are asked a short series of summary questions about their learning and are asked to engage with the PTV app to get the tram appropriately and the factors that need to be considered when planning a longer excursion e.g. checking the weather, knowing how long the walk may take, public transport running late / cancelled etc.

Core Conclusion

• Students pack away materials relevant to the lesson and move to get their schedules

Assessment task

Plan and share a final excursion

• Students will plan and invite another class to join them on an excursion to their chosen destination, and execute the excursion with support from the teaching staff
• Using the skills gained from this unit, students will agree and plan an excursion to an agreed destination, such as a café.
• Students will go into the other class, invite them with a small speech and written invitation with information, and execute the excursion on the day.

Staff should support the students with the four steps of the Problem-Solving Cycle.

Step 1 – Identify the mathematics

With support from the teachers, students will

• Find the location and find it on the map
• Agree on a meeting time at the café
• Use their maps and/or PTV app to plan the travel route to the café – and include the needs of everyone on the trip (does someone in this class or the other class have mobility issues that need to be considered?, is there a second bus scheduled in case we miss the first one? etc)
• Check how much it will cost to travel via public transport
• Look up the menu to share with the other class to allow students to have enough money on the day and to check for any dietary purposes
• Find the phone number of the café to make the booking
• Create the invitations for the other class – complete with all details of the school day beforehand, travelling as a group together using public transport/walking, approximate times out of school, and returning to school time, and the appropriate permission form will accompany this (created by the teacher).

Step 2 – Act on the mathematics

• Set tasks in small groups, and guide students with their goals. Check in regularly to provide positive support and role-modelling for problem solving purposes.
• Have regular check-ins as whole class meetings to see where people are up to – how they are travelling – to give it an inclusive vibe but also to allow students to help problem solve with each other.

Step 3 – Evaluate and Reflect

• Bring the class together – and have their work on display for everyone to review together. Allow only positive feedback and supported feedback – bring in the concept of positive team work and constructive criticism that leads to improvements.
• Ask students to justify the choices they have made – not to put them on the spot – but to allow them to talk through what they have done – so they can see their work in its entirety (this is a useful tool when you are highlighting something that needs tinkering or something that has been forgotten).

Make a list of excursion checks – such as but not limited to:

• Has proof-reading of the invitation been done?
• Has the date been checked on the calendar?
• Is the time the same as the booking with the café?
• Have the travel plans been checked? Reminders sent out about any travel costs?
• Have the permission forms been made to be attached to the invite?
• Has a first aid kit been booked to take out?
• Has someone checked the weather to make sure we know what to wear and/or pack?
• Excursion day information – where are we meeting before starting our excursion? What time are we leaving?
• Is the café and menu link available and on the invite?
• Is the invite created?

Step 4 – Communicate and Report

• Time to bring it all together – create an invitation that is appealing but with all the important information!
• Plan a group of students to go into the other class and invite them publicly – and pass out the invitations with permission forms attached. This group of students can explain the excursion, the travel plans, explain the café and what style of food is on offer, etc

Prior to the excursion, the class can appoint teams of students different jobs – to help working as a team to get there and back. There could be two shifts – one getting the group to the café, and one returning the group back to school – if there are enough students wanting to do it – or students can work in bigger groups and have two roles for the day?

Possible ideas for jobs – which are all supported by the teaching staff:

• Event Planner / Logistics Specialist – (overall leader who is a good problem solver, calming, has a good understanding of all the tasks)
• Personal Assistant (checking the roll with the teacher)
• Travel guides (executing the travel plans and getting everyone to the destination)
• Concierges (students who approach the café upon arrival and let them know they are there)

Activity 1

Numbers Numbers Everywhere?

In this activity students explore a variety of financial documents such as household bills, supermarket receipts, bank account statements etc. in order to recognise and understand the financial information displayed on them.

Step 1 - Identify the mathematics

In this stage students identify the task and purpose, and to then identify the mathematics involved

The teacher displays a variety of financial documents around the classroom and lead a discussion with the following questions:

• What information would you expect to see on financial documents?
• What skills or knowledge would we need to be able to understand them?
• What sorts of numbers might be found on the documents?

Step 2 - Act on and use the mathematics

In this stage students choosing the mathematics and the mathematical tools to use, and performing the required calculations and processes.

• The teacher instructs students to move around the room to examine each of the financial documents and identify the numerical information that is displayed. Students write down numbers they find, separating them into two categories; amounts or other numerical information (e.g. account numbers, dates, phone numbers etc.).
• The teacher leads a discussion asking students to share the numerical information they found on the documents. Discuss how to read each of the numbers correctly and what each of the numbers mean.
• Students select a financial document of choice and annotate the numerical information that is shown on it, explaining what each of the numbers mean, for example:
  • the total amount due is two hundred and forty dollars. This is how much you have to pay ninety-one days, this is how long the billing period is 3% this is how much the total is reduced by if paid on time

Step 3 - Evaluate and reflect

In this stage students consider the appropriateness and reasonableness of their results and adjust if necessary, including redoing any calculations

• Support students to check over their annotations prompting with the following questions:
  • Have you correctly read all the numerical information?
  • Have you made any errors with place value?
  • Check your annotations with someone else who has the same document – are they similar?

Step 4 - Communicate and Report

In this stage students consider the best method/s to produce their findings, and to ensure they have communicated it sufficiently so that the audience is clear on the numbers and message being presented.

• Students partner up with someone with a different financial document. They use their annotations to share and explain how to read and understand the financial document to their partner.

Activity 2

Earning Money

In this activity has students explore wages, pay rates and penalty rates.

• Students examine payslips to identify the key information such as hours worked, pay rate, gross pay, tax withheld, any other deductions or allowances, and net pay.
• Students also perform calculations and use the FairWork website to ensure they have been paid correctly.

Step 1 - Identify the mathematics

In this stage students identify the task and purpose, and to then identify the mathematics involved

• The teacher asks students if anyone has a part-time or casual job. Lead a discussion about what it is like to earn money and if there are other ways that we can earn money other than having a job.
• The teacher asks students with a job if they have ever checked if they are getting paid correctly and leads a discussion with the following information.
  • What information would you expect to see on a payslip?
  • What words or terminology do we need to know or understand?
  • What mathematical calculations would be needed to check our payslips?
  • What tools can we use to make sure we are getting the correct pay rates?

Step 2 - Act on and use the mathematics

In this stage students choose the mathematics and the mathematical tools to use, and performing the required calculations and processes.

• The teacher provides students with a sample payslip for a relevant job such as fast food restaurant, supermarket or retail shop – and if students have a job they can use one of their own payslips. Ask students to identify the key information that is on their payslip including: hours worked, pay rate, gross pay, tax withheld (if any), any other deductions or allowances, net pay, and YTD pay.
• The teacher asks students to perform the relevant calculations to check that the payslip is correct and no errors have been made.
• The teacher leads a discussion with students about penalty rates and what double pay, time and half etc might mean. Demonstrate how to use the FairWork pay calculator to find the minimum pay rate and penalty rates. Note: if you click on ‘why’, then ‘details’ it shows the % loading added to the base rate. Lead a discussion on what the %loading figures mean in terms of fractions and decimals.
• Students use the FairWork pay calculator to check their own pay rates to ensure they are being paid correctly.

Step 3 - Evaluate and reflect

In this stage students consider the appropriateness and reasonableness of their results and adjust if necessary, including redoing any calculations

• The teacher supports students to review their work and decide if it is reasonable and to check over the calculations performed.

Step 4 - Communicate and Report

In this stage students consider the best method/s to produce their findings, and to ensure they have communicated it sufficiently so that the audience is clear on the numbers and message being presented.

• The teacher asks students to share if their pay slips are correct. They will need to be able to explain and justify their calculations and information they have found.

Activity 3

Spending Our Money

In this activity students explore what things they spend money on and how to make decision about what to spend.

• The teacher leads a brainstorm with students asking them to list all the things they spend money on or want to spend money one. The class categorise these as committed expenses - must pay, not negotiable e.g. phone bill, rent or board or discretionary expenses – can be changed or adjusted e.g. take-out food, going out with friends.
• Students explore the things they spend money on and how to make decision about what to spend. This task requires students to:
  • Select items to purchase: Students compare supermarket shelf items to determine which items are better value for money. Students also compare the cost of selected items from different shops.
  • Calculate staff discount: Students calculate the cost of selected items if they were to use a staff discount of 10%, 25% and 50%.
  • Calculate change: Students practice a variety of strategies for calculating change to determine what is the easiest method for themselves to use

Step 1 - Identify the mathematics

In this stage students identify the task and purpose, and to then identify the mathematics involved

• The teacher asks students to think about what skills or knowledge they need to have to be able to make decisions about spending money. This should include:
  • Knowing much they have to spend
  • Knowing how much things cost and working out best value for money.
  • Different strategies for calculating staff discounts, such as 10%, 25%, 50%
  • Different strategies for calculating change

Step 2 - Act on and use the mathematics

In this stage students choose the mathematics and the mathematical tools to use, and performing the required calculations and processes.

