Middle Years Maths Challenges - Year 5 - 2.0

5
MIDDLE YEARS
MATHEMATICS
CHALLENGES
Level 5
Victorian Curriculum 2.0
MIDDLE YEARS
MATHEMATICS
CHALLENGES
Level 5
Contents
Proficiency Mathematical General
Challenge Name Page
Focus Focus Capability
Intercultural
1 Possum Skin Cloaks Space 9
Understanding
Number and Critical and

2 Cupcake Platters 20
Algebra Creative Thinking
The Recruit - Critical and

3 Statistics 33
Time To Choose A Side Creative Thinking
Measurement Critical and

4 ‘Impossible’ Soccer Angles 41
and Statistics Creative Thinking
Critical and
5 Let’s Dance! Space 53
Creative Thinking
Critical and
6 The Beauty Of Street Art Space 62
Creative Thinking
The ‘Big’ Australian Space and Critical and

7 72
Adventure Measurement Creative Thinking
Designing A School Veggie Space and Critical and

8 86
Garden Measurement Creative Thinking
Critical and
9 Dreaming Of Owning A Pet? Number 95
Creative Thinking
Dreaming Of Owning A Pet? Algebra and Critical and

9B 110
(Modified) Number Creative Thinking
How Much Toilet Paper Do Critical and

10 Statistics 122
You Use? Creative Thinking
How Much Toilet Paper Do Critical and

10B Statistics 131
You Use? (Modified) Creative Thinking
Number and Critical and

11 Ride Or Walk To School Day 143
Algebra Creative Thinking
Critical and
12 Calling All Lego Masters Number 152
Creative Thinking
Critical and
13 Minecraft Sculpting Space 162
Creative Thinking
About the Middle Years
Maths Challenges
Supporting student engagement and building teacher confidence

and capability in teaching with the proficiencies.
Funded by the Victorian Department of Education and Training (DET), the Middle Years Maths Challenges
(Challenges) were written in collaboration with the Mathematical Association of Victoria (MAV) to strengthen
student engagement in middle years mathematics (Levels 5-9). Designed to ignite student curiosity and
promote student collaboration, the Challenges also build teacher confidence and capability in teaching and
assessing the proficiencies in innovative ways. Each year level contains 15 challenges, two of which have been
further modified to support students working below level.
Aligned to the Victorian Teaching and Learning Model and the Victorian Curriculum, the Challenges
demonstrate best practice in applying these to the teaching and learning of mathematics. The Challenges also
complement the resources and supports offered in the Mathematics Teaching Toolkit, Mathematics Curriculum
Companion and the Proficiency Repository.
Based on student interests Focus on the Proficiencies

A selection of students in Levels 5-9 The Challenges showcase the
were asked about their personal proficiencies in action. While the
learning interests. A range of sports, four proficiencies are intertwined,
hobbies, cultural events and world each challenge focuses on
issues were identified as being the one key proficiency, such as
most popular amongst the cohort Reasoning, while also illustrating
of students. Their responses formed how the other three proficiencies
the basis of the 75 highly engaging (Fluency, Problem Solving and
mathematics challenges. Understanding) transpire during
the challenge.
Links to Aboriginal and

Torres Strait Islander Assessment rubrics and
histories and cultures student self-reflections
cross-curriculum priority included
The Challenges illustrate ways of The Challenges support teachers to
incorporating Aboriginal culture assess the proficiencies. Each challenge
into everyday mathematics lessons. is accompanied with an assessment
Each year level offers a number of rubric that highlights how students
challenges that embed Aboriginal may demonstrate the proficiency in
and Torres Strait Islander perspectives focus during the challenge. A student
in mathematics. self- reflection for each proficiency is
also provided and is differentiated for
primary and secondary students.
ACKNOWLEDGEMENTS
THE MATHEMATICAL
The Department of Education acknowledges the many individuals who ASSOCIATION OF VICTORIA
contributed to the development of the Challenges. This includes the authoring
and reviewing team at DE and MAV, the teachers who trialled and provided
feedback on initial versions of the challenges, as well as Elders and Koorie
Outcomes Division (DE) who provided advice on designing culturally
responsive challenges.
Each challenge contains three sections:
Using The Middle Years 1. Challenge Background
Maths Challengesg 2. Teaching Considerations
describes the purpose of each section to 3. The Challenge
support teachers to facilitate the challenge
in the classroom. The following describes the purpose of each section
to support teachers to facilitate the challenge in the
classroom.
Section 1:
Challenge STUDENT LEARNING INTERESTS
Background A short pitch introduces the context of the challenge
that was inspired by students’ learning interests.
When selecting a challenge, teachers may use their
knowledge of their students to inform their choice and/
or alter the pitch and context to suit their students.
CHALLENGE DESCRIPTION
An outline sets out what students will do from beginning
to end. Examples of the mathematics students will use
that relate to the key proficiency focus are provided.
MATHEMATICAL FOCUS
Two or three mathematical ideas and/or skills are
suggested as a focus for the challenge. These ideas
complement the key proficiency focus and align to the
Victorian Curriculum content descriptors.
PROFICIENCY FOCUS
The proficiency in focus for the challenge is identified
and described. Examples of how students exhibit the
proficiency at different stages of the challenge are
provided. Additional examples might be developed by
the teacher either individually or in collaboration with
colleagues. Information on the Proficiencies can be
viewed here.
PROFICIENCY CONNECTIONS
The proficiencies are a set of interwoven skills. While
each challenge is specifically focused on a single
proficiency, connections to other proficiencies exist.
This section offers examples of how students might
exhibit each of the other three proficiencies within
the same challenge. Additional examples might be
developed by the teacher either individually or in
collaboration with colleagues.
VICTORIAN CURRICULUM CONNECTIONS

Relevant Victorian Curriculum – Mathematics content
strand/s and descriptors are identified.
THE CAPABILITIES
Each challenge links to and identifies the relevant
content descriptors of at least one of the four
Capabilities in the Victorian Curriculum F-10: Critical.
Section 2:
Teaching PEDAGOGICAL CONSIDERATIONS
Considerations Pedagogical suggestions to support teachers are
provided. These include ways of mitigating potential
challenges to implementation, reiterating the
proficiency focus, and highlighting cross-disciplinary
connections.
PRIOR KNOWLEDGE
Although the MYMC is a set of challenges with a
proficiency focus, students are still required to use
mathematical skills as a part of each challenge. This
list highlights suggested prior knowledge to enable
students to get the most out of the challenge. Teachers
may use this information to plan for pre-teaching
leading up to the challenge and/or identify additional
teaching and scaffolding to incorporate into the
challenge itself.
LANGUAGE
Students should be able to communicate
mathematically. This may be through identifying,
describing or using key terms appropriately or by using
questioning and sentence starters to demonstrate
their proficiency. This section contains a table that
categorises key terms related to the challenge into
vocabulary tiers and gives examples of key phrases
or questions that students and/or teachers might use
during the challenge. Teachers can use this table of key
terms as a resource to help prepare students who have
additional literacy requirements (EAL or otherwise)
before they engage with the challenge. This can be
planned in advance over multiple lessons to expose
students to new vocabulary. Students may also benefit
from additional support during the challenge by reading
aloud for them, translating or paraphrasing aspects into
simpler language, or offering visual representations and
diagrams to help them interpret the challenge. Visit the
Literacy Teaching Toolkit for more information.
ASSESSMENT OPPORTUNITIES
Formative and summative assessment ideas relevant
to the challenge.
(also see Evaluation Tools)
Section 3:
The Challenge
MATERIALS
A list of concrete and digital materials and/or resources
required for the challenge.
ENGAGE 1. 2.
Setting Structuring
Goals Lessons
WARM-UP
A short five-minute activity that introduces students
to either the mathematical concept or proficiency they
are addressing in the remainder
of the task.
LAUNCH
During the launch phase, the teacher introduces the
context and the mathematical proficiencies linked to
this challenge and briefly draws connections
with previous learning. The teacher poses the
initial challenge in a way that is both engaging
and meaningful to the learners. The parameters
of the challenge are = discussed in relation to
the resources and materials available and how
students will work together.
This phase of the challenge is limited to approximately

ten minutes that effectively involves students in the
context of the problem and the processes that will
allow each student access to the problem itself. Time is
allocated for students to work collaboratively to develop
a tentative plan.
EXPLORE, EXPLAIN & ELABORATE 5.
Collaborative
3.
Explicit
Learning Teaching
During the explore, explain, and elaborate phases of the challenge,

students actively and collaboratively explore the mathematical
ideas. The teacher takes on a facilitator role and scaffolds learning
through open-ended questioning and modeling. The teacher provides
feedback and encourages discussion as they rove amongst students.
The explicit teaching of curriculum content or skills remains a key
component of the pedagogical model of challenging tasks. This
frequently occurs during both the explore and summary phases. The
teacher also identifies particular students or groups to share their
thinking during the summary phase.
QUESTIONS AND PROMPTS

10.
A selection of open-ended questions and prompts Differentiated
7.
Questioning
to scaffold and elicit students’ thinking in relation teaching
to proficiency focus. These suggestions are not an

exhaustive list but rather prompts for teachers to draw
upon as opportunities arise during the Explore phase.
Each challenge is also differentiated through enabling
and extending prompts to support all learners engage
with the mathematics inherent in the challenge.
ENABLING PROMPT
Enabling prompts are designed to reduce the cognitive
demand of the task by changing how the problem
is represented, helping the student connect the
problem to prior learning and/or removing a step in the
problem. This is achieved by reducing complexity of the
challenge, but not the thinking.
EXTENDING PROMPT
Extending prompts expose students to an additional
task that requires them to use similar mathematical
reasoning, conceptualisations, and representations
as the main task, with a view of increasing the level
of cognitive demand. These prompts aim to extend
students’ thinking but not necessarily through
additional work.
SUMMARISE
3.
9.
This is a key teaching moment – not just share time. Metacognitive
Explicit
Teaching
Strategies
The Summary phase draws the learning together
that has taken place to provide a synthesis of the
mathematical ideas. The teacher uses students’
solutions, ideas and strategies to emphasise the
important mathematical ideas in the challenge. As
students share their approaches, other students
are encouraged to question, compare and describe
successful strategies respectfully, promoting a
collaborative learning culture.
EVALUATE
EVALUATIONS TOOLS
Suggestions for formative and summative assessment 8.
Feedback
ideas are provided. Alternatively, teachers are
encouraged to select the assessment strategies that
best suit their needs and apply it to the challenge
accordingly.
Challenge rubric
The challenge rubric supports teachers to determine

the degree to which students demonstrated the
proficiency in focus during the challenge according to
three points on a continuum: ‘Emerging’, ‘Developed’,
‘Advanced’. These points contain a detailed description
of what a student might say, do and write during the
challenge in relation to the proficiency.
Student self-reflections
A student self-reflection for each proficiency is

provided for primary and secondary students. The
student self-reflections draw upon key characteristics
and skills identified in each of the proficiencies. These
key characteristics and skills have been transformed
into ‘I can’ statements that support students to reflect
on how they demonstrated the proficiency in focus. The
‘I can’ statements may be modified by the teacher, or,
co-constructed with students.
Proficiency rubrics
Formative assessment rubric templates that

teachers can modify and tailor to each challenge and
proficiency.
FURTHER CHALLENGES
6.
A selection of tasks to consolidate the learning Multiple
Exposures
in relation to the mathematical content or
proficiency focus.
FURTHER INFORMATION
Information in relation to a range of documents that support the structure and pedagogical considerations of
the MYMC can be accessed through the following links:
• Find out more about the Victorian Teaching and Learning Model.
• Practice principles are demonstrated in each challenge.
• The Pedagogical model is used to frame the challenge structure, although working through the
pedagogical model may not always be linear.
• The High Impact Teaching Strategies (HITS) are signposted in each challenge.
Possum Skin
Cloaks
LEVEL: 5 EXPECTED DURATION: 2-4+ LESSONS
Challenge Background
STUDENT LEARNING INTERESTS
Possum skin cloaks were once an everyday
item for Aboriginal communities in parts of
Victoria. Each person had their own unique cloak
from the time they were born. For tens of thousands
of years these cloaks protected individuals from the
cold and rain. They also told stories.
These cloaks chronicled the wearer’s journey. As

the wearer grew older, they would hunt possums Image source
and continue to add more pelts to their cloaks.
With each new pelt they would add artwork that
represented their life and their community. There
would be images of the country, totems and other
markers of their identity.
Today this practice remains. Cloak making is a

tradition that has been revived by the Gunditjmara
and Yorta Yorta communities. Some possum skin
cloaks incorporated images of ‘country’, so some
pelts could be read like topographic maps.
CHALLENGE DESCRIPTION MATHEMATICAL FOCUS

In this challenge students develop fluency • Identify and locate places or icons
by choosing appropriate procedures and from an aerial (bird’s eye) topographical
methods to design a coordinate system that map and other visual sources using a
includes keys and legends. They also demonstrate grid system.
fluency by using positional language to describe the • Design and utlise a key/legend and a
journey of the cloak maker. coordinate system that includes appropriate
reference points.
Students work collaboratively to explore a
contemporary possum cloak by reading the cloak • Accurately use positional and directional
as a map and discuss how the images on the pelt language to locate specific landmarks.
connect to Country and to family.
To conclude, students create their own personal

map from an aerial (bird’s eye) view and apply their
created coordinate systems to share their story.
Students use positional language as they read and
interpret each other’s maps.
BACKGROUND TEACHING CONSIDERATIONS THE CHALLENGE
MYMC | Level 5 Challenge 1 : Possum Skin Cloaks 9

PROFICIENCY FOCUS: FLUENCY
Students demonstrate fluency when they identify
symbols on an aerial (bird’s eye) view of a
topographical map. They use a coordinate system
to efficiently locate symbols or icons on a map
and design an appropriate coordinate system
that includes an accurate key/legend to represent
icons or symbols on their map. Students recall and
precisely use positional and directional language.
Apply previous knowledge about creating maps, and giving and following directions.
Devise a plan and then choose a strategy to design their maps, using appropriate
symbols and a coordinate system .
Explain and justify the symbols and coordinate system students used to locate items on
their map.

This task has a strong connection to the Space strand.
Working towards level 5 At level 5 Working above level 5
Space Space Space
Create and interpret grid Construct a grid coordinate Locate points in the 4 quadrants of
reference systems using grid system that uses coordinates to the Cartesian plane; describe
references and directions to locate positions within a space; changes to the coordinates when a
locate and describe positions and use coordinates and directional point is moved to a different
pathways. language to describe position and position in the plane.
(VC2M4SP03) movement. (VC2M6SP02)
(VC2M5SP02)
Additional curriculum links may be relevant depending upon teacher and student interpretation and implementation of the challenge.
THE CAPABILITIES
Intercultural Capability: Cultural Diversity
• Examine and discuss the variety of ways in which people understand and appreciate differing cultural
values and perspectives, and the things which promote or inhibit effective engagement with diverse
cultural groups. (VCICCD012).

Teaching Considerations
PEDAGOGICAL CONSIDERATIONS PRIOR KNOWLEDGE

• Teachers need to be familiar with the It is helpful if your students are familiar with:
concept of traditional possum cloaks
and what they represent. • possum skin cloaks and their cultural
significance (Museum Victoria) provides
• Brainstorm directional and positional language background information)
ahead of time with the students.
• creating and using simple maps
• Remind students that there are a range of grid
systems: alpha/numeric (A3), x/y coordinates • aerial views and drawing maps from this
listed as pairs (4,8), cartesian coordinates (-1,-5). perspective
• different mapping coordinate systems and
keys/legends.
LANGUAGE
Vocabulary: Tier 2 words Key phrases or questions
• Choosing • Recalling Possum cloak

• Calculating • Using appropriately Personal map of a sporting, music/event venue or a
• Carrying out • Knowing about favourite place or holiday spot
• Drawing on • Showing I wonder what this story tells us?
• Measuring • Demonstrating
What does your map include?
• Recognising
I wonder what might be the best coordinate system
Vocabulary: Tier 3 words to use for my map?
• Maps • Position What symbol should I use to represent my home?
• Coordinate system • Compass points
(NSEW) From an aerial view (bird’s eye view) some key
• Grid reference features of my map would be...
• Latitude/longitude
• Border
I can use my knowledge of... to...
• Alpha/numeric
• Orientation
references I wonder if...
• Key/legend
• X/Y coordinates
• Scale
• Horizontal
• Diagrams
• Vertical
• Icon
• Forwards/backwards
• Symbol
• Left/right
• Direction
ASSESSMENT OPPORTUNITIES (ALSO SEE EVALUATION TOOLS)

Assessment of student work may include:
• collected work samples of maps, including coordinate key/legend and coordinate system
• a checklist of necessary inclusions on map, key/legend and coordinate system.
Notice how students:
• design their maps, key/legends and coordinate system

• select and use directional and positional language
• follow classmates’ key/legend and coordinate system to locate icons or symbols on the map.

The Challenge: Possum Skin Cloaks
MATERIALS
• The timeless and living art of possum skin cloaks - Museums Victoria
• Image of a traditional possum cloak
• Image of a contemporary possum cloak
• Paper
• Textas or pencils
• Grid paper
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP
‘Where’s the Water?’ - This is a variation of the Students pair up and place a book or
battleship game. Students label an A5 piece of grid whiteboard between their two pieces of
paper using an alpha/numeric coordinate system. paper so that they cannot see each other’s
See below: paper. Each student selects and colours in:
10 • 4 adjoining squares (vertically or horizontally)

on their grid to represent a waterhole
9
8
• 6 squares to represent a swamp
7 • 8 squares to represent a river (noting the

waterhole, swamp and river cannot share any
6
squares).
5
Students take turns to find their opponent’s water
4
by calling out grid locations. Partners indicate when
3 part of the waterhole, swamp or river has been found
2 and eventually when all of the waterhole, swamp or
1 river is found.
A B C D E F G H I J
LAUNCH
• Provide students with some background on possum cloaks.
• Show students an image of a traditional and a contemporary possum cloak.
• Point out some of the symbols and ask, 'What do you notice? What do you think these symbols represent?'
• Ask students, 'What viewpoint do you think this map has been created from?'
• Watch the video ‘The Lake Condah Possum Skin Cloak’ on the Museum Victoria site (The timeless and
living art of possum skin cloaks)
• Share the proficiency focus and connections with students.
• Explain: ‘Today’s challenge will be in two parts:
• Part 1 - you will work collaboratively to explore possum cloaks and create a coordinate system that
will support you in locating some icons
• Part 2 - you will apply your coordinate system to your personal map and accurately use positional
language to describe the journey of one of your peers.’

