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FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Mathematics

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Students each have access to an IPad.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Identify questions Summative Introduction


1 or issues for 1. Identify a distinct categorical Assessment -  Conduct a hand-raising survey on how students travelled to  iPad
categorical variable relevant to peers that Teacher will assess school that morning. Introduce the idea of a survey, and  Google Docs
variables. Identify can be investigated in a survey. the topic and inquire whether there may be more efficient ways to survey.  Survey Monkey
data sources and specific question of  Introduce students to the idea of using ICT to survey.  Quicktap Survey &
plan methods of 2. Create a question designed to each group, Body Form Builder
data collection collect data from peers providing feedback  Students will form groups of 2-3, with one iPad per group.  SurveyPocket.
and recording concerning a preselected and help where
 Each group must decide on a survey topic suitable for their
(ACMSP068) variable. needed.
class, and submit their topic on Google Docs for teacher
approval. Each group must have a different topic.
 The teacher will explain what makes an appropriate question.
Students will formulate a specific measurable question for the
class, and submit it to the teacher for approval.
 Once their question has been approved, students will explore
various ICT tools for data collection.
Conclusion
 Once all students have an investigation question, the teacher
will share all questions with all students on Google Docs.
 Students are to begin considering answers to the questions.
FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Mathematics

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Students each have access to an IPad.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Identify questions or Summative Introduction


2 issues for categorical 1. Create a survey using an Assessment - The  Students will form their groups from the last session.
variables. Identify appropriate ICT tool and teacher will be  iPad
 The teacher will review content, and read out the survey
data sources and the question developed in surveyed by every  Survey Monkey
questions.
plan methods of data the last class. group.  Google Docs
collection and Body  Quicktap Survey &
recording 2. Survey the entire class Summative  Students will explore a variety of surveying options presented Form Builder
(ACMSP068) effectively and record the Assessment - Each and explained by the teacher, including Google Docs, Survey  SurveyPocket.
Collect data, resulting data using ICT. group will send Monkey, Quicktap Survey & Form Builder and SurveyPocket.  QR Stuff
organise into their survey data to  Students will choose a survey tool and create their survey.
categories and the teacher.  Students will choose a means of distributing their survey to
create displays using their peers and the teacher; online or offline, link or QR code.
lists, tables, picture  Students then survey all students in the classroom, including
graphs and simple themselves and the teacher.
column graphs, with  Once data has been collected, the students will figure out a
and without the use way to record the data and send it to the teacher.
of digital Conclusion
technologies
(ACMSP069)  Students will discuss the most effective means of distributing
and carrying out the survey.
FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Mathematics

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Students each have access to an IPad.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Collect data, 1. Represent collected data on an Summative Introduction


3 organise into appropriate table and graph assessment -  The teacher will show students raw data from the last session,  iPad
categories and Teacher will give and ask students if it is easy or hard to read.  Microsoft word
create displays 2. As a group, present the students a final  The teacher will introduce tabling and graphing to students  Numbers
using lists, tables, created graph and table to the mark based upon and provide examples of the ICT options.  Overhead projector
picture graphs class, discussing its features. their resulting
Body
and simple question, table,
column graphs, graph and  Students will form their groups, explore and choose one of
with and without discussion, marked the two graphing options given, Microsoft Word or Numbers.
the use of digital against a rubric.  Students will choose a column, picture or pie graph to
technologies represent their data
(ACMSP069)  Students will create a table .and graph, make it presentable
(title etc.), and send it to their teacher for approval.
Interpret and  The teacher will compile all graphs into one sharable location
compare data (google docs) and then gather all students to the mat.
displays  Students will have a teacher led discussion interpreting and
(ACMSP070) comparing data displays.
Conclusion
 The teacher will make the compiled graphs available for
students and print graphs to make a display on the wall.
References
QR Stuff. (2017). QR code generator. Retrieved from https://www.qrstuff.com/