Task 1: Comparing items to purchase

• The teacher shows students a selection of shelf labels of supermarket items.
• Students identify the information that is shown including the item price, the size or weight of the item and the unit price.
• Students select a series of similar items e.g. same item but different brands, or same brand but different package size and determines which is ‘better value for money’. They should do this for at least 3 different series of items.
  Note: this could be done through an excursion to a local supermarket, asking students to take photos of shelf labels and bring them to class, or the teacher providing a selection of appropriate shelf label photos.
• Students choose three different items they would like to purchase such as clothing, shoes, concert ticket, mobile phone, gaming console etc.
• Students research how much it would cost to purchase each item from at least two different shops or suppliers, making note of cost of the items, any additional costs such as shipping charges, and any discounts.

Task 2: Calculating staff discount

• The teacher asks students who have jobs and what their staff discount is.
• The teacher explicitly teaches different strategies for calculating 10%, 25% and 50% discounts, including identifying the fraction and decimal equivalents.
• Students select items from their place of work, or a suitable place of work and calculate how much it would cost if they had a 10%, 25% and 50% staff discount.
• If students have a different staff discount amount (e.g. 5% or 20%), the teacher supports them to calculate this discount as well.

Task 3: Calculating change

• The teacher explains to students that knowing and understanding number patterns helps us to calculating change.
• The teacher provides students with a series of repeating shape patterns and asks them to continue the pattern.
• The teacher provides students with a series of repeating number patterns, counting by 5s, 10s, 20s, 50s, and 100s. Ask students to identify the number pattern, continue the pattern and find missing numbers.
• The teacher leads a discussion about the idea that doing ‘vertical subtraction’ isn’t always practical when trying to work out change. Explicitly teach different strategies for calculating change, such as counting on, mental subtraction left to right etc.
• The teacher provides students with a range of scenarios for which they have to calculate change.

Step 3 - Evaluate and reflect

In this stage students consider the appropriateness and reasonableness of their results and adjust if necessary, including redoing any calculations

• The teacher supports students to review their work and decide if it is reasonable and to check over the calculations performed. Prompt with the following questions:
  • Do your answers seem reasonable?
  • Have you performed the calculations correctly?
  • Do you want someone to check over your work, or are you happy with it?

Step 4 - Communicate and Report

In this stage students consider the best method/s to produce their findings, and to ensure they have communicated it sufficiently so that the audience is clear on the numbers and message being presented.

• Students choose the best methods to present and communicate the following:
  • Task 1 – the items they selected as being the best value for money in both parts A and B, explaining and justifying their choices.
  • Task 2 – how much they save using their staff discount
  • Task 3 – their preferred method for calculating change and how they use it.

Assessment task

Winner Winner Chicken Dinner

The assessment adheres to the curriculum requirement to include all three Learning Requirements. Learning Requirement 2 allows students to use the Problem-Solving Cycle within the context and skills outlined in Learning Requirement 1, and Learning Requirement 3 involves students using their Mathematical toolkit to support Learning Requirements 1 and 2.

Assessment Task: This task requires students to plan a dinner out with friends at a chosen restaurant and they have been ‘given’ a $100 voucher. In part 2 of the task students need to calculate how much a public holiday surcharge of 10% of the bill would be. Then decided if they would need to change their menu items in order to not overspend.

• The teacher informs students that they have been ‘gifted’ a $100 voucher to their favourite restaurant and they are going to take 3 friends out to dinner. They need to decide what they are going to order, making sure there is enough food for everyone. Remind them not to forget drinks!
• The goal is to spend as close to $100 as possible.
• Inform students that on public holidays the restaurant has a 10% surcharge on the total bill. Instruct students to calculate how much the surcharge would be if they went on a public holiday and to adjust their choices, if required, to ensure they do not overspend.

Step 1 - Identify the mathematics

In this stage students identify the task and purpose, and to then identify the mathematics involved

Ensure students understand the requirements of the task and ask them:

• What information do you need to complete the task?
• What mathematical calculation will you perform?
• What happens if you spend under or over the voucher amount?

Step 2 - Act on and use the mathematics

In this stage students choose the mathematics and the mathematical tools to use, and performing the required calculations and processes.

• Students select a restaurant to spend their voucher at, and look up the menu. They use the menu to choose what they will order, showing all calculations as they go.
• Students then calculate the public holiday surcharge amount, and make the necessary changes to their order.

Step 3 - Evaluate and reflect

In this stage students consider the appropriateness and reasonableness of their results and adjust if necessary, including redoing any calculations.

• Support students to review their work and decide if it is reasonable and to check over the calculations performed. Prompt with the following questions:
  • Do your menu choices seem reasonable?
  • Have you performed the calculations correctly?
  • Did you under or over spend? Do you need to make any adjustments?
  • Do you want someone to check over your work, or are you happy with it?

Step 4 - Communicate and Report

In this stage students consider the best method/s to produce their findings, and to ensure they have communicated it sufficiently so that the audience is clear on the numbers and message being presented.

• The teacher instructs students to write a menu plan to give to their friends explain the menu choices they have made, including the change to the menu if they go on a public holiday.

Activity 1

Daily Numeracy – Morning Meeting

Introduction

• Students are sitting at their desks in the classroom looking at the Interactive Whiteboard (IWB)
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch an online hello song (search greeting songs on YouTube)

Body

Introduce the Context and Issues

We need to know the date so that we can work effectively and plan our lives and work activities

Act on and Use the Mathematics

• Look at the calendar to establish the day/date/month/ year. This calendar should be presented visually on the wall with visual images to indicate key activities for each day of the week e.g. work experience on Friday.
• Students respond to teacher to label day, date, month, year.
• Students use a smart assistant or the internet to research the weather and temperature that day and complete a short sequence of activities to explain what that means in terms of dressing e.g. wear a jumper when it is 10 degrees.
• Students are lead through their schedules for the day looking at each of the activities they are completing. Each of these activities should be paired with a time to enable questioning e.g what is happening at 11:00? When is Lunch? When is home time?

Conclusion

• Students place their schedules in their folders

Activity 2

Daily Numeracy – Afternoon Meeting

Core introduction

• Students are sitting at their desks in the classroom looking at the Interactive Whiteboard (IWB)
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)

Introduction

• Students watch an online goodbye song (search greeting songs on YouTube)

Body

Re-introduce the Context and Issues

• It is important to reflect on what we have done each day so that we can prepare and modify our strategies for a more efficient tomorrow

Act on and Use the Mathematics

• Look at the calendar to establish the day/date/month/ year. This calendar should be presented visually on the wall with visual images to indicate key activities for each day of the week e.g. work experience on Friday.
• Students respond to teacher to label day, date, month, year

Evaluate and reflect

• Did the calendar match our experiences today?
• Students refer to the visual calendar to identify the key activity of their day and point to it on their individual schedules

Communicate and report

• Students create a sentence reflective of their learnings that day e.g. “Today on Tuesday I went to work experience and learnt how to make coffees”
• The teacher pulls up a series of pictures that were taken during the session and students are supported to copy these images into a PowerPoint presentation and make a comment about the images

Conclusion

• Students place their schedules in their folders

Activity 3A

Melt and Pour - Part A

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch a familiar video about 2-D shapes

Identify the Mathematics

• Students discuss how they can apply their knowledge of shapes in practical ways as they build their social enterprise Glow for Giant Steps

Body

• Students are reintroduced to and revise their knowledge of shape and measurement
• Students revise their knowledge of certain shapes with a bingo activity
• Students revise their knowledge of shape in the real world to ‘find’ shapes in the environment and describe them through pictures and playing online games https://pbskids.org/peg/games/highlight-zone
• Students look at objects that are motivating to them and describe them in terms of their shape using language e.g. ‘a tram is rectangular’, ‘the ball is a sphere’.

