Secondary Curriculum 1B

Assessment 2 – Unit of Work

Amar Badrieh Al-Masri 17456933

 Rationale
The Mathematics unit of work, Linear Relationships has been designed to meet the outcomes
of the Stage 5.3 syllabus for an Advanced Mathematics 9.3 cohort. The unit of work allows
students to further develop their skills in working mathematically, number and algebra and
geometry. The learning activities focus on different elements of Linear relationships to allow
students to develop a deeper understanding and knowledge of processes, concepts and
purpose of linear relationships whilst adopting Vygotsky’s social cultural approach and the
inquiry-based learning approach. These pedagogical approaches place emphasis on critical
and creative thinking, collaboration, innovation, communication and problem solving.
The sociocultural approach is adopted to produce opportunities for collaborative discussion
and problem solving in order to use interaction as a means of learning (John-Steiner and
Mahn, 1996). The unit of work activities students provide opportunities and choice for
students to work in pairs, groups or as a class to allowing for students to be self-regulated and
develop high order thinking through interaction with one another to articulate and discuss
ideas whilst receiving immediate support and feedback and responses from peers and
teachers (Laal & Ghodsi, 2012). The sharing of knowledge and ideas provides an opportunity
for differentiation ensuring that students with diverse learning abilities work together to
provide support for one another whilst providing the teacher with the opportunity to carry
out constructive observation and interactions.
The inquiry-based approach is adopted during activity planning in order to place student’s
inquiry at the centre in order to design activities, resources, scaffolds and assessments which
place “emphasis on supporting the inquiry process” (Levy and Petrulis, 2012, p.88). This
approach is evident in various tasks which challenge students, improve students critical
thinking skills and impact student’s intellect to create meaningful learning such as research
activities, recalling previous knowledge to apply to new notions, the formation and deriving
of new concepts while exploring linear relationships including gradient, midpoint, distance
and parallel and perpendicular lines.
The unit of work through various stages of Bloom’s Taxonomy where students initially recall
learning and work their way through understanding, applying analysing evaluating and
creating through the range of activities and assessment provided (Biggs & Collis, 1982). The
needs of diverse learners are addressed through the inclusion of a range of differentiated
activities, scaffolds and approaches to learning.
The unit of work also provides students with the ability to enhance their literacy skills through
providing opportunities for explaining and justifying ideas and solutions, discussion, a variety
of means of communication including visual communication through the production of a
poster and detailing a map. Information Communication Technology (ICT) is used as both a
means of communicating findings in a whole class exercise through the use of Google sheets
as well as a means of applying knowledge and skills of learning to further enhance their
understanding through activities which incorporate the use of platforms such as GeoGebra,
and Desmos. The integration of ICT has seen a significant progress in education whilst it has
revolutionised the teaching and learning process through changing the roles of teachers and
students (Safdar, et al., 2011). ICT based learning approaches support the diverse learning
needs of all students keeping in mind their learning needs, strengths, goals and interests
(NESA, 2012).
The above approaches together with the Mathematics syllabus provides students with
knowledge, understanding and skills in a range of areas whilst allowing students to develop
increasingly enlightened and refined mathematical “understanding, fluency, communication,
logical reasoning, analytical thought and problem-solving skills” (NESA, 2012).
Subject: Mathematics
Course: Stage 5.3, Year 9
Unit Content Area: Linear Relationships
Duration: 5 Weeks, 3-4 Lessons per week
Purpose:
The purpose of this unit is to allow students to further develop student’s knowledge,
Skills and understanding. Students:
- Develop understanding and fluency in mathematics through inquiry, exploring
and connecting mathematical concepts, choosing and applying problem-solving
skills and mathematical techniques, communication and reasoning
- develop efficient strategies for numerical calculation, recognise patterns,
describe relationships and apply algebraic techniques and generalisation
- appreciate mathematics as an essential and relevant part of life, recognising that
its cross-cultural development has been largely in response to human needs
- demonstrate interest, enjoyment and confidence in the pursuit and application
of mathematical knowledge, skills and understanding to solve everyday problems
- develop and demonstrate perseverance in undertaking mathematical challenges.
General Capabilities
Literacy
Class discussions, explanations, justifying and reasoning, interpreting graphs,
communicating information through poster creation, mind mapping and brainstorming,
reading guides, explicit instructions.
Numeracy
Solving Problems, forming equations, re-arranging equations, undertaking calculations,
graphing.
ICT
Graphing of data using Excel, graphing and finding solutions using GeoGebra, completing
activities using Desmos, submission of work through Google Classroom for feedback, the
use of videos to create understanding and explanation of concepts.
Critical & Creative Thinking
Problem solving, creative poster communicating learning, critical thinking to aid a in Luna
Park mapping, backward questions, inquiry based approaches to concepts, deriving
formulas.
Social & Personal Capabilities
Working in groups, class discussion, sharing of ideas and knowledge, comparing solutions
Background/Previous Knowledge
At this stage of the course, students should have background knowledge on
geometric properties, algebraic techniques, equations and data collection
and representation. Students use their knowledge and skills from previous
knowledge equations and data representation to apply to their current
learning in Linear relationships enhancing knowledge and skills.
Subtopic Focus/Importance of the learning:
Students develop efficient strategies for numerical calculation, recognise
patterns, describe relationships and apply algebraic techniques and
generalisation
Assessment:
Formative assessment is utilised in a variety of ways including teacher
observations, discussions using key words, creating brainstorms and concept
maps, completion of worksheet activities, students ability to provide
justification for answers, student ability to transfer knowledge and work in
groups to share knowledge as well as through the completion of feedback
exit slips.
Summative assessment is conducted through the summative “Road Trip”
Project.
Outcomes
MA5.3-1WM uses and interprets formal definitions and generalisations
when explaining solutions and/or conjectures (Communicating)
MA5.3-2WM generalises mathematical ideas and techniques to analyse and
solve problems efficiently (Problem Solving)
MA5.3-3WM uses deductive reasoning in presenting arguments and formal
proofs (Reasoning)
MA5.3-8NA uses formulas to find midpoint, gradient and distance on the
Cartesian plane, and applies standard forms of the equation of a straight line
(Linear Relationships)
 Transfer Goals
These questions are to be answered by the teacher prior to teaching the unit.
What are some long term independent achievements being targeted?

What crucial questions and themes will students explore?

What knowledge and skills should students develop through this unit?