HITS

Collaborative
3.
Explicit
Learning Teaching
TEACHER DOES STUDENT DOES

Part One: Analysing possum skin cloaks
• Pair students and give them a copy of both the • Students work with a partner to explore the
traditional and the contemporary cloak. Ask symbols/icons used on the possum cloak,
them to think about the video and say to them: using the video as a source to help them
identify these icons.
1. ‘How do the images (waterholes, stone
huts, swamp and Darlot Creek) on the • Students use a piece of clear plastic to design
pelts relate to Country and to family as a coordinate grid system, which they will then
shown in the video?’ lay over the cloak to locate the icons/symbols.
2. ‘Think about the size, the shape and

the patterns you see to consider how
landmarks are represented?’
• Explain that they will use a piece of clear

plastic to design a coordinate grid system,
which they will then lay over the cloak to
locate the icons/symbols.
• As students begin to work, roam the room to
gauge how they are going. Ask students,‘What is
a grid coordinate system? What is it used for?’
• Support students who need further assistance or
challenges by providing them with the enabling
or extending prompts, included in the following
sections.
• Throughout the session, ask students the
key questions that are listed below, where
appropriate.
Part Two: Creating a personal map
• Explain to students that they will now create a Students create their own personal maps of their
personal map of a sporting, music/event venue or own house and garden, or their favourite place.
a favourite place or holiday spot. Their maps need to include icons to represent
• While students are creating their maps, roam the different parts of their sporting field, camp or art
room to gauge how they are going. centre, etc and a legend/key.
• Support students who need further assistance or • Students apply the coordinate system they
challenge by providing them with the enabling created previously to their own personal maps.
• When completed, students pair up to share
sections.
their maps and locate each other’s icons
• Explain they will apply the coordinate system they using the legend/key.
created previously to their own personal maps.
• Students describe each other’s icons/symbols
• When they have completed this, tell students to using directional and positional language.
swap their maps (including the key/legend and
grid coordinate system) with their partner.
• Roam the classroom and prompt students to use
the key/legend and grid coordinate system to
locate places/items on their classmate’s map.
• Ask students, ‘What is a key/legend? What is it
used for?
• Throughout this part of the session,
continue to prompt student thinking
by asking the key questions

HITS

Differentiated
7.
Questioning
teaching

Questions to support fluency: Questions to support understanding:
• How did the legend/key assist you in finding the • Why did you choose this particular icon to
landmarks/icons on the map? represent this part of your map? Could you have
chosen something else to represent it?
• How did you use your chosen coordinate grid
system to locate landmarks/icons on your map? • What coordinate grid system did you use? Was
there another one you could have used? Why/
• What words did you use to describe a direction?
Why not?
Could you have used other words to be more
precise? (e.g. ‘go forward’ or ‘go north’)
ENABLING PROMPT EXTENDING PROMPT

Prompt 1: Prompt 1:
Provide students with an example of an Ask students to develop some other
alpha/numeric grid system that they could coordinate systems they could use, such as
apply to the cloak journey maps - a cartesian coordinate system, using all four
quadrants to locate their landmarks/icons.
Prompt 2:
To help students create their own map, use the Prompt 2:
following sentence starters: Suggest that students research and explore
some other historical cloak stories and identify
1. “The stage is located next to...” landmarks/icons using a grid system and then
2. “On the cricket ground there is a...” develop a legend/key to go along with it.
3. “At the Grampians campsite there is a….”
SUMMARISE
• Ask students, ‘What did you learn about the Possum Skin Cloak that displayed an aerial
(bird’s eye) view?’
• Then ask, ‘What do you think were represented by the symbols? How do you know?’
• Call on various students to share the grid coordinate systems that they developed for both the historical
journey and their own map, ensuring that a variety of coordinate grid systems are showcased.
• Ask students, ‘Why did you choose that particular coordinate grid system? Did it work well to help you
locate landmarks/icons? Was the legend/key useful?’
• Ask them if they were able to identify symbols on an aerial (bird’s eye) view of a topographical map.
• Then ask students, ‘Would you use a different coordinate grid system next time? If so, what might you use
and why?’
• Ask students, ‘Would you use different symbols in your legend? Why or why not?’
• Ask students to compare their maps to the journey maps created on the possum cloaks. ‘How are they
the same? How are they different?’
• Call on some students to describe how they followed their classmate’s map, and whether they found it
easy to follow and locate the landmarks/icons.
• Ask students if they could recall and precisely use positional and directional language.
• Ask students, ‘How will your new knowledge and skills help you to read and interpret other maps?’
HITS
9. 3.
Metacognitive Explicit
Strategies Teaching

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
Invite students to reflect and record their responses to the following questions in their maths journals:
1. Were you able to follow the story map of both the possum cloaks, as well as your classmate’s
map using the landmarks/icons?
2. Were you able to locate these landmarks/icons easily using the legend/key?
3. Would you use the same coordinate grid system and symbols for the landmarks/icons?
Why or why not? What would you do differently next time?
4. What parts, if any, did you find difficult?
5. Do you feel confident in using a coordinate grid system and a legend/key in locating landmarks/icons
and finding your way around a map? Why? What else would you like to know more about?
CHALLENGE RUBRIC STUDENT SELF REFLECTIONS PROFICIENCY RUBRIC
FURTHER CHALLENGES
Consolidating challenge 1
Treasure Hunt
• Give students a map of their school playground. In pairs, students develop a coordinate grid system for
the map. They will then write 5 or 6 questions on a sheet of paper. They will write the answers to each
question on a separate piece of paper for each question. These answers can be secured in small boxes or
containers and hidden in different places around the school yard. They will then use their coordinate grid
system to identify the grid references for each of their hidden answers and write these references next to
each question.
• Once this is completed, each pair will join with another pair and swap questions. Students will find the
answers to the questions by finding the hidden boxes or containers in the playground using the grid
references to find them.
NRich Coordinate Challenge
• Students position ten letters on a grid based on eight clues.

• Students need to have a basic understanding of the following vocabulary for this activity:
1. symmetrical
2. rotational symmetry
3. vertical
4. horizontal
5. straight
6. curved
7. consecutive
Aboriginal Art Experience
• Invite an Aboriginal artist to share their knowledge of cultural, art and storytelling.
• Students map out their own personal journey with appropriate icons/symbols.
HITS
6.
Multiple
Exposures

Challenge Rubric: Possum skin cloaks
MYMC | Level 5
Fluency skills: EMERGING DEVELOPED ADVANCED
Recognise robust Answers questions with support and/or relies on prior Answers questions using year level appropriate Answers questions going beyond year level
ways of answering level content content knowledge and strategies appropriate content knowledge and strategies
questions
Students answer questions, (though answers may Students answer questions about their appropriate Students confidently answer questions, offering
require further probing questions) about their use of: multiple answers or strategies where possible, about
appropriate use of: their appropriate use of:
• Grid coordinate systems
• Grid coordinate systems • Grid coordinate systems including Cartesian
• Legend/Keys in assisting in finding landmarks/
coordinate systems
• Legend/Keys in assisting in finding landmarks/ icons on the possum skin maps
icons on the possum skin maps • Legend/Keys in assisting in finding landmarks/
• Directional language in describing routes on the
icons on the possum skin maps
• Directional language in finding places/icons on possum skin cloak maps.
the possum skin cloak maps. • Directional language in describing routes on the
possum skin cloak maps or locating icons on a
Cartesian coordinate system.
Choose appropriate With support can apply year level appropriate Chooses year level appropriate methods and Goes beyond year level methods and approximations
methods and methods and approximations or relies upon prior level approximations to solve problems
approximations content
With a verbal prompt, students identify and locate Students identify and locate several places on the Students identify and locate places on the
Challenge 1 : Possum Skin Cloaks

two places on the topographical map on the possum topographical map on the possum cloaks, as well as topographical map on the possum cloaks, as well as
cloaks, as well as use a grid system to locate these use a grid system to locate these places or icons on use a grid system to locate these places or icons on
places or icons on the map. the map. the map.
Recall definitions and With support can recall year level definitions and Uses and applies year level appropriate definitions Goes beyond year level definitions and facts
regularly regular used facts and facts
used facts
• Students use a simple grid coordinate system to • Students use at least two different grid • Students use the Cartesian coordinate system
find landmarks on a map. coordinate systems to find landmarks/icons on a including all four quadrants to find landmarks/
possum skin cloak map. icons a on a possum skin cloak map.
• Students use a simple key/legend in finding
landmarks/icons on a possum skin cloak map. • Students use legend/keys to assist in finding • Students use detailed legend/keys in finding
landmarks/icons on the possum skin cloak maps. landmarks/icons on the possum skin cloak maps.
• Students use basic positional and directional
language, such as: up/down, go this way, front/ • Students begin to use sophisticated positional • Students consistently use more sophisticated
back, forwards, backwards, in between, behind, in and directional language, such as: right/left, positional and directional language, such as:
front of. diagonal, vertical, horizontal, quarter turn, x axis, y axis, vertically opposite, intersects,
parallel, south east. quadrant, north north east, west south west.
16
Example of an Alpha-Numeric Grid Reference
A B C D E F G H I
1
2
3
4
5
6
7

Sentence Starters
Print and enlarge these sentence starters. Cut out and display for students to use.
The stage is located next to...
On the cricket ground there is a...
At the Grampians campsite there is a…

Contemporary Possum Skin Cloak
Image source
Traditional Possum Skin Cloak

Image source

Cupcake Platters
Kids love a party right?
How about cupcakes? Well they love those too!
Ellen is catering for a party, and has 100 people
coming. That’s 100 cupcakes to fit onto a
platter! How can they be arranged?

In this challenge students reason • Use and apply a range of strategies
mathematically by explaining and to solve problems with numbers.
justifying their solution strategies. The challenge • Describe and continue number patterns using
commences by encouraging students to identify addition or multiplicative thinking.
patterns that they can use to calculate an unknown
quantity. Sentence starters are introduced to • Provide sufficient evidence and reasoning to
support students to develop a logical argument. explain and justify solutions.
Students then work individually or collaboratively

to solve a problem. The ‘cupcake’ problem lends
itself to finding a pattern using addition that could
be extended to multiplication for more advanced
students.
To conclude, students use evidence to convince

others of their ideas and to determine if a solution
is likely to be correct or requires revising and
refinement.
MYMC | Level 5 Challenge 2 : Cupcake Platters 20

PROFICIENCY FOCUS: REASONING
Students develop reasoning by using evidence to
explain and justify their solutions. Evidence may
include pictures, models, number sentences or a
table and students are able to explain how their
evidence supports their solution or working out.
Use mathematical language and vocabulary to describe their thinking and extend
their understanding of the number system to identify patterns and apply these
where values are unknown (algebraic thinking).
Calculate the pattern using addition effectively and with efficient strategies.
Use mathematics to investigate a problem, identifying and applying appropriate

strategies to find a solution.

This challenge has a strong connection to the Number and Algebra strands.
Number Number Algebra
Investigate number sequences Solve problems involving Recognise and use rules that
involving multiples of 3, 4, 6, 7, 8 multiplication of larger numbers generate visually growing
and 9. by one- or two-digit numbers, patterns and number patterns
(VC2M4N02) choosing efficient mental and involving rational numbers.
written calculation strategies (VC2M6A01)
Follow and create algorithms and using digital tools where
involving a sequence of steps and appropriate; check the Design and use algorithms
decisions that use addition or reasonableness of answers. involving a sequence of steps and
multiplication to generate sets of (VC2M5N06) decisions that use rules to
numbers; identify and describe generate sets of numbers;
any emerging patterns. Algebra identify, interpret and explain
(VC2M4N10) emerging patterns.
Find unknown values in
numerical equations involving (VC2M6A03)
Algebra
multiplication and division using
Recall and demonstrate the properties of numbers and
proficiency with multiplication operations.
facts up to 10 × 10 and related (VC2M5A02)
division facts, and explain the
patterns in these; extend and
apply facts to develop efficient
mental and written strategies for
computation with larger numbers
without a calculator.
(VC2M4A02)
Additional curriculum links maybe relevant depending upon teacher and student interpretation and implementation of the challenge.
THE CAPABILITIES
Critical and Creative Thinking: Reasoning
• Students should consider the importance of giving sufficient reasons and evidence and how the
strengths of these can be evaluated (VCCCTR025).


• There are many ways for students to It is helpful if your students are familiar with:
express the pattern they see. The way
students express, explain (with supporting • using sentence starters to aide in
evidence) and justify is the focus of the communicating mathematically
challenge rather than arriving at a • applying problem solving strategies
finite algorithm. particularly drawings and tables.
• Should student work appear to be
mathematically incorrect, try to avoid providing
a solution or pointing out errors. Instead, use
the questions and prompts to support students
to consider the evidence they have for their
solutions (including revised solutions) and the
effectiveness of their strategies.
• Students may test their strategies in various
ways using both concrete materials and
abstract thinking.
LANGUAGE
Students should be able to communicate mathematically. This may be through identifying,
describing or using key terms appropriately or by using questioning and sentence starters to
demonstrate their proficiency.
Vocabulary: Tier 2 words Phrases / questions
• Problem • Reason I think it is... because I noticed…

• Evidence • Explain The pattern I noticed was… and therefore…
• Justify • Convince
The evidence I have is…
Vocabulary: Tier 3 words (subject Specific) My reasoning is…
• Pattern • Model First I thought… and then…

• Addition • Multiplication What evidence can I use to justify my thinking?
• Rule
ASSESSMENT OPPORTUNITIES
• a learning journal entry

• work sample retained and compared with future samples
• small group or individual presentation focused on reasoning.
• justify their working out/solution with an annotated explanation

• use evidence to support their justification effectively, which may include the use of models, diagrams,
tables or other artifacts
• demonstrate an ability to explain the reasoning for their solution in a coherent way.

Challenge: Cupcake platters
MATERIALS
• 2D or 3D shape Optional:
• Sentence starters • Cupcakes (for printing)
• Stimulus photos – cupcakes • Stimulus photo: Rows of cupcakes
• Stimulus photo: Cupcakes (Layers) (enabling prompt)
• Cupcakes diagram • Consensogram example
• Sticky notes
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP MYSTERY BAG

Display a bag with a mystery item (a 2D or 3D shape) in it (this can be done by a student or teacher).
Students then ask ‘yes’ or ‘no’ questions, or use the following sentence starters to guess what the
mystery object is.
• I think it is a... because I noticed…

• This reminds me of... so, I think it is a...
The purpose is to practice making observations and statements backed by evidence that will help them
engage with the remainder of the challenge.
LAUNCH
• Ask students what their favourite cupcake • Ask students to use one of these
flavours are. Discuss. sentence starters to explain to a
partner their thinking
• Next, show students the Cupcakes photo.
• Invite students to share what they see in the
image, drawing attention to mathematical ideas The
posed. I think it pattern I
is... because I noticed was…
• Demonstrate that the cupcakes are arranged in noticed… and therefore…
two layers, show Cupcake Layers photo. An inner
layer containing one cupcake, and a second layer
containing eight cupcakes.
• Pose the problem: ‘How many cupcakes would • Select a few students to explain their thinking
there be if there were four layers altogether, to the class.
adding two more layers around the outside of the
existing cupcakes?’ • Discuss the meaning of reasoning: To justify or
explain an event or action.
• Expect a range of responses from their noticing. • Explain: ‘In today’s maths challenge you will
• Let students be creative with their answers and need to explain and justify your reason for your
the reasoning behind it. Now is not the time to solutions to the main problem. You may use
identify the pattern/rule as this will be established these same sentence starters (as above) as a
prompt to help you explain your reasoning.’
for the main problem.

HITS

Collaborative
3.
Explicit
Learning Teaching

When posing this problem, create a narrative of Students work on the main problem:
the problem context. In this case, the context is a ‘If you had 100 cupcakes, how many full layers
party and needing to fit 100 cupcakes on a could you make?’
platter. There are many solutions that can be
justified as correct, and no one resolution to the • Students explore the challenge individually
first, then in partners should they wish to
problem.
collaborate.
Pose the main problem: ‘If you had 100 cupcakes, • Students may wish to use concrete
how many full layers could you make?’ materials (e.g. counters or blocks) or
cupcake cut outs to test their theory.
Provide students with time to grapple
with the challenge: • They record their mathematical thinking
to demonstrate their understanding of
• During this phase, note the students who the challenge. This may be in the form of
have begun working on the problem applying pictures, a model, a table, number
problem solving strategies efficiently. sentences etc.
• Should students become stuck, use key • Students contribute to the discussion about
questions to develop thinking. the different approaches that have been
taken to solve the problem.
• Encourage students to explain their thinking,
first verbally (to each other or to you) and then
using models, pictures, diagrams, etc.
• Support students who need further support or
sections.
Finalise the work and bring students back to
consider as a group:
• Draw attention to a couple of strategies that

you have seen or heard students using that
are a little bit different. Ask these students to
explain their reasoning to the class – think
strategically about which students to choose,
this is a great opportunity to give voice to less
confident students or encourage those who
think outside the box.
• Do not provide a solution at this point.

HITS

Differentiated
7.
Questioning
teaching

Questioning to help students to identify a strategy Questions to support students to explain
to use (problem solving): and justify their reasoning:
• How many cupcakes would be in the tenth ring? • Is there something you can use to check your
answer?
• What patterns do you notice?
• How are you going to present your work so that
• What will you try next?
others can understand your reasoning?
• What decisions did/do you need to make to help
• What evidence can you present to explain and
you solve this problem?
justify your work?

Prompt 1: Prompt 1:
Make a model and record how many How could you generalise your pattern and
cupcakes would be needed for each row. prove this idea with supporting evidence?
Prompt 2: Prompt 2:
Could you draw a picture or create a table to show how Find a different pattern that could be applied to
many cupcakes would be in each layer. How could a this problem and demonstrate how many cupcakes
table support your reasoning? would be in the 10th ring.
Prompt 3: Prompt 3:
What if the cupcakes were arranged in rows of seven? What if there were 150 cupcakes, 1000 cupcakes,
How many rows could be made from 100 cupcakes? 2575 cupcakes?
Cupcake row stimulus photo
Is there a way to develop a rule (algorithm) that will
help you to find any number of rows for any number
of cupcakes?
SUMMARISE
• Students participate in a think-pair-share using Students’ explanations and justifications
the sentence starters to explain their solutions may include:
or working out.
• a model with matching number sentences
• a diagram or drawing that had been described
Sentence starters:
• working out that highlights the pattern and the
following sequence
The
I think it pattern I • a clearly labelled and accurate table
is... because I noticed was… • a generalisation with supporting evidence.
noticed… and therefore…
• Teacher invites students to contribute evidence

they heard or saw that helped to convince
them of a solution.
• Teacher notes these on an anchor chart labelled
‘Good evidence to support an explanation is’.
HITS
9. 3.
Strategies Teaching

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
Students complete a consensogram at the conclusion of the challenge.
• Teacher writes the question ‘How confident are you with explaining and justifying your reasons?’
See Example consensogram
• Each student records on a sticky note (in increments of 10%) how confident they feel. 0% being not
confident at all, 100% being super confident to explain and justify my reasons.
• Students post their response on the board in the form of a bar chart.
• Consensogram is a Quality Learning Australia tool (Langford (2003), Tool Time: Choosing Implementing
Quality Improvement Tools, Langford International).
FURTHER CHALLENGES
A LEGO tower was built with many levels. The top level had 4 LEGO bricks, the second level had 7 bricks
and the third level had 10 bricks. Following this pattern, how many bricks would there be if there were
10 levels altogether?
A scarf was knitted with four different colours. The first colour was green, and it made up the first 3 rows of
the scarf. Then there were two more colours before orange. There were 12 rows of orange. Draw what the scarf
may have looked like, completing the pattern until the end of the scarf. Describe the pattern that you found
using a table, rule or expression.
HITS
6.
Multiple
Exposures

Challenge Rubric: Cupcake Platters
MYMC | Level 5
Reasoning skills: EMERGING DEVELOPED ADVANCED
Explain their thinking Applies technical language prior to the year level and/ Applies year level technical language and evidence to Goes beyond year level technical language and
or may require support to explain thinking explain thinking evidence to explain thinking
Explains the beginnings of a pattern that they have Convincingly explain the pattern that they Explains the rule to determine the number of
discovered. have discovered. cupcakes in x number of layers.
Deduce and justify Requires support to deduce and justify strategies Deduce and justify appropriate year level strategies Goes beyond year level strategies to deduce and
strategies used and used and/or may base conclusions reached on prior used and conclusions reached justify conclusions reached
conclusions reached year level content or strategies
Responds to ‘I think it is...because I noticed’ sentence Justifies the number of layers required for Convincingly justifies multiple solutions to
starter to justify the number layers required for 100 100 cupcakes. Uses evidence i.e. models, the number of layers required for 100 cupcakes. Uses
cupcakes. number sentences or a table, to support conclusions evidence i.e. models, number sentences or
reached. a table, to support conclusions reached.
Make inferences Requires support to make inferences about data or Makes inferences about data or the likelihood of Makes inferences about data or the likelihood of
about data or the the likelihood of events and/or may require using events using year level strategies and content events going beyond year level strategies and content
likelihood of events strategies and content prior to the level.
Challenge 2 : Cupcake Platters

Experiments with possible solutions for Describes why some solutions for the Provides unique insights about the unknown number
the number of cupcakes in the unknown unknown number of cupcake layers are of cupcake layers which raises the
cupcake layers. ore likely than others. level of thinking.
27
Sentence Starters:
This reminds me of … so, I think it is a …

I think it is a … because I noticed…

Stimulus Photos: Cupcakes
Alternative/additional pattern:
Cupcake Diagrams
Stimulus photo: Cupcakes (Layers)
Alternative/additional pattern:
Layer 1
Layer 1
Layer 2
Layer 2

Alternative/additional patterns:
Cupcakes (for printing)

Print these cupcakes out for students to use:

Stimulus Photo: Rows of cupcakes
What if there were rows of cupcakes with 7 cupcakes in each row?
Consensogram Example
How confident are you to explain and justify your reasons in maths today?
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

The Recruit - Time
to Choose a Side
Have you ever dreamed about being
drafted into an elite sporting team?
What would it be like having your
favourite players as teammates?
Now you have the chance to live out that dream.
You have been offered a rookie contract from 3

professional sporting teams in a sport of your choice!
A database is provided to help you analyse team

statistics and decide which team to join.