Conclusion

• Students reflect on the different shapes that they can see and what language is used to describe them

Activity 3B

Melt and Pour - Part B

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch a familiar video about 2D shapes

Body

• Students revise their knowledge of shape in the real world to ‘find’ shapes in the environment and describe them through pictures and playing online games https://pbskids.org/peg/games/highlight-zone
• Students play various games  https://pbskids.org/games/shapes which explore shape and measurement and size
• Students look at laminated shapes and organise them by their different attributes e.g. all shapes with 4 sides, all shapes with curved edges
• Students look at objects that are motivating to them and describe them in terms of their shape e.g. the tram is rectangular

Conclusion

• Students reflect on the different shapes that they can see and what language is used to describe them

Activity 3C

Melt and Pour – Part C

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch videos about making melt and pour soap

Act on and use the Mathematics

• Students use their knowledge of shapes to label and discuss 3D shape products that have been prepared by the teacher

Body

• Students explore different soaps that have been prepared in advance that are different shapes e.g. cube, rectangular prism, pyramid
• Students describe these shapes in terms of their nets and 2D qualities
• Students follow visual forewarnings to make soap including use of the microwave to measure digital time, digital and analogue thermometers to measure the temperature of the soap, measuring cylinders and syringes. Students measure liquid quantities and weights of soaps before and after melting to calculate volume of different sized objects.

Conclusion

• Students reflect on the unit of measurement that was the focus of that session and explore other ways it could be applied to their world

* integrated with WRS Unit 2 – students will make and sell these soaps to the local community. A log of sales will be kept to establish which is the most popular soap shape

Activity 3D

Melt and Pour - Part D

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch videos about making melt and pour soap

Body

Evaluate and reflect

• Students continue making soap and exploring the relationship between length, volume and weight
• The teacher will address temperature in the melting process
• Students will consult the data collection to soap sales to graph which has been the most popular shaped soap over the sales period
• The class will discuss the making of different soap shapes and discuss which shapes should be focussed on for sale

Conclusion

Communicate and report
Students will respond to questions describing each of the soap shapes available and suggest reasons why some soaps had more successful sales than others and modify the selection of soaps that are made the following weeks to reflect the popularity of each shape.

Activity 4

Integrated with Unit 1
**This is integrated with Unit 1 – Module 1 – Personal Numeracy

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch a video about directions
• Students discuss the Problem-solving cycle – how can we use mathematics to help us access public transport?

Body

Identify the mathematics

• Students demonstrate their understanding of prepositions by using real objects to follow different directions to move about the classroom
• Students watch a motivating video from YouTube about using the PTV app
• https://www.youtube.com/watch?v=dAZYsT-n-2s

Act on and use the mathematics

• Students use PTV app/google maps to navigate to public transport – calculating times it will take them to get to various places as well as using schedules to work out what time tram/bus/train they are going to get.
• Students read through a forewarning about checking the PTV app to see when trams are arriving
• Students plan a longer excursion to larger destinations with specific purposes e.g Bunnings, Kmart
• Students will access the PTV app at the tram stop to set a visual timer for themselves so they are able to better comprehend how long they have to wait

Conclusion

Evaluate and Reflect

• Students are asked a short series of summary questions about their learning and are asked to engage with the PTV app to get the tram appropriately and the factors that need to be considered when planning a longer excursion e.g. checking the weather, knowing how long the walk may take

Communicate and Report

• Students report how they will modify their excursion next time based on discussion of the above factors

Activity 5

Water Use

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)

Identify the mathematics

• Students discuss liquid quantities of water based on their volume knowledge from Activity 3
• Students watch a video about saving water

Body

• Students explore the different ways that they use water each day during their lives e.g. showers, drinking water, watering plants at the community garden.

Act on and use the mathematics

• Students estimate how much water they use within a day and track this over a week by filling in a spread sheet
• Students use the internet to calculate how much water a shower uses (e.g 9L/minute) to calculate the quantity of water they use each day.

Conclusion

Evaluate and reflect

• Students reflect on their number and think about ways in which they can reduce their water use

Assessment task

Making Change: ‘Providing Access to Soap and Water’

Task - Students will explore the idea that ‘not everyone has access to soap and water’, and write a newsletter article that combines:

• The important of soap and water for hygiene
• The important information from the Guest Speaker – Orange Sky
• Research statistics showing how Orange Sky is making a big difference for its communities
• Ways that people can help in the community
• Highlighting their social enterprise – Glow for Giant Steps – soap making integrated WRS project – summary of soap making process, photos, sales figures, timeline it takes, etc

Introduction

• Students are sitting at their desks in the classroom looking at the IWB
• Students check their visual or written schedule and mark off the previous activity
• Students identify the session
• Students read through visual lesson components for the session displayed beside the board (some students may have individual lesson components they can cross off along the way)
• Students watch a video about saving water

Step 1 – Identify the Mathematics

Body

• Students explore their access to water and describe how easy it is to access for them
• Students recall their knowledge of hygiene practices and reflect on how they use soap and water across the day (especially during the COVID pandemic)
• Students are told that not everyone has access to soap and water e.g. homeless people and how that can cause adverse health effects
• Students are told of different ways in which they can help others
• Guest speaker from Orange Sky – students are prompted with different questions to ask the employee from Orange Sky about what issues they see people face and how they help others
  

Step 2 – Act on the Mathematics

When the Guest Speaker arrives, make sure students have their prepared questions ready – and ensure they have a pen with them to write down their answers.

Research statistics to support the information – such as rates of people using Orange Sky services, how long they have been providing the services, health and hygiene affected back lack of water and soap, how we can provide help to Orange Sky and other organisations to help be a part of this solution.

Step 3 – Evaluate and Report

Students decide what they want to report on – Melt and Pour Soap Making project (sales figures, soap making process, photos, up-coming sales etc), research found about Orange Sky and questions answered by Guest Speaker, ways that we can support Orange Sky and other organisations.

Step 4 – Communicate and Report

Teacher to provide template and work with groups to support the writing process, drafting and final edits. 

Conclusion

Communicate and report

• Students reflect on how they can use their business to support organisations such as Orange Sky.

Activity 1

Too cool to rule

Students use a variety of analogue and digital measuring tools to estimate then measure a selection of items from the classroom. The items selected must include length, mass, capacity/volume, time, and temperature.

• The teacher shows students a range of measuring equipment including rulers, tape measures, kitchen scales, body weight scales, measuring jug, stop watch, thermometer, digital thermometer etc.
• The teacher leads a brainstorm with students asking them to identify different objects or things that could be measured using the different measuring tools and what units of measurement would commonly be used.
• Students classify the measuring tools as either analogue or digital, and discuss the benefits or disadvantages of using each type.
• The teacher demonstrates, or ask students to come up and demonstrate, how to use each of the measuring tools and read them accurately.
• The teacher instructs students to select an item in the room to measure using each of the different measuring tools. They must first estimate, then use the measuring tool accurately.
• The items measuring must also include at least one instance of each of the following;
• length (e.g. of the table, or personal height)
• mass (e.g. weight of their pencil case or personal weight)
• capacity/volume (e.g. amount of water in their drink bottle)
• time (e.g. to walk across the room or to complete the activity as a whole)
• temperature (e.g. personal temperature or temperature of a hot drink).

Activity 2

It’s all a matter of time

Students explore time as a unit of measurement including the different units of time, how they relate to each other and the different tools used to measure, record or display time. Students then compete a series of scenarios that require them to recognise time on both digital and analogue clocks and recognise day and month dates.

• The teacher asks students to identify what the time is right now. Ask them to explain how they know this, and what does that ‘time’ actually mean.
• The teacher leads a discussion with students about time as a unit of measure, including the different units of time such as seconds, minutes, hours, days, weeks, months, years etc.
• The class discuss the relationship between the different units of time and the different tools or equipment we use to measure, record or display time.
• The teacher explicitly teaches students how to read hours, quarter- and half-hours on an analogue clock, and provides real-life scenarios where work-places use these clocks, such as hospitals and hospitality, to give relevance and importance.
• The teacher provides a series of scenarios that requires them to recognise time on clocks, and recognise day and month dates, such as:
• Looking up the public holiday dates for the year and writing them in on a calendar or diary
• Looking at a bus or movie timetable and matching the digital time to the time shown on analogue clocks
• Creating a calendar of all the birthdays in the class, and seeing how many people have birthdays on Mondays, Tuesdays etc. throughout the year
• Looking at the time shown on the classroom clock, and the world clock app and writing the different times down in words

Activity 3

Shape Scavenger Hunt

Students go on a scavenger hunt around the school to find examples of common shapes. Students take photos of the shapes, then identify the properties of each of the shapes. As a class, students group similar shapes together.