What meanings should students have the ability to create to allow them to accomplish critical understanding of the unit of work?
 Teaching and
Sequence Syllabus Content Activity Resource GC
Learning Strategy
Week 1 Find the midpoint and gradient Activity 1: Recap on numbers & algebraic expression
Lessons of a line segment (interval) on Teachers are to lead a brainstorm on key terms previously used in Collaborative Literacy –
1-4 the Cartesian plane numbers and algebra. Ensure to cover the following key terms, defining Brainstorm – recap discussion
and making comparisons between the key ideas of each point. prior knowledge and recalling
of ideas
Variables
x and y

Simplify Expression

Numbers
Expand & Equation
Algebra

Dependant
Operation
Variable

Independa
nt Variable

Students to complete the below recap diagnostic problem question and Diagnostic Activity
submit at the end of the lesson.
Tanya is setting up an afterschool homework centre to assist students
with their homework. There is an initial charge of $2 and then an hourly
charge of $5 p/hr. Students are asked the following questions:
➢ What would the cost be if you wanted to get help with your
homework on Tuesday for 1 hr and Thursday for 1.5 hrs. Do you
think this is practical? Why or Why Not (Discussion opportunity,
student perspective)
➢ How could Tanya advertise her price schedule? Are there any
other ways?
➢ How can Tanya generalise the charges? How might this be written Literacy -
in words as well as using algebraic notation? Justifying
➢ What are ways that Tanya can increase her revenue? Describe and
what way is better and convince Tanya. comparison
(Students are encouraged to graph the options and outline the
effects of the initial charges on the vertical axis intercept and
the hourly rate affecting the slope)
➢ What other businesses have a similar method of charges. What
are the similarities and differences?
Differentiation – Backward Question: Extension students Differentiation for Critical
Two students said they attended the Homework centre, Daniel extension students Thinking –
attended for 2 hrs paying $16.00 and Dennis attended for 2.5hrs paying backward
$19.25. thinking
 ➢ How can the charges be generalised? Write as many ways as
possible using both words and expressions using algebraic
notations.

Activity 2: Introduction to Linear Relationships (to be carried out in the

Solve problems using various same lesson as diagnostic assessment)
standard forms of the equation Teacher to lead PowerPoint presentation introducing Linear Teacher centred – PowerPoint
of a straight line Relationships. PowerPoint and Presentation –
• describe the equation Key focus points: teacher led discussion Introduction to
of a line as the ➢ What is a Linear Relationship? Linear
relationship between ▪ Situations where a value is directly influenced by another Relationships
the x- and y- value.
coordinates of any ▪ The relationship between the independent and dependent
point on the line variables that can be presented in a straight-line graph.
➢ Areas where Linear relationships are common
▪ Examples: finance, travel, temperature, science…
➢ How are Linear relationships presented?
▪ Straight line graph
▪ Dot plot with straight “line of best fit”
➢ What are Linear equations?
➢ Defining each term of the Slope Intercept form Linear Equation.
▪ y = dependant variable, Y-intercept
▪ x = independent variable
▪ m = gradient of trendline
▪ c = fixed or constant value
➢ Class example activity: Thigh Bone
1. In groups, students use a measuring tape to measure their height Student centred Measuring Tape
and the height of their thigh bone (just below the hip to the investigation Google Sheet
middle of their knee) and record the results and record results in
a Class google sheet.
2. Teacher will then create a scatterplot of the results and ask
students where they believe the line of best fit should be,
discussion around the line of best fit and justification as to why Literacy –
they have chosen its location. discussion,
3. Teacher to then insert the line of best fit and its equation. hypothesis
4. Students are to attempt questions: requiring them to use the &
equation found and a thigh bone height (independent variable) to justification
find the overall height of a student (dependent variable) and
explaining the relationship in words.
5. Class discussion addressing: Whole class discussion
➢ What does the linear equation tell us about the
relationship between the thigh bone length and student
height?
 ➢ How and why would the linear equation of the class
differ to the linear equation that would include the
overall school population.

Activity 3: Gradient
Class revisits the linear equation from the Thigh Bone activity. Teacher Questioning students Youtube video
use the relationship to ask students, how they would attempt to develop the gradient of https://www.yo
𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =
𝑟𝑖𝑠𝑒
to establish trendline if it was not developed using excel. utube.com/watc
𝑟𝑢𝑛 Introduce the students to Gradient through Slope Video h?v=yN84G6wA
the formula for the gradient, m, https://www.youtube.com/watch?v=yN84G6wAj6o j6o
of the interval two points (𝑥1, 𝑥2 ) Outlining
and (𝑦1, 𝑦2 ) on the cartesian ➢ What is a slope?
𝑦 −𝑦
plane: 𝑚 = 2 1 ➢ Direction of positive, negative, zero slope and undefined.
𝑥2 −𝑥1
➢ The vertical change called “rise” and horizontal change called
“run”.

𝐶ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑌 𝑟𝑖𝑠𝑒
𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 = =
𝐶ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑋 𝑟𝑢𝑛

𝑟𝑖𝑠𝑒 𝑦2 − 𝑦1
𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 = =
𝑟𝑢𝑛 𝑥2 − 𝑥1

Students are to determine the gradient of a given slope using GeoGebra Problem solving Laptops –
created visual examples. Geogebra
examples Critical
thinking –
problem
solving

Differentiation: Students are given the same set of points as above and
asked to determine the gradient without graphing the points using
GeoGebra, once completed, students can check their answers using
GeoGebra.

