Three lessons are presented in this assignment on the topic of Non-linear

relationships, syllabus outcome MA5.3-9NA (sketches and interprets a variety of non-

linear relationships) and also includes MA5.2-10NA (NESA, 2017) for the purpose of
differentiation of the lesson. These outcomes are part of the Number and Algebra
strand of the NSW syllabus. Some of the Quick Sketch STEM advanced activities
(NESA, 2017) have been included throughout the lessons as they provide activities
for deep learning.

It is important to gather data on students’ understanding, skills and interests before

writing a lesson plan (Clarke and Pittaway, 2014). The Year 10 Stage 5.3 class
present as a set of students with strong mathematical knowledge demonstrating a
range of multistructural, relational and abstract abilities which represent the higher
levels of learning in the SOLO taxonomy classification. Solo Taxonomy allows for
differentiation of assessment and instruction (Biggs, Collis & Edward, 2014). This
can be achieved by providing different activities. Differentiated work for Gifted
students is not about giving more work but different work which challenges these
more abstract thinkers (Goos, 2007). Other ways of teaching for diversity is done by
monitoring individual students via questioning, scaffolding tasks, provision of ICT,
differentiated formative assessment and group work.

Collaborative learning caters for diverse learners by supporting each student’s

cognitive abilities, contributions and engagement (Loreman, Deppler and Harvey,
2011). Therefore, some activities throughout the lessons are done in groups. Groups
consist of five students, 2 groups of Gifted and Talented students and the remaining
groups are of mixed ability. Research indicates cluster grouping of gifted students,
that is, grouping academically similar peers together without streamlining them into
different classes, can be quite successful (Erickson, 2017, Teno, 2001).

Each lesson is designed to be as student-centred where possible with group activities

that are investigative so that students can learn together for deep understanding and
higher-order thinking. The lessons are also designed to cater for advancement in
numeracy, literacy and ICT.

Lesson 1 and the second part of lesson 2 are conceptually focused and use a
constructivist/relational approach to learning for student’s first encounter of students
with exponential and hyperbolic relationships. The student’s discover the concept of
these functions before seeing or using the equation. Background knowledge of linear
and parabolic relationships, indices and surds are assumed. Conceptual understanding,
communication and reasoning are the main proficiencies present within these lessons
(ACARA, (2017), Proficiencies). The first modelling activity ‘The Love Bug’ has
been designed to create a Wow Factor (Lecture 1, Curriculum 1B, 2019) and uses a
real life modelling task before introducing the algebraic and graphical representation
of an exponential and hyperbola. This also complies with the (NESA, Mathematics K–
10 Syllabus, Rationale, 2017), where ‘students learn to apply their mathematical
knowledge, skills and understanding in a broad range of contexts beyond the
mathematics classroom’. The second activity provides an introduction to hyperbolas
using a model for sharing a box of chocolates between x people which is one of the
modelling tasks suggested in the syllabus documents.

Inquiry learning activities such as these provide opportunities for critical and creative
thinking (capability) and help build deep understanding through context (Goos et al,
2007, Boaler, 2015). Asking questions, proposing conjectures, and problem solving
are associated with this type of learning strategy (Barton, 2018, Boaler, 2015 and
Capaldi, 2015). Literacy is developed by teachers facilitating mathematical
communication through, discussion, questioning, explanations, justifications and
reasoning. The G and T groups will be given different worksheets from the other
groups to complete on the first modelling task. Their worksheet and modelling
questions will cater for their more abstract thinking and consist of open ended style
questions.

The first lesson incorporates technology through the use of the industry standard
spreadsheet and graphing software Microsoft Excel. ICT caters for a differentiated
classroom and also provides engagement. Learning is assisted by the instant feedback
and visualisation that technology can provide (Goos, 2007). Using Excel in a lesson
covers part of the ACARA capabilities that is, ICT and Work and Enterprise. The G
and T group will be challenged to use excel in a more in-depth and will be expected to
use the trend analysis to see if they can create an equation to fit the data.

Student are formatively assessed during the lessons as the teacher observes student
participation and engagement. The teacher walks around the classroom asking
students questions and testing their mathematical understanding. Homework is
differentiated for the G and T students so they are given the opportunity to do a more
abstract question and the remaining students are given an engaging STEM activity
from Quick Sketch (NESA, 2017).

Background knowledge and revision of indices is tested with a quiz. This will help
review numeracy requirements before the graphing of the non-linear functions. The
operation of repeating multiplication, known as raising a number by a power, or
exponentiation is part of the numeracy skills defined in the NESA national Numeracy
progression MuS6 (Multiplicative strategies). This is an important skill required to
graph exponentials.It is important to make students avoid or challenge misconceptions
such as 35 = 3 + 3 + 3 + 3 + 3 or 3 x 5. Also challenging for students are the ideas of
negative and zero exponents. Many misconceptions when operating with expressions
in exponential form are created by teaching procedurally through memorising index
laws rather than expansion to evaluate and simplify such expressions (Goos, 2007).

Also challenging for students are the ideas of dividing by zero when graphing
hyperbolas. A STEM worksheet (NESA, 2017) helps students to obtain deep
understanding about this concept.

Sketching exponentials and hyperbolas is carried out by students throughout the

lessons after the modelling and explicit instruction presentations on properties of
exponential and hyperbolic functions. These are part of a drill and practice – or skill
based activities to create fluency in learning the skill which is often a syllabus
outcome (Rittle-Johnson & Siegler,. (2001)).

In the final lesson the G and T group are extended by given the task of using ICT
GeoGebra to sketch a number of equations. The remaining students have a scaffolded
activity on the more difficult subject of hyperbolic transformations. Scaffolding is
associated with Vygotsky notion of zone of proximal development (ZPD)
(Wood,Williams, & McNeal (2006) ).

The final lesson involves assessing the content learning for the previous lessons. A
general diagnostic quiz which integrates all learning is given to all students which
involves looking at graphs, sketching and describing them. Thus fulfilling the
outcomes of the syllabus. This is not differentiated and provides a standard means of
assessing all students in the class.

The lessons have been designed and sequenced to teach students how to sketch and
identify non-linear functions exponentials and hyperbolas by creating strong
conceptual understanding initially through inquiry learning and direct explicit
instruction followed by practice to obtain fluency in skills. The aim of these lessons is
to achieve the learning outcomes in the most time efficient and engaging way and
allowing for deep understanding and formative assessment of each student.
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