Students go on a scavenger hunt around the school to find examples of common one-and two-dimensional shapes, including lines, triangles, circles, squares etc. They take a photo of each shape they have found and return to the classroom.

Students draw each of the shapes found. Support students to name each shape and write down its properties including, size, colours, number and type of sides (straight/curved) how many corners etc.

As a class, group each similar shape together according to common and agreed upon classifications.

Activity 4

Paper planes – What do they look like?

Students investigate the shape and design of different types of paper planes, writing down the shapes they can see in the design and the approximate dimensions of the plane.

• The teacher leads a discussion with students on the wide variety of shapes that paper planes come in.
• Students find 4 different paper plane designs or provide a variety of premade paper plans to look at.
• Students either draw or cut and past pictures of the designs.
• Next to each picture students write:
• The shapes they can see in the design
• The approximate dimensions of the plane (length, width and height)

Activity 5

What are the rules?

Students determine the agreed upon rules, such as what can be used to make the plane, how each category will be conducted, what will be used to measure the distance or flight time etc.

• Students create a flyer or poster that clearly shows the time, day and date of the competition.
• Let students know that before they begin designing and testing their planes they need to come up with the rules of the competition. There are going to be three categories in which they will be competing. They are:
• Furthest distance travelled
• Longest flight time
• Best plane tricks (if time permits)
• The teacher leads a brainstorm with the class to determine the agreed upon rules, such as what can be used to make the plane, how each category will be conducted, what will be used to measure the distance or flight time etc.
• For each category students must copy down the:
• Rules of the competition
• How they will test/judge the competition
• List of items that are needed
• Discuss with students when the paper plane competition will take place and ask students to create a flyer or poster that clearly shows the time, day and date of the competition.

Activity 6

Design Time

Students research different paper plane designs and select a design for each category (3 planes in total). While making their paper planes, students draw a top down and side view of each, write the shapes that can be seen during the making of each, estimate the length and width of each plan then measure the actual length and width.

• Students are required to design and make a paper plane for each category, making sure they adhere to the agreed upon rules and restrictions of the competition. They can find and use designs from any resources.
• Step 1: Students research different designs of paper plans and selects one for each category (3 planes in total). They should practice making the planes before deciding on a final design.
• Step 2: After deciding upon the paper plane designs students are required to:
• Write down or print a copy of the step-by-step instructions on how to make the chosen designs.
• Draw a top down and side view of each paper plane.
• Write the shapes that can be seen during the making of each paper plane.
• Estimate the length and width of the paper plan.
• Make your final version of each paper plane and write the actual measurements of length and width.

Activity 7

Competition Time

• Before taking part in the competition students estimate how far their plane will travel (longest distance category) and how long their plan will fly before it touches a surface (longest flight time category)
• Students take turns flying their planes and are given three chances for each of the competition categories.
• Students need to make sure to record the results from each of their ‘runs’ e.g.
  

• Ask students to look at each of their run times and select the best one. Students add their results to the class result sheet.  Lead a discussion with students looking at the class results and make a decision on who was the winner for each category.
• Before starting the competition remind students of the rules and restrictions of each category.

Assessment task

Design a prize

This assessment task combines the Learning Requirements 1, 2, and 3 cohesively as per the curriculum guidelines.

The assessment adheres to the curriculum requirement to include all three Learning Requirements. Learning Requirement 2 allows students to use the Problem-Solving Cycle within the context and skills outlined in Learning Requirement 1, and Learning Requirement 3 involves students using their Mathematical toolkit to support Learning Requirements 1 and 2.

Assessment Task:

• Student research and create an origami award or prize that can be given to the paper plane competition winners.
• The requirements of the task include:
  • Research different origami designs such as medals, stars or trophies and select the design you will make.
  • Estimate the measurements of your origami award. Write the actual measurements once you make the final product.
  • Draw a top down and side view of your origami award.
  • As you make the origami award, write down the shapes that can be seen during the making of it and in the final product.

Discuss with the students:

• Ask students to create an origami award or prize to can be given to the paper plane competition winners.
• Give students the requirements of the task:
  • Research different origami designs such as medals, stars or trophies and select the design you will make.
  • Estimate the measurements of your origami award. Write the actual measurements once you make the final product.
  • Draw a top down and side view of your origami award.
  • As you make the origami award, write down the shapes that can be seen during the making of it and in the final product.

Support students through the Problem-Solving Cycle as they complete the requirements of the task.

Step1 – Identify the mathematics

Students write the purpose of the task in their own words.

Students list the specific mathematical skills or knowledge they will need to complete the task. Prompt students to think about the skills or knowledge they have developed by completing the unit activities

Step 2 – Act on and use mathematics

Students use make their origami awards, completing each of the task requirements.

Step 3 – Evaluate and reflect

Students review their final product and make any adjustments or remake it if necessary.

Step 4 – Communicate and report

Students share their origami award with the class, explaining why it should be chosen as the prize for the competition winners. The class votes on best award, and the top three awards are selected to be given to the winners in each of the categories.

• For assessment, students should submit:
  • A copy of the origami instructions
  • Their measurement estimations and final measurements
  • Top down and side view drawings
  • List of the shapes found in the final product.

Activity 1

Data Overload

Students explore a variety of graphs, charts, tables and infographics related to weather, climate change, water and drought exploring the different ways data can be presented and identifying the key features of graphs and tables.

• The teacher presents a variety of graphs, tables and infographics related to weather, climate change, water and drought.
• Students complete a ‘think-pair-share’, first looking quietly at the graphs, tables and infographic and making some notes about what they can see or notice, then sharing with a table partner, and finally participating in a whole class discussion.
• During the class discussion, highlight the different ways data can be presented and the key features of graphs and tables including; titles, scale, key etc.

Activity 2

Interpreting Data – Can you trust what you see?

Students work in small groups to read and interpret information from weather graphs and tables. Students then explore how graphs can be misleading and review their interpretations to see if they need to make any adjustments on the basis of some of the graphs being misleading.

• The teacher presents a selection of graphs, tables and infographics related to weather, climate change, water and drought
  These could be the from Activity 1, but also include some graphs with deliberately misleading information such as not starting at zero, expanding or compressing scale to make changes seem more or less significant, not including a full data range e.g. only a few months of the year not the whole year, incorrect graph for data type etc.
• The teacher supports students to group similar data sets together e.g. temperature, rainfall etc and in small groups write down what information they can gather or interpret from the graphs.
• The teacher leads a discussion, drawing students’ attention to the deliberately misleading graphs. Point out why the graphs are misleading and discuss why misleading graphs might be used.
• Students look back at their interpretations and see if they need to make any adjustments due to some of the graphs being misleading.

Activity 3

What’s the weather doing?

Students explore the weather forecast and describe the likelihood of upcoming weather events. Students then further examine how the likelihood of rain is forecasted and interpret the likelihood of rain in the coming week.

• Use the BOM website or other weather forecast resources to look at the weather forecast for the upcoming week.
• The teacher leads a discussion with students to identify the information that is provided on the forecast.
• Students use everyday language to describe the likelihood of upcoming weather events e.g. it is unlikely to be windy, you will certainly need an umbrella, the chance of snow is impossible etc.
• Draw students’ attention to the how the chance of rain is shown on the forecast. Explain that the words; isolated, scattered, patchy and widespread used to be used. Discuss what they think each of the old forecast terms mean in relation to the likelihood of rain occurring.
• Explain to students the percentage shows the likelihood of rainfall in that location.
  • E.g. if the chance of rain is 30% then there is a 1 in 3 chance of getting wet or a slight chance, but there is also a 70% chance or high chance of staying dry. Also explain that the possible rainfall shows how much rain is forecasted and is represented as a range between two values. The first value means the location has a 50% chance of receiving at least that amount of rain and the second represents a 25% chance of receiving at least that amount. E.g. for a forecast of ‘4 to 15mm’ the area has a 50% chance of receiving 4mm or more and a 25% chance of receiving 15mm or more.
• Students review the rain forecast for the upcoming week and interpret the information to describe of the likelihood of rain each day.

Activity 4

Do we even need to be saving water?

Students explore the information that is provided about Melbourne’s water storage levels and temperature and rainfall annual data and trends to determine how Melbourne’s water levels have changed over time and form connections between changing weather events and water supply levels.

