PROFESSIONAL EXPERIENCE 4: Teacher as Inquirer

Placement: Mathematics Unit Plan

Melanie Maguire

LESSON SEQUENCE

Week Day Activity Resources Time

Viewing of YouTube clip: RSPCA’s Pop Up YouTube Clip 5 Minutes
Adoption 2017. Whiteboard
o Brainstorm a list of different pets marker

Distribute a pet to each table, they need to Butchers

estimate the cost involved in having this pet paper/Markers 10 Minutes
in particular. Timer on
whiteboard
Monday Class discussion – each group presents
back to the class their estimates. Real Real prices
prices for each are revealed. research on 10 Minutes
Week 6 slides.

Worksheet 1: How many scorpions to a Printed 20 Minutes

python? worksheets
o Go through the sheet together

Tuesday NO LESSON DUE TO ROCK CLIMBING

Wednesday NO LESSON DUE TO ROCK CLIMBING

Week 7 Introduction: Laptops 5 Minutes

Class survey – pet ownership

Worksheet 2: Cats and Dogs

o Go through the sheet together. Explain Worksheet 20 Minutes
the questions.
Monday 10 Minutes
o Students to complete the graph on
page two independently
Questions: inferring from the survey tables

Go through the answers at the end of the Worksheet 10 Minutes

session
Class discussion:  Interactive 5 Minutes
o What are sales? whiteboard
o When do sales occur?
o What kind of language is used to
describe sale prices?

Demonstration/formula of how to calculate Formula 10 Minutes

Tuesday description
the sale price of an items price by 10%,
25% and 50%.

Worksheet 3: Cheap, cheap! Worksheet 30 Minutes

o Questions 1-3 to be done independently
first
Question 4 to be done using newspapers Newspapers
Wednesday Review calculating sale price of items by Interactive 10 Minutes
10%, 25% and 50%. whiteboard
o Explain the link between percentages
 and decimals: Show students how to
calculate a discounted price by
multiplying by the decimal.

Continue working through questions to Questions 35 Minutes

keep up the practise.
Week 8 Worksheet 4: Cats or dogs? Worksheet  15 Minutes
Class discussion above average costs of
owning a pet
o What are some of the things they have
noticed looking at the table?
o Are there any costs that surprise them?
As a class, work through question two
together.
o Discuss which costs should come under Whiteboard
the ‘welfare’ costs and the ‘other goods
and services’ costs 15 Minutes
o Display these on the board and
calculate together

Once completed, students use Page 3 of

the sheet to complete the graph. On Page Worksheet
4 they will need to record their findings on (10
whether cats or dogs are more expensive. Minutes)
Monday
EXTENSION:
Students who complete the task early can
go onto Excel and create their table and Laptops
graph on there, printing it out and sticking it 5-10
onto the blank area on their sheet. Minutes

Wrapping up class discussion:

o Does one type of pet have more spent
on it than the other? Answers
o Why might that be?
o What do you notice about the purchase
costs compared to other categories?
o Is this observation the same for dogs
and cats? Are the amounts in each
category distributed in a similar pattern
for both dogs and cats?
o What differences do you notice?
Tuesday Class discussion: what kind of enclosures Questions
and environments do pets need?
o What sort of pets might need to be
caged? Why?
o How big should the cage area be?
o How does the reason for cage influence 15 Minutes
by size?
o What sort of pets might need to be
fenced in?
Refresher of the formula for calculating
perimeter and area for simple rectangles. Whiteboard
Remind students that the measurement for
cages usually come in width, length and
height.
o Which measurement is the height?
o Does it matter which order the width
and length are in?
 Go through the sheet. Worksheet 30 Minutes
o Create table on the board for them to Table
follow as a guideline for the harder
questions.
o Hand out grid paper for visual learners Grid paper

