SEMESTER 2

(SPRING)
2019

Unit Outline
102087 SECONDARY CURRICULUM 1A
JOSEF NIEDERMAYER (17795076)

ASSIGNMENT 2 – PORTFOLIO
Josef Niedermayer 102087 Secondary Curriculum 1A
17795076 Assignment 2 – Portfolio

Contents
Critical Discussion...........................................................................................................................................................................................................2
Unit Outline....................................................................................................................................................................................................................4
Original Resources........................................................................................................................................................................................................10
Resource 1 – Create a Day Trip! (Lesson 4)...............................................................................................................................................................10
Resource 2 – Plan an Overseas Trip! (Lesson 10)......................................................................................................................................................11
Resource 5 – Understanding Angles with Light (Lesson 14)......................................................................................................................................12
Resource 6 – Discovering Angles on GeoGebra (Lesson 16).......................................................................................................................................13
References....................................................................................................................................................................................................................14

Total Words: 585 + 1569 + 1077 = 3231

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Critical Discussion
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Unit Outline

UNIT OUTLINE
Subject(s): Time and Angle Relationships Course: Stage 4 Mathematics Number of Weeks: 4-5

Unit title: Time and angles

Key Concepts/Big Ideas: The Importance of This Learning:

Make connections between time and Develops skills put forward by the Board of Studies (2012) as well as satisfy general capabilities:
angles and the real world – developing - Numeracy (first and foremost)
theoretical understanding and providing - Literacy
applications to life. - ICT skills and understanding
- Personal and social capabilities
- Work and enterprise
Cross-curricula content covered:
- Sustainability
Purpose/Unit Context Syllabus Outcomes:
Year 8, Term 1 MA4-1WM, MA4-2WM, MA4-15MG, MA4-3WM, MA4-18MG, MA4-11NA, MA5.1-6NA, MA5.1-11MG
Outline covers about half a term
Literacy Focus Numeracy Focus ICT Focus Differentiation
- Class discussions/brainstorming As per syllabus Board of - Web browser: - Open-ended questions
- Presentations Studies (2012) o Google Maps - Individual and group investigations
- Peer work/collaboration o GeoGebra - Extension work
- Written and/or verbal justifications and o Live train timetable
descriptions o Interactive maths
games