• The teacher leads a discussion with students on what the weather has to do with water storage levels and the conservation of water.
• The teacher supports students to explore the information that is given about Melbourne’s water storage levels and how they have changed over time. (https://www.melbournewater.com.au/water-data-and-education/water-storage-levels#/) and temperature and rainfall annual data and trends (http://www.bom.gov.au/climate/)
• Students discuss the following prompts:
  • What do you notice about Melbourne’s’ water storage levels?
  • Do we have enough water?
  • Do you notice any connection between weather/climate and water storage levels?
  • Does our water supply meet demand? Is this likely to change over time?
  • Can one person make a difference?

Activity 5

Determining our water consumption

Students bring in a copy of a water bill from home and examine the information that is shown on it to determine the water consumption of the household. Students then complete the ‘Home water calculator’ (https://smartwatermark.org/watercalculator/) to further explore the water consumption of their household in more detail. Students share their results and information with the class to create a class data set on how much water is used in households. Students display this data using appropriate graphs and tables.

• Ask students to bring in a copy of a water bill from home and support students to look at the data that is shown on it about the water consumption of the household. This usually includes:
  • The water use, a representation of the daily average water use over time, comparing with usage from the last 4 bills.
  • Average use per person, indicates the average daily water use per person and includes a comparison to the same time period from the previous year and the average consumption of other properties in the same postcode.
• Students write down what they notice about the water usage in their home, including reference to the Target 155 goal.
• Ask students to complete the ‘Home water calculator’ (https://smartwatermark.org/watercalculator/). They will need to have the following information for their household.
  • Bathroom: how many showers per day and average length of showers, number of shower heads and if they are water efficient or not, how many baths taken per week, number of toilets.
  • Laundry: type of washing machine and how many loads per week, how many times washing is done by hand per week
  • Kitchen: Do you have a dishwasher and how many loads per week, how many times wash dishes using the sink per week, any dripping taps or leaking toilets.
  • Garden: how many minutes hand water with a hose in summer per week, any sprinklers, drip irrigation or spray irrigation, the number/length used and hours used per week, how many hours hose is used for outside washing per week, number of water tanks.
• Support students to interpret their results including:
  • What areas use the most water?
  • How does your household compare with the average household? Goal water usage?
  • Where could your household make changes to reduce your water consumption?
  • What is the likelihood your household would adopt changes?

Activity 6

Water saving tips

Students brainstorm and explore water saving tips and strategies that can be applied to their households to reduce the amount of water they use. Students develop specific advice and recommendations, relating these water saving strategies to the likelihood of certain weather events.

• The teacher leads a brainstorm with students about ways people can save water. Ask student to think about the impact has on saving water e.g. water fights/play in summer, re-washing clothes if they get rained on, hot showers/baths if cold, watering the garden etc.
• Students can explore water saving tips on the ‘make every drop count’ count website and their local water supply company’s website.
• Students are required to come up with specific advice and recommendations for their household to reduce their water consumption. They should also relate these water saving strategies to the likelihood of certain weather events e.g. check the weather before watering the garden, if there is a medium or high chance of rain then don’t water the garden.

Assessment task

Make your recommendations

This assessment task combines the Learning Requirements 1, 2, and 3 cohesively as per the curriculum guidelines.

Assessment Task:

• Students are required to present their water saving recommendations in a suitable format, such as a poster, flyer, report etc.
• Students must include:
• The current water consumption of the household.
• The target water consumption and why the household should try and reduce their water consumption.
• Specific water saving strategies (at least 5), why they have chosen them and how they will help reduce water consumption.
• A link between the water saving strategies and the likelihood of certain weather events.

Support students through the Problem-Solving Cycle as they complete the requirements of the task. 

Step1 – Identify the mathematics

Students write the purpose of the task in their own words.

Students list the specific mathematical skills or knowledge they will need to complete the task. Prompt students to think about the skills or knowledge they have developed by completing the unit activities prior this task.

Step 2 – Act on and use mathematics

Students use class-time to compile their information and address each component in tasks.

Step 3 – Evaluate and reflect

Students review their final product and make any adjustments or remake it if necessary.

Step 4 – Communicate and report

Students are required to present their water saving recommendations in a suitable format, such as a poster, flyer, report etc.

For assessment, students should submit their final submission (poster, flyer, report etc.) with:

• A display of the current water consumption of the household.
• The target water consumption and why the household should try and reduce their water consumption.
• Specific water saving strategies (at least 5), why they have chosen them and how they will help reduce water consumption.
• A link between the water saving strategies and the likelihood of certain weather events.

Activity 1

Read it, see it?

Students practise using directional language within their school grounds by working in pairs and using the school map. They write instructions on how to get from a common location to their new location, using common direction language such as left/right, up/down etc. They swap the instructions with their partner and complete the task. Each pair meet up and provide feedback on the written description and check if the final location was correct. Students repeat task using feedback to improve written instructions.

Students brainstorm local venues nearby school, such as the local shops, parks, primary schools, other businesses etc. Using that list, students each select one location and write the directions from the school to the location using an online mapping tool, such as Google Maps.

Students take it in turn to share their directions to the class or in small groups and their peers guess the locations. This could also be done via different stations around the room with the directions at different tables, and students could submit their answers via electronic form or have an answer card ready.

Activity 2

Shout it out loud

Students visit sporting courts that have multiple courts, such as basketball, netball, tennis, volleyball etc. Students study the lines and develop warm-up routines using the different lines. Students pair up and shout out their instructions to their partners (e.g. jog along the white netball line in a southerly direction, turn right, sprint the top line, turn right, complete lunges along the first netball third and cross the court doing star jumps). Students might also incorporate the different equipment of the relevant sports.

Activity 3

Map attack

Provide students with a detailed paper map of a well-known place, such as The Royal Melbourne Zoo or the Royal Melbourne Show. Prepare a scavenger hunt where students shout out answers or answer via Kahoot  and use their map skills to find:

• How many toilets there are.
• What compass direction the train station is.
• How many information services stands there are etc.

Students show their own skills by producing their own scavenger hunts on maps. Provide three to four different maps in the classroom and have students generate six to ten questions. Students with the same maps swap and complete the hunts. A timer could be visible on the front whiteboard if the class wants to make it a competition. Students then swap feedback about their maps with a Plus ,Minus Interesting (PMI) graphic organiser.

Open a digital map as a class and explore the features. Compare the view on a laptop to a smaller screen, such as a tablet. Create a story for the students to follow with directional language and see if they finish at the intended stop. Ask a few students to create a story, share it with the class using their directional language and see if the class can follow the instructions and finish at the correct stop. 

Activity 4

Made up maps

Students need to recreate a known story, or write their own, that has multiple locations and is an adventurous tale.

Students draw a map on grid paper that correlates with the story and provide co-ordinates on each side to be able to locate the locations (e.g. A5, B8 etc.).

Students read and reconstruct the story on cards. They use directional language on the last line of each card to give directions to the next location, which lands them in a certain co-ordinate  and this is on the next card. The students repeat this process until the end of the story and have their cards in order to check with the writer. 

Activity 5

Chefs in the kitchen

Explore different food apps by exploring the different inputs, including:

• different levels of recipes by skill to prepare/cook
• different levels of recipes by time to prepare/cook
• cooking requirements, such as vegan, dairy intolerant etc
• different ingredients which then output different recipes.

Students collect a variety of different recipes based on different situations to practice using the input functions.

Activity 6

A busy kitchen

Students form a team that will cook for 10, as if for cooking in a pop up restaurant or a big family meal. Each student sets their own two-course menu that will be prepared.

Problem-Solving Cycle

Step 1: Identify the mathematics
Each student writes up the kitchen preparations list for the 1pm sit-down and identifies each step that needs to be completed. Consider how long will it take and how best to record it?

Step 2: Act on and use the mathematics
Students start creating the plan of how the kitchen will operate to complete and plate the lunch to start at 1pm. Students list all jobs in order that need to be completed: approximate job times (such as grating carrots 5 minutes), pre-heating oven 10 minutes etc. Students list how long cooking will take and if batch cooking will be needed.

Step 3: Evaluate and reflect
How will students be able to double-check their times and expect them to be reasonable? Is there an expert they could consult? Can they have a small interview with the teacher? Have they double checked the recipe?

Step 4: Communicate and report
Students consider how their plan will be presented to the kitchen team. Will there be different teams working on different aspects? Will it need colour coding? How big will the font be? Will it be in columns to separate person, job and time? The class should brainstorm ideas to help work out these aspects.

Activity 7

Food orders

Discuss students’ experiences of using food ordering apps. Students explore and compare two food services online, cost their family favourite takeaway and see if there are discounts ordering via the restaurant directly.