use the concept of an average to
establish the formula for the
midpoint, M, on the interval
joining two points (x1, y1) and
Students to complete exit slip to reflect on learning and provide teacher Exit Slip
with direction.
Activity 4:
This activity requires students to collect data, plot the data and find the Student centred – Laptops
linear equation. research and www.carsales.co
Students are to use the website www.carsales.com.au collect data: Year application of m.au
model and Car price for approximately 10 cars. knowledge Excel
The data criteria includes:
- Select 1 model only Inquiry based
- Cars must be used approach
- Cars must be in Sydney.
- A price for each year model between 2010-2020
Students use excel and plot the data points, include a line of best fit.
Students are then required to determine the gradient/slope of the line
by hand calculations ONLY.
Once they have completed the calculations, students can check their
calculation against gradient given by the excel linear equation.
Challenge question: Using the linear equation provided by the excel Critical
graph, estimate the year model of a car which costs approximately thinking –
$22,000. working
Differentiated challenge question: backwards
Given the slope provided by the slope intercept form linear equation & re-
provided in the excel activity, find the missing co-ordinate (year model) arranging
of the following set of vehicles Point A(2015, 15000) and Point B(x, the formula
23990). to find an
unknown
Class discussion:
➢ What do the x and y values represent in the linear equation of Student centred
your research? reflective discussion
➢ What does the slope of the gradient tell us about the
relationship between the year model of the car and the price?
➢ What is one thing that you learnt during this activity?
Activity 5: Midpoint (This activity may go over more than 1 period)
Students are presented with a table of values to plot on a cartesian Inquiry based
plane in workbooks and use a ruler to join the points. Ask students the approach
following questions and discuss:
• What would be the middle point of the line?
• How did you find this middle point?
(x2, y2) on the cartesian plane: • Can we create a formula that would allow us to find the
𝑥 +𝑥 𝑦 + 𝑦
M= ( 1 2 , 1 2 ) midpoint for line segments?
2 2
Introduce Midpoint using the quote “Midpoint, Midpoint, what do you
do, add them together and divide by two”.
Ask students to give you the midpoint of the values 10 and 20 using the
quote. (10+20)/2.
Now ask students what are the coordinates of the point between
(x1,y1) and (x2,y2) and together establish the Midpoint formula.
𝑥 +𝑥 𝑦 + 𝑦
Midpoint = ( 1 2 , 1 2 )
2 2
Students are to complete Midpoint formula Geogebra activity
worksheet.

Students are given one of the below scenarios to complete.

Scenario 1:
“I (teacher) have been asked to teach midpoint to Class 9.5.2 and I need Informative Poster – Cardboard Literacy –
your help to teach the students about the midpoint formula”. Transferring Stationary communicat
Working individually or in pairs, students are to create a Midpoint knowledge ing
formula poster guide. Students must include: knowledge
and ideas
➢ A definition explaining what the midpoint formula is
➢ An example of its application Creative
➢ Step by step instructions applying the Midpoint formula to Thinking –
find a midpoint of a line which is clearly labelled and where creating a
applicable include neat pictures or drawings to the poster to
corresponding step. communicat
e ideas
Creative and appealing posters which include all required information
are encouraged as they will be chosen to hang in the classroom as a
guide for future students.

Scenario 2:
• use the formula to find Year 12 will be going to Luna Park for their end of year day out. The Informative Map Luna Park Grid Critical
the midpoint of the teachers are seeking your help to create meeting points at the creation – applying Map thinking –
interval joining two midpoints between rides in the theme park as well as giving direction of knowledge Rulers applying
points on the Cartesian where particular rides are located in the park in terms of midpoint to be knowledge
plane distributed to students. Think-Pair-Share to problem
Students are to work in pairs using the Lunar Park Grid map to find: solve

➢ Midpoints between particular rides and mark them on the

map.
➢ Identify rides that lie at approximately the midpoint of two
other rides.
Peer feedback
 Students are to complete working out in workbooks.
Once activity is complete have pairs meet with other pairs of students
and review answers.

Differentiation: Scenario 2 is given to students of higher abilities

Week 2 Find the distance between two Activity 1: Length of line segment: Distance Formula Derivation
Lessons points located on the Cartesian Teacher leads PowerPoint on Distance formula. Teacher centred Resource 1:
5-7 plane: The PowerPoint will: PowerPoint:
Recap the Pythagoras theorem and its application using co-ordinate Linking prior Distance Formula
• Use Pythagora’s points. knowledge to current Derivation
theorem to establish learning
the formula for the
distance, d, between
two points.

➢ Students are presented with a Triangle with points (x1, y1) & Problem solving Critical
(x2, y2) and asked to find the length of side AB using Inquiry Based – thinking –
Pythagoras theorem. Students are given time to complete this. deriving formula applying
previous
knowledge
to new
ideas,
identifying
relationships
➢ Students to share ideas with the class.
➢ Teacher leads class to derive the Distance Formula.
𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
➢ Students to attempt sample questions.

• Use the formula to find Differentiation: Have a worked step by step example for students to
the distance between follow as a class.
two points on the Differentiation: from the two problems on the last slide, students with
cartesian plane higher abilities to complete the radius of a circle question to stimulate
their critical thinking and problem-solving skills.
Students complete exit slip reflecting on what they have learnt and
what areas they feel like they need to further practice.
 • Use the formula to find
the distance between
two points on the
cartesian plane
Explain why the formula 𝑑 =
√(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 gives
the same value for the distance
as
𝑑 = √(𝑥1 − 𝑥2 )2 + (𝑦1 − 𝑦2 )2
Activity 2: Practising Distance Formula in class
All desks and chairs to be moved to one end of the classroom and use Transferring of Exit Slip
masking tape to mark out a grid on the floor and create an axis. learning
Students then take turns in rolling two dice which determines their set
of coordinates where they will stand. In order to include negative co- Masking tape
ordinates, students will toss a coin (heads will be positive, tails will be
negative). Measuring tape
Once all students have been placed at their co-ordinate’s students will
sit down at their co-ordinate and us the distance formula to determine Dice
the distance between them and their peers.
Results will be entered on a google sheet. Once all distances have been Coin
determined students are to use a tape measure to check their answers.
Assumption: every grid is 1m x 1m Google Sheet
Differentiation: whilst waiting for peers to all finish determining
distance, students are to recall their learning of gradient and midpoint
and determine the gradient and midpoint between themselves and a
chosen peer.
Class uses the Google sheet to determine which 2 students were the
furthest apart and use the co-ordinates to determine the gradient and
midpoint.
Teacher brainstorm with students where they believe gradient, distance
and midpoint are applied in real life.
Activity 3:
Students are to revisit the co-ordinates from the previous lesson and Inquiry Based
apply the formula 𝑑 = √(𝑥1 − 𝑥2 )2 + (𝑦1 − 𝑦2 )2 to determine the Approach
distance.
Students are given the opportunity to establish and explain why both
formulas give the same value.
𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 and;
𝑑 = √(𝑥1 − 𝑥2 )2 + (𝑦1 − 𝑦2 )2
Class to brainstorm what can be found from a set of given points as
Social learning
learnt over the past 2 weeks including:
approach: Vygotsky’s
- Linear equation – slope intercept
zone of proximal
- Gradient/slope
development
- Midpoint
- Distance (length of line segment)
Students are to then complete problem-solving activities which
incorporate the application of linear equation, gradient, midpoint and
distance.
Groups of mixed ability students are to be created by the teacher in
order to complete the following problems: Student centred
Problem 1 learning
Find the missing x co-ordinate of the points A(3,7) and B(x,6) when the
given slope of the line is 3. Problem
Once students have found the missing co-ordinate, students can graph questions
the points by hand or using GeoGebra and determine the following: worksheet
➢ Midpoint
➢ Distance
Critical
Problem 2 thinking -
Joe is taking a taxi from ANZ stadium to his home after attending a Problem
football game. The Taxi Company charges a booking fee of $5.00 plus a solving
rate per kilometre driven. Determine:
➢ The rate that Joe pays per kilometre driven using the below
graph - Gradient
➢ The midpoint charge
➢ The distance between the point where Joe would have been
charged $8.00 and the point where he is charge $20 using the
distance formula.