In this challenge students develop an • Develop criteria to analyse data and
understanding of the different ways that make predictions and decisions about
data can be interpreted to inform decision-making. real life situations.
• Interpret mathematical information
Students develop criteria to identify similarities
from a database.
and differences between 2 or more teams in a
database. They interpret mathematical information • Construct data displays that highlight
to help decide which team offers them the best similarities and differences between two or
chance to excel. The word ‘excel’ can be interpreted more teams.
in many different ways. A student might choose a • Discuss and make connections between their
team that will give them the best chance of scoring own and others’ data displays.
goals (individual success), or prioritise teams
that give them the best chance of winning (team
success). They may also identify teams that will
benefit most from the strengths of their new rookie
(team improvement).
To conclude, students share, discuss and make

connections between their own and others’ data
displays.
MYMC | Level 5 Challenge 3 : The Recruit - Time to Choose a Side 33

PROFICIENCY FOCUS: UNDERSTANDING
Students demonstrate understanding by identifying
commonalities and differences between two or more
teams. They describe and interpret data to identify a
set of criteria that can be applied across a range of
sports. Students recognise strengths and limitations in
their own and others representations.
Develop skills in choosing appropriate procedures to capture and communicate
statistical information e.g. by using a bar graph to represent and compare statistical
information on all three teams.
Design investigations and plan their approaches e.g. by designing an investigation
and choosing criteria that gives them the best chance to ‘excel’ in their new team.
Develop an increasingly sophisticated capacity for statistical thinking and actions

e.g. by justifying criteria used to compare different teams.

This task has a strong connection to the Statistics strand.
Statistics Statistics Statistics
Acquire data for categorical and Acquire, validate and represent Interpret and compare data sets
discrete numerical variables to data for nominal and ordinal for ordinal and nominal
address a question of interest or categorical and discrete categorical, discrete and
purpose using digital tools; numerical variables to address a continuous numerical variables
represent data using many-to- question of interest or purpose using comparative displays or
one pictographs, column graphs using software including visualisations and digital tools;
and other displays or spreadsheets; discuss and report compare distributions in terms of
visualisations; interpret and on data distributions in terms of mode, range and shape.
discuss the information that has highest frequency (mode) and (VC2M6ST01)
been created. shape, in the context of the data.
(VC2M4ST01) (VC2M5ST01)
THE CAPABILITIES
Critical & Creative Thinking: Reasoning
• Explore what a criterion is, different kinds of criteria, and how to select appropriate criteria for the
purposes of filtering information and ideas (VCCCTR028).


• To help students make informed It is helpful if your students are familiar with:
choices, they would benefit from
learning about some of the typical ways to • ways to use digital technologies to
represent data (i.e. pie chart, pictograph, bar represent data
chart, scatterplots) and the different ways that • some of the different ways that criteria can
these are used to represent data. filter information and ideas.
• Ask students to share their prior knowledge
and practical experience using and developing
criteria to help make choices e.g. planning a
holiday (cost, travel time, fun factor, safety).
• Some students may have limited experience
playing or learning about sports. Give them
an opportunity to work with others or allow
them to choose a different focus for comparing
statistical information from a database e.g
comparing three different locations for an
upcoming holiday or choosing a mobile
phone plan.
LANGUAGE
• Compare • Connect What do these data tell me?

• Interpret • Evaluate Does it make sense?
Is this data reliable?

Vocabulary: Tier 3 words
Is it a fair representation?
• Data • Mean
What evidence supports this?
• Line graph • Range
• Bar graph • Reliability Which of these is the most convincing? Why?
• Pie graph • Limitations I am confident in my selection because...

• Average • Criteria Next time I would like to try…
I wonder if…
I notice that...

• peer evaluation of data representations

• a bump-it up wall to identify and plan future progress.
• explain how their criteria helped them choose a team

• interpret mathematical information from a database
• construct data displays that highlight similarities and differences between two or more teams
• discuss their predictions and decisions and respond confidently to questions about their data.

The Challenge: The Recruit - Time to Choose a Side
MATERIALS
• Suggested websites for sports statistics
• Online graph tutorial / graph creator
• Empty Graph Exit Ticket
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP
Data Talk: Provide the class an opportunity to see and discuss the following graph.
Are the fastest women marathoners running faster?
(Source: New York Times: What’s Going on in this graph?)
Use some of the following question-prompts to scaffold a whole-class discussion:
• ‘What do you notice? What do you wonder? Can you think of a catchy headline that captures the graph’s
main ideas?’
• ‘What might the graph look like in 10 years’ time? What evidence supports this?’
LAUNCH
Introduce students to both the context and the mathematical proficiencies linked to this task.
Briefly draw connections with previous learning.
Hook students in by asking:
• Did you ever dream of playing AFL, NBA, Pro hockey? Or how about representing Australia at the
Commonwealth or Olympic Games?
• If you could choose any sport to excel in, what would it be?
• Guess what, now is your chance!
Use a story shell to hook students into the learning:
• You have been offered a rookie contract at an elite sporting team of your choice!’
• You have hacked into that sport’s database and have access to player info, statistics and results. Use
these statistics to help you decide which team to join.
• Ask students, What criteria might you use to compare the different teams? Provide opportunities for
students to share initial ideas which might include win/loss, points for/against, steals, rebounds, time in
possession, goals scored, ladder position etc.
• Prompt students thinking by asking, Can you picture what this might look like on a graph?
• How will you know you have made the right choice? Whatever reason or criteria you decide to use to
compare the teams, you must find a way to capture and present at least three key points of data that
inform your decision.
Explain to students that success in this challenge links to the proficiency of understanding:
• Mathematical focus: I can interpret mathematical information from a database.

HITS

Collaborative
3.
Explicit
Learning Teaching

• Provide links to Suggested websites for sports • Students work individually or in pairs,
statistics as a starting point for students to find researching and exploring team statistics.
statistical data on different sporting teams.
• Students compare data from three different
• Allow students time to interpret their data. teams based on their chosen criteria.
• Use key questions to develop thinking. • They use digital technologies to collate the
data and explore different ways to present their
• Use enabling prompts for students having
information.
difficulty accessing the task and extending
promptsfor students who have made rapid
progress.
• Take note of some of the different ways that
students have used the data. Ask these students
to be ready to present their thinking during the
challenge summary.

Questions to support understanding: Questioning to support problem solving:
• How did your criteria help you • What do you already know about this?
make your decision?
• Would another method work as well
• Would others think that this is valid or perhaps even better?
and reliable evidence?
• What have others tried HITS
• What are some possible gaps in your data? or used?
• How are these representations connected? • Is there another way to 10. 7.
How are they different? present that data Differentiated Questioning
that is clearer? teaching

Prompt 1: Prompt 1:
Compare data from two teams. What are some approaches to increase the
reliability of your data?
Prompt 2:
Use the Kids’ Zone Create a Graph tutorial. Prompt 2:
What is a convincing alternative approach to
choosing a team to join?
Prompt 3:
Can you share a unique interpretation of the data?
SUMMARISE
• Create random groups of 3 students and allow time for each member of the group to present
their data and respond to questions from their peers.
• Encourage students to explain how their criteria helped them choose a team.
• Come together as a whole class to discuss and make connections between HITS
some of the different ways that the data has been interpreted and represented
(Use the Key Questions to support this discussion). 9. 3.
• Invite students who have made some progress with the extending prompts Strategies Teaching
to share their thinking.

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
• As their exit ticket, students use the Empty Graph to respond to the question
‘How confidently can you use graphs to represent and discuss your data?
FURTHER CHALLENGES
Star Recruit
This challenge reinforces the sunderstanding that was developed in The Recruit by giving students an
opportunity to engage with the knowledge and skills in a slightly adjusted context. Teachers can use the
same structure of challenge 1, including the ideas and suggestions in the launch, explore and summarise
phases, as well as the teacher questions and assessment ideas.
Warm-up
Discuss the meaning of the numbers and different attributes of the FIFA player ratings for the three Matildas
players. Why does Lydia Williams have different criteria? Is this fair? Which criteria are the most important
ones for evaluating players in your chosen sport? The warm-up supports student understanding as students
appreciate the importance of developing criteria to filter and evaluate information fairly.
Challenge
Say to the students, ‘Your team has made it to the big time and is about to compete in the finals of your
chosen sport. You have been given the task of recruiting 3 new players that will help your team improve.
Which three players are going to help take your team from a team of ”also-rans” to champions?’
Explain to students that success in this challenge links to the proficiency of understanding
Mathematical focus: I can develop fair criteria to compare different players. My representation compares my
chosen players with at least one player that came close and at least one other player that was way off. I can
discuss my data and answer questions.
92 83 82
ST CDM GK
KELLOND -
KERR KNIGHT WILLIAMS
86 PAC 90 DRI 72 PAC 72 DRI 86 DIV 83 REF
90 SHO 39 DEF 51 SHO 82 DEF 90 HAN 48 SPE
71 PAS 80 PHY 78 PAS 82 PHY 71 KIC 90 PHY
HITS
6.
Multiple
Exposures

Challenge Rubric: The Recruit - Time to Choose a Side
MYMC | Level 5
Understanding skills: EMERGING DEVELOPED ADVANCED
Connect related With support makes and describes connections Makes and describes connections between year level Makes and describes connections between beyond
ideas between year level content knowledge content knowledge year level content knowledge
• Students make connections between the graphs • Students make connections between the graphs • Students make clear connections between the
they chose to represent their data and graphs they chose to represent their data and graphs graphs they chose to represent their data and
chosen by other students, where the same sport chosen by other students, including where this graphs chosen by other students, where this data
is chosen. Support is needed to make connections data represents different sports. represents different sports.
where different sports are represented.
• Students can articulate why the criteria chosen • Students articulate confidently why the criteria
• With support students can articulate why the to interrogate the data about their sport helped chosen to interrogate the data about their sport
criteria chosen to interrogate the data about their them choose a team. helped them choose a team.
sport helped them choose a team.
Represent concepts With support represents year level content in Represents year level content in multiple ways Represents content beyond the year level in multiple
in different ways multiple ways ways
• Students represent given sports data, including • Students represent data, including column • Students represent a range of sporting data
tables, column graphs, and picture graphs where graphs, dot plots and tables, appropriate for their displays, including side-by-side column graphs
one picture can represent many data values, with sport’s data, with and without the use of digital for two categorical variables.
and without the use of digital technologies. technologies.
• They recognise a number of limitations of their
• With support, they recognise some of the • They recognise some of the limitations of their representations.
limitations of their representations. representations.
Identify With support describes similarities and differences Describes similarities and differences between Refers to content beyond their year level to describe
commonalities and between aspects of content aspects of content similarities and differences
differences between
Students notice and describe commonalities and Students notice and describe commonalities and Students notice and describe extensive and important
Challenge 3 : The Recruit - Time to Choose a Side

aspects of content
differences between at least two teams in their choice differences between three teams in their choice of commonalities and differences between three or more
of sport. sport. teams in their choice of sport.
Describe Require guidance to uses correct level of technical Uses year level technical language to describe Is able to effectively use technical language
their thinking language to describe their ideas their ideas beyond their year level content
mathematically
Students use the following language in their data Students use the following language (as appropriate) Students use the following language in their data
displays and in explanations to other students or in their data displays and in explanations to other displays and in explanations to other students or
their teacher: Column/Bar/Line/Picture graph; Tables; students or their teacher: Column/Bar/Line/Pie graph; their teacher: Side-by-side column graph; Categorical
Charts; Frequency table; Given data; Labels; Titles; Dot plot; Tables; Categorical data; Numerical Data; variables; Average; Mean; Median; Mode; Range;
Legend; Axis. Limitations. Reliability; Limitations; Statistics.
Interpret Require assistance from the teacher or peers to Interprets year level mathematical information Can effectively interpret and use technical language
mathematical interprets year level mathematical information and beyond their year level content
information
Students require support to interpret given sports Students interpret sports data, presented digitally, Students interpret a range of sporting data displays,
data, presented digitally, including tables, column including column graphs, dot plots and tables, including side-by-side column graphs for two
graphs, and picture graphs, and can articulate these and can articulate important aspects of these categorical variables, and can articulate important
39
interpretations. interpretations. and interesting aspects of these interpretations.
Suggested Sites
Basketball https://nbl.com.au/stats/ladder/all/all/24346 https://wnbl.basketball/stats/
Cricket https://www.cricket.com.au/big-bash
Football https://www.a-league.com.au/ladder https://womenscompetitions.thefa.com
AFL https://womens.afl/stats https://www.afl.com.au/stats/stats-pro#/
Netball https://supernetball.com.au/stats
Empty Graph Exit Ticket
10
Very Confident
8
Confident
6
Got It
4
Getting There
2
Not Sure Yet
0
I can choose an appropriate I can represent data fairly I can communicate I can answer questions
graph to represent data important and interesting confidently
information

‘Impossible’
Soccer Angles
During the first few games of your soccer
league competition you have attempted to
kick a goal a number of times, but it has always
been blocked by a defender. Your coach told you
to go a little bit wider but when you did you
missed the goal. You’ve also heard soccer
commentators, coaches and players say, ‘You
can’t shoot from there, the angle’s too tight’. So,
where can you score from?

In this challenge students reason • Measure and compare angles using
mathematically by explaining and justifying degrees, and distance using metres.
their solution to a problem about soccer. • Analyse data to notice and explore
Students consider the angle at which they would be relationships between variables (angle,
most successful in kicking a goal into the distance) that contribute to successful
net. Students collect data by kicking goals from goal scoring.
different angles and analyse how the data • Form conjectures and generalisations between
compares. They map out the angles onto a playing variables (e.g.where on the pitch it is easier, and
field. where it is harder, to score a goal at soccer).
The challenge encourages students to explain and

convince their peers and teacher why it’s easier
to score in certain places on the soccer pitch
and harder to score from others. This will involve an
analysis of data, development of conjectures and
generalisations, and the justification of
mathematical reasons using their understanding
of angles and measurement.
To conclude, students discuss the implications of

their findings for improving their soccer playing.
MYMC | Level 5 Challenge 4 : ‘Impossible’ Soccer Angles 41

Students develop their reasoning by analysing collected
evidence to form a conjecture about where on the soccer pitch
it is easier/harder to score a goal. Students then justify their
reasoning by using a correct logical argument that has a
complete chain of reasoning using words such as ‘because’,
‘if…then…’, ‘therefore’, and so’, ‘that leads to’ to form a
watertight argument that is mathematically sound.
Evidence may include data charts or tables and verbal and

written responses to questions related to this data that
explore the reasons, mathematical and otherwise, why it is
easier/harder to score in certain parts of the soccer pitch and
the implications of this for playing the game of soccer.
Articulating how angle, distance, and collecting and interpreting data concepts,
combine in understanding the mathematics inherent in practical contexts.
Using measurement equipment such as protractors, metre sticks and tape

measures appropriately and accurately.
Investigating a mathematical problem in a practical context, and organising the

use of practical equipment to assist in solving the problem.

This task has a strong connection to the Measurement and Statistics strands.
Working towards Level 5 At Level 5 Working above Level 5
Measurement Measurement Measurement
Estimate and compare angles Estimate, construct and Identify the relationships
using angle names including measure angles in degrees, between angles on a straight
acute, obtuse, straight angle, using appropriate tools, line, angles at a point and
reflex and revolution, and including a protractor, and vertically opposite angles; use
recognise their relationship to a relate these measures to angle these to determine unknown
right angle. names. angles, communicating
(VC2M4M04) (VC2M5M04) reasoning.
(VC2M6M04)
Statistics Statistics
Statistics
Conduct statistical Plan and conduct statistical
investigations, collecting data investigations by posing Plan and conduct statistical
through survey responses and questions or identifying a investigations by posing and
other methods; record and problem and collecting relevant refining questions to collect
display data using digital tools; data; choose appropriate categorical or numerical data
interpret the data and displays and interpret the data; by observation or survey, or
communicate the results. communicate findings within identifying a problem and
(VC2M4ST03) the context of the investigation. collecting relevant data;
(VC2M5ST03) analyse and interpret the data
and communicate findings
within the context of the
investigation.
(VC2M6ST03)
THE CAPABILITIES
Creative and Critical Thinking: Reasoning
• Consider the importance of giving reasons and evidence how the strength of these can be evaluated
(VCCCTR025).
PEDAGOGICAL CONSIDERATIONS
• Mathematics learning outside can be challenging if children are not used to doing this.
While this activity is clearly practical - children shooting soccer goals - there are important
mathematical concepts and proficiencies involved that should remain at the forefront of the challenge.
Scoring soccer goals is fun, and we want the students to enjoy the challenge, but the focus is to learn
about angles, measurement, data collection, and to develop mathematical reasons as to why it is easier/
harder to score goals from certain parts of a soccer pitch.
• While a template is provided for recording results, it is slated as an enabling prompt. Level 5 students
should be expected to devise their own recording sheet.
• The turn for each of the angles is from the goal line (centre of the goal), so the closer to the goal line,
the smaller the angle and hence we say, ‘you can’t score from a narrow (smaller) angle’. The 10 scoring
positions are all 7m from the centre of the goal. The angle measurements for the crossing zone and
passing zone lines on each side of the pitch are measured from the appropriate goal post.
• There is no necessity to have an actual soccer pitch for this activity. Any open space/oval will suffice. It
would be helpful for each group to work with a touchline (a straight line in any form). This enables the
goal to have a distinct goal line and allows for the imaginary line up the centre of the scoring zone to be
established easily. This enables the scoring zone to be marked. If this activity is undertaken outdoors, in
winter, say, then lines around the outside of a basketball court on the yard could be used. Lines for the
crossing/passing/impossible zones could then be chalked onto the floor. Students need to be advised that
the crossbar (a little less than 2.5 metres from the ground) has to be imagined to be there and attempts
kicked higher than this are not ‘goals’.
• Ideally have students work in small groups of preferably four students; even if the school oval had a
soccer pitch you would want 5, 6 or 7 groups working in different sections of the pitch.
ATTACKING ATTACKING
RIGHT SIDE LEFT SIDE
53° R (Measured from goalpost) 53° L
90°
CROSSING PASSING SCORING PASSING CROSSING

ZONE ZONE ZONE ZONE ZONE
30° R 30° L
Penalty
spot
80° R 80° L
60° R 60° L
IMPOSSIBLE 40° R 40° L IMPOSSIBLE

ZONE Marco Van ZONE
Basten
20° R 20° L
Goal
10° R 10° L
7m GOAL 7m 3m
MARK MARK

PRIOR KNOWLEDGE
It is helpful if your students are familiar with:
• using a protractor to measure angles

• using available resources for measuring quite large distances outdoors (7m for this activity)
• undertaking practical mathematics activities in the school grounds.
LANGUAGE
• Easy to score • Far, further, further Is a greater/smaller/narrower angle than...

• Easier to score • Near, nearer, nearest Why is it easier to score from directly in front of the
• Hard to score • Most popular, most goal? Convince me with your reasons.
goals
• Harder to score Why is it harder to score if the angle is tighter/
• Least popular, narrower? Convince me with your reasons.
• Measure
fewest goals
• Measurement Why do coaches and commentators say ‘it’s
• Data
• Compare impossible to score from there?’ Is it impossible?
• Collecting data
• Distance How will you record how many goals each of you
scored and from where?
• Length
What is the same in terms of goals scored/missed in
Vocabulary: Tier 3 words each of your shooting zones?
• Angle • Metre stick What is different about the goals scored/missed

• Acute angle • Measuring tape between your shooting zones?
• Turn • Table Can you see any patterns in your data for goals
scored/missed in the different shooting zones?
• Degree • Frequency table
tally mark How does your data help you to prove your
• Protractor
• Count argument?
• Metre

• data collection charts/tables

• informal notes kept by the teacher noting students’ use of measuring equipment in this outdoor context
• individual student responses to ‘reasoning’ questions.
• convince and persuade others that certain angles are more advantageous
• contribute to whole class discussions on the implications of the student’s findings for improving their
playing of soccer.