Problem-Solving Cycle

Step 1: Identify the mathematics
Discuss with students their experiences using food delivery apps and websites. Students consider their successful and not so successful experiences. Each student recalls their family’s favourite takeaway meal and the shop/restaurant from which it is usually ordered. They then open one of the food delivery apps/websites to see how much the order would cost and if there are any specials/discounts. Students compare this order with another competitor in the area or with the same shop on a different food ordering app/website, and their specials/discounts. Compare whether ordering directly from the shop would bring any extra savings.

Step 2: Act on and use the mathematics
Students complete their research and compile it on a spreadsheet. Remind students to have the food in one column and the cost in another so the spreadsheet can add the costs together.

Step 3: Evaluate and reflect
Students look over their costs and check their figures. Using a spreadsheet, students check their formulas so they are adding the correct columns together.

Step 4: Communicate and report
Students consider the best way to produce this information. Would it be best to communicate it in the spreadsheet? Enhance it with graphs? Talk to students about conventions used in formatting spreadsheets, including making the totals stand out, bolding the headings, placing the investigation question up the top etc.  

Assessment task

Planning a day at the park

This task demonstrates assessment of the three components: Numeracy in context, Problem-solving cycle and Mathematical toolkit cohesively as per the curriculum guidelines. Students use the Problem-solving cycle within the context and skills outlined in Personal numeracy, and students use their Mathematical toolkit to support Personal numeracy.

Assessment Task: Students plan and cater for a BBQ lunch at a local park that has appropriate facilities for lunch and activities. Students work in pairs to present their plans to the class. These are voted on and then executed on the day.

Students are required to complete the following:

• Participate in the brainstorm
• Present a menu and costing for the BBQ lunch
• Present the chosen park and the public transport route to and from school
• Present a draft email script
• Present a list of jobs for each team member when at the park
• Present the scavenger hunt game to play at the park using directional language and compass points
• Present a map of the park with the set up

Problem-solving cycle:

Support students through the problem-solving cycle as they complete the requirements of the task.

Step1 – Identify the mathematics

Present the idea to the students and complete a brainstorm together for ideas for the day. Help students organise their thoughts into different categories: food/drinks, activities/equipment, school logistics/communication, public transport, etc. This will form as a checklist for work to be completed. Students consider and list the mathematics required for each job.

Step 2 – Act on and use mathematics

Students work in their pairs to work through and put their plans together. The teacher might need to help conduct a class survey (such as BBQ preferences or food allergies, or provide budget limits for supplies) to support planning. Students should keep evidence of all planning, such as a screenshot of the supermarket estimate, the public transport routes and ticket costs, the draft email to PE departments to borrow equipment etc. The teacher will support students with the school logistics (permission forms, organising the class to be out on the day etc.).

Step 3 – Evaluate and reflect

This step supports students to stop and review their work and consider if the work is authentic, if they need to review or repeat some component of the work. Students should:

• Check if their shopping list adds up correctly. Does it appear reasonable and within budget?
• Check their public transport time going to the park, the route, stop and journey time. Students have a backup ready in case they miss it.
• Check their public transport time returning to school, the route, stop and journey time. Students have a backup ready in case they miss it.
• Print and review their draft email to the PE staff that makes a request to borrow the equipment.
• Check that everyone is included on the setup plan for being at the park and jobs list. See if any additional equipment is needed? (sunscreen, garbage bags, first aid-kit etc.).
• Create a scavenger hunt to play before lunch. Has it been tested?

Step 4 – Communicate and report

Students present their plans to the class and explain how their day out at the park would look. Students consider how to arrange their presentations so they present information in an easy to read format that includes all details required.

Students provide feedback and vote on which team’s excursion they attend.

For assessment: Students submit their final presentations

Activity 1

Income statements

Students look at a variety of pay slips and identify the key features: employee’s name, company name and address, hourly rate, hours worked, tax paid, gross wage, net page. Each feature is discussed to understand how they differ. Encourage students to examine their own pay slip while using the one on the whiteboard as a guide.

Place pay slips in different stations around the room. Students work in pairs to examine these different pay slips and information. Remove total pays from the pay slips so students can calculate hours worked X hourly rate, and calculate the net amount when they subtract the tax from that pay (leave the amount of tax there). Students present in pairs their answers to the class with their calculations for a class discussion.

Activity 2

Shopping discounts

Students discuss how dinners are planned and made in their family. They discuss family meal planning and how to organise who cooks, who shops (e.g. shopping once a week vs every few days vs online and delivery). Use a PMI graphic organiser throughout the discussion and how family schedules can affect dinners. Explore the stereotypes of who cooks dinners and ask if any students like to cook and help with dinner. Create a concept map to put all ideas together at the end.

Explore the need to eat healthy meals and how we do this. Students go to BetterHealth and explore the four areas of interest and write a small summary about the ideas listed on the website and their views opinion about their advice. Students collate their information on a detailed mind map as they read through the information.

Topics listed on Better Health include:

• Australian Dietary guidelines
•  5 major food groups, what makes an ‘occasional food’
• how to order a healthier meal at restaurants and takeaway venues
  
• high sugar/salt foods and looking at labels
•  recommended daily intakes for women and men
•  alcohol in moderation, eating healthy on a budget
•  pantry staples, changing your mindset about eating.

Read through the Better Health information about Meal Planning (BetterHealth, 2022). Discuss the benefits and any negatives that the students can think of.

Students write a weekly dinner meal plan for their family, listing the meal and recipe. From this list, they form an ingredients list and consolidate any repeated items. Students explore meal planning apps that help store meal plans and make shopping lists.

Students open a supermarket shopping app or website and put their items into a shopping cart for pricing. Students print their list as evidence, then delete the items in the cart.

With the list, students calculate their total prices including any discounts, 5%, 10% or 15%. Students organise their shopping list into sections: meat, fruit/veg, dairy, bakery, shelf/pantry items. They estimate their items into fractions and percentages of each section.

Look at a supermarket layout or take students on an excursion. See how the fresh produce is on the outside, the shelf/pantry items make up the shelves and the specials/promotions are on the ends. Talk about why this might be. Look at and discuss the different promotions in catalogues or take photos on-site to discuss. Calculate the percentage saving or look at different sales techniques. How are items stocked? Do businesses buy different shelves at eye level? What is effective about a brand’s marketing techniques on packaging etc.? How do they grab attention for sales? How can you save money shopping on a budget?

Look at current catalogues and see if students can change any of their products on their lists for those on sale/promotion to make their final costs cheaper. See who is a savvy shopper and how much they can alter their budget. Use catalogues from all supermarkets. They are easy to find online or look up the sale items on the supermarket websites.

Activity 3

Splitting bills

What restaurants have students been to? What did they like about them? What didn’t they like? What restaurants would they like to try? The class list several different restaurants on the whiteboard and print the menus/display on laptops.

Place these menus around the room in different stations. Create an ordering slip for each menu for each table and place it with the menus. Students spread themselves out around the stations, look at the menus and write down their order for each restaurant (note: when students have finished writing their order place a line under it to show it is finished). If they really do not want to go to that restaurant, it’s OK not to write an order. Encourage the restaurant selection at the start of the activity to be inclusive of all students. Have enough restaurants for either one per student or one per pair.

Students work independently or in pairs to take one order and calculate the total bill on another piece of paper (keep the order paper separate). Students then create change from different options. The teacher can help with different ideas once they have seen the totals. Students calculate the amount of the order if the bill was split evenly amongst the number of people ordering.

Note: Have all money totals, change calculations, split money amounts shown by students in place value Australian notes and coins, such as $32.50 would be shown as 1 x $20 note, 1 x $10 note, 1 x $2 coin, 1 x 50c coin.

The class discuss the task:  what was easy, what was challenging, what tips can the students share to make it easier for others? Students repeat this task for another restaurant. They share their results with the other people/groups and check their calculations. Repeat again.

Students explore bill splitting bill apps  and how people use them to keep track of who owes what (used when people go out or travel) and how they can help pay others their share of the bill in a meal or house sharing situation.

Activity 4

Catalogue madness

Students find an electronics store catalogue to find items that they desire and make a list (only one item per category). Students start to make a running total where they add the items as they go and see who can get their total closest to $10,000 without going over. Students perform these calculations in spreadsheet software. Change the rules along the way by telling students they can get two of one item or their most expensive item went on sale with 10% off, etc.

Activity 5

Counting coins

Students use an Australian Coins Resource Kit to separate the coins into the different categories, checking they recognise the different values.