Student led discussion Literacy –

discussion
and sharing
of
Once the groups have completed the problems, students are to knowledge
volunteer to take the class through solving the questions. and
solutions
Week 3
Lessons
8-11
Sketch linear graphs using the
coordinates of two points
• Sketch the graph of a
line by using its
equation to find the x
and y intercepts.
Solve problems using various
standard forms of the equation
of a straight line can go into
week 4
Activity 1
Class to explore the x and y intercepts. Start by asking students what Discussion & questions
are intercepts?
Draw a cartesian plane on the board and ask students to come to the
board and mark where they believe the x and y intercept are located.
Through class discussion and referring back to the cartesian plane,
explain:
- x-intercept is called the “x” intercept because it is the point
that the line crosses the horizontal axis known as the x-axis.
- y-intercept is called the “y” intercept because it is the point
that the line crosses the vertical axis known as the y-axis.
From the cartesian plane diagram drawn on the board derive what the
values of x would be in order for the y-intercept to occur and the value
of y for the x-intercept to occur.
Ask students where they have seen a x and y intercept in the real world. Linking learning to the Images of train
Present students with the below image real world line from
http://passyworld
ofmathematics.co
m/x-and-y-
intercepts/
As students to think of the train track as being the Straight Line. Where
would our x and y intercepts be located.
 Provide students with the following example: Problem solving –
- y = 3x-9 transfer of knowledge
- 2x-4y = 8
Give students time to find the x and y intercept before solving as a class Equation cards
and ask students to plot. Equation cards
There will then be stations set up around the room with numbered worksheet
cards that have an equation on the other side of the card.
Students can work individually or in pairs to go around the room to
each equation station and solve the equations on the numbered card.
Students will be given a worksheet where they will solve the equation in
the corresponding numbered box in the worksheet.
Once all students have finished, students are to check their work with
other students for accuracy.
Challenge: Students who finish early create an equation for the teacher
to solve, if the teacher solves the equation the students then need to
graph the line. In the case that the teacher is not able to solve, then the
student has won the challenge.

Activity 2
Rearrange linear equations in Teacher to give students an equation in general form and ask students Inquiry based Resource 2: Critical
gradient-intercept form (y=mx to find the gradient/ slope of the line from this equation alone without approach Gradient thinking –
+c) into general form ax+by+c=0 any graphing or use of formulas. intercept and establishing
Students are given some time to attempt the question before sharing General form relationships
answers. worksheet to problem
Teacher then write up the gradient intercept form equations and makes solve
the links between the two formulas.
y = mx + c ax+by+c=0
 After establishing the relationship students are to attempt a range of
questions going from gradient intercept form to general form and vice
versa, complete a table applying the formula, graph the table and
identify the x and y intercepts as well as the slope.

Find the equation of a line Activity 3: Point Gradient Form Inquiry based Youtube video: Critical
passing through a point (x1,y1), Ask students to list all the variables required to find the y intercept approach. https://www.yout thinking –
with a given gradient m using: equation in a live Google docs sheet. Investigating and ube.com/watch?v use current
- Point gradient form: y- derivation. =baWMXIqM7u8 knowledge
y1 = m(x-x1) Once students have completed this, provide students with co-ordinate to approach
- Gradient intercept points (3,-4) and gradient of a line of 3/5. Ask students if this is enough new
form: y=mx+c for them to find the y-intercept. concepts.
Write up the Gradient intercept form equation: y=mx+c and ask
students whether or not this formula can be used.

Solve this question with students using the gradient intercept form
where:
(x,y) = (3,-4)
m = 3/5
c = unknown
Using the known components find the value of “c” and write the
formula in gradient intercept form.
Students can choose to attempt this on their own or follow the lead of
the teacher and discuss each step by step.

Now ask students to plot this initially given points on a cartesian plane
and draw a line in the direction of the slope and instead of labelling this
point with its co-ordinate label it using (x1, y1) and choose another
point and label it as just x and y.
Students are to watch the below Derive Point Slope Formula youtube
video which will be stopped at particular points for explanation and
note taking. https://www.youtube.com/watch?v=baWMXIqM7u8
Application of learning Desmos class ICT – Using
Students are to then log into Desmos and using the code BYURYM and activity: Desmos
select the Point Form activity for completion. https://student.d activity to
Alternatively give students the below link in google classroom: esmos.com/?prep practice
https://student.desmos.com/?prepopulateCode=byurym opulateCode=byu apply
rym understandi
ng of
knowledge
 Find the equation of a line Activity 4
passing through two points. Students revisit the point gradient form and gradient intercept form. Linking previous
Teacher presents students with a problem question where a line passes knowledge to current
through two points, (4, 10) and (6, 12) and are asked to find the learning – making
equation of the line in either form they prefer. connections
Ask students from the two given points what is something we already
know how to do?
This would allow students to recall previous knowledge on gradient
𝑟𝑖𝑠𝑒 𝑦 −𝑦
where two points are used in 𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 = = 2 1.
𝑟𝑢𝑛 𝑥2 −𝑥1

12−10 2
Allow students to apply this → 𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡, 𝑚 = → =1
6−4 2

Now allow students to pick a point (co-ordinates) to turn it into a Student centred –
problem that they already know how to solve. students make choice
on what path they
Example: gradient = 1 and Point (4,10) want to take to solve
the question.
Students are given the choice to solve the question in either Point
gradient form or gradient intercept form.

Students are to compare their answers with peers who made the same
choices to validate their findings.