The Challenge: ‘Impossible’ Soccer Angles
MATERIALS
• At least one large board size protractor would • The ideas for zones in the attacking third
be useful for this activity. Otherwise, protractors of the pitch came from this article
photocopied to A4 or A3 size and laminated
• Marco van Basten goal for Netherlands v
could be used.
Russia, 1988 from an impossible angle video
• Metre sticks.
• Recording results template - enabling prompt.
• Measuring tapes – at least 7m long. String or
• YouCubed Data Talk - Women’s Soccer
rope (at least 7m long) could be used as an
alternative.
• Cones. Chalk. String - for marking zones,
scoring positions.
• Witches’ hats for goalposts.
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP: FLUENCY TASK

Show the students an image of a protractor and get them to come up with 10 things about it.
Scribe these on the whiteboard.
LAUNCH
View the video of the Marco Van Basten goal in the 1988 European Championships Final for the
Netherlands v Russia in 1988. One of the greatest goals ever scored, both for the volleying technique,
which is very, very difficult, but also for the ‘impossible’ angle. Goals are very rarely scored from this position
on the soccer pitch.
• Invite students to discuss why they think it is considered to be one of the greatest goals ever.
• Explain that the angle this goal is scored from would by many be said to be impossible to score from
(unless a similar point is raised in the discussion).
• Pose the scenario - ‘During the first few games of your soccer league competition you have attempted to
kick a goal a number of times, but it has always been blocked by a defender. Your coach told you to go a
little bit wider but when you did you missed the goal. You’ve also heard soccer commentators, coaches
and players say, ‘you can’t shoot from there, the angle’s too tight’. And unless you’re as good as Marco
Van Basten it’s impossible to score from that angle! So, where can you score from?’
• Pose the problem, ‘Where on a soccer pitch is it easiest to score from and where is it difficult? What are
the mathematical reasons for it being easy or difficult to score?’ (The students may also come up with
soccer or other physical reasons. Don’t preclude these but focus on mathematical reasoning.)

HITS

Collaborative
3.
Explicit
Learning Teaching

Part One: Determine and set up the outdoor soccer pitch
• Show students the soccer pitch diagram and • Students work collaboratively in their small
identify and explain the four zones in the attacking groups to mark out playing field zones and
third of the pitch: ‘impossible’; crossing; passing; 10 scoring positions as per the soccer pitch
scoring. diagram using protractor, metre sticks, tape
measures etc.
• Highlight to the students the 10 possible scoring
positions indicated on the graphic – all 7 metres
from the centre of the goal.
• Advise students that the zones and scoring marks
will need to be identified on the playing field
outside, using supplied equipment (see Materials
section). (See pedagogical considerations for
discussion).
• Once outside, support students to set work
collaboratively in their small groups to mark out
playing field zones and 10 scoring positions as per
the soccer pitch diagram using protractor, metre
sticks, tape measures etc. (Each team should have
their own designated playing field set up).
Part Two: Students work collaboratively to solve the task
• Support students in discussing possible data Students work on the main problem: ‘Where on a
recording methods. soccer pitch is it easiest to score from and where is
• Support students who need further support with it difficult? What are the mathematical reasons for it
the enabling prompt - recording results template. being easy or difficult to score?’
• Facilitate discussion of where it is easier/harder to • Students collaboratively decide on data

score and why. In particular, encourage discussion recording methods they will use.
of the mathematical reasons, e.g. angles, distance, • Each student takes 4 shots from each of 5
students have, and their evidence for such positions as follows:
arguments.
• 1 in scoring zone at 80° - left or right side
• Provide extending prompts to students that (student choice of left/right)
require additional challenge.
• 2 in passing zone, one at 140°, one at 60° -
left or right side
• 1 in crossing zone at 20° - left or right side
• 1 in ‘impossible’ zone at 10° - left or right side
• Choose whether one person takes all 20 shots,
then move on to the next person, or whether
they alternate, e.g all players take their shots in
the scoring zone, then move on to another zone,
and so on.
• Student groups decide who will record data,
who will retrieve soccer ball etc.
• Students discuss where it is easier/harder to
score, whilst engaged in the activity and the
(mathematical) reasons why.
Part Three: Students analyse their findings
• Provide students with Student Discussion Questions. • Students collectively discuss and record
responses to ‘reasoning’ questions.
• Indicate that the final question on how these
arguments will help you play soccer/better is less • (This discussion could involve two small groups
important at this stage as this will be developed in joined together – this allows a broader view of
the summary whole class discussion. data and students’ thinking.)

HITS

Differentiated
7.
Questioning
teaching

Qustioning to support reasoning: Questions to support fluency:
• What is the same and different about scoring in • How can you use the protractor
each of the 4 shooting zones (scoring, passing, (meter sticks, measuring tapes, string etc.)
crossing, impossible)? What are the mathematical appropriately to work out those angles?
(angles/distance) reasons that make it easier/
• How can you collect the data about
harder to score in particular zones? Are there
who has scored simply and clearly?
other (soccer related/physical) reasons?
• How can you describe what is the same and what
is different about your chance of scoring in each
of the 4 shooting zones?
• Are there any patterns in your data about
your chance of scoring in each of the
4 shooting zones?
• Can you prove that it is easier/harder to score in
particular scoring zones? What data do you have
that proves your generalisation or conjecture?
• How will knowing the reasons where it is easier/
harder to score help you play soccer better?

Prompt 1: Prompt 1:
Provide students with a recording Think about goalkeepers and/or defenders.
results template. In what ways would they make it harder to
score from each of the zones on the pitch?
Prompt 2: Explain your reasoning using mathematics.
A section of the playing field could be already Try it out in practice with one member of your
marked out for any groups where angle group acting as a goalkeeper or a defender.
measurement became an impediment to
the rest of the activity. Prompt 2:
What about distance from the goal?
How far out from the goal line in the scoring/
passing/crossing zone can you still score
consistently?
SUMMARISE
Teacher facilitates a whole class discussion on the implication of the student’s findings for
playing the game of soccer. Simple scenarios could be given:
• A player is on their own with the ball in the scoring zone, 10 metres out. What should they do? Why?
• A player is on their own with the ball in the passing zone, 10 metres out. What should they do? Why?
• A player is on their own with the ball in the crossing zone, 8 metres out. What should they do? Why?
• A player is on their own with the ball in the ‘impossible’ zone, 7 metres out. What should they do? Why?
Students give their reasons as to what the player should do based on:
• the angle the player might be on
• whether teammates are nearby
• whether defenders are blocking the way
• who the player is (themselves/someone else) HITS
• how accurate the player is at shooting for goal/passing.

9. 3.
The use of data to support arguments presented will be encouraged. Metacognitive
Strategies
Explicit
Teaching
Implications should be summarised on the whiteboard.

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
• Individual student responses to ‘reasoning’ questions will provide an insight into the
development of mathematical reasoning.
• Informal notes kept by the teacher of the student’s contributions to the whole class discussions on the
implications of the student’s findings for improving their playing of soccer will indicate whether children
can apply their evidence and arguments to a relevant practical context.
FURTHER CHALLENGES
Olympic Turns
This challenge uses photos of some Olympic sports that involve turns and angles in different ways. The
students explore a favourite photo and see what angles they can see.
Make a skateboard ramp (see teaching ideas)
In this challenge, students create ramps with varying slopes. The aim is to make a toy car or toy skateboard
travel down the ramp the fastest.
HITS
6.
Multiple
Exposures

Challenge Rubric: Impossible Soccer Angles
MYMC | Level 5
Reasoning skills:
EMERGING DEVELOPED ADVANCED
Students apply the following geometric reasoning Students apply the following geometric reasoning Students apply the following geometric reasoning
terminology to explain their thinking about where terminology to explain their thinking about where on terminology to explain their thinking about where on
on the pitch it is easier/harder to score a goal: Acute the pitch it is easier/harder to score a goal: Construct; the pitch it is easier/harder to score a goal: Intersects,
angle; Degree(s); Right angle; Angle; Measure of turn. Perpendicular; Protractor. intersecting, intersection; Straight line angles.
With support, students deduce from the data Deduce from the data collected, and from thinking Deduce from the data collected, and from thinking
collected, and from thinking about the angle and about the angle and distance from the goal, where about the angle and distance from the goal, where
distance from the goal, where on the soccer pitch it on the soccer pitch it is easier/harder to score. Use on the soccer pitch it is easier/harder to score. Use
is easier/harder to score. Again, with support, use this this evidence to justify the conclusions reached about this evidence to justify clear and detailed conclusions
evidence to justify the conclusions reached about where it is easier/harder to score and why. about where it is easier/harder to score and why.
where it is easier/harder to score and why.
Compare and Requires support and/or uses prior year level content Uses year level content knowledge to compare and Goes beyond year level content knowledge to
contrast related knowledge to compare and contrast ideas contrast ideas compare and contrast ideas
ideas and explain
their choices Students compare and contrast their ideas on where Students compare and contrast their ideas on where Students compare and contrast their ideas on where
on the soccer pitch it is easier to score goals and why, on the soccer pitch it is easier to score goals and why, on the soccer pitch it is easier to score goals and why,
with their peers, during and after the practical activity: with their peers, during and after the practical activity: with their peers, during and after the practical activity:
Challenge 4 : ‘Impossible’ Soccer Angles

• Compare angles and classify them as equal to or • Estimate, measure and compare angles using • Investigate angles on a straight line and angles
less than a right angle degrees. Construct angles using a protractor on a point
• Select and trial methods for data collection using • Describe and interpret different data sets • Refine questions about collecting categorical or
recording sheets. in context. numerical data by observation.
Transfer learning May require support to transfer learning from one Transfers year level learning from one context to Makes multiple connections when transferring
from one context to context to another another learning from one context to another
another
With support transfers known geometric reasoning Transfers known geometric reasoning content such as Confidently transfers known geometric reasoning
content such as knowledge of different types of knowledge of different types of angles, measurement content such as knowledge of different types of
angles, measurement using degrees and the use of a using degrees and the use of a protractor to an angles, measurement using degrees and the use of a
protractor to an outdoor, practical context. outdoor, practical context. protractor to an outdoor, practical context.
With support begins to infer from the data collected, Infers from the data collected, in tabular or chart form, Confidently infers from the data collected, in tabular
in tabular or chart form, where on the soccer pitch it is where on the soccer pitch it is easier/harder to score or chart form, where on the soccer pitch it is easier/
49
easier/harder to score and the reasons why. and the reasons why. harder to score and the reasons why.
MYMC | Level 5
Soccer Pitch Diagram
ATTACKING ATTACKING
RIGHT SIDE LEFT SIDE
53° R (Measured from goalpost) 53° L
90°
CROSSING PASSING SCORING PASSING CROSSING

ZONE ZONE ZONE ZONE ZONE
30° R 30° L
Penalty
spot
Challenge 4 : ‘Impossible’ Soccer Angles

80° R 80° L
60° R 60° L
IMPOSSIBLE 40° R 40° L IMPOSSIBLE

ZONE Marco Van ZONE
Basten
20° R 20° L
Goal
10° R 10° L
7m GOAL 7m 3m
MARK MARK
50
Recording Results Template: ‘Impossible’ Soccer Angles - Recording
GOALSCORER NAME: GOALSCORER NAME:
Zone Angle Attack Scored Missed Zone Angle Attack Scored Missed
Left/Right Left/Right
Scoring 80° Scoring 80°

/4 /4 /4 /4
Passing 60° Passing 60°

/4 /4 /4 /4

/4 /4 /4 /4
Crossing 20° Crossing 20°

/4 /4 /4 /4
Impossible 10° Impossible 10°

/4 /4 /4 /4
GOALSCORER NAME: GOALSCORER NAME:

Zone Angle Attack Scored Missed Zone Angle Attack Scored Missed
Left/Right Left/Right
Scoring 80° Scoring 80°
/4 /4 /4 /4

/4 /4 /4 /4

/4 /4 /4 /4
Crossing 20° Crossing 20°

/4 /4 /4 /4
‘Impossible’ 10° ‘Impossible’ 10°

/4 /4 /4 /4
Mathematical Reasoning
GOALSCORER NAME:
Where is it easier to score?
Zone Angle Attack Scored Missed
Left/Right
Scoring 80° Where is it harder to score?

/4 /4
Passing 60°
Why?
/4 /4
Passing 40°
/4 /4
Crossing 20°
/4 /4
How will knowing the reasons where it is easier/
‘Impossible’ 10°
harder to score help you play soccer better?
/4 /4

Student Discussion Questions
These questions are designed to help your team develop their reasoning skills.
What is the same and different

about scoring in each of the 4
shooting zones (scoring, passing,
crossing, impossible)? What are the
How can you describe
mathematical (angles/distance) reasons
what is the same and what is
that make it easier/harder to score
different about your chance
in particular zones? Are there other
of scoring in each of the 4
(soccer related/physical) reasons?
shooting zones?
Are there any

patterns in your data
about your chance of
Can you prove that it is easier/
scoring in each of the 4
harder to score in particular
shooting zones?
scoring zones? What data do
you have that proves your
generalisation or conjecture?
How will knowing the

reasons where it is easier/
harder to score help you
play soccer better?

Let’s Dance!
Do you dab? Find it fun to flash mob?
You have been asked to choreograph a fast and

funky dance.
Choose the music and dance style, but remember

that efficient direction and language is the key to
great choreography.

In this challenge students demonstrate • Make connections between shape,
their understanding of geometry (shape, location and transformation concepts
location and transformation) by choreographing a by using effective mathematical vocabulary.
dance. Students describe body movements to show • Describe representations of movement and
an understanding of mathematical vocabulary, articulate these as clear directions.
including shape, line, symmetry, angles and spatial
organisation. They make connections between the
dance moves and patterns to create a sequence of
steps that can be understood by others.
MYMC | Level 5 Challenge 5 : Let’s Dance! 53

Students demonstrate understanding by
connecting the language of shape, location and
transformation to represent a dance sequence.
They interpret and demonstrate body movements
from detailed instructions.
Recall appropriate geometric vocabulary to describe movement.
Create a series of instructional steps. Students test and check the effectiveness
of the language used.
Effectively explain visual representations using geometric vocabulary.

This task has a strong connection to the Space strand.
Space Space Space

Explain and compare the Describe and perform Recognise and use combinations
geometric properties of two- translations, reflections and of transformations to create
dimensional shapes and three- rotations of shapes, using tessellations and other geometric
dimensional objects. dynamic geometry software patterns, using dynamic
(VC2M4SP01) where appropriate; recognise geometry software where
what changes and what remains appropriate.
the same, and identify any (VC2M6SP03)
symmetries.
(VC2M5SP03)
THE CAPABILITIES
Critical and Creative Thinking: Metacognition
• Investigate thinking processes using visual models and language strategies (VCCCTM029).


• This task focuses on mathematical It is helpful if your students are familiar with:
language and vocabulary. Students
articulate their understanding of geometry • mathematical language, vocabulary and
concepts through creating a series of directions concepts of 2D shapes, symmetry, and
such as translations, reflections and rotations. concepts of location and transformation.
Allow students to choose which format they will
present their directions (verbally, written, and
labelled diagrams). Enable students to focus on
their communication strengths, being mindful
of any particular learning difficulties.
• Students should test their directions to
determine whether they are effective. The
set of directions may depend on algorithmic
thinking and will require students to check
their directional language and “debug” (to find,
remove or improve) errors in the steps. This is
an important part of the learning process and
should be articulated.
• Students do not have to perform their dances to
achieve the learning focus. However, this could
be a welcomed conclusion to the challenge that
offers a cross curricular learning opportunity.
LANGUAGE
• Articulate • Represent What type of triangle have your arms created?

• Check • Test How could you describe that turn?
• Demonstrate • Visualise
What words can you use to describe...?
• Describe • Connections
Which is the best word to use…?
• Explain
• Identify Is there another way we can explain…?
Vocabulary: Tier 3 words Can we explain that more effectively?
• Angle • Degrees The instruction was hard to understand because…

• Acute • Diagonal We thought it was clear… but then we changed
• Obtuse • Parallel the instruction
• Scalene • Symmetry
• Reflex • Rotate
• Right angle

Assessment of student learning may include:
• Collect written work samples, which include labelled illustrations and diagrams to see student
understanding of mathematical concepts through effective use of language and vocabulary.
• Anecdotal notes based on students ‘debugging’ to ensure directions contain sufficient and effective
language.
• Student feedback to other groups.
• Use mathematical language and vocabulary in their reflections.

The Challenge: Let’s Dance!
MATERIALS
• Which One Doesn’t Belong
• A Dancer’s Dancing Day (2mins 21 secs)
• Emergence of a dance (4mins 17secs)
• Whiteboard to record mathematical vocab
• Shape, Location and Transformation Word List
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP
Provide opportunities for students to demonstrate
their understanding of connections between
transformation and geometric reasoning by using
the visual prompt from the book which One Doesn’t
Belong by Christopher Danielson or choose any other
appropriate shape image from the blog.
• Ask students to consider and describe which of

the images doesn’t belong.
• Encourage students to challenge each other,
compare their ideas and make connections
to show their understanding of shape
concepts, specifically around the concepts of
translations, reflections and rotations of
two-dimensional shapes.
• As students articulate their ideas, record relevant
mathematical vocabulary on the whiteboard. (Source: Which one Doesn’t Belong? By Christopher Danielson -
https://wodb.ca/shapes.html)
LAUNCH
• Watch the video A Dancer’s Dancing Day. Ask students what they notice about the mathematical
vocabulary used in the video to direct and describe the students’ dances.
‘What language is helpful? What language would not be helpful?’
Add this vocabulary to the vocabulary generated in the Warm-up.
• Refer to and display the Shape, Location and Transformation Word List. Discuss and identify words they
have already used in the challenge.
• Explain the meaning of mathematical understanding, ‘In this challenge you will develop your
mathematical understanding by using your knowledge of geometry to choreograph a dance. The choice
of dance genre (contemporary, hip hop, jazz, classical or modern) and music style (pop, rap, hip hop,
classical) is up to you. You will be required to articulate body movements using descriptions of shape,
angle, line, symmetry, angles and spatial organisation and make connections between the dance moves
and patterns to create a sequence of steps.’
• Explain to students that they will be working in a small group to choreograph their own short dance
(approximately 30 seconds). They are to plan the dance moves and write instructions with the aim of
teaching dance to another group, or the class. To be effective they must consider the vocabulary they
articulate to give directions, focusing on the shapes and movements their bodies will make.

HITS

Collaborative
3.
Explicit
Learning Teaching

Part One: Using the language of shape, location and transformation to choreograph a dance
• Assist students to quickly choose a dance genre • Students brainstorm ideas and decide on a
and music choice. Remind students that the dance dance genre and music style or part of a song.
should be around 30 seconds long.
• They identify mathematical language that may
• Observe students and provide support using be useful in describing steps and movements.
the correct mathematical language. Use Key
• Students start to create the dance and record
questions and phrases for prompts.
the dance shapes and movements.
• Observe students’ use and understanding of
• Students record and refine their steps, using
language.
effective vocabulary. They may use illustrations
• Challenge students thinking with and or/diagrams, but need to remember to label
Key questions to develop students understanding these.
• Support students who need further supports
or challenges by providing them with the
enabling or extending prompts, included
in the following sections.
Part Two: Following instructions to interpret and demonstrate body movements that
results in a choreographed dance
• Prompt students to consider, ‘Is there a better • Students complete the “debugging” step by
way to articulate that movement? Could that trialling their instructions within the group.
be misunderstood, is there a way to make your They identify which instructions are effective
instructions clearer?’ and which instructions may be misleading. For
example “The instruction was hop right three
• Observe the dispositions of students as they share
times. The instruction should be turn 90
their directions/instructions and give feedback to
degrees to the right and hop forward three
alternative groups. times on your right foot.”
• Students trial their choreographed instructions
with another group and observe how the other
group understood their instructions. They give
the other group feedback on the effectiveness
of directions and language used in their
instructions.

HITS

Differentiated
7.
Questioning
teaching

Questioning to develop understanding: Questions to develop reasoning:
• Think about the dance move you saw in the • How can you evaluate your choreographed steps
video A Dancer’s Dancing Day, what type to ensure your instructions are clear?
of mathematical shapes can you see in the
• What parts of your peers choreography can you
dancers bodies? For example, can you name
critique and give feedback on?
the specific triangles used (scalene/isosceles)
with the dancer’s arms? What words could you
use to describe these?
• Consider the dance movements you want to
make with your bodies for your dance, what
directional language can you use to articulate
these movements?
• Can you identify the language in the
instructions that may confuse your peers
about the dance moves?