Students put the different coins into dollar values: how many 10c coins make $1, how many 20c coins make $1, how many are in $2, $5 bundles, etc.

Place sets of random coins around the classroom in stations, to replicate a cash register at the end of a shift that needs totalling. Create a sheet that with a breakdown of each type of coin, how many of each coin are there? What’s the total of each coin? Make a grand total of the register.

Students go around to each station, calculate the breakdown of each note type and calculate the grand total of each register. Students should use a calculator to check their workings out.

Discuss the breakdowns and totals at each station when students have finished.

Activity 6

Counting notes

Use Australian Money Notes Resource Kit to count combinations of:

How much do you have when you have one of each note?
How many $5 notes to make $100?
How many $10 notes to make $100?
How many $20 notes to make $100?
How many $50 notes to make $100?
How many $100 notes to make $1,000?
How many $50 notes to make $1,000?

Place sets of random notes around the classroom in stations, to replicate a cash register till at the end of a shift that needs totalling. Create a sheet that with a breakdown of each type of note, how many of each note are there? What’s the total of each note? Make a grand total of the register. Students to check their totals using a calculator .

Discuss the breakdowns and totals at each station with students when they have finished.

Activity 7

Reconciling cash registers – Counting coins and notes

If students are enjoying or needing more practice with Activities 5 and 6, re-create the task with each station now having a combination of coins and notes. Create the breakdown sheet to now have coins and notes so they can total each coin and note separately before finding the grand total of each register. If students find this task easy, put them under a time limit. Check answers with a calculator.

Activity 8

Patterns in the garden

Students consider where they see real-life examples of patterns or repeated shapes?

Cover some of the image so students guess what the image is showing and ask them to repeat the patterns shown. Ask their opinions, and see what combinations they would choose instead. Examples to look at include, but are not limited to, gardens, road crossings, table cloths and other printed fabrics etc.

Students create an outside garden tile area and cost it. Explore the cost of bigger tiles, smaller tiles, the shapes and varieties that exist. Look at the patterns they would need to lay. Use graph paper to assist if needed.

Look at examples of gardens, does the school have one? Is there a pattern there? Why do we like patterns? Is there an appealing factor to them?

Cost a design for the school’s front garden using a trip to the local nursery or using an online gardening centre. What design pattern would students use? Ask students to look into different designs and maintenance and write a proposal to support their plans.

Activity 9

Stock control

Present examples of stock inventory from the internet and alter it to show trade for a week.

Ask students to highlight the importance of dates of sales, stock quantity, when they re-order, how long it takes for the re-ordering stock to come in, how many items are re-ordered at a time, cost of re-ordering etc.

Present some inventory templates on different tables for students to analyse. Include some mistakes in them, include stock that needs ordering, include stock over-stocked and not moving off the shelves, include dis-continued stock that someone has ordered again etc. Students analyse what is selling well, what isn’t moving and consider what should be taken off their selling list.

This activity could also focus on showing the inventory of one business with the tables dated in order. Students make their way around following this order with another activity running in the room, so students are not waiting around and wasting time.

Assessment task

Moving out

Overview: Students explore the basic costs of moving out and renting.

Problem-solving cycle:

Step 1 – Identify the mathematics

Present the idea to students. Use the detailed mind map graphic organiser to organise the class brainstorm about what it means to move out, what costs are associated with it, what responsibilities come with it etc.

To help students understand the task:

- Students create a list of wants and needs when moving out. Discuss this definition before students complete the task.
- Students think about an area they would like to live in when they move out.
- Students consider how much they will be earning. Settle on an age/time in their life where they can research the wage on Fair Work Australia.
- Students consider the bills/utilities that they will need vs want.
- Students consider the furniture and other items they will need.
- Will the student live on their own or share with someone/a group. Students consider this and write a statement justifying their ideas.

Step 2 – Act on and use the mathematics

Students visit Fair Work Australia first  and find out their wage for this assignment. It could be their first/second/third/final year as an apprentice, or whatever you all agree on. Walk them through the website and find their award wage.

Students start investigating and collecting their information. Use real estate websites for rental properties. Discuss with students what a bond is, and how they need to come up with first month’s rent too. Ask students to create a fortnightly, monthly and yearly total for budgeting.

Explore utility websites.  Some of these websites often have calculators that give estimates. Students create a fortnightly, monthly and yearly total for budgeting.

Students keep a screenshot of all information found as evidence. Students put all totals into spreadsheeting software for calculations.

Students look into creating a simple list of furniture and items needed to move out and cost this.

Students factor in their transport option for the year: will they have a car, what are the costs of a car,  Will they use public transport? If so, estimate their needs. Ask students to create a fortnightly, monthly and yearly total for budgeting.

Step 3 – Evaluate and reflect

Students look at their fortnightly, monthly and yearly total. Does it exceed their salary? Will they need a side-hustle? Will they need to alter their budget?

Are the costs reasonable? Do students consider it good use of their money?

Students check their formulas in the spreadsheets. Are items in the correct columns and do they add up properly?

Step 4 – Communicate and report

How do students best present this?

Would a poster, presentation or a budget printed out,  communicate this best?

Students produce a draft and ask for feedback again from the teacher/peer.

Activity 1

Yulunga Traditional Indigenous Games (https://www.sportaus.gov.au/yulunga)

Students look through the many Yulunga Traditional games. In groups of two to three students choose a game and print out the information about the game. Students read the instructions, gather the equipment, set up the course including the perimeter of the playing field required and look for videos online to help understand the game before instructing the class how to play the game.

After the games have been played, students examine each playing field. They estimate, then measure, each playing field and sketch the dimensions as a record. They return to the classroom to calculate the area of each playing field.

Students then estimate and measure other playing fields in the school, such as tennis courts, hockey pitches, basketball courts etc., and write up a comparison between the fields of the Yulunga Traditional Indigenous Games courts to those in other sports.

Using a map of Australia, students calculate the distance from their capital city or suburb to where that traditional game came from.

Activity 2

Street signs

Students go on a walk and take photos of all signs used in the community for drivers, such as stop signs, roundabouts, speed limits, etc. Examine the message being given and the shape being used. Look at VicRoads for their definitions.

Using the VicRoads website, complete an ‘L’ or ‘P’ test with the class which includes a practical component involving the street signs.

Activity 3

Food to a village

Bring in different examples of food packaging and try to get different examples to cover the simple three-dimensional objects of cubes, cylinder and simple prisms.

Students identify the different names of the objects being used for packaging. Students look at the different shapes used within the packaging and examine how the packaging works (strong base, easy to re-fold top to secure after use, falls apart after opening etc.). Unfold the packaging into its net and get students to draw the nets onto graph paper. Students examine the shapes and area being used and annotate the shape being used.

Students fill out a customised table about each piece of packaging, e.g. how many different shapes are used, how many edges, faces, corners etc. to explore the object in detail.

For practice, present some printable net diagram worksheets for students to build the cube, cylinder and prisms.

Students think about constructing a small village, each student contributing two different net diagrams. Students work together to brainstorm the essentials for a village lifestyle. Each student signs up to create at least two different three-dimensional objects to contribute to the village. Keep the printable net diagrams and food packaging as examples for the students to refer to when designing their own net diagrams. Before securing their pieces together, they must colour or decorate it.

Activity 4

Cookbooks

Explore simple measuring tools in the kitchen, such as measuring spoons and cups. Take students into the kitchens or bring in a tub with water/rice, other measuring devices, such as medicine cups, measuring jug and scales. Students estimate how much each measure might hold. Record responses or enter them online and get a calculation of the average. Students carefully measure and create a table that can be put up in the kitchens and taken home.

Students think about a recipe that their family loves to make and bring it in to make a class book. Each student writes out something about their family recipe;where it comes from, who handed it down, or just why they enjoy it etc. Write out the recipe.

Students include:

• Ingredients list.
• Cooking instructions.
  
• Cooking time.

Students can turn this into a cooking day where they all cook their recipe and sample each other’s meal before producing their cookbook. Students need to produce the ingredients list, work within the budget and time set (so perhaps review their recipe) and cook it on the day. Students can write reviews that are entered into the cookbook.

Activity 5

24-hour time

Present examples of 24-hour time to students, such as airport departure boards and work rosters. Ask students for more examples where they have seen it used and discuss the strengths of using that as a timing system.

Bring in a clock where you can label the 24-hour times next to the 12-hour times. Complete some worksheets to show how 12-hour to 24-hour conversion works. Relate the 24-hour conversion to night time. Develop a timetable of daily activities using 24-hour scheduling .