Students work independently on Worksheet

5: Herding Hens
Class discussion: reasons that people may Interactive 15 Minutes
keep animals other than as pets (food whiteboard.
source, edible products, transport)
o Discuss chickens, how much room do
they really need?
o Display an A4 piece of paper up on the
board, ask two students to come up and A4 piece of
measure the width and length. As a paper
class, work out the area of the paper. Ruler
o Flip the piece of paper over, showing
the students the 500cm2 that battery
chickens are given. Explain the 0.5m2
for their coops.
o What fraction of this recommended
Wednesday area is the area given to a battery
chicken? (1/10)
o What percentage is this? (10%)

Students are given out the three different Netting 5 Minutes

chicken coop nets. resource
o Explain that the Happy Chicken
Company produces ‘flat pack’ coops.
There are three different designs.
o Go through netting – refresher.
Worksheet 20 Minutes
Students begin work on Worksheet 6: All
cooped up, once completed the necessary
questions they can make their chicken
coops and colour them in.
Continuation of Monday – using the three- No new  
dimensional shapes they’ve created to resources 45 Minutes
complete Worksheet 6: All cooped up. necessary.
Monday
Catch up/finishing off any previous work
lesson.
SUMMATIVE ASSESSMENT Assessment
INTRODUCTION LESSON. booklet.
Week 9
Introduce the assessment, going through 45 Minutes
Tuesday each section thoroughly and answering any Examples.
questions the students have.
Show example to give them an idea of what
to do.
Continue working on assessment. Assessment 45 Minutes
Wednesday booklet.

Continue working on assessment. Assessment 45 Minutes

Monday booklet
Week 10
Continue working on assessment. Assessment 45 Minutes
Tuesday *DUE TODAY* booklet
  
Wednesday NO MATHEMATICS LESSON TO PLAN.

LINKS WITH ACARA:

Mathematics:

Strand: Number and Algebra Sub- Strand: Fractions and Decimals

Descriptor: Achievement Standards: General capability
By the end of Year 6,
students solve
problems involving the
addition and subtraction
of related fractions. Numeracy:
Students also locate o Solve problems using equivalent fractions,
Make connections
fractions and integers
between equivalent decimals and simple percentages
on a number line and
fractions, decimals and
calculate a simple
percentages o Visualise, describe and order equivalent
fraction of a quantity.
(ACMNA131) fractions, decimals and simple percentages
They connect fractions,
decimals and
percentages as
different
representations of the
same number.
Strand: Number and Algebra Sub- Strand: Money and Financial Mathematics
Descriptor: Achievement Standards: General capability
Investigate and
calculate percentage Numeracy:
By the end of Year 6,
discounts of 10%, 25% o Solve problems and check calculations using
students calculate
and 50% on sale items,
common percentage efficient mental and written strategies
with and without digital
discounts on sale items.
technologies
(ACMNA132)

Strand: Measurement and Geometry Sub- Strand: Using units of measurement

Descriptor: Achievement Standards: General capability
Solve problems Numeracy:
involving the By the end of Year 6,
o Choose and use appropriate metric units for
comparison of lengths students solve
length, area, volume, capacity and mass to solve
and areas using problems involving
appropriate units everyday problems
length and area.
(ACMMG137)
Strand: Measurement and Geometry Sub- Strand: Shape
Descriptor: Achievement Standards: General capability
Numeracy:
By the end of Year 6,
Construct simple prisms o Visualise, sort, describe and compare the features
students construct
and pyramids of objects such as prisms and pyramids in the
(ACMMG140) simple prisms and
environment
pyramids.

Strand: Statistics and Probability Sub- Strand: Data representations and

interpretation
Descriptor: Achievement Standards: General capability
 Interpret and compare a By the end of Year 6, Numeracy:
range of data displays, students interpret and o Collect, compare and describe and interpret data
including side-by-side compare a variety of
as 2-way tables, double column graphs and sector
column graphs for two data displays including
categorical variables those displays for two graphs, including from digital media
(ACMSP147) categorical variables.
Strand: Statistics and Probability Sub- Strand: Data representation and
interpretation
Descriptor: Achievement Standards: General capability
ICT:
Interpret secondary By the end of Year 6, o Independently or collaboratively create and
data presented in digital students interpret modify digital solutions, creative outputs or data
media and elsewhere secondary data representation/ transformation for particular
(ACMSP148) displayed in the media. audiences and purposes

Cross curriculum link - English:

Strand: Literacy Sub- Strand: Interacting with others.