Students to practice some questions from the worksheet. Literacy –

Differentiation: Personalised approach – the worksheet comes with a Resource 3: reading
scaffold that has step by step instructions for those learners who Student centred: Finding the worded
require the extra support. providing a detailed equation of a line questions
scaffold for students given two points and
Teacher to then lead discussion outlining where each of the concepts that require the extra worksheet following
learnt are relevant to the summative assessment task giving students support. worded
the opportunity to ask questions. scaffold

Week 4 Solve problems involving parallel Activity 1

Lessons and perpendicular lines. Begin this activity by asking students to define the terms parallel and Literacy,
12-14 - find the equation of a perpendicular. Khan Academy listening and
line that is parallel or Introduce students to the key rules of parallel lines Video - interpreting
perpendicular to a - Have the same slope https://www.kh information
given line - Are different lines that never intersect (c) anacademy.org/ to create
Students are presented with a Khan Academy video math/geometry understandi
https://www.khanacademy.org/math/geometry/hs-geo-analytic- /hs-geo- ng
geometry/hs-geo-parallel-perpendicular-eq/v/parallel-lines analytic-
Problem solving
geometry/hs-
Students are then presented with the following sets of lines are given geo-parallel-
time to determine if the lines are parallel with one another. perpendicular-
eq/v/parallel-
3
A) 𝑦 = 4 𝑥 − 4 B) 4𝑦 − 20 = −3𝑥 C) −3𝑥 + 4𝑦 = 40 lines
Substantive Literacy –
communication - justifying
Students are asked which pairs are parallel and are required to justify
justification their
they answers.
answers
Volunteers are to come up to the board and carry out the solution they
undertook to determine their answer.
Making connections Problem
The teacher then presents students with another set of lines that are
with previous solving –
NOT in gradient intercept form and asks students to determine if they
knowledge and applying
are parallel or not. – Formative assessment
current learning to prior
Teacher is to observe if students recall prior learning of rearranging
problem solve knowledge
equations in order to form an equation in gradient intercept form
to new
before solving the question.
concepts
A) 2𝑦 = 12𝑥 + 10 B) 𝑦 = 6 C) 𝑦 − 2 = 6(𝑥 + 2)
Substantive
communication –
Students are asked which pairs are parallel and are required to justify
justification
they answers.
Volunteers are to come up to the board and carry out the solution they
undertook to determine their answer.

Now teacher introduces the key rule of perpendicular lines:

- They must intersect at right angles
- One slope of a line will be the negative inverse of the other
slope of a line. Khan Academy
Transfer of Video:
Students watch a Khan Academy video where perpendicular lines are
understanding and
introduced the video is paused before examples are solved giving https://www.kh
knowledge to problem Critical
students the opportunity to solve the questions individually or in pairs.
solve.
anacademy.org/ thinking,
https://www.khanacademy.org/math/geometry/hs-geo-analytic- math/geometry challenge
geometry/hs-geo-parallel-perpendicular-eq/v/perpendicular- /hs-geo- question
lines analytic- requires
Teacher to give students a challenge question to solve and submit via geometry/hs- working
google classroom before the next lesson for immediate feedback. geo-parallel- backwards
Challenge question: What is the equation of Line B, if: perpendicular- and
Line A : y= 2x + 11 application
eq/v/parallel-
Line B contains: (6,-7) and Lines A and B are perpendicular. of previously
lines
Exit Slip studied
Teacher will ask students to recap the main points which allow them to concepts.
determine if a line is parallel or perpendicular.
Find the midpoint and gradient Activity 2 Problem solving, and Laptops ICT use of
of a line segment (interval) on Students will begin this activity by recalling all the aspects they have transferring GeoGebra GeoGebra to
the Cartesian plane. covered throughout the unit to date in the form of a concept map, understanding and Resource 3: problem
Find the distance between two linking the equations and formulas together where there is a knowledge GeoGebra solve
points located on the Cartesian relationship in their use. worksheet
plane. Students are to then complete a GeoGebra activity recapping all aspects Critical
Sketch linear graphs using the covered. Students will use GeoGebra to answer the activity questions, Thinking –
coordinates of two points however, also need to write the formulas required details if the problem
Solve problems involving parallel question was to be solved by hand. solving using
and perpendicular lines. Differentiation GeoGebra as
Support: The worksheet is scaffolded to guide students on the use of well as
GeoGebra. determining
Extension: Students are given the opportunity to Free Sketch by Making connections the correct
creating their own equations, graphing, labelling and solving them. between learning and Assessment equations
assessment for
solutions.
Activity 3 Providing feedback
This activity allows students to work on their summative assignment
project in class.
The teacher is to make explicit links between the assignment
components and the aspects covered in class.
Students can work individually or in groups and progress through their
assessment with the opportunity to ask questions and compare results.
Teacher to provide immediate feedback to students to allow them to
reflect, understand and progress.
Resource 1: PowerPoint Presentation – have made this resource, however, have screenshot it from PowerPoint to
include in this document. Resource can be emailed separately upon request.
 Resource 2: Gradient Intercept and General form Worksheet

x/y Intercept &

Equation Forms Table Graph
Slope
Standard Form:
x y
2x − y = −2 0
X intercept =
0
1
-3 Y intercept =
Slope Intercept form:
3
Gradient =

Standard Form:
x y
0 0
X intercept =
-1 2
1 -2
Slope Intercept form: -3 6 Y intercept =
3 -6
Gradient =

Standard Form:
x y
-3
X intercept =
0
3
Slope Intercept form: -6 Y intercept =

2 6
y= 𝑥+2
3 Gradient =

Standard Form:
x y
0
0
X intercept =
1
Slope Intercept form: -3
Y intercept =
3

Gradient =
Resource 3: Equation of a Line Given Two Points

Find the Equation of a line Passing through the points

a) (-1,-1) and (2,7)

b) (-2,5) and (4,-3)

c) (-5,-2) and (1,5)

d) (-4,7) and (3,2)

Need some help?.... Let’s do this together

Start with (-1,-1) and (2,7)

Step 1: Start off with finding the slope of the line.

𝑦2 − 𝑦1
𝑚=
𝑥2 − 𝑥1

Step 2: We can plug the slope we have found into the gradient intercept equation.

𝑦 = 𝑚𝑥 + 𝑐

Step 3: Choose a point to use as your x and y values in the above equation. You can choose whichever
point you like as they will produce the same answer.