Prompt 1: Prompt 1:
Did you know that dancers often organise Challenge yourself! No one in your group
their dance steps into groups of 8? While planning can do the same move at the same time.
your dance you may like to use this knowledge
to help you. It may be sensible to think about the Prompt 2:
multiples of 8 when planning your dance. You can Blindfold! Your classmates will be blindfolded
repeat your steps, for example 4 blocks of 8 steps. when you teach the dance. What will you need
to consider?
Prompt 2:
How can you show your understanding of lines and Prompt 3:
angles to describe the shapes your arms make for Lyrics! Using some of the mathematical language
different dance moves? from Shape, Location and Transformation
Vocabulary to create lyrics that will compliment
Prompt 3: your dance.
Using mathematical vocabulary, describe the
dance moves in the first 30 secs of the clip Upside
Down & Inside Out https://okgosandbox.org/more/
SUMMARISE
• Ask students to consider the statement from the video A Dancer’s Day ‘He (the choreographer)
carves shapes out of our bodies to form complex lines and rhythms…’ Ask students to dig deeper
and identify how their instructions “carved shapes out of bodies to form complex lines and rhythms.”
• As a class, brainstorm the mathematical vocabulary that was used to complete the task. Decide which
words were most useful and circle them and place a square around words they were previously unfamiliar
with.
• Discuss how effective use of mathematical vocabulary enables them to make connections between and
display understanding of concepts of location and geometry in completing the task.
HITS
9. 3.
Strategies Teaching

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
Invite students to reflect on the proficiency focus and connections in their math journals.
What evidence can students provide to demonstrate how their knowledge of geometric
concepts and vocabulary evolved during the challenge?
Alternatively, students may use the ‘Connect, Extend, Challenge’ thinking routine to reflect on the challenge
and proficiencies.
FURTHER CHALLENGES
• More about symmetry: Watch this video All Is Not Lost. Think about all the aspects of symmetry
used to create the video. Investigate the terms line symmetry, axis of symmetry and reflective
symmetry. Can you add these terms and concepts into your choreography to make your dance
more interesting?
• Mr and Mrs Pac Man: Watch this video ‘How can you use the language of location and transformation
to describe Ms. Pac-Man’s movements? Can you create your own game board and guide your on avart
through the maze? Share your instructions with a peer, did they follow your path effectively?’
(Adapted from https://robertkaplinsky.com/work/ms-pac-man/)
HITS
6.
Multiple
Exposures

Challenge Rubric: Let’s Dance!
MYMC | Level 5
Articulates body movement directions but may need Articulates their knowledge of geometry by Uses complex mathematical language to explain
assistance with technical mathematical language. articulating body movements directions such as how the body changes shape in the choreography for
‘make your elbow into a right angle’. example, ‘move your elbow transfers between 45 – 135
degrees’.
Describe Requires guidance to uses correct level of technical Uses year level technical language to describe their Is able to effectively use technical language beyond
their thinking language to describe their ideas ideas their year level content
mathematically
Students use simple language to describe the Students use technical language to describe the Students are able to use technical language beyond
patterns of the dance moves. For example, pattern of the dance. For example, 4 x hop, 4 x squat, their year level to describe the pattern of the dance
hop, hop, hop, hop, squat, squat, squat, squat, hop, 4 x hop, 4 x squat. moves. For example, 2(4hop, 4 squat).
hop, hop, hop, squat, squat, squat, squat.
Interpret Requires assistance from the teacher or peers to Interprets year level mathematical information Can effectively interpret and use technical language
information
Challenge 5 : Let’s Dance!

Students require support to decipher the Students interpret the directions their peers give them Students efficiently interpret directions to dance
mathematical language or terms used in the dance and can follow the directions of the dance effectively. moves and can offer alternative language to make the
directions. directions more succinct.
60
Which one Doesn’t Belong?
By Christopher Danielson
Shape, Location and Transformation Vocabulary

acute North, South, East, West rotational symmetry
angle NE, NW, SE, SW scalene
anticlockwise octagon sequence
clockwise parallel slide
concave pentagon square
congruent rectangle symmetry
construct reflective symmetry tessellate
convex reflex angle transformation
degrees regular translate
diagonal repeating pattern translation
equilateral triangle rhombus vertex
horizontal right angle vertical
irregular rotate

The Beauty of
Street Art
Have you ever wandered your city’s
laneways and noticed the colourful Street
Art that decorates the walls and buildings?
Interesting geometric shapes form many
of these images.
Armed with a selection of art materials, what 2D

shapes, shape transformations and representations
of symmetry can you use to create your own Street
Art masterpiece?

In this challenge students analyse street • Identify and describe 2D shapes,
art to build their understanding of two transformations (rotation, reflection,
dimensional (2D) shapes, shape transformations translation) and symmetry (reflective symmetry
(rotation, reflection, translation) and forms of and rotational symmetry).
symmetry (reflective symmetry and rotational • Apply understanding of 2D shapes to design a
symmetry). piece of street art that represents a variety of
shape transformations and forms of symmetry.
Students then sketch and create their own
Street Art, representing a variety of shape
transformations and forms of symmetry.
To conclude, students prepare a summary

of the geometric considerations that they
incorporated into their street art. Students’
completed artworks alongside their written
synopsis, will be displayed to the class,
encouraging further peer and self reflections.
MYMC | Level 5 Challenge 6 : The Beauty of Street Art 62

Students demonstrate understanding when they
identify and describe 2D shapes visible in Street
Art examples. Students also recognise shape
transformations (rotation, reflection, translation)
and symmetry (reflective symmetry and rotational
symmetry) visible in the Street Art examples.
Devise a plan and apply their knowledge to incorporate 2D shapes, shape
transformations and symmetry to design their artwork.
Manipulate shape transformations and symmetry to create art works.
Explain and justify why certain 2D shapes pair well together.

This challenge has a strong connection to the Space strand.
Space Space Space
Recognise line and rotational Describe and perform Recognise and use combinations
symmetry of shapes and translations, reflections and of transformations to create
create symmetrical patterns rotations of shapes, using tessellations and other geometric
and pictures, using dynamic dynamic geometry software patterns, using dynamic
geometry software where where appropriate; recognise geometry software where
appropriate. what changes and what remains appropriate.
(VC2M4SP04) the same, and identify any (VC2M6SP03)
symmetries.
(VC2M5SP03)
THE CAPABILITIES
Critical and Creative Thinking: Questions and Possibilities
• Identify and form links and patterns from multiple information sources to generate non-routine ideas
and possibilities (VCCCTQ023).


• Students may work individually It is helpful if your students are familiar with:
or in pairs.
• identifying and describing 2D shapes
• Examples of existing Street Art are and their properties
needed for students to analyse.
• shape transformations (rotations, reflections
• Incorporating the use of digital technologies to and translations) and forms of symmetry
create the Street Art could encourage further (reflection symmetry and rotational symmetry).
exploration of the shapes and consideration of
which pair well together and why.
LANGUAGE
• Creating • Imagining Street Art

• Designing • Identifying What shapes seem to go together?
• Connecting • Visualising
Why do you think that?
• Describing • Organising
I wonder if these shapes will go together?
• Devising • Observing
• Finding patterns • Representing I wonder what will happen if I move this shape over
here?
• Modelling • Verifying
• Applying • Planning What do I notice about the shapes in the Street Art…
• Checking What will happen if I rotate these shapes...
Can I enlarge this shape…

Can I reduce the size of this shape...
• Rectangles • Shape
What shape transformations are visible here? What
Transformation
• Triangles effect does it have?
• Translation
• Hexagons
• Parallel
• Octagons
• Quadrant
• Symmetry
(axis of & line of) • Image
• Reflective symmetry • Tessellation
• Rotational symmetry • Skew
• Dilation/ • Congruent
enlargement
• Reduction

• completed synopsis and Street Art creations

• checklist and anecdotal notes of students’ understanding of 2D shapes , shape transformations (rotation,
reflection, translation) and symmetry (reflection symmetry and rotational symmetry).
• use language to show their understanding of 2D shapes , shape transformations (rotation, reflection,
translation) and symmetry (reflection symmetry and rotational symmetry).

The Challenge: The Beauty of Street Art
MATERIALS
• A selection of coloured blocks • Coloured paper
• Mirror • Scissors
• Examples of Street Art • Variety of art materials - pencils/textas/paint
• Websites to Street Art examples • Rulers
• Teacher Reference - Shape Transformations • Isometric paper
• Teacher Reference - Symmetry
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP
Reflective Patterns (adapted from Reflector ! Rotcelfer, NRICH)
Students work with a partner and use three or more different coloured blocks. Partner A places the blocks in
a pattern. Partner B then uses some other blocks to construct the reflection (mirror image) of the pattern.
Using a mirror (if available) students can verify their reflections.
LAUNCH
Say to the students:
‘Have you ever wandered the laneways and noticed the colourful Street Art on walls and buildings?
Interesting geometric shapes form many of these images. You will be creating your own Street Art, but let’s
have a closer look at some examples first.
Present: Prompt 1 - Street Art Examples
Ask the students, ‘What shapes do you see? What do you notice about the patterns they make, and how the
shapes are placed together? Do you see any shape transformations such as (rotation, reflection, translation)
see Teacher Reference - Shape Transformations. Can you identify any forms of Symmetry (reflection
symmetry and rotational symmetry) See Teacher Reference - Symmetry.
What else do you notice (e.g. congruence etc)?’
Explain this challenge has four parts:
• Part 1: Identify and describe the 2D shapes, shape transformations and forms of symmetry, visible in
Street Art examples.
• Part 2: Use a range of 2D shapes to create your own Street Art that includes a variety of shape
transformations and forms of symmetry.
• Part 3: Prepare a summary of your work that describes the process you used and consolidations you
made to create your street art.
• Part 4: Examining and providing feedback on the Street Art of your peers.

HITS

Collaborative
3.
Explicit
Learning Teaching

Part One: Analyse and annotate the Street Art examples to identify the 2D shapes, translations and lines of
symmetry in each artwork
• Organise students into small groups. • Through observation and discussion, students
identify and make connections to the
• Roam the room, prompting students by asking,
shape transformations (rotation, reflection,
‘What shapes seem to go together? Why do you
translation) and forms of symmetry (reflective
think that?’
symmetry and rotational symmetry) visible in
• Use key questions to develop thinking. the art works.
• Students record their observations by
describing the two-dimensional shape
transformations and forms of symmetry visible
in the art works.
Part Two: Creating your own Street Art
• Set up students to create their own Street Art. • Students draw on a selection of 2D shapes
Ask them to think about the shape transformations to sketch their own Street Art, representing a
they will use and to think about symmetry, variety of shape transformations and forms of
reflections, rotations, enlargements, tessellations symmetry.
etc.’
• Students use art materials available to create
• If needed, prompt the students with the questions their Street Art.
below or with an enabling prompt.
• An extending prompt can be provided to students
who require additional challenge.
Part Three: Summarising your work that describes the process and geometric considerations to creating
your street art
• Brainstorm initial ideas with students to help them • Students write a summary of their art piece,
prepare a summary. summarising the 2D shapes they used, why
they used them and how they used them. For
• Observe students as they work and offer
example, how did they incorporate various
assistance as needed.
shape transformations and forms of symmetry
• Prompt with questions like: ‘What shapes have you such as reflective or rotational symmetry,
used? Why did you use these shapes? Have you tessellations, enlargements or reductions etc.?
incorporated a variety of shape transformations
• When completed, students will swap their
and symmetry such as reflective or rotational
synopsis with a classmate to edit and to offer
symmetry, tessellations, enlargements or
any other suggestions.
reductions?’
Part Four: Gallery Walk
• Support students to set up the artwork displays. • Students work with their classmates to set up
the artwork displays.
• Set up a time for students to explore the artwork
and tell students to take their summary with them. • As they explore each other’s artwork, they will
refer to their summary, making notes about the
• As students explore their peers’ artwork, prompt
2D shapes their peers have used and describing
them to consider: ‘What shapes have they used?
how they have used them.’
Have they incorporated reflective or rotational
symmetry, tessellations, enlargements or
reductions into their creations?’

HITS

Differentiated
7.
Questioning
teaching

Questioning to develop understanding Questions to support fluency:
• What shapes are you using? Why did you choose • What does symmetry mean?
these shapes?
• What is the difference between reflective and
• How might you identify shape transformations? rotational symmetry?
• Where can you see lines of symmetry? • What does tessellation mean?
• What connections can you make to the 2D • What shapes can be tessellated?
shapes and shape transformations visible in the
• Can you enlarge or reduce the size of any of the
art works?
shapes you are using?
• What do you already know about 2D shapes,
symmetry, tessellations, enlargements/reductions
that could help you design your Street Art?

Prompt 1: Prompt 1:
Provide students with visual examples of Can you design another piece of Street Art
a variety of shapes, as well as examples of using the shapes you have chosen, but use
symmetry, tessellations etc. them in a different way?
Prompt 2: Prompt 2:
To help students design their artwork, ask:, Use your design, but substitute your tessellated
shape with a different tessellated shape. How
1. ‘What do you need to do first?’ many different designs are possible using different
2. ‘What are some possible shapes tessellated shapes? Prove it to me.
you could use?’
3. ‘Can these shapes be enlarged, reduced or

tessellated?’
Prompt 3:
Provide students with sentence starters for their
synopsis, such as: ‘The shapes I used are…’,
‘The way I used these shapes are…’, These shapes
were used in this way because…’.
SUMMARISE
• Invite students to share their summaries.
• The teacher then asks the following questions:
1. What 2D shapes can be identified?
2. Can you describe how one of your peers has incorporated a selection of 2D shapes?
3. What connections can you make to the shape transformations represented

in one of your peers’ artwork?
4. What connections can you make to the forms of symmetry represented in

one of your peers’ artwork?
HITS
9. 3.
Strategies Teaching

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
• Collected pieces of artwork to assess students’ use of different shapes and how they used them.
• Analysis of students’ summaries as to their understanding of shapes and how they can be used
to create appealing designs.
FURTHER CHALLENGES
National Flags
• NRich activity where students are asked to look at some national flags that are displayed during an
Olympic Games. Students are asked to investigate the shapes that have been used, angles, symmetry,
parallel lines etc.
Logo Licenses (NZMaths) - Teaching Ideas (FUSE)
• In this activity students explore rotational, reflective and transnational symmetry. They will investigate
various logos that have symmetry.
HITS
6.
Multiple
Exposures

Challenge Rubric: The Beauty of Street Art
MYMC | Level 5
Problem Solving skills: EMERGING DEVELOPED ADVANCED
Students identify 2D shapes in street art but may Students identify 2D shapes in street art and Students identify 2D shapes and complex
need assistance with articulating appropriate shape appropriate shape transformations (rotation, mathematical transformations including
transformations (rotation, reflection, translation) reflection, translation) and forms of symmetry compositions of transformations and congruent
and forms of symmetry (reflective symmetry and (reflective symmetry and rotational symmetry). shapes in street art examples.
rotational symmetry).
Describe Requires guidance to uses correct level of technical Uses year level technical language to describe their Is able to effectively use technical language beyond
mathematically
With support students use appropriate transformational Students use appropriate transformational language Students use appropriate transformational language
language, e.g., symmetry, translation, enlargement, e.g., translation, enlargement, rotation, reflection in effectively including the description of compositions of
rotation, reflection in writing a synopsis of their street art writing a synopsis of their street art design. transformations and/ or congruent shapes in writing a
design. synopsis of their street art design.
Interpret Requires assistance from the teacher or peers to Interprets year level mathematical information Can effectively interpret and use technical language
information
With support, students interpret the 2D shapes, shape Students interpret the 2D shapes, shape Students confidently interpret the 2D shapes, shape
transformations (rotation, reflection, translation) transformations (rotation, reflection, translation) transformations and symmetry) present in their street
Challenge 6 : The Beauty of Street Art

and symmetry (reflection symmetry and rotational and symmetry (reflection symmetry and rotational art creations including complex compositions of
symmetry present in their street art creations. symmetry) present in their street art creations. transformations and/ or congruent shapes.
69
Prompt 1 -Street Art Examples
Image Source
Image Source
Links to Street Art Examples

Rainbow Animals Roar Across Geometric Street Art Murals
Vibrant Geometric Street Art by Okudart in Madrid
Art Trams 2019

Teacher Reference
Shape Transformations
Rotation Reflection Translation
Turn! Flip! Slide!

Reference
Reflection Symmetry
The simplest symmetry is Reflection Symmetry (sometimes called Line Symmetry or Mirror Symmetry). It is
easy to see, because one half is the reflection of the other half.
Here my dog “Flame” has The reflection in

her face made perfectly this lake also has
symmetrical with a bit of symmetry, but in
photo magic. this case:
The white line down the centre

is the Line of Symmetry.
The Line of Symmetry can be in any direction (not just up-down or left-right). To learn more, go to Reflection
Symmetry.
Rotational Symmetry
With Rotational Symmetry, the image is rotated (around a central point) so that it appears 2 or more times.
How many times it appears is called the Order. Here are some examples (they were made using Symmetry
Artist, and you can try it yourself!)
Order 2 Order 3
Reference

The ‘Big’ Australian
Adventure
Holidays! Are you ready for the trip of a
lifetime? You have 10 days to travel between
Australia’s most iconic attractions - from the
Big Pineapple to the Big Golden Guitar.
All you need to do is choose which route
you will take.
Pack your suitcase, and let’s get planning!

In this challenge, students develop their • Choose appropriate methods to
fluency by choosing appropriate methods to measure distance and time accurately
accurately and efficiently measure the time and and efficiently.
distance required to travel between a selection of • Flexibly convert between 12-hour time and
Australia’s ‘Big Icons’. 24-hour time.
This challenge supports students to recall their • Use directional language and a grid reference
mathematical knowledge to convert between system to record and show the route of travel,
12-hour time and 24-hour time to monitor the flexibly converting between metres and
route of their 10-day itinerary, which may include kilometres.
accommodation and meal stops.
To conclude, students draw upon their

understanding of directional language to describe
their proposed 10-day itinerary according to a grid
reference system.
MYMC | Level 5 Challenge 7 : The ‘Big’ Australian Adventure 72

Students develop fluency by using appropriate
methods to accurately and efficiently measure the
distance and time required to travel between a
number of Australian icons. They flexibly convert
between 12-hour time and 24-hour time, and convert
between metres and kilometres, to show the route of
their 10-day itinerary.
Use mathematics to articulate their choices and processes used to develop their
itinerary.
Interpret the problem and formulate possible mathematical procedures to solve the
problem.
Analyse and evaluate the time and distance between various Australian icons.
Students then determine the number of locations they will visit in a 10-day period and
justify their choices in creating their itinerary (e.g travel efficiency i.e. in land versus
coastal, maximising number destinations, spending more time in fewer destinations).

This task has a strong connection to the Space and Measurement strands.
Space Space Space
Create and interpret grid Construct a grid coordinate Locate points in the 4 quadrants of
reference systems using grid system that uses coordinates to the Cartesian plane; describe
references and directions to locate positions within a space; changes to the coordinates when a
locate and describe positions and use coordinates and directional point is moved to a different
pathways. language to describe position and position in the plane.
(VC2M4SP03) movement. (VC2M6SP02)
(VC2M5SP02)
Measurement: Measurement
Measurement
Solve problems involving the Measure, calculate and
duration of time including Compare 12- and 24-hour time compare elapsed time; interpret
situations involving ‘am’ and ‘pm’ systems and solve practical and use timetables and
and conversions between units of problems involving the conversion itineraries to plan activities and
time. between them. determine the duration of
(VC2M4M03) (VC2M5M03) events and journeys.
(VC2M6M03)
THE CAPABILITIES
• Students investigate how problems can be disaggregated by identifying smaller elements within the
problem and constructing a plan to address each element (VCCCTM031).


• There are many ways for students It is helpful if your students are familiar with:
to approach and work through this
challenge. • using scales and legends to read maps
• As students work on different aspects of the • understanding and applying

challenge they will uncover additional areas directional language
they need to consider such as ensuring the • telling time to the minute, and
duration of the journey is limited to 10 days. converting between units of time.
• Allow sufficient time for students to reflect and
share their progress with the class so that they
can modify and refine their itineries.
LANGUAGE
• Fluency • Calculate I recognise that I will need to...