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Lesson Lesson Direction/Syllabus Content
- Introduce time as a mathematical topic
with real-life applications.
- Read digital and analogue clocks;
1 terminology such as ‘quarter-’ and ‘half-
past’.
- Simple addition and subtraction of time.
- What is 24-hour time?
- More advanced addition and subtraction of
time through digital and analogue clocks.
2 - Conversions: how many seconds in 10
minutes, hours in a week etc.
- Basic timetables and how they work.
Introduce terms ‘arrive’ and ‘depart’ for
transport timetables.
- Sustainability talk – efficiency of public
transport and implications on environment.
- Activity: how to budge and manage time.
4 - History and timelines – years, epochs,
millennia etc. (terminology).
- How to interpret, use, and construct a
102087 Secondary Curriculum 1A
Assignment 2 – Portfolio
Teaching and Learning Strategies Resources
(Including Assessment for Learning)
Class discussion and brainstorm:
- How was the ‘second’ invented and measured?
- Brainstorm why reading time is important.
- What in society relies on accurate time keeping?
Narrative (Ladwig & Gore, 2003, pp. 50-51):
- Story about why clocks closer to the poles tend to be
24-hour clocks
Extension questions (Sullivan, 2011, p. 27): Computer and internet for access to:
- If I bought a clock at 12:01pm yesterday that is eight https://www.visnos.com/demos/clock
minutes fast and it is 3:06pm according to my
accurately timed watch today, how long has it been
since I bought the clock?
Connectedness (Ladwig & Gore, 2003, pp. 48-49): Activity: You are attending a large outdoor
- Relate to student’s school timetables music event where you must pick from
various shows to attend.
Which shows do you attend? Why? How do
you deal with clashes?
Class discussion Worksheet
- How does time change from BCE to CE?
- Is there a year 0?
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timeline.
- Create your own timeline of your life from
the year you were born until now with
some notable moments in your life
- Students use and become familiar with
both Google Maps and the online CityRail
5
planner and their various functions by
answering questions set by the teacher.
- Students use the online Sydney train
timetable and google maps to construct a
day plan and presented it at the end.
6 - High expectations (Centre for Education Statistics
- Introduce longitude and latitude and time
zones.
- 24-hour time questions regarding time
zones.
7
- Google World Clock to show students
differences in time.
- What is daylight savings and how does it
work?
- Does every country follow day light-
savings? Find some that do and don’t.
8 - End of lesson investigation: students
(optionally in pairs) must write up a brief
explanation of how time zones and time
keeping would work at the north and south
pole.
9 - Each person picks a city from another
country and searches online to find the
latitude and longitude of that city and finds
102087 Secondary Curriculum 1A
Assignment 2 – Portfolio
Background Knowledge (Ladwig & Gore, 2003, pp. 40-41)
Discussions on the many aspects of each website: - Computers and internet required for
- How is Google Maps useful? access to Google Maps and Sydney
- How is the online train timetable useful? CityRail
- How can the two be used together to plan? - Worksheet
- Formative assessment Resource 1
- Group activity (peer collaboration)
- Open-ended questions
and Evaluation, 2001, pp. 4-7)
- Develops ICT skills (Board of Studies, 2012, pp.
38-43)
Class discussion: Worksheet.
- What are time zones and how do they work?
What are the prime meridian and international
date lines?
Extension work (Sullivan, 2011, p. 27):
- It is Wednesday on the western side of the
international date line, what day is it on the
eastern side?
Class discussion and brainstorm: iPad or computers for end of lesson
- What changes when travelling north and south? investigation.
- If not time, then what?
- How does this affect the time zones we
examined?
- Investigative - iPads or computers to access internet
- Class discussion for research
- Background knowledge (Ladwig & Gore, 2003, - Calculators
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it in degrees, minutes, seconds.
- What are degrees, minutes, seconds?
- Questions familiarising students use of
degrees, minutes, seconds on the
calculator and how it is another expression
of degrees with decimals.
- Using google, students must find how long
it will take to travel from one location to a
unique foreign location via walking, buses,
planes, boats etc., according to their own
10 research and investigation. If it was X time
in location A when you left, what time is it
in location B when you arrive? What are
the coordinates of the starting and ending
locations?
- Introduction to angles: what is an angle and
how is it used on a world map/world
globe?
- Familiarise students with a protractor: how
11
it works and identifying its parts.
- Label the parts of an angle (vertex, arm,
angle) and measure various angles.
- Resource 3
- Introduce terminology: right-angle,
straight-angle, revolution.
- Identify three of each of the newly learned
angles in the classroom or outside.
- Resource 4
12
13 - Familiarise students with the use of capital
letters as identifiers of points, lines and
102087 Secondary Curriculum 1A
Assignment 2 – Portfolio
pp. 40-41):
o A brief history of the unlikely origination of
degrees, minutes, second from the ancient
Sumerians.
- Formative assessment Resource 2
- Open-ended questions
- High expectations (Centre for Education Statistics
and Evaluation, 2001, pp. 4-7)
- Develops ICT skills (Board of Studies, 2012, pp.
38-43)
Connectedness (Ladwig & Gore, 2003, pp. 48-49): - Protractors
- Bring in a world globe to physically demonstrate - Resource 3: Computer and
angles as dividing the latitudinal lines internet access to finish the lesson
playing a maths game at
https://www.mathplayground.com
/ alienangles.html
Connectedness (Ladwig & Gore, 2003, pp. 48-49): - Resource 4: Computer and
- Connect the concept of a revolution to that of internet access to finish the lesson
the top and bottom of the world globe. playing a maths game at
Group work (peer collaboration): https://www.mathplayground.com
- Students try to figure out how many degrees / rocket_angles.html
make a 1-hour change in time as you traverse the
globe.
Extension work (Sullivan, 2011, p. 27):
- How many degrees are there between each hour
on a clock? How many between each minute?
Group work (peer collaboration):
- Students attempt create a diagrammatic way of
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intervals. remembering and distinguishing supplementary
- Introduce complementary angles as those and complementary angles
that fit to make a right-angle, and
supplementary angles as those that fit to
make a straight angle.
- Work on angle sums using angle notation
and connect to supplementary and
complementary angles.
- Introduce terminology: acute, obtuse and - Connectedness (Ladwig & Gore, 2003, pp. 48-49): Resource 5:
reflex angles and make connections to - Deep Understanding (Ladwig & Gore, 2003, pp. - Large glass of water and a spoon
complementary and supplementary angles. 14-15) or straw
- Resource 5 - Investigative - Mirror and a small torch
14
- End lesson with investigation into - Class discussion iPad or computer for access to Google
architecture: find some interesting images for end of lesson investigation.
buildings and identify some of the angles
that make them unique structures.
- Recap activity: Students draw on their Revision for promotion of fluency [ CITATION NES19 \l Worksheet
knowledge of all the angles they have 1033 ]
learned and must create one of each Extension work (Sullivan, 2011, p. 27):
expressing them mathematically using - Create a shape with a revolution in it too, how
letters (e.g. ∠ ABC ). could this be done?
15 - Activity: Students create a shape that
contains a an acute, right-angle, obtuse,
straight, reflex in its interior angles. Using a
protractor, find the sum of the interior
angles for this shape.
-
- Resource 6 - Investigative Resource 6:
- Class discussion - Computer and internet access for
16
- Develops ICT skills (Board of Studies, 2012, pp. GeoGebra
38-43)
17 - Introduce terminology and conditions of Creative A3 paper for poster
alternate, co-interior and corresponding
angles as found in previous lesson.
- Create a poster for each of the parallel-
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induced angles. Have them displayed on
the wall.
Assessment Details Outcomes
Formative assessing should be taking place often; for example, when recapping content, make purposeful As Above
mistakes to invite student intervention to catch you out. Monitoring student’s work and providing
feedback according to their differentiable ability is also key.
Informal assessments are also present through multiple component activities; for example, the activities in
lessons 6 and 10.