Step 4: Simplify your equation to find the unknown “c”

Step 5: Write your full equation with the now known “c”

Now complete the remaining questions on your own to test your understanding…. Goodluck!
Resource 4: GeoGebra Activity
Part A – Gradient

a) Use GeoGebra to find the gradient for the below co-ordinates of a line

Points Gradient in GeoGebra Equation you would use to solve by Hand

A(0,1) and B(2,2)

A(0,6) and B(3,3)

A(1,2) and B(4,3)

A(3,5) and B(7,13)

Guide to use GeoGebra.

1. Creating a new file → File > Save As (Use the file name as Gradient)
2. Ensure that the Algebra window is active → View > Algebra
3. Turn on Axes by → Right Click Mouse > Axes
4. Turn on the Grid by → Right Click Mouse > Grid
5. Type the Points A = (0,1) in the input bar.
6. Select the 3rd menu from the top of the page and then from the drop-down
select “Segment Between Two Points” so that you can start drawing
the line segment to meet point B (2,2)
7. Select the 9th menu from the top of the page and use the drop-down menu
select “Slope”.
8. Use the mouse to click on the line in order for the Gradient to appear.

b) Find the Gradient of one set of points by hand calculations and compare with your GeoGebra found answer.
Part B - Midpoints

Use GeoGebra to find the Midpoint of the following co-ordinates of a line.

Points Midpoint in GeoGebra Equation you would use to solve by Hand

A(0,1) and B(2,2)

A(0,6) and B(3,3)

A(1,2) and B(4,3)

Guide to use GeoGebra.

1. Creating a new file → File > Save As (Use the file name as Midpoint)
2. Ensure that the Algebra window is active → View > Algebra
3. Turn on Axes by → Right Click Mouse > Axes
4. Turn on the Grid by → Right Click Mouse > Grid
5. Type the Points A = (0,1) in the input bar.
6. Select the 3rd menu from the top of the page and then from the drop-down
select “Segment Between Two Points” so that you can start drawing
the line segment to meet point B (2,2)
7. Select the 2nd menu from the top of the page and use the drop-down menu
select “Midpoint or Center”.
8. The Midpoint will appear in the Algebra sectioned window.

b) Find the Midpoint of one set of points by hand calculations and compare with your GeoGebra found answer.
Part C – Length of Line Segment / Distance

Use GeoGebra to find the Distance of the following co-ordinates of a line.

Points Midpoint in GeoGebra Equation you would use to solve by Hand

A(0,1) and B(2,2)

A(0,6) and B(3,3)

A(1,2) and B(4,3)

Guide to use GeoGebra.

1. Creating a new file → File > Save As (Use the file name as Distance)
2. Ensure that the Algebra window is active → View > Algebra
3. Turn on Axes by → Right Click Mouse > Axes
4. Turn on the Grid by → Right Click Mouse > Grid
5. Type the Point “ A = (0,1)” in the input bar.
6. Select the 3rd menu from the top of the page and then from the drop-down
select “Segment Between Two Points” so that you can start drawing the line
segment to meet point B (2,2)
7. Select the 9th menu from the top of the page use the drop-down menu to
select “Distance or Length”.
8. Use your mouse to click on the line segment and the Distance will appear.

b) Find the Distance of one set of points by hand calculations and compare with your GeoGebra found answer.
Part D – Parallel Lines

a) Determine which pair of equations are parallel or Perpendicular

Equation Gradient in GeoGebra Which equation is each parallel or

perpendicular with?
𝑎) 2𝑦 = 12𝑥 + 10

b) y = 6

C) 𝑦 − 2 = 6(𝑥 + 2)

Guide to use GeoGebra.

1. Creating a new file → File > Save As (Use the file name as Gradient)
2. Ensure that the Algebra window is active → View > Algebra
3. Turn on Axes by → Right Click Mouse > Axes
4. Turn on the Grid by → Right Click Mouse > Grid
5. Type the Equation in the input bar.
6. Select the 9th menu from the top of the page and use the drop-down menu
select “Slope”.
7. Use the mouse to click on the line in order for the Gradient to appear.
8. Complete for each equation

One you have completed the gradient for each equation determine which pair of equations are parallel and why?

b) Determine if the points are Parallel or Perpendicular by hand calculations and compare with your GeoGebra
found answer.

Part E – Creative Sketch

You will have time to practice creating equations, graphing, labelling and then solving the gradient, midpoint and
distance for each.
Summative Assessment

Curriculum 1B High School INSERT

Mathematics Assessment Notification SCHOOL
Mathematics Faculty – Stage 5 LOGO

Name of Task: Road Trip Project Submission Format: Poster Or ICT

Subject: Mathematics – Linear Relationships Due Date:

Year: 9.5.3 Weighting: 20%

Teacher: Head Teacher:

Teacher Email:

Outcomes being assessed:

MA5.3.1WM, MA5.3-2SWM, MA5.3-3WM & MA5.3-8NA

Task:

Linear Relationship Task

You have been chosen to appear on “Road Trip of a Lifetime” (RTL). RTL is a TV reality show that chooses
random people are given $10,500 to go on a unique, lifechanging and exciting road trip to be broadcasted
on national television. The main spending will be towards two main components which include your
chosen rental vehicle including fuel costs and your daily expenses which include accommodation and
food.

You need to plan this trip carefully, as only groups who spend between $9,500 and $10,000 in their Road
trip planning will be considered. Your only limitation is your ability to budget. Channel 9 can drive their
production equipment anywhere around Australia and has special relations with petrol stations,
hotels/motels/campgrounds and restaurants to offer you the best available deals allowing you to
maximise your road trip experience.

Your starting and finishing point will be your school and you are able to have as many stops as you wish.
Your trip can be between 7-31 days, however, cannot cross any body of water as you must remain inside
Australia to allow the production vans to travel with you and the point of the show is a “Road Trip” within
Australia. You can take up to 7 of your friends but remember, Channel 9 only wants to fund an impressive,
inspiring and detailed trip which is well budgeted.

Task: You need to complete the best proposal by completing all the tasks within the project. Follow the
scaffold proposal to understand what needs to be completed and included and create a proposal using
any ICT tool of your choice.
Who have you chosen to attend the Road trip?
You can bring along up to 6 people other than yourself, that can be family, friends or even a Australian
celebrities as Channel 9 can pull some strings. Write the names of the attendees:
1. __________________________________ 4. _________________________________
2. __________________________________ 5. _________________________________
3. __________________________________ 6. _________________________________
Proposal for “Road trip of a Lifetime” ©

Part I: Costs

Other than the car, your main expense throughout this trip will be accommodation and food. Accommodation and
lodging will be calculated separately and Channel 9 will offer you three different options for each.