• Convince • Research I can calculate...
• Plan • Formulate
I choose to...
I estimate I will...
I will need to draw on my knowledge of... to
• Icon • Kilometers calculate…
• Route • 12-hour time
I wonder how I could work this out?
• Itinerary • 24-hour time
• Duration What calculations will I need to carry-out to
• Navigate
measure the distance between each of my chosen
• Distance • Flexibly Australian icons?
• Metres
What appropriate methods could I draw on to
measure the traveling time between each of my
chosen Australian icons?
How can I flexibly convert 12-hour time to

24- hour time?
How can I flexibly convert distances in metres

to kilometres?

• work sample of students’ proposed journey

• work samples showing the conversion of 12/24 time and m/km
• small group presentation using directional language to explain their proposed route of travel between
each of their chosen Australian icons.
• justify their choice of processes and procedures utilised

• reflect on their ability to carry out procedures flexibly and accurately
• calculate their answers efficiently.

The Challenge: The ‘Big’ Australian Adventure
MATERIALS
• Template Alphanumeric Grid • Google maps (or an atlas)
• Tourist Attractions Template Cartesian grid • Australian Map Alphanumeric Grid A
• Big Merino prompt • Australian Map Alphanumeric Support
• Big Lobster prompt • Australian Map Cartesian Extend
• My Australian Adventure Itinerary
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP
Students play Tourist Attractions using the template provided:
• Tourist Attractions Template Alphanumeric Grid

• Tourist Attractions Template Cartesian grid
In pairs, students plot their Tourist Attractions on an alphanumeric grid. Taking it in turns, students practice
using coordinates, to ‘hit/sink’ their opponent’s ships.
LAUNCH
• Show students a picture of Big Merino. Discuss: ‘Has anyone seen this before?
Has anyone visited this place? Where do you think it may be located?’
• Show students a picture of Big Lobster Discuss.
• Show students a Map of Australia’s Big Icons and explain to students there are 60 ‘Big’ icons located all
around Australia - from the Big Penguin in Tasmania to the Big Pelican in Northern Queensland, and from
the Big Guitar in New South Wales to the Big Lollipop in Western Australia.
• Explain that this challenge involves choosing a selection of Australian icons and creating a 10-day
itinerary for a proposed road trip. The itinerary will need to include directional language to describe your
desired route.
• Explain the meaning of mathematical fluency, ‘In this task you will demonstrate mathematical fluency by
utilising appropriate methods to accurately and efficiently measure the distance and time required to
travel between a number of Australian icons. You will also develop fluency by flexibly converting between
12-hour time and 24-hour time, and show the route of your 10-day itinerary.’

HITS

Collaborative
3.
Explicit
Learning Teaching

Part One: Using a grid reference system to plot a proposed 10-day itinerary of selected Australian Icons
• Support students to find possible websites • Individually or in small groups (2-3), students
that could be used to obtain data. identify a selection of ‘Big’ Australian icons they
• Observe students working on the problem and would like to include in their road trip.
their choice of appropriate methods to
measure distance and time accurately and The information can be accessed online by
efficiently. visiting: https://www.australianexplorer.com/
australian_big_icons.htm
• Use key phrases or questions to assist
students who need to develop thinking before • Using the graphical knowledge they know and
they can begin. google maps (or an atlas), students plot the
• As the investigation proceeds, continue to locations of their selected Australian Icons
encourage students to review their proposed on the Australian Map Alphanumeric Grid A
itinerary and make amendments based on the and show their proposed journey. Students
data they calculate. record their choice of appropriate methods
of calculations in their workbooks as they
• Support students who need further support or
accurately and efficiently measure the distance
challenges by providing them with the
enabling or extending prompts, included in the and time between their proposed route and
flexibly convert between 12-hour time and
24-hour time.
following sections.
• Students need to show the details of their
proposed journey either using the My Australian
Adventure Itinerary or by creating their own
version.
Part Two: Interpreting mathematical information by providing and following directional language
• Rove around the classroom and prompt • Students choose a partner with whom they were
students to reflect on their mathematical not originally working to revise the accuracy of
understanding using the prompting questions. their directional language.
• As students practise providing and following • In pairs students follow the directional language
directional language, encourage them to use provided by their peers to plot the proposed
this opportunity to fine tune their directions journey.
and make appropriate amendments where
necessary.

HITS

Differentiated
7.
Questioning
teaching

Questions to support fluency: Questioning to support understanding:
• What calculations will I need to carry-out to • In routing your journey, where is the maths?
measure the distance between each of my
• Are there any similarities in the methods you
chose to calculate the distance between each of
• What appropriate methods could I draw on your Australian Icons, to those of your partner’s?
to measure the traveling time between each
• What are the similarities and differences between
of my chosen Australian icons?
measuring the distance and calculating the time
• How can I flexibly convert 12-hour time to required to travel the journey?
24-hour time?

Prompt 1: Prompt 1:
Choose three big icons to visit and describe Provide a route that maximises the
the route and calculate the distance between each. number of Australian icons visited in a ten day
period. Is that the most important consideration?
Prompt 2: Why/why not? What other factors might you
Use the Australian Map Alphanumeric Support to plot consider?
your route.
Prompt 2:
You have a budget of $250 per day. Find
accomodation and meal costs for your route.
Prompt 3:
What form of transport would be the most
economical or time efficient?
Prompt 4:
Use the Australian Map Cartesian Extend to
plot your route.
SUMMARISE
• Students come together to share their proposed 10-day itineraries.
• Australian Map Alphanumeric Grid A is projected to the class on an interactive whiteboard or
printed in A3 paper and placed at the front of the classroom.
• Each group explains their proposed route using directional language.
• Invite students to respond to a selection of prompts to articulate the methods they chose to accurately
and efficiently measure the distance and time between each of their selected Australian icons:
• What calculations did you carry-out to measure the distance between each of my chosen
Australian icons?
• What appropriate methods did you draw on to measure the traveling time between each of your
• How did you flexibly convert 12-hour time to 24-hour time? Was this helpful? Why?
• How did you flexibly convert distances in metres to kilometres? Was this helpful? Why?
• Ask the students, ‘If you were to complete this challenge again, what things
have you learnt that would make the process more accurate or efficient?’
HITS
9. 3.
Strategies Teaching

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
Students prepare a short travel blurb, incorporating directional language to summarise their
proposed 10-day road trip. These blurbs can be displayed alongside the completed Australian Map
Alphanumeric Grid A and My Australian Adventure Itinerary.
FURTHER CHALLENGES
My Place in Space (ReSolve)
• Students learn to plot points on the Cartesian plane and find the coordinates of given points. They measure
distances between points. This sequence extended the Directed Number sequence through plotting points
in the four quadrants of the Cartesian plane and finding horizontal and vertical distances between points.
Latitude and Longitude Treasure Hunt
• Can you find the hidden treasures? Practise mapping skills by locating gold coins using x and y axis
coordinates. Collect all the coins to answer the secret message and unlock the treasure chest! Hint: slide
the arrow guides along the x and y axis to help locate the intersecting points.
HITS
6.
Multiple
Exposures

Challenge Rubric: The Big Australian Adventure
MYMC | Level 5
Calculate answers With support can apply year level appropriate Chooses year level appropriate strategies to calculate Goes beyond year level appropriate calculations
efficiently calculations or relies upon prior level content solutions efficiently
knowledge
• Students use either 12-hour time or 24-hour time • Students convert 12-hour time to 24-hour time • Students convert 12-hour time to 24-hour time
to calculate duration. accurately and vice versa. accurately and vice versa and can use them
interchangeably when discussing elapsed time
• Students calculate distances between towns and • Students convert metres to kilometres accurately
calculations.
cities in Australia in metres or kilometres. and vice versa, and use these calculations to
help them work out accurate distances between • Students convert between and record metres
locations on their desired route. and kilometres in decimals. They calculate
accurate distances between locations on their
desired route.
questions
Students can answer questions, (though answers Students can answer questions about their Students can confidently answer questions, offering7
may require further probing questions) about their appropriate use of: multiple answers or strategies where possible, about
• Donversion between 12-hour and 24-hour time
• Am and pm notation in 12-hour time • Conversion between 12-hour and 24-hour time
• Grid references on the Australian Map
and their use in elapsed time calculations
• Grid references on the Australian Map Alphanumeric Grid A
Challenge 7 : The ‘Big’ Australian Adventure

Alphanumeric Support • Grid references on the Australian Map Cartesian
• Conversion between metres and kilometres
Extend
• Conversion between metres and kilometres
• Directional language utilising 8-point compass
• Decimal representations when converting
• Directional language utilising 4-point compass points.
between metres and kilometres
points.
• Their use of directional language utilising 16-point
compass points.
Students require support in developing methods Students choose appropriate methods, (such as Students offer appropriate methods, plus alternative
to approximate and calculate time and distance utilising the 12 or 24 hour and 60 minute place value methods, in their approximations and calculations of
between locations on their desired routes. systems of time and/or by adding/subtracting time and distance between locations on their desired
distances between places which may involve routes. They discuss why one method may be more
conversion between metres and kilometres), to efficient than another method.
approximate and calculate time and distance
between locations on their desired routes.
79
Recall definitions and With support can recall year level definitions and Uses and applies year level appropriate definitions Goes beyond year level definitions and facts
regularly used facts regular used facts and facts
MYMC | Level 5
• Students explain am and pm notation in relation • Students explain the difference between 12-hour • Students explain the difference between
to 12-hour time. and 24-hour time and can give examples of 12-hour and 24-hour time and can use them
conversions from one to the other. interchangeably when discussing elapsed time
• Students identify locations using grid references
calculations.
on the Australian Map Alphanumeric Support • Students identify locations using grid references
format. on the Australian Map Alphanumeric Grid A • Students identify locations using grid references
format. on the Australian Map Cartesian Extended
• Students are comfortable in using kilometres to
format.
describe distances between locations on their • Students can explain how to convert metres to
itinerary. kilometres and give examples of conversions. • Students are comfortable when using decimal
representations to explain conversion of metres
• Students use directional language related to • Students use directional language related to
to kilometres and vice versa.
4-point compass points (N, S, E, W) to describe 8-point compass points (incl NE, SE, SW, NW) to
their desired route. describe their desired route. • Students use directional language related to
16-point compass points (incl. NNE, ENE etc.) to
describe their desired route.
Can manipulate With support can manipulate year level content, or Can manipulate year level content and mathematical Goes beyond year level expectations
expressions and relies on previous year level knowledge expressions to find solutions
equations to find
solutions • Students use 12-hour time or 24-hour time when • Students use 12-hour and/or 24-hour time when Students use 12-hour and 24-hour time
discussing the duration between locations in their discussing the duration between locations in their interchangeably when discussing the duration
10-day itinerary. 10-day itinerary. between locations in their 10-day itinerary.
Challenge 7 : The ‘Big’ Australian Adventure

80
Tourist Attractions Template Alphanumeric grid
Tourist Attractions How to play
National Park: N N N N N Players take turns ‘calling out’ coordinates in order to

locate the other player’s tourist attractions.
Theme Park: T T T T
Player 1: D3
Wildlife Reserve: W W W
Player 2: Checks the coordinates and responds with
Monuments: M M M M either ‘Hit’ or ‘Miss’
Landmarks : L L Player 1: Marks Hit (X) or Miss with (0)
Player 2: C4
L L
Player 1: Checks the coordinates and responds with
Setting up either ‘Hit’ or ‘Miss’
On your Tourist Attractions grid, mark where your Player 2: Marks Hit (X) or Miss with (0)
nine Tourist Attractions are located. For each of Play continues until one player finds all of the other
your tourist attractions, cover a different number player’s tourist attractions first.
of boxes in the grid. The boxes must share sides
and can only be horizontal or vertical – they
cannot be diagonal. Different tourist attractions
cannot occupy the same box.
My Tourist Attraction Park Their Tourist Attraction Park

Tourist Attractions Template
Cartesian grid
Tourist Attraction Key Player 1

National Park: 5
Theme Park: 4
Wildlife Reserve:
3
Monuments:
2
Landmarks :
1
Setting up
-5 --4
4 -3 --2
2 --11 1 2 3 4 5
On your Tourist Attractions cartesian grid, plot --11
the co-ordinates of your seven Tourist Attractions.
See the Tourist Attractions key to determine --2
2
colour and size of each Tourist Attraction.
-3
The position of any point on the Cartesian plane
is described by using two numbers, (x, y), that --4
4
are called coordinates. The first number, x, is the
horizontal position of the point from the origin. It is -5
called the x-coordinate. The second number, y, is
the vertical position of the point from the origin.
Your Tourist Attractions co-ordinates can only be Player 2

horizontal or vertical – they cannot be diagonal.
The dot points must be placed on the intersecting 5
grid lines.
4
-5 --4
4 -3 --2
2 --11 1 2 3 4 5
Decide who is starting --11
Player 1 tries to guess where the other player’s --2
2
tourist attractions are by asking them for a
coordinate, for example (3, - 3) -3
How to play
--4
4
Players take turns ‘calling out’ coordinates to
locate the other player’s tourist attractions. -5
Player 1: (1,4)
Player 2: Checks the coordinates and responds

with either ‘Hit’ or ‘Miss’
Player 2: (4,-5)
Player 1: Checks the coordinates and responds

with either ‘Hit’ or ‘Miss’
Player 2: Marks Hit (X) or Miss with (0)
Play continues until one player finds all of the

other player’s tourist attractions first.

The Big Merino
The Big Lobster

Australian Map Alphanumeric Grid A
A B C D E F G H I J K L M N O P Q R
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18

Australian Map Alphanumeric Support
A B C D E F G H I J
10

Australian Map Cartesian Extend

My Big Australian Adventure Itinerary
Destination Route Depart time Arrival Time Duration
12hr time 24hr time 12hr time 24hr time

Designing a School
Veggie Garden
Carrots, zucchini, eggplant, capsicum -
yum! We are going to be growing our own
vegetables here at school. Our class has been
challenged with designing this garden. How can we
make it look fun and exciting? Should we make it
short and wide, long and narrow, or should we make
it a triangular shape? So many possibilities!

In this challenge students problem solve • Investigate the relationship between
to design possible garden layouts within the area and perimeter.
confines of a set area. Students will then determine • Use additive and multiplicative strategies
how much fencing is required based on the to calculate area and perimeter.
perimeter of each design.
Students experiment with various strategies that

can be used during the problem solving process to
seek a range of possible layouts and perimeters of
garden beds.
They follow the problem solving process by:

understanding the problem, developing a plan,
choosing a strategy, carrying out the plan, then
looking back and verifying their solutions - with
a major focus on the choosing of appropriate
strategies to solve this problem.
MYMC | Level 5 Challenge 8 : Designing a School Veggie Garden 88

PROFICIENCY FOCUS:
PROBLEM SOLVING
Students demonstrate problem solving when
they devise an appropriate plan to find solutions.
Students choose an appropriate strategy to work
out the different perimeters of each garden design
and verify that their strategies and calculations are
reasonable.
Compare different garden layouts to notice and describe the relationship
between area and perimeter.
Define the terms area and perimeter mean. Estimate and calculate area
and perimeter.
Convince others that they have found all the possible garden configurations.

This task has a strong connection to the Space and Measurement strands.
Space Measurement Measurement
Represent and approximate Solve practical problems Establish the formula for the
composite shapes and objects involving the perimeter and area area of a rectangle and use it
in the environment, using of regular and irregular shapes to solve practical problems.
combinations of familiar shapes using appropriate metric units. (VC2M6M02)
and objects. (VC2M5M02)
(VC2M4SP02)
Measurement
Recognise ways of measuring

and approximating the
perimeter and area of shapes
and enclosed spaces, using
appropriate formal and informal
units.
(VC2M4M02)
THE CAPABILITIES
• Investigate how ideas and problems can be disaggregated into smaller elements or ideas, how
criteria can be used to identify gaps in existing knowledge, and assess and test ideas and proposals
(VCCCTM031).


• Students work collaboratively to create It is helpful if your students are familiar with:
their designs and work out the various
areas and perimeters. • some problem solving strategies and scaffolds
• Using concrete materials such as square tiles • the concepts of area and perimeter and the
will be beneficial to students for working out the difference between the two
various areas and perimeters of each of their • using additive or multiplicative strategies to
different garden designs. calculate perimeters.
• There are many ways for students to approach
the problem. Students should be encouraged to
determine their own solution pathway. However,
during the challenge invite students to share
their approaches, compare and contrast
these to prompt students to approach it more
efficiently. For example, how might students
progress their thinking from ‘trial and error’ to
more systematic approaches?
LANGUAGE
• Calculate • Justifying I wonder how we can work this out?

• Solving • Model Let’s try it this way...
• Designing • Representing
Using square tiles can help us to...
• Planning • Checking
I wonder how many different garden designs we can
• Strategy • Measure
make?
• Investigating
I wonder how many different shapes we can make
Vocabulary: Tier 3 words with our gardens?
• Area • Adding I wonder which one will have the greatest perimeter,
• Perimeter • Multiplying and which one will have the least perimeter?
• Rectangle • Product How can I prove that the area of my design is 50
• Square • Sum square metres?
• Triangle • Square metres What do I notice about the different perimeters that
can enclose 50 square metres?

• collected work samples, including drawings or photos of garden designs, and calculations of perimeters
• checklist of skills and strategies being used by students
• anecdotal notes of student interactions and how they go about solving the problem
• student presentation and explanation of their garden designs and calculations.
• systematically approach the problem (for example, some students may start by using trial and error and
shift to an ordered list of possibilities as they progress throughout the challenge)
• describe the relationship between area and perimeter. What evidence do they use to support the
descriptions and implications for their garden design.

The Challenge: Designing a School Veggie Garden
MATERIALS
• Square counters
• 1 cm grid paper
• Pencils
• Dice
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP
Play the NRICH game, ‘Dicey Perimeter, Dicey Area’.
Students work in pairs and take turns to throw two dice. They find the product of the dice and draw as many
shapes as they can that have either an area or perimeter that is equal to the product of the dice.
LAUNCH
Introduce the activity to the students by showing the Outline the parameters of the challenge:
Prompt 1- Basket of Vegetables
• Our school garden needs to be 50 square metres
Say, ‘ Carrots, zucchini, eggplant, capsicum - yum! in area, but the shape of the garden is up to us.
We are going to be growing our own vegetables • Work with a partner to come up with as many
here at school. Our class has been challenged with designs as you can that consists of the required
designing this garden. I wonder how we can make it area.
look fun and exciting? Should we make it short and
• Make an image of each of your garden designs.
wide, long and narrow, or should we make it into a
triangular shape? So many possibilities!’ • Calculate and record the perimeter of each of
your designs.
• Ask, ‘How will you work out all of the possibilities?’
Ask the students and discuss: • Tell the students, ‘We may need to put a fence
. around the garden, so therefore we will need
to figure out which garden design will be the
cheapest to fence.’
Do you help
Who has • Tell the students that the focus of this challenge
with planting or
a garden
taking care of will be on the strategies they choose and use to
at home?
the garden? solve this problem.
Discuss with the students that a general
problem-solving process involves:
1. Understand the problem

2. Develop a plan (choose an appropriate strategy
to seek a solution)
3. Carry out the plan
4. Look back (review to verify answers
are reasonable)

HITS

Collaborative
3.
Explicit
Learning Teaching

• As students begin to work, roam the room to Students work on the main problem:
gauge how the students are going.
Can we design and calculate the perimeter of
• After some progress has been made (not different shaped vegetable gardens that have an
too early) when a pair is observed using an
area of 50 square meters?
appropriate strategy, stop the class for a
few moments and ask this pair to share their • In pairs, students use the problem-solving
strategy. process to plan how they will work out different
• If several different appropriate strategies designs within the confines of an area of 50
are observed, stop the class and conduct a square metres.
‘Gallery Walk’, so that students can observe • Students choose which strategies they will use
how others are solving the problem of creating to help them with their designs.
their designs. • Students record the process they used,
• If some pairs are struggling, present them including the strategies they used to come up
with the creations they designed.
with one or more of the enabling prompts
listed below. • Students record the perimeters for each of
these designs, including how they worked out
• If some pairs have created all the designs they each of the perimeters.
think they can, present them with some of the
extending prompts listed below.
• Throughout the session, ask students key
questions, to provoke their thinking.