Play some games with the students as they get comfortable with the 12-hour to 24-hour time conversions:

• 12-hour to 24-hour dominoes:  students play the traditional dominoes game using 12-hour to 24-hour cut-out pieces instead.
• 12-hour and 24-hour memory game: complete this traditional memory game where students need to match the 12-hour time with the 24-hour time.

Students look ahead to Schoolies and how they might celebrate it. Have them plan the ultimate trip that includes flights and accommodation.

Activity 6

Calendars

Students estimate how many days they are at school for the school year and how many weeks that would be. They use their student organisers/planners to calculate the correct response, remembering to not count the school holidays.

Students estimate how many days and weeks before another event, such as the next school holidays or end of the year, and use their organisers to work it out.

Show students the calendar function on their laptops and how they can count weeks using this function.

Students estimate how old they are in days, weeks, months.  Students find an online calendar to calculate it for them. If you feel brave, have them guess your age and then find the difference!

Students list events they are looking forward to their next big birthday (18th or 21st) starting their apprenticeship, a holiday etc. Make a countdown via days and weeks.

Assessment task

Visit Country Victoria

Assessment Task: Students are planning a small interstate holiday on a budget.

Problem-solving cycle:

Step1 – Identify the mathematics

Brainstorm how you plan for an interstate holiday.

Students consider transport, food budgets and what activities they would schedule for their few days away. Consider what budget you would set with the class and the other parameters. Students also explore the time of year they are travelling and the average monthly weather conditions. Students provide a suitable packing list.

Step 2 – Act on and use mathematics

Students start to investigate their holiday away and collect evidence of their budget.

Step 3 – Evaluate and reflect

Students consider their budget and check they have kept within their budget. Students check their calculations and ask themselves ‘does this seem right?’, by using a calculator or spreadsheet.

Step 4 – Communicate and report

Students look at different itineraries to give them ideas on how to compile their piece for submission. Create a checklist to support students to ensure they have completed all aspects as agreed upon at the start, with the scheduling and budgeting requirements.

Activity 1

Testing students weather memories

Ask students what they predict the monthly average temperature to be each month in Melbourne and ask them for the conditions; the chance of sun and chance of rain. Students can record ‘the chance’ in any way they wish, e.g. percentage, selecting words they associate with chance etc.

Reveal the monthly average temperatures and as a class discuss how students’ predictions went. Discuss how season temperatures and weather patterns are changing and are less predictable (e.g. summer temperatures now appear in March, which is traditionally autumn).

Discuss the language students can use when describing the chance of events occurring:. possible, impossible, highly likely, not likely, will, won’t, certain, Buckley’s chance, one in a million, risky, half-a-chance etc. Ask students to examine the language they used for chance of sun and chance of rain and see if they were happy with their choices. Contrast their language choices and predictions with the weather now revealed on the whiteboard.

Students research the monthly average temperatures in another part of the world and create a table with this data compared to data for Melbourne. Students compare the two sets of weather data. Write a small paragraph to describe these to include in a travel guide promoting the best times for travel and why, and the times to avoid and why. 

Activity 2

Spin it

Create a spinner with pre-programmed options using a pickerwheel.

In this activity, students express their view using the language associated with the risk of events occurring.

Spinner options include, but are not limited to:

• All students will be in correct uniform today.
• The grass will be green.
• The canteen line will be quicker at the half-way bell.
• There will be snow in Victoria this year.
• (Enter your AFL team here) will win the AFL premiership season this year.
• A female will be the Prime Minister of Australia within the next ten years.
• Victorians will feel another Earthquake this year.

Students create their own spinners and participate by displaying them on the whiteboard and having the class respond.

Activity 3

Exploring events

Explore the events in life where we hear event language being used, such as:

• The chance it takes to win TattsLotto.
• One in one hundred-year floods.
• Volcano eruptions.
• Earthquake eruptions.
• Comparing election forecasts to election results.
• Comparing weather forecasts to the actual weather.

Students explore several of these events to see how often they occur, what monitoring occurs, the implications of it happening, what warning systems are in place etc.

Students connect their research to the language they have developed with risk (see Activity 1), how common occurrences are, causes and effects and current risk status. Students present a view of how the risk might affect them, if at all.

Activity 4

See it, analyse It

Students are given a series of graphs and tables of data and assess what the data is communicating. List key components on the board for students to reference: heading, labels on axes, legend, etc. Analyse a few of the graphs and tables together so the students develop confidence. Then allow students to complete analyses either individually or in pairs.

When the students are confident in their analyses, present some graphs that show media mistakes and examine them together to show that they have to be careful where they get their data from. Show examples such as percentages that do not add up to 100%, poor use of scales on the axes, etc.

Students find their own graph and interpret it. Students can send the graph to a common place on the network or email it to the teacher with two questions to build a group kahoot.

Activity 5

See it, check it

Present students with two data sets that have slight variations, such as the year the data was taken, different age groups or genders, different states or continents, different months etc. Explore different issues such as, but not limited to: opinion polls, climate change data, youth issues data, wage growth/mortgages/cost of living over the years, data from school opinion surveys etc.

Present the data in both table and graph form.

Students look at the data and try to work out how it differs. How are the two data sets similar? How are the two data sets different? Work with the students and help them to develop criteria for writing a small summary.

Students collect and collate data that is the same but with a difference, perhaps the same questions but staff vs students’ opinions, or students’ vs parents’ opinions etc. Explore the differences in data and opinions.

Activity 6

Stop – collect and list It

Students practise collecting data and collating it through small activities in the classroom. Students work in pairs to undertake activities (see below) or create their own activities to gather the data. Work together with students to plan how to gather the data for each activity. Set up different stations and have a session where all data is collected at the same time. Possible activities could include, but are not limited to:

• Student height.
• Favourite number.
• How long it takes for each student to sing the alphabet.
• How many basketball hoops they can score in 30 secs etc.

Students:

• Enter the data into a spreadsheet.
• Sort the data into ascending order.
• Use spreadsheeting conventions to display the data, such as bold headings, borders, etc.

Practise using spreadsheet functions, such as different charts and graphs, to display the results and write small summaries.

Assessment task

Let me tell you …

Students conduct a survey about an issue that is important to them and produce an infographic with the results.

Problem-solving cycle:

Step 1 – Identify the mathematics

Students are introduced to the idea of making a survey and gathering data. Discuss what surveys they have completed before: what made them easy to fill out, what made them difficult and present samples to direct students.

Students brainstorm issues of important to them, such as youth health, animal welfare, nutrition, sport, etc. Students create five questions, with each question having different answering options (not yes/no questions, but using a scale between 1 and 5 and then explaining the scale, giving tick boxes with options etc.). Be wary of open questions because compiling data can be tricky.

Step 2 – Act on and use the mathematics

Give students time to work on their surveys and present a draft to you for proofreading.

Students should aim to have at least 10 – 20 people fill out their survey to gain enough data to calculate. Students could complete the survey in class or set up stations in high traffic areas of the school, such as near the canteen, library or sporting fields. Remind students of the ethics and etiquette of surveying people. Remind students that rejection will happen and should be accepted with a ‘thank-you’.

When they have collected their data, discuss with students their experiences and how to collate their data into manageable figures. Use a spreadsheet to analyse the data and produce some graphs to visually explore and summarise the data.

Show students a variety of different infographics or display them around the room. Students place post-it notes on them with ‘what makes this infographic interesting’. Do this at the beginning of the class , so students have some design features in mind to apply to their data.

Find an infographic website to help students produce their infographic and then print a draft.

Step 3 – Evaluate and reflect

Students view their draft infographic and make their own annotations for review. They swap it with another student who will give feedback. Students review the work considering:

• Do the results seem reasonable?
• Do they seem realistic?
• Do they seem correct?
• Am I communicating my data strongly?

Teacher has a one-on-one interview with each student where students show their infographic after applying their own and peer feedback and talk through their infographic. By allowing the students to talk through their infographic, it will help them check if they have communicated their ideas correctly onto paper.

Step 4 – Communicate and report

Complete all final changes and submit final infographic. Print on A3 for display in school.

Note: Remember, with the Problem-solving cycle, students can move between the four stages and go back and forth regularly. If they find a problem with a calculation during the evaluation stage, they return to the first stage of ‘identify the mathematics’ or second stage of ‘act on and use the mathematics’ to see what they can improve on. This is why the Problem-solving cycle has been created in a circle format showing it can keep moving until the job is done.