Descriptor: Achievement Standards: General capability
Participate in and
contribute to
Creative and Critical Thinking:
discussions, clarifying
By the end of Year 6, o Reflect on assumptions made, consider
and interrogating ideas,
students listen to reasonable criticism and adjust their thinking
developing and
discussions, clarifying
supporting arguments, if necessary.
content and challenging
sharing and evaluating o Identify and justify the thinking behind
others’ ideas.
information,
choices they have made.
experiences and
opinions (ACELY1709)
Strand: Literacy Sub- Strand: Interacting with others.
Descriptor: Achievement Standards: General capability
Use interaction skills,
varying conventions of
spoken interactions By the end of Year 6,
such as voice volume, students contribute
tone, pitch and pace, actively to class and Literacy:
according to group size, group discussions, o Compose and edit learning area texts.
formality of interaction using a variety of
and needs and strategies for effect.
expertise of the
audience (ACELY1816)

Cross curriculum link - Humanities and Social Sciences:

Strand: Inquiry and Skills Sub- Strand: Researching

Descriptor: Achievement Standards: General capability
Organise and represent
data in a range of ICT:
formats including By the end of Year 6, o Independently or collaboratively create and
tables, graphs and students organise and
modify digital solutions, creative outputs or
large- and small-scale represent data in a
maps, using discipline- range of formats. data representation/transformation for
appropriate conventions particular audiences and purposes.
(ACHASSI124)

Strand: Inquiry and Skills Sub- Strand: Evaluating and reflecting

Descriptor: Achievement Standards: General capability
Evaluate evidence to By the end of Year 6, Creative and Critical Thinking:
 students interpret data
to identify, describe and
compare distributions, o Analyse, condense and combine relevant
draw conclusions
patterns and trends to
(ACHASSI129) information from multiple sources.
infer relationships, and
evaluate evidence to
draw conclusions.
Strand: Inquiry and Skills Sub- Strand: Evaluating and reflecting
Descriptor: Achievement Standards: General capability
Work in groups to By the end of Year 6, Personal and Social:
generate responses to student collaboratively
o Communicate effectively and work
issues and challenges generate alternative
(ACHASSI130) responses to an issue. collaboratively.
Strand: Inquiry and Skills Sub- Strand: Evaluating and reflecting
Descriptor: Achievement Standards: General capability
By the end of Year 6,
Use criteria to make student collaboratively
decisions and generate alternative
judgements and responses to an issue, Ethical Understanding:
consider advantages use criteria to make o Explain what constitutes an ethically better or
and disadvantages of decisions and identify worse outcome and how it might be
preferring one decision the advantages and accomplished.
over others disadvantages of
(ACHASSI131) preferring one decision
over others.

Strand: Knowledge and Understanding Sub- Strand: Economics and Business

Descriptor: Achievement Standards: General capability
Ethical Understanding:
The effect that
By the end of Year 6, o Explain what constitutes an ethically better or
consumer and financial
students explain why it worse outcome and how it might be
decisions can have on
is important to be
the individual, the accomplished.
informed when making
broader community and o Examine and explain ethical concepts such
consumer and financial
the environment as truth and justice that contribute to the
decisions.
(ACHASSK150)
achievement of a particular outcome.
Strand: Knowledge and Understanding Sub- Strand: Economics and Business
Descriptor: Achievement Standards: General capability
How the concept of
opportunity cost By the end of Year 6,
involves choices about students recognise why Ethical Understanding:
the alternative use of choices about the o Explore the reasons behind there being a
resources and the need allocation of resources variety of ethical positions on a social issue.
to consider trade-offs involve trade-offs.
(ACHASSK149)