HITS

Differentiated
7.
Questioning
teaching

Questioning to support problem solving: Questions to support reasoning:
• What strategy are you using to help you work out • What stays the same? What changes in
the designs? Is this strategy working? each of your designs?
• Could you use a different strategy? • Which design has the smallest/largest
perimeter? How do you know?
• What strategy worked best in this situation?
• Have you found all possible garden designs with
• Are there any more designs you can draw?
a 50 square metre area? How do you know?
• What strategies are you using to work out the Convince me.
perimeters of each of your designs?
• How might you describe the relationship
between area and perimeter? Does that work
for each of your designs?

Prompt 1: Prompt 1:
Use 50 square counters (each representing Find all the possible garden designs with
a square metre) to make their designs. a 50 square metre area. Prove that you have f
Alternatively, this interactive tool, Area Blocks, ound all possibilities.
may assist students engage with the problem.
Prompt 2:
Prompt 2: Choose one of your garden designs and show
Use a systematic method of trialling different designs. how you could divide it up to accommodate four
different vegetables each. Show as many different
Prompt 3: possibilities as you can.
Design smaller gardens with 30 square metres.
SUMMARISE
• Call on a few students to share their designs. Ask, ‘How many garden designs do you have?’
Record the different number of garden designs that each pair has. Announce the highest
number of garden designs.
• Ask, ‘Is this the highest number of designs that can be made with an area of 50 square metres?’
• Then ask about the perimeters of these garden designs, ‘Which one has the greatest perimeter?
Which one has the least perimeter?’
• Have students who have a garden design with the least perimeter to display it in front of them.
Ask, ‘Do the garden designs with this perimeter all look the same? Which one would be the cheapest
to fence?’
• Now ask some students to share how they worked out their garden designs and perimeters.
Ask, ‘What strategies did you use?
• Ask the rest of the class, ‘Did anyone use a different strategy?’
‘Would you use a different strategy next time?’
• Conclude by inviting students to offer their descriptions of what they noticed about the relationship
between area and perimeter (noting in this challenge the area didn’t change).
HITS
9. 3.
Strategies Teaching

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
Invite students to reflect on the challenge using the following prompts:
1. Did you find all possible garden designs? Prove it.
2. Which garden design would be the cheapest to fence? How do you know?
3. What did you discover about the relationship between area and perimeter?
4. What strategy did you use?
5. Did your strategy work? If not, did you try another one?
6. Did you learn any new strategies that helped you solve the problem? If so, what strategies were they?
7. What parts of this challenge, if any, did you find difficult?
FURTHER CHALLENGES
Area and Perimeter
Resolve Maths by Inquiry. Students consolidate their understanding of and skills in calculating the area and
the perimeter of rectangles. They observe patterns, reason mathematically and make generalisations.
Changing Areas, Changing Perimeters
NRICH - arranging shapes as they increase in area and perimeter.
Area and perimeter
NRICH challenge to draw areas with specific perimeters.
HITS
6.
Multiple
Exposures

Challenge Rubric: Designing a School Veggie Garden
MYMC | Level 5
Use mathematics to Uses mathematics with support or relies on prior level Uses year level appropriate mathematics to represent Uses mathematics beyond year level appropriate
represent unfamiliar content to represent situations that may be unfamiliar situations that may be unfamiliar or meaningful to represent situations that may be unfamiliar or
or meaningful or meaningful meaningful
situations
• Students use 50 square counters to represent Students create rectangular and triangular garden Students create a broad range of rectangular,
their garden designs. designs, extending to other composite shaped triangular and composite shaped garden designs,
gardens. The approach to garden design develops working systematically to investigate all possible
• With support they extend their ideas to represent
logically. designs of a particular shaped garden.
garden designs by drawing rectangular,
triangular or other composite shaped gardens.
Design investigations With support designs investigations and plans Designs investigations and plans approaches using Designs investigations and plans approaching going
and plan their approaches using year level strategies and content, or year level strategies and content beyond year level content and strategies
approaches relies on prior level approaches
• Students require guidance to use the problem • Students use the problem solving process • Students use the problem solving process
solving process. They need to be advised throughout effectively. They document each stage of the systematically. Each stage of the process is
the activity about each step. process. clearly and fully documented and explained.
• Perimeters are calculated using additive strategies • Perimeters are calculated in square metres using • Perimeters are calculated in square metres using
and with support may use multiplicative strategies. additive and multiplicative strategies. multiplicative strategies.
Apply their existing Applies year level strategies with support or relies on Applies year level strategies to seek solutions Goes beyond year level strategies to find solutions
strategies to seek prior level content
solutions
• With support, students apply appropriate • Students apply appropriate additive or • Students apply appropriate multiplicative
additive or multiplicative strategy to work out the multiplicative strategies to work out the perimeters strategies to determine the perimeters of each
Challenge 8 : Designing a School Veggie Garden

perimeters of each garden design. of each garden design. garden design.
• Students formulate that shapes with the same • Students theorise that shapes with the same area • Students develop generalisations about the
area can have quite different perimeters. have different perimeters and begin to identify properties of shapes with the same area that
properties of shapes with the same area that mean a larger or smaller perimeter.
mean a larger or smaller perimeter.
Verify that their Requires support to verify answers and/or uses Can verify answers using strategies appropriate to Goes beyond year level strategies to verify answers
answers are strategies prior to the level content the year level
reasonable
• Students investigate how to calculate the • Students verify their perimeter calculations and • Students verification of their perimeter
perimeter of individual garden designs. the additive and/or multiplicative strategies used calculations, and the multiplicative strategies
logically, including formulating strategies for they used, are systematic, clear and appropriate.
• Students require support to verify their perimeter
calculating the perimeter of particular categories Their investigation of these perimeter
calculations and the additive and/or multiplicative
of garden design, e.g. triangles or rectangles. calculations extends to composite shaped garden
strategies used in calculating the perimeter
designs.
of particular categories of garden design, e.g.
rectangles.
95
Prompt 1 - Basket of Vegetables

Dreaming of
Owning a Pet?
Have you been dreaming of bringing a
new pet into your home? But your family
isn’t so sure about the costs?
To try to convince your family that you can afford a

new pet, you will create a budget that is crammed
with well-calculated costs, making it virtually
impossible for them to say ‘no!’

In this challenge students develop fluency • Create a financial plan that documents
by drawing on their number sense to utilise the variables of owning a pet.
robust methods for calculations when working • Accurately and efficiently calculate the costs of
through a problem. owning their pet for a year.
Students recall their mathematical knowledge • Make inferences and draw conclusions about
and understanding and apply processes and their financial plan.
procedures accurately and efficiently to create a
financial plan to determine the cost of owning a pet
for a year.
To conclude, students evaluate their plan to make

inferences about the associated costs of owning a
pet over the course of one year.
MYMC | Level 5 Challenge 9 : Dreaming of Owning a Pet? 97

Students demonstrate fluency when they use
known processes and procedures efficiently
to accurately estimate and calculate their
pets’ expenses.
Interpreting mathematical information from the research they collate and
articulating their mathematical thinking in explaining their plan to solve the
problem.
Interpreting the problem and formulating possible mathematical procedures to
solve the problem.
Explaining and justifying the chosen method for evaluating the problem and
creating a corresponding financial plan.

This task has a strong connection to the Number strand.
Number Number Number
Choose and use estimation and Check and explain the Solve problems that require
rounding to check and explain the reasonableness of solutions to finding a familiar fraction, decimal
reasonableness of calculations, problems, including financial or percentage of a quantity,
including the results of financial contexts using estimation including percentage discounts,
transactions. strategies appropriate to the choosing efficient calculation
(VC2M4N07) context. strategies with and without digital
(VC2M5N08) tools.
Solve problems involving
(VC2M6N07)
purchases and the calculation of
change to the nearest 5 cents
with and without digital tools.
(VC2M4N08)
Additional curriculum links maybe relevant depending upon teacher and student interpretation, and implementation of the challenge.
THE CAPABILITIES
• Students use metacognition strategies as they create visual models to demonstrate their investigative
thinking processes (VCCCTM029).
• Students investigate how problems can be disaggregated by identifying smaller elements within the
problem, and constructing a plan to address each element (VCCCTM031).


• There are many ways for students to It is helpful if your students are familiar with:
work through this challenge. There is
not a prescribed template, but rather teachers • solving problems involving purchases and the
can support students to recognise the skills calculation of change to the nearest five cents
they need to draw upon to calculate the costs with and without digital technologies
of owning a pet accurately and efficiently. • the meaning and application of financial
• A key aspect of student learning is the process language, i.e. expenses, budget
of uncovering additional/unknown information. • addition and multiplication of decimals, in the
As students solve aspects of the challenge and context of money and mass.
share and reflect on their learning, they will
uncover additional areas they need to account
for such as items that are a one off purchase eg.
dog bed, compared to recurring expenses eg.
dog food.
• While financial literacy is often associated
with ‘dollars and cents’, financial decisions
don’t always result in a ‘cost-saving’. During
the summarise phase, encourage students to
evaluate their plans to make inferences and
draw conclusions about the considerations
about owning a pet. E.g. Is owning a low
maintenance, cost-effective pet the most
important consideration? Why/why not?
LANGUAGE
• Fluency • Purchase I recognise that I will need to...

• Convince • Budget I can calculate...
• Plan • Expense
I choose to...
• Calculate • Accurate/ accuracy
I estimate I will...
• Research • Efficient/ efficiently
I will need to draw on my knowledge of... to
• Formulate
calculate...
I wonder how I could work this out?
• Expenditure • Addition
What calculations will I need to carry out to find the
• Running cost • Subtraction cost of my pet?
• Variables • Finance/financial What processes or procedures could I draw on to
calculate the costs of my pet?

Assessment of student learning for this task Notice how students:
may include:
• justify their choices of processes and
• a work sample of plan detailing process and procedures utilised
procedures the students plans to undertake
• explain their working out and their solution
• a work sample of the financial plan
• reflect on their ability to calculate accurately
• a small group or individual presentation and efficiently
focused on the creation of their plan to
• make inferences about the implications of
calculate the costs of owning a pet
owning a pet based on their plan.
• anecdotal notes as students evaluate the
accuracy and efficiency of their plan.

The Challenge: Dreaming of Owning a Pet?
MATERIALS
• Access to costs of pet supplies, this could be accessed using digital technologies
Pet Costing document
• Pet Costs template
• Self reflection sentence starters
• Pet Store Websites
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP: HOW MUCH MONEY IS IN MY POCKET?

1. Teacher places a collection of coins in their pocket and lists the numbers 1 - 9 vertically
on a whiteboard. (The teacher crosses off the numbers to keep track of how many questions
have been asked.)
2. Students ask closed questions which result in a ‘yes’ or ‘no’ answer.
3. Students have eight questions to work out how much money is in the pocket. On the ninth turn
a student may be selected to guess the total value of the collection.
Adapted from Rob Vingerhoets Warm-up Activities.
LAUNCH
The teacher sets the scene by asking students: ‘If you could choose any pet to have as your own,
what would it be?’ Encourage students to think about pets in all shapes and sizes based in reality,
or fictional pets. Discuss student chowices.
1. Ask students, ‘How much money would it cost to own your pet? How do you know? If you don’t know, how
could you find out?’
2. Explain this challenge is about creating a financial plan to help to calculate the approximate cost of
owning their pet.
3. Create a visual brainstorm exploring the concept of a financial plan/budget. Highlight key words that
need further elaboration, e.g. fixed costs, expenditure, out-of-pocket expense.
4. Explain the meaning of mathematical fluency, ‘In this task you will show mathematical fluency by using
processes and procedures that you know to efficiently and accurately calculate the costs of owning your
pet for a year.’
5. Explain that today’s challenge will be separated into two tasks.
Part 1: Students will plan how they will solve this problem that includes the types of
calculations they will need to perform to determine their pet’s costs.
Part 2: Students will create a financial plan, detailing all the expenses for their chosen pet.

HITS

Collaborative
3.
Explicit
Learning Teaching

Part One: Create a plan explaining the process and procedures to be used to calculate the cost of a pet
• Observe students who have begun working on • Students explore the process of completing the
the problem applying process and procedures task individually first.
accurately and efficiently.
• In pairs/small groups students share their
• Use key questions to develop thinking for students plans, justifying their choice of processes and
who need assistance to start. procedures.
• Teacher prompts students to share their plans and • Students review their individual plan and make
explain their next steps. relevant amendments taking into account
feedback they received and new ideas shared.
• Support students who need further assistance or
sections.
Part Two: Create a financial plan, detailing all the expenses

• Teacher supports students to find websites that • Students use digital technologies to research
could be used to obtain pet cost data. See this list costs of owning a pet.
of websites for support.
• Students record their mathematical
• Teacher guides students to possible resources calculations.
that could be used to create budgets, i.e. digital
• Students display the findings of their
technologies such as Word or excel programs,
calculations. They may choose to use digital
drawing up expenses lists on paper.
technologies, ie. Word or Excel.

HITS

Differentiated
7.
Questioning
teaching

Questions to support fluency: Questioning to support problem solving:
• What calculations will you need to carry-out to • What do you need to know before
calculate the cost of your pet? you can start?
• What processes or procedures could you draw • How could you record all the data you are
on to calculate the costs of your pet? collecting?

Prompt 1: Prompt 1:
Create a list of five items your pet would Are the costs of items needed to own your
need. Use these pet costs template to pet the most competitive? Review your
guide your thinking. items and ensure they are cost efficient.
Prompt 2: Prompt 2:
Use this pet costing template to help organise As a loyal pet store customer, you have been
your data. provided with a 10% discount card for all purchases
over $100. How much money will you save?
Prompt 3:
Compare the costs of owning your pet to owning
a different one. Which one is more economical?
Should that be the only consideration?
Why/why not?
SUMMARISE
• In small groups, students share their financial plans with their peers.
Encourage students to verbalise the processes and procedures they used to calculate the
costs of owning a pet for a year.
• What inferences/conclusions can students make about owning their pet?
What considerations should be made prior to deciding to become a pet-owner?
HITS
9. 3.
Strategies Teaching

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
• Students complete one of the self reflection sentence starters to evaluate their
proficiency in creating and adhering to plans, to solve mathematical problems.
FURTHER CHALLENGES
• Ask students to share possible ways they could generate an income. Guide students to
think about ‘pocket money’ and completing household chores in return for a defined payment.
Calculate how many chores they would need to perform to pay for the cost of their pet.
• Play Party time - Moneysmart.gov.au
HITS
6.
Multiple
Exposures

Challenge Rubric: Dreaming of Owning a Pet?
MYMC | Level 5
Make reasonable With support can apply year level content knowledge Uses year level content knowledge to make a Estimates beyond year level expectations
estimates or relies of prior level content knowledge reasonable estimate of solution
With teacher or peer support, students estimate the Students estimate the annual cost of items in the Students estimate the potential savings to be gained
annual cost of a particular regularly bought item e.g. initial plan from the cost of single items. by purchasing regularly bought items at sale prices.
pet food/straw.
efficiently calculations or relies upon prior level content knowledge solutions efficiently
• Students recall multiplication facts up to 10 x 10 • Students calculate utilising multiplication of Students select efficient mental and written strategies
and use these facts to assist with calculations in monetary values by one and two-digit numbers and appropriate digital technologies to calculate
their financial plan. using efficient mental and written strategies in utilising addition, subtraction, multiplication and
carrying out a financial plan. percentages in carrying out a financial plan
• Students recognise that the place value system
can be extended to tenths and hundredths to • Students use efficient mental and written
assist with monetary calculations. strategies to add and subtract as necessary in
carrying out a financial plan.
questions
Challenge 9 : Dreaming of Owning a Pet?

Students can answer questions, (though answers Students can answer questions about their Students can confidently answer questions, offering
may require further probing questions) about their appropriate use of: multiple answers or strategies where possible, about
• Processes and procedures in the development of
• Processes and procedures in the development of their plan • Processes and procedures in the development of
their plan their plan
• Efficient mental and written strategies, processes
• Addition, subtraction and multiplication to and procedures to add, subtract and multiply • Efficient mental and written strategies, processes
calculate the cost of items on their financial plan as necessary in carrying out a financial plan, and procedures, and appropriate digital
including calculating the total cost of their plan technologies to calculate utilising addition,
• Efficient strategies for the addition of many items
subtraction, and multiplication in carrying out a
in providing a total cost for their financial plan • Digital technologies in developing their plan.
financial plan, including the total cost.
• Efficient mental and written strategies and their
• Potential percentage discounts of 10%, 25% and
use of place value in calculations involving money
50% on sale items, with and without the support
• Digital technologies in developing their plan. of digital technologies.
104
Choose appropriate With support can apply year level appropriate methods Chooses year level appropriate methods and Goes beyond year level methods and approximations
methods and and approximations or relies upon prior level content approximations to solve problems
approximations
• With support, students utilise efficient mental • Students use efficient mental and written Students use efficient mental and written strategies,
MYMC | Level 5
and written strategies, processes and procedures strategies, processes and procedures to add, processes and procedures, and appropriate
to add, subtract and multiply as necessary in subtract and multiply as necessary in carrying digital technologies to calculate utilising addition,
carrying out a financial plan. out a financial plan. subtraction, and multiplication in carrying out a
financial plan.
• Students recall multiplication facts up to 10 x 10 to • While estimates may have been utilised at the
assist with calculations in their financial plan. planning stage of this activity approximations of
costs in the final financial plan/budget are not
appropriate. Actual costs should be presented.
Recall definitions and With support can recall year level definitions and Uses and applies year level appropriate definitions Goes beyond year level definitions and facts.
• With support students recognise the purpose of • Students know about the purpose of creating • Students know the purpose of creating a detailed
creating a financial plan and can measure the a detailed financial plan and can measure the financial plan and can measure the accuracy/
accuracy/efficiency of their own financial plan. accuracy/efficiency of their own financial plan. efficiency of their own and others’ plan.
• Carries out addition, subtraction and • Students demonstrate understanding of the GST • Students offer variations to their financial plan
multiplication calculations in dollars and cents component of their plan/budget. dependent upon potential percentage discounts
using decimal notation. to consumable items in their plan.
• Students use efficient mental and written
• Demonstrate some understanding of the GST strategies, processes and procedures to add, • Students demonstrate clear understanding of the
component of their plan/budget. subtract and multiply as necessary in carrying GST component of their plan/budget.
out a financial plan.
• With support students utilise efficient mental and • Students use efficient mental and written
written strategies, processes and procedures strategies, processes and procedures, and
to add, subtract and multiply as necessary in appropriate digital technologies to calculate
carrying out a financial plan. utilising addition, subtraction, and multiplication
in carrying out a financial plan.

Can manipulate With support can manipulate year level content, or Can manipulate year level content and mathematical Goes beyond year level expectations.
expressions and relies on previous year level knowledge. expressions to find solutions
equations to find
solutions The financial plan/budget presents alternative The financial plan/budget presents alternative The financial plan/budget presents extensive,
mental, written or digital strategies for calculations mental, written or digital strategies for calculations alternative mental, written or digital strategies
as a method of checking that calculations have been as a method of checking that calculations have been for calculations as a method of checking that
performed correctly, particularly in relation to the performed correctly. calculations have been performed correctly.
total cost of the financial plan/budget.
105
Pet Costing Document
Item Quantity Unit Price Total
Total Cost

Sentence Starters
One success from today is
Todays work connects with
The key to my learning today was …
One idea I still need to learn is ….

108
Something I want to learn more about is …

One mistake I made was ... and I overcame it by …
I need to remember to … and I will remember it by …
MYMC | Level 5
Pet Costs Template
Pet Accessories
Pet Adoption Large Home Large Bed Retractable Lead Large Bowl
$49.99 $124.93 $79.94 $43.92 $17.87
Pet Training Small Home Small Bed Lead Small Bowl

$38.64 $67.43 $29.94 $15.91 $8.34
(per session)
Pet Ball Glass Home Straw Collar Pet Food

$4.67 $22.63 $7.76 $10.32 Small Bag (1kg)
$8.34
Pet Toy Deluxe Collar Pet Food

$2.45 $27.84 Large Bag (5kg)
$24.89
Possible Pet Store

Websites
www.petcircle.com.au
www.petbarn.com.au
www.mypetwarehouse.com.au
www.petstock.com.au

Dreaming of
Owning a Pet?
modified
Have you been dreaming of bringing a
new pet into your home? But your family
isn’t so sure about the costs?
To try to convince your family that you can afford a

new pet, you will create a budget that is crammed
with well-calculated costs, making it virtually
impossible for them to say ‘no!’