Options

Food

$25/day each person meal items

$85p/day each person for Healthy
$120p/day each person for High from restaurant.
Wholesome meals in casual dining
Class Cuisine in classy restaurants
restaurants
Accommodation
King Suites Hotel Rooms Campground
$500/night and fits up to 8 people in $100/night and fits up to 4 people in $25/night and fits up to 4 persons on
each King suite each Hotel room each camp-ground
Baggage
High Quality Brand Luggage Good Quality Luggage No luggage – will bring plastic bags
$250 per person $70 per person $0 per person

From the above information, choose the accommodation and form of diet you will be choosing. Justify your choice.

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Given the total number of people attending your trip, what will be the total spent on food and accommodation per
day?

_________________________________________________________________________________________________

Given the total attendees of your trip, what will be the total amount spent on luggage for the entire group?

_________________________________________________________________________________________________

From the details of the amount you will be spending on daily costs to create an equation in gradient intercept form y =
mx + b which will be made up of the costs (y) for any chosen number of days (x).

Total costs equation ______________________________________

Proposal for “Road trip of a Lifetime” ©

Part 2. Route

You will need to produce a map outlining your trip using Google Maps

https://www.google.com/maps

1. Go to the website https://www.google.com/maps

2. In the search box, enter your school address
3. Click Directions
4. Enter your destination(s)
5. Select “add to route” before entering your next destination if there is more than 1 intended destination.
6. When you have completed adding in all your destinations click add route and enter your school address as this
is also your ending point.’
7. Click Get direction
8. Review your route, to make any changes click “Edit route”
9. Once you are satisfied with your route, record the details of your route below

Destinations

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Total Km of Destination ____________________________ Total Travelling Hours ____________________________

If Channel 9 only allows a maximum of 10hrs of driving each day. Determine the least number of days that will be
require driving?

Consider your trip was to be spread out over 31 days, how many hours per day would be spent driving
 Proposal for “Road trip of a Lifetime” ©

Part 3. Motor Vehicle Expense

Channel 9 will provide you with a car to borrow throughout your trip at a discounted rate as they have marketing deals
with car hire companies. When choosing a vehicle, ensure there is space for all your attendees.

Note: Consider the kilometre Per Tank (KmPT), as you will be paying for the fuel from your budget.

Kawasaki EX400 Toyota Corolla Audi A4 Toyota Landcruiser Lamborghini

$18/day $32/day $64/day $77/day $145/day

2 Passenger 5 Passenger 5 Passenger 8 Passenger 2 Passenger

90/82 KmPT 71/48 KmPT 31/29 KmPT 31/22 KmPT 18/13 KmPT

City / HWY City / HWY City / HWY City / HWY City / HWY

What vehicle have you chosen? Justify your choice.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Once you have chosen a vehicle, use the KmPT to calculate how many Tanks of fuel you you require to complete the
road trip.

Petrol stations across the country will offer you the Channel 9 commercial rate of $0.80/litre. What will the total cost
on fuel come to?

Now use the amount that will be paid on the vehicle rent and fuel to create a gradient intercept equation

Y = mx + b

Total vehicle cost equation __________________________________________________

Proposal for “Road trip of a Lifetime” ©

Part 4. Calculating Expenses

Using the equations created to calculate the cost of various length trips.

Length Accommodation & Food Expense Vehicle Expenses (from Part 2) Total Expense
(days) (from Part 1)
7

14
21
28

Show your working for an example below:

If you’re unable find a trip which is suitable consider using the below table to determine the lengthiest trip possible
that you could propose. Also consider making alterations to the accommodation, food and vehicle choices.

Reminder the trip must be between $9,500 - $10,500.

Length Accommodation & Food Expense Vehicle Expenses (from Part 2) Total Expense
(days) (from Part 1)

If you were required to make changes to your equations, explain the changes that were carried out below.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________
Proposal for “Road trip of a Lifetime” ©

Graph the two equations below. Ensure you include all relevant labelling.
Proposal for the “Road trip of a Lifetime” ©

Using the above Graph, determine the following:

Question 1

a) Slope of the line for Accommodation and Food Costs

b) Slope of the line for Vehicle Costs

Question 2

a) The midpoint amount for Accommodation and Food Costs

b) The midpoint amount for Vehicle costs

Question 3

a) Determine if any of the Accommodation and food options are parallel?

b) Determine if any of the Vehicle expense options are parallel?

Proposal for the “Road trip of a Lifetime” ©

Part 5. Sponsorship

Channel 9 regularly has marketing offers from companies to use their products in their reality Television shows as a
form of marketing. Companies will pay both Channel 9 and you if their product is evident throughout your road trip.
Powerade, Oak and Redbull have all agreed to make payments to participants if their products appears on the show,
however you can only choose 1 company to appear on your trip.

Use the below information to determine an evaluation for the Sponsorship amount you will make for each day of the
trip.

Show your working

Powerade Oak Red Bull

Days Amount Days Amount Days Amount
5 $132 10 $160 10 days $32
10 $162 20 $260 20 days $192
15 $192
20 $222

Powerade: _______________________ Oak: _________________________ Red Bull:__________________________

Prove that the equation works by applying it to your answer.

In 2 sentences, explain how the equation for each company was established.
Proposal for the “Road trip of a Lifetime” ©

Part 6. Comparing Sponsorships

From the equations developed in Part 5 to determine the amount of money that will be distributed from each
sponsorship.

Days Powerade Oak Red Bull

Y = ____________________ Y = ____________________ Y = ____________________
7

14
21
28

Determine which numbered day Powerade and Oak make the same amount of sponsorship payment?

Solve the system of equations and show your working.

Determine which numbered day would Powerade and Red Bull make the same amount of sponsorship payment?

Solve the system of equations and show your working.

Determine which numbered day Oak and Red Bull make the same amount of sponsorship payment?

Solve the system of equations and show your working.

Proposal for the “Road trip of a Lifetime” ©

Graph all three equations below. Ensure you include all relevant labelling.