Cross curriculum link – Design and Technologies:

Strand: Processes and Production Skills Sub- Strand: Generating and Designing
Descriptor: Achievement Standards: General capability
Generate, develop and
By the end of Year 6,
communicate design
students communicate
ideas and processes for Critical and Creative Thinking:
design ideas to
audiences using o Evaluate the effectiveness of ideas, products,
audiences using
appropriate technical
graphical performances, methods and courses of again
terms and graphical
representation against given criteria.
representation
techniques and
techniques
technical terms.
(ACTDEP025)
 Strand: Processes and Production Skills Sub- Strand: Collaborating and managing
Descriptor: Achievement Standards: General capability
Ethical Understanding:
o Explain what constitutes an ethically better or
Develop project plans worse outcome and how it might be
that include accomplished.
By the end of Year 6,
consideration of
students create
resources when making
designed solutions ICT:
designed solutions
suitable for identified o Independently or collaboratively create and
individually and
needs or opportunities. modify digital solutions, creative outputs or
collaboratively
(ACTDEP028) data representation/transformation for
particular audiences and purposes.

Design Your Own Chicken Coop

Money and Financial Mathematics Assessment
Name:

Throughout our mathematics unit for this term we have learnt a great
deal about the costs of owning different pets as family members, and
the sizes necessary for keeping working animals. Within this
assessment, you will be demonstrating your knowledge of working
with decimals, percentages, area and perimeter.

YOUR TASK

To design a chicken coop that is appropriately sized for 24 chickens.

As we learnt in our ‘All Cooped Up’ lesson, chickens need at least
0.5m2 each in order to live comfortably. You will need to:

o Draw two different options for your coop clearly and include the
dimensions.
o Calculate the perimeter and the area of both the coops, showing your working out.
o Determine which coop you believe is the best option and select materials to build. The
material choices being determined by calculating the discount prices of the options.
o Calculate the final price of the chicken coop as a whole.
o Answer reflective questions about your reasoning for choosing the dimensions of your
coop and the materials selected.

CHICKEN COOP DESIGN 1

AREA = length x width

_____ x _____ = _____ m2

Will all 24 chickens fit within this chicken coop? Why/Why not?

PERIMETER =

_____ + _____ + _____ + _____ = ______ m

CHICKEN COOP DESIGN 2

AREA = length x width

_____ x _____ = _____ m2

Will all 24 chickens fit within this chicken coop? Why/Why not?
PERIMETER =

_____ + _____ + _____ + _____ = ______ m

REFLECTION

Were both the areas of the two coops you designed the same? Which one had the bigger
area? Was this surprising based on their shapes?

Compare the perimeters. What are the possible implications of a long perimeter on the cost
of the coop?

If 1 metre of fence costs $14.50, how much will it cost to build both of your coop designs?
Show your working out.

DESIGN 1 DESIGN 2
Which design is more cost efficient? This will be your selected choice.

BUILDING THE COOP

In order to build a chicken coop, there are more materials than just fence to think about. You
will need a gate, screws and a latch. In order to get the best price, calculate the discount
prices of each item below. Show your working out.

Gate options:

Gate 1:
Gate 2:
Original Price: $45.00 Original Price $78.00
Discount: 25% Off Discount: 50%

Which gate is the better option?

Screw
Options:
Screws Option 1: Screws option 2:
Original Price: $13.00 Original Price: $17.00
Discount: 10% Discount: 25%

Which screws option is better?

Latch Options:

Latch Option 1:
Original Price: $50
Discount: 25%

Latch Option 2:
Original Price: $65
Discount Price: 50%

Which latch option is better?

CALCULATING THE FINAL COST OF CHICKEN COOP

MATERIAL PRICE
Full price of fencing of chicken coop

Gate

Screws

Latch

TOTAL PRICE OF CHICKEN COOP