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Original Resources
Resource 1 – Create a Day Trip! (Lesson 4)
- In groups of 3 students work on the following activity
- Demonstrate real-time how to fill out the table using the required websites (as exemplified below) with the class interactively

Activity:
This weekend you are heading into the city with your group, but your parents will only let you out if you provide them with an itinerary (an itinerary is simply a plan of a
trip). You want a full Saturday in the city which means you will begin the day meeting at your local train station at 7am and get back to that station before 5pm. Using
Google Maps and the Sydney Transport timetables provided online (https://transportnsw.info/routes/train). Fill out the table below to construct the itinerary for your day.
Merit points for completing it in 24-hour time! If you’d like, copy some photos from the destinations you will visiting from Google Maps, and paste them here too.

Time Description of Activity/locations visited Duration of activity

07:18 – 08:17 Catch the train from Villawood Station to Circular Quay via T3 Line 59 min
08:18 – 09:30 Walk around Opera House and Botanic Gardens, then down to Archibald Fountain 1h 12 min
09:31 – 10:07 Relax outside at Archibald Fountain 36 min
10:08 – 12:00 Walk to SEA LIFE Sydney Aquarium and enter. Explore the aquarium 1h 42 min
12:01 – 12:40 Walk to McDonalds the Strand Arcade on George Street and have lunch. 39 min
… … …

… … …
15:15 – 16:48 Catch buses and train back to Villawood 1h 33 min
1) Why is an itinerary important? Is there any other information that you might include for your parents?
2) Now brainstorm in your group and describe some factors that should be considered when planning a day trip such as the one we just did.
3) Extension work: Why might buses be required on the way back? How would this complicate the journey?

- Groups present their itinerary to the class

- Brainstorm and discuss the final two questions as a class

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Resource 2 – Plan an Overseas Trip! (Lesson 10)

 Students individually work on the following activity
 Demonstrate real-time how to fill out the table using the required websites with the class interactively
 Formatively assess students and ask them questions/justifications while they work

Activity:
You are now tasked with planning a trip to anywhere outside of Australia! Your location must be specific, such as a landmark or address, and you can use any kind of
transport you wish to get there. Consequently, you MUST record the different transportation you would need to take to get there and the amount of time spent using each.
Your starting location is school. You can use Google Maps, Google Earth, or any other internet resources to help guide and plan your journey. You can use any of the below
table or any other method of tracking your journey. NOTE: Don’t find the quickest way there, get creative! For a challenge: you can only use any type of transport once.

Mode of Transport/ From To Departure Arrival Duration of

Wait Time Time Time Journey

1. What time is it at your destination when you arrive?

2. How long did it take to get there?
3. What time is it back home when you get there? What is the time difference?
4. What things could have slowed your journey down and made it longer?
5. Extension work: how much would it cost to get to your destination with your modes of transport?
6. Extension work: If you wanted to watch a Wests Tigers and Bulldogs game that kicks off at 7:00pm Sydney time, what time would you need to tune in at your
destination?

Homework: construct a timeline from the above recorded events, including the dates if your travel goes over multiple days

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Resource 5 – Understanding Angles with Light (Lesson 14)

 Whole-class activity
 Make connections with angles to light and its interactions with objects

Bring into the class a large transparent container filled with water, a transparent Perspex block, a small mirror, and a laser-pointer.

- Begin with a think, pair, share, on why the stars twinkle at night; record answers on the board and leave the question open.
- Ask what might happen when you shoot the laser into various objects. Then, demonstrate the ability for light to bend (reflect and refract) when passing through
water, Perspex and glass. Some example photos are provided below.
- Discuss why the light might bend, how much it bends (why is it different in the water than the Perspex?), and the associated angles created from it.
- Can you predict the angle in which the laser will be reflected in the mirror? Can you think of a rule or formula for it?

- After discussions, have questions set up with angles modelling the bending of light.
- End of lesson: after what we’ve learned, have you figured out why the starts twinkle at night? Answer: because of the bending of light from the star to your eye as
it passes through space and Earth’s atmosphere. This is refraction and is also the reason a rainbow appears after it rains 😊

 The complexity of this lesson can be extended with multiple mirrors and/or multiple refractive objects.

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Resource 6 – Discovering Angles on GeoGebra (Lesson 16)

 Students individually work on the following activity

Students access GeoGebra and are to find the following functions: line, parallel line, perpendicular line, and angle. Following the teacher’s direction, students are to create
two parallel lines and a transversal to those lines. Students then spend some time puzzling out the angles between each line (they can use the function available).

- Is there a pattern to the angles?

- What angles appear to be the same? If the angles are different, is there anything about the difference that you might recognise?
- Can you draw these same lines out and use a protractor? If so, do you notice anything that you didn’t with GeoGebra?
- HINT: Remember what complementary and supplementary are…
- What might ‘vertically opposite angles’ be? Can you find a pair? If so, what does the rule appear to be?

 The goal of this lesson is to have students discover any or some of the properties of co-interior, alternate and corresponding angles. Teacher should prompt students
when they might need it.
 At the end of the class, have them identify the properties on the board and provide them with the terms for those angles.

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References
…

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