Determine and highlight the point of the graph that represents the most suitable sponsorship company to select.
Marking Rubric

Criteria
Section 0 1 2 3 4
Reasonable, creative
and neat approach -
MA5.3-3WM uses
deductive reasoning in
presenting arguments
and formal proofs
Demonstrates thorough
(Reasoning) Demonstrates limited Demonstrates reasonable
calculations and judgements.
calculations and judgements. calculations and judgements.
Non- Presents a well thought
MA5.3-1WM uses and Presents limited creativity in Presents a creative presentation N/A
attempt creative presentation of the
interprets formal presentation of the proposal of the proposal which is some-
proposal which is neat and
definitions and which lacks neatness and flow. what neat and easy to follow.
easy to follow.
generalisations when
explaining solutions
and/or conjectures
(Communicating)

Accommodation and
Food Expenses -
MA5.3-2WM
generalises Demonstrates satisfactory Demonstrates thorough
mathematical ideas Non- explanation of accommodation explanation of accommodation
N/A N/A
and techniques to attempt and food choice using the correct and food choice using the correct
analyse and solve equation for the chosen expense. equation for the chosen expense.
problems efficiently
(Problem Solving)

Route - Non- Demonstrates a thorough

Demonstrates a limited Demonstrates a satisfactory
MA5.3-2WM attempt identification of chosen route
identification of chosen route identification of chosen route
generalises and uses Google Maps to
and uses Google Maps to and uses Google Maps to
mathematical ideas calculate distance.
calculate distance. calculate distance. N/A
and techniques to Correctly calculates the
Limited calculations on the Satisfactorily calculates the
analyse and solve number of hours required to
number of hours required to number of hours required to
problems efficiently complete the journey through
complete the journey attempts complete the journey and
(Problem Solving) thorough calculation and
 to answer questions on journey answers questions on journey answers questions on journey
length. length somewhat correctly. length correctly.
Vehicle Expenses –
MA5.3-2WM
generalises
Demonstrates satisfactory Demonstrates thorough
mathematical ideas
Non- explanation of vehicle choice explanation of vehicle choice
and techniques to N/A N/A
attempt using the correct equation for the using the correct equation for the
analyse and solve
chosen expense. chosen expense.
problems efficiently
(Problem Solving)

Calculations –
MA5.3-2WM
generalises
mathematical ideas Demonstrates with some Demonstrates a thorough
and techniques to Demonstrates limited calculation Demonstrates satisfactory detail the ability to calculate ability to calculate total cost
analyse and solve of total cost of journey using calculation of total cost of total cost of journey using of journey using equations
problems efficiently equations with the ability to journey using equations with the equations with the ability to with the ability to make
(Problem Solving) make necessary changes to ability to make necessary make necessary changes to necessary changes to obtain
Non- obtain better results. changes to obtain better results. obtain better results. better results.
MA5.3-8NA uses attempt Students graph with limitations Students satisfactorily graph Student correctly graphs Student graphs all equations
formulas to find the equations and carry out equations and carry out equations and carry out and adequately carry out
midpoint, gradient limited calculations for gradient, calculations for gradient, calculations for gradient, calculations for gradient,
and distance on the midpoint, distance as well as midpoint, distance as well as midpoint, distance as well as midpoint, distance as well as
Cartesian plane, and determine if choices are parallel. determine if choices are parallel. determine if choices are determine if choices are
applies standard parallel. parallel.
forms of the equation
of a straight line
(Linear Relationships)
Sponsorship -
Students satisfactorily explain Students explain with detail how
MA5.3-2WM
how they obtained the equation they obtained the equation after
generalises
after attempting to utilise the appropriately utilising the table
mathematical ideas
Non- table of values to create an of values to create an adequate
and techniques to N/A N/A
attempt adequate equation for each equation for each sponsorship
analyse and solve
sponsorship and attempts to and correctly calculates the
problems efficiently
calculates the amount each amount each sponsorship option
(Problem Solving)
sponsorship option will pay. will pay.
 With some detail, the student
Comparisons – The student is extensively
The student demonstrates The student is satisfactorily able is able to compare the graphs
MA5.3-3WM uses able to compare the graphs
limited ability to compare the to compare the graphs to make to make comparisons and use
deductive reasoning in to make comparisons and
graphs to make comparisons and comparisons and use data points data points such as gradient
presenting arguments use data points such as
use data points such as gradient such as gradient and midpoint for and midpoint for
and formal proofs gradient and midpoint for
and midpoint for accommodation, food and accommodation, food and
(Reasoning) accommodation, food and
accommodation, food and vehicle options as well as point of vehicle options as well as
vehicle options as well as
Non- vehicle options as well as point of intersection for the sponsorship point of intersection for the
MA5.3-1WM uses and point of intersection for the
attempt intersection for the sponsorship options to make conclusions of sponsorship options to make
interprets formal sponsorship options to make
options to make conclusions of the best Road Trip plan to conclusions of the best Road
definitions and conclusions of the best Road
the best Road Trip plan to propose that is within budget. Trip plan to propose that is
generalisations when Trip plan to propose that is
propose that is within budget. Student provides a satisfactory within budget. Student
explaining solutions within budget. Student
Student provides a limited description and justified provides a some-what
and/or conjectures provides a descriptive and
conclusion for the whole conclusion for the whole detailed and justified
(Communicating) justified conclusion for the
proposal. proposal. conclusion for the whole
whole proposal.
proposal.

Total ____/20

Feedback:

__________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________
 References

Biggs, J., & Collis, K. (1989). Towards a model of school-based curriculum development and
assessment using the SOLO taxonomy. Australian journal of education, 33(2), 151-163.

Geogebra - Graphing Calculator. Geogebra.org. (2020). Retrieved 19 April 2020, from

https://www.geogebra.org/graphing./

John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A
Vygotskian framework. Educational Psychologist, 31(3-4), 191-206.

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and behavioural
sciences, 31, 486-490.

Levy, P., & Petrulis, R. (2012). How do first-year university students experience inquiry and research,
and what are the implications for the practice of inquiry-based learning? Studies in Higher
Education, 37(1), 85-101.

NESA. (2012). Mathematics K–10 | NSW Education Standards. Educationstandards.nsw.edu.au.

Retrieved 21 April 2020, from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/learning-areas/mathematics/mathematics-k-10.
Safdar, A., Yousuf, M. I., Parveen, Q., & Behlol, M. G. (2011). Effectiveness of information and
communication technology (ICT) in teaching mathematics at secondary level. International
Journal of Academic Research, 3(5).
Vygotsky, L. S. (1986). Thought and language (A. Kozulin, trans.).