In this challenge students develop fluency • Represent money values in different
by representing money values using notes ways using notes and coins.
and coins in different ways. Students recall their
mathematical knowledge and understanding by
applying processes and procedures accurately
and efficiently to represent money values that
equate to the cost of a pet accessory.
Students plan how they will record their

representations to ensure each representation
is unique.
To conclude, students evaluate the accuracy

and efficacy to represent money values in
different ways.
MYMC | Level 5 Challenge 9B : Dreaming of Owning a Pet? modified 110

In this challenge students demonstrate
fluency when they use known processes and
procedures efficiently to accurately represent
money values in different ways.
Compare different ways to represent money values.
Systematically show how many different ways they can represent money values.
Prove that they have found all possible combinations for a single money value.

This task has a strong connection to the Algebra and Number strands.
Algebra Number Number
Recognise, continue and create Recognise the relationships Solve problems involving
pattern sequences, with numbers, between dollars and cents and purchases and the calculation of
symbols, shapes and objects represent money values in change to the nearest 5 cents with
including Australian coins, formed different ways. and without digital tools.
by skip counting, initially by twos, (VC2M3N07) (VC2M4N08)
fives and tens.
(VC2M1A01)
Additional curriculum links maybe relevant depending upon teacher and student interpretation, and implementation of the challenge.
THE CAPABILITIES
• Students use metacognition strategies as they create visual models to demonstrate their investigate
thinking processes (VCCCTM029).


• Provide access to concrete materials It is helpful if your students are familiar with:
and representations of money.
• counting and ordering small collections
• Students should be encouraged to choose of Australian coins and notes according
their own method to record the multiple to their value
representations of notes and coins.
Allowing sufficient time for students to • grouping, partitioning and rearranging
reflect on the method they have used and collections of whole numbers.
share their progress is crucial to the success
of this challenge.
LANGUAGE
• Convince I recognise that I will need to...

• Plan I can calculate...
• Calculate
I choose to...
• Accurate/ accuracy
If I exchange... for... I can make it another way
• Efficient/ efficiently
• Notes
• Coins
• Cents
• Dollars

Assessment of student learning for this task Notice how students:
may include:
• justify their choice of processes and
• a learning journal entry procedures utilised
• work sample detailing process and procedures • explain their working out/solution
the students plans to undertake
• reflect on their ability to calculate procedures
• work sample of the representations of money accurately and efficiently.
values with coins or notes (photos of play money,
recording on a table etc)
• anecdotal notes as student evaluate the
accuracy and efficiency of their work.

The Challenge: Dreaming of owning a pet?
MATERIALS
• Access to real, play or paper money.
• Pet Cost template - modified
• Self reflection sentence starters
• Notes and Coins Recording Table
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP: HOW MUCH MONEY IS IN MY POCKET?

1. Teacher places a collection of coins in their pocket and lists the numbers 0 - 9 vertically
on a whiteboard.
2. Students ask closed questions which result in a ‘yes’ or ‘no’ answer.
3. Students have 8 questions to work out how much money is in the pocket. The 9th turn a student may be
selected to guess the total of the collection.
4. The teacher crosses off the numbers to keep track of how many questions have been asked.
Adapted from Rob Vingerhoets Warm-up Activities
LAUNCH
With class:
• To set the scene, the teacher asks students “If they could choose any pet to have as their own, what
would it be?” Encourage students to think about pets in all shapes and sizes / based in reality or fictional.
Discuss student choices.
• Ask students how much money would it cost to own their pet? How do they know?
• Ask students how could they find out?
Modified students:
• Explain the meaning of mathematical fluency: “In this challenge you will find many unique ways to show
many values with notes or coins to purchase a pet accessory. You will need to think about how you will
make sure your representations are different.”
• Explain: Today’s challenge will be separated into two challenges -
1. Students will explore the multiple representations to show a money value
with different notes and coins.
2. After some exploration students will develop a system indicating how they will solve this problem,
‘How many different ways can I use coins and notes to pay for my pet accessory?’

HITS

Collaborative
3.
Explicit
Learning Teaching

Part One: Exploring money combinations and representations
• Observe the students as they explore the • Students create various money combinations
different ways they can make a money value using notes and coins.
using notes and coins. If required, suggest
• In pairs/ small groups students share their
Enabling Prompt 1.
choice of processes and procedures.
• Use key questions to develop thinking for

students that need assistance to start.
• Support students who need further
challenges by providing them with the
extending prompts.
Part Two: Paying for a pet accessory
• Teacher facilitates students in finding an • Students choose a Pet Accessory from

accessory that is of interest to the child and will Pet Costs Template - Modified
challenge their knowledge of notes and coins.
• Students use concrete materials to create
• Teacher guides students to possible ways of combinations of money values for their pet
recording their information.This may be on a accessory.
table, through cutting and pasting photocopied
• Students record the different combinations of
paper money, taking photos and representing on a
coins and notes they have found.
PowerPoint etc.
• Students consider whether they have found all
combinations.

HITS

Differentiated
7.
Questioning
teaching

Questions to support fluency: Questioning to help students to identify
a strategy to use (problem solving):
• What helps you to calculate the total of your
combinations? • What do you need to know before you can start?
• How will you know if you have all the different
representations of notes and coins?

Prompt 1: Prompt 1:
Provide one example of a representation Have you found all of the different
of the notes and coins that will make the representations? How do you know?
money value for their chosen pet accessory.
Prompt 2:
Prompt 2: Choose three accessories. How much do
Provide a template (Notes and Coins Recording they cost all together? How can you represent
Table) to help them record their different that with notes and coins?
representations.
Prompt 3:
You were given $50 to buy your accessory.
Estimate how much change you should be given?
Find different representations of the change.
SUMMARISE
• Discuss the equivalence of money values. For example; one 2 dollar coin is the same as
four 50 cent coins and is the same as two 1 dollar coins.
• In small groups, students share their multiple representations of notes and coins with their peers.
Encourage students to verbalise the processes and procedures they used to create and record the
notes and coins.
HITS
9. 3.
Strategies Teaching

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
• Students complete one of the self reflection sentence starters to evaluate their
proficiency in creating and adhering to plans, to solve mathematical problems.
FURTHER CHALLENGES
• Create your own pet shop with your own accessories. How much will each item cost? Write the money
value and one representation in notes and coins next to each item.
• Play Toy Shop Money Game (AUD) - Topmarks
HITS
6.
Multiple
Exposures

Challenge Rubric: Dreaming of Owning a Pet? (Modified)
MYMC | Level 5
questions
Students group money denominations together to Independently group money denominations together Group lunch items together in several different ways
make them easier to add together to find the total. to make them easier to add together to find the total. to make them easier to add together to find the
For example, two $2.00 coins and one $1.00 coin make For example, two $2.00 coins and one $1.00 coin make total. They logically explain how they grouped items
$5.00. $5.00. together. For example, two $2.00 coins and one $1.00
coin make $5.00. They then explain that $2.00 + $2.00
+ $1.00 = 2 + 2 + 1, and that working with one digit
numbers makes it easier to add.
Students choose appropriate monetary Independently choose appropriate monetary Students choose an appropriate method to represent
denominations such as notes and coins to represent denominations such as notes and coins to represent their monetary denominations. For example, using
the cost of their pet accessory. the cost of their pet accessory. larger valued notes to represent the cost of their pet
accessory.
Challenge 9B : Dreaming of Owning a Pet? modified

Students manipulate common monetary Students are familiar with common monetary Students are familiar with common monetary
representations for known amounts. For example, representations for known amounts. For example, representations for larger valued known amounts. For
$1.00 can be represented by a $1.00 coin, two 50 cent $1.00 can be represented by a $1.00 coin, two 50 cent example, $10.00 can be represented by a $10.00 note,
coins, five 20 cent coins and ten 10 cent coins. coins, five 20 cent coins and ten 10 cent coins. two $5.00 notes, ten $1.00 coins or five $2.00 coins.
117
Sentence Starters
One success from today is
Todays work connects with
The key to my learning today was …
One idea I still need to learn is ….

119
What is one thing you now know that you didn’t know
at the start?
Something I want to learn more about is …
Challenge 9B : Dreaming of Owning a Pet? modified

One mistake I made was ... and I overcame it by …
I need to remember to … and I will remember it by …
MYMC | Level 5
Notes and Coins Recording Table
5c 10c 20c 50c $1 $2 $5 $10 $20
Example
Pet Toy 1 2 1
$2.45

Pet Costs Template - Modified
Pet Accessories
Pet Training Retractable Lead Large Bowl Lead

$38.60 $43.90 $17.80 $15.95
(per session)
Pet Ball Glass Home Straw Collar

$4.65 $22.65 $7.75 $10.30
Pet Toy Pet Food Pet Food Deluxe Collar

$2.45 Small Bag (1kg) Large Bag (5kg) $25.00
$12.45 $30.00
Possible Pet Store

Websites
www.petcircle.com.au
www.petbarn.com.au
www.mypetwarehouse.com.au
www.petstock.com.au

How Much Toilet
Paper Do You Use?
Did you know it takes about 384 trees to
produce the toilet paper that one person
uses within their lifetime? This varies from
country to country, and in some countries
toilet paper is not even used.
How many trees might we be using each

year in Australia? How does this affect our
environment? Could we reduce the amount
of toilet paper we use to protect our trees, or
could we do something else?

In this challenge students develop their • Analyse and evaluate data presented
reasoning skills by analysing statistics in statistical and graphical forms.
about toilet paper use and environmental
• Make inferences about data using
costs to develop an argument about a mathematical evidence.
sustainable approach to toilet paper use.
• Present recommendations using statistics and
graphical representations.
Students evaluate data and compare graphs
on toilet paper use in Australia and around
the world, as well as looking at data on toilet
paper production.
To conclude, students make inferences from the

data to justify their recommendations for an
environmentally sustainable approach to toilet
paper use.
MYMC | Level 5 Challenge 10 : How Much Toilet Paper Do You Use? 122
Students develop reasoning by analysing and
evaluating statistics (including graphs). Students
make inferences about the data and justify these
with evidence. They explain how their evidence
contributes to their recommendations.
Use previous knowledge of statistics and graphs to describe and interpret data in
context.
Construct appropriate and accurate data displays. Students perform statistical

calculations and check the appropriateness of their answer.
Devise a plan and then choose a strategy to work out the most environmentally
sustainable way to use toilet paper.

This challenge has a strong connection to the Statistics strand.
Acquire data for categorical and Acquire, validate and represent Interpret and compare data sets
discrete numerical variables to data for nominal and ordinal for ordinal and nominal
address a question of interest or categorical and discrete categorical, discrete and
purpose using digital tools; numerical variables to address a continuous numerical variables
represent data using many-to- question of interest or purpose using comparative displays or
one pictographs, column graphs using software including visualisations and digital tools;
and other displays or spreadsheets; discuss and report compare distributions in terms of
visualisations; interpret and on data distributions in terms of mode, range and shape.
discuss the information that has highest frequency (mode) and (VC2M6ST01)
been created. shape, in the context of the data.
(VC2M4ST01) Identify statistically informed
(VC2M5ST01)
arguments presented in
Analyse the effectiveness of Plan and conduct statistical traditional and digital media;
different displays or investigations by posing discuss and critique methods,
visualisations in illustrating and questions or identifying a data representations and
comparing data distributions, problem and collecting relevant conclusions.
then discuss the shape of data; choose appropriate (VC2M6ST02)
distributions and the variation in displays and interpret the data;
the data. communicate findings within the
(VC2M4ST02) context of the investigation.
(VC2M5ST03)
THE CAPABILITIES
• Consider the importance of giving reasons and evidence and how the strength of these can be evaluated
(VCCCTR025).

• Students work collaboratively to It is helpful if your students are familiar with:
analyse and evaluate data (such as,
the number of trees used to make one roll of • verifying results and using logical arguments
toilet paper), and to form their inferences and • collecting and representing data.
justifications.
• Students require access to some information
and data sets pertaining to toilet paper use, as
well as some information on what is required to
make toilet paper.
• This activity should span at least two sessions,
as students will need to collect data from home
and use this in their final recommendations.
LANGUAGE
Vocabulary: Tier 2 words Key student phrases or questions
• Analysing • Justifying What does this data show us?

• Evaluating • Persuading What do we notice about this graph...
• Convincing • Predicting
Who uses the most toilet paper?
• Explaining • Proving
Who uses the least amount of toilet paper?
• Inferring
Vocabulary: Tier 3 words What is the average use of toilet paper?
• Data base • Bar graph What would we recommend for people to use?
• Data representation • Circle or pie graph The evidence I have...

• Numerical data • Chart My reasoning is...
• Categorical data • Range
• Line graphs • Average
• Column graph • Statistics

• collected work samples of graphs and data

• checklist of data representation and data analysis skills
• student presentation and/or journal entry of their recommendations with evidence.
• explain and justify their inferences and recommendations.
The Challenge: How Much Toilet Paper Do You Use?
MATERIALS
• Website Links to toilet paper data and production
• Graph paper/paper/workbooks
• Poster paper
• Pencils/textas
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP
Present the students with this open-ended problem:
‘The average temperature over five consecutive days was 28 degrees celsius.
The highest temperature was 36 degrees celsius.
What might the temperature have been on the other days?’
(Source: Sullivan & Lilburn, 2017)
LAUNCH
• Ask students, ‘How much toilet paper do you think you use in a week?’
Encourage students to make an estimate.
• Read the following information to students, ‘Did you know it takes about 384 trees to produce the toilet
paper that one person uses within their lifetime? Did you know about 70% - 75 % of the world’s population
don’t use toilet paper? Some people in some parts of the world don’t use toilet paper due to a lack of
trees, others simply don’t use toilet paper because they can’t afford it. In Australia we use toilet paper.’
• Ask students, ‘What do you think? Should we continue our toilet paper usage or should we be doing what
the majority of the world is doing?’
Outline the parameters of the challenge:
• You will analyse data about toilet paper use around the world.
• You will plan and conduct your own investigation into how much toilet paper your family uses (combined
with your partner’s family’s use).
• You will use the data investigation process:
1. Pose a question or hypothesis
2. Collect data
3. Represent the data
4. Interpret and analyse the data
• You will make a recommendation about an environmentally sustainable approach to toilet paper use and
justify this with evidence.
• Discuss with students the different aspects of reasoning that will be essential for them to use when
presenting and convincing others of their recommendations:
• Analyse
• Evaluate
• Infer
• Justify
HITS

Collaborative
3.
Explicit
Learning Teaching

Part One: Design a data investigation plan to determine how much toilet paper is used at home
• As students begin to work, roam the room to As part of designing a data investigation about
monitor how the students are going. toilet paper use at home, students start by
• If some pairs are struggling, prompt them independently researching:
with an appropriate question below or present • World wide statistics of toilet paper usage
them with one or more of the enabling prompts
listed below. • Statistics involved in toilet paper production
• If some pairs have completed an appropriate (or students can access information using website
data investigation plan, ask them to share their links provided)
plan with the class.
• Students design their data investigation plan
• Use key questions to further develop students’ to determine how much toilet paper is used at
thinking. home. This will include a data collection plan.
Part Two: Create a visual display that compares your data against worldwide toilet paper usage
• As students begin to work, roam the room to • Once students have collected data regarding
gauge how the students are going. toilet paper use at home, they will work with
their partner to choose an appropriate way to
• If students are having difficulty choosing and
display their data.
displaying their data, suggest some possibilities
that they could use, such as: a bar graph, pie • Students analyse and evaluate their data and
graph, a table etc. compare it to the statistics of worldwide toilet
paper usage.
• If students are using a variety of different ways
to display their data, stop the class and conduct • Students will then make inferences and justify
a gallery walk, so that students can observe how this with evidence from the data.
others are displaying their data.
• Students will document this on an infographic
• While students are forming their or a poster to present at the end of the
recommendations, prompt them, if needed, to challenge.
use evidence.
• Use key questions to further develop students’
thinking.
HITS

Differentiated
7.
Questioning
teaching

Questions to support reasoning: Questions to support understanding:
• What do you notice about the results? • How does your data compare to the
data you found in the research links?
• What is the sme and what is different in these
different data sets? • Can you explain why there might be
differences in the data?
• What mathematical evidence do you have to
justify your recommendations?
• How do you know that your evidence is reliable and
supports your inferences? Convince me.

Prompt 1: Prompt 1:
Give students some visual examples to ‘Why have you chosen to represent your
choose from - Prompt 1 - Examples of data data the way you have? Could you choose
collection and data displays. another way? Which way is better, and why?’
Prompt 2: Prompt 2:
Suggest students work out toilet paper use ‘What generalisations can you make based on all of
based on a week rather than a year. the data you have researched and collected?’ E.g.,
Using 1/3 less toilet paper per person per year can
save 20 trees.
SUMMARISE
• Invite students display their infographics/posters and recommendations around the room.
• Ask students to walk around the room and view the presentations.
• Students should notice how each pair analysed and evaluated the data, and then what inferences and
recommendations they made. Have they justified these with evidence?
• Next, regroup as a class and discuss: ‘How successful were we at analysing and evaluating data?’
• ‘How successful were we at making inferences? Were these inferences justified with supporting
evidence?’
• What worked well? What would be even better if?
HITS
9. 3.
Strategies Teaching
HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
• Student infographics / posters displaying their data and outlining their recommendations
with evidence.
FURTHER CHALLENGES
Data: Making Decisions
Resolve Activity where students interpret information on an unlabelled graph. They then conduct a short test
of viscosity of four household items,and then they make statements about this data.
Consolidating Challenge 2
Our Sports
NRich Activity where students choose the most appropriate way to display their data on favourite sports. An
additional question can be added, asking students to justify their data display choice.
Consolidating Challenge 3
Going for Gold
NRich Activity where students are asked to look at data on the position of different countries based on the
medal tally. They are asked if the data could be displayed differently to give another nation the top place?
Students will be asked to justify their choice.
HITS
6.
Multiple
Exposures
Challenge Rubric: How Much Toilet Paper Do You Use?
MYMC | Level 5
Students use the following language in their data Students use the following language in their data Students use the following language in their data
displays and apply evidence from such displays in displays and apply evidence from such displays displays and apply evidence from such displays in
their explanations to other students or their teacher: in their explanations to other students or their their explanations to other students or their teacher:
Column/Bar/Line/Picture graph; Tables; Charts; teacher: Column/Bar/Line/Pie graph; Dot plot; Tables; Side-by-side column graph; Categorical variables;
Frequency table; Given data; Labels; Titles; Legend; Categorical data; Numerical Data; Limitations; Average; Mean; Median; Mode; Range; Reliability;
Axis. Criteria. Limitations; Statistics.
Compare and Requires support and/or uses prior year level content Uses year level content knowledge to compare and Goes beyond year level content knowledge to
contrast related knowledge to compare and contrast ideas contrast ideas compare and contrast ideas
ideas and explain
With support students can represent data on toilet Students represent data, with or without digital Students represent data with or without digital
their choices
paper use, with or without digital technologies, technologies, including column graphs, dot plots and technologies, including side-by-side column graphs
including tables, column graphs, and can begin to tables. They compare and contrast their and their for two categorical variables. They compare and
compare and contrast their and their partner’s data partner’s data displays and inferences with those of contrast in detail their and their partner’s data
displays and inferences with those of other pairs of other pairs of their peers. displays and inferences with those of other pairs of
their peers. their peer.
Students begin to make inferences and draw Students make inferences and draw conclusions Students make detailed and astute inferences
Challenge 10 : How Much Toilet Paper Do You Use?

conclusions about their own family’s or Australian’s about their own family’s or Australian’s use of toilet and draw conclusions, about their own family’s or
use of toilet paper compared to other families/ paper compared to other families/countries. Australian’s use of toilet paper compared to other
countries. families/countries.
129
Website Links
• Toilet Paper Fun Facts
• Infographic: The U.S. Leads the World in Toilet Paper Consumption
• Toilet paper wipes out 27,000 trees a day
Examples of Data Collection
Interview Observation Surveys
Focus Groups Usage Data
Examples of Data Displays
day no. of boxes sold

hrs per day
opt 1 Mon
opt 2 Teachers
Tues
opt 3
opt 4 Wed
opt 5 Students
Thurs
opt 6
opt 7 Fri
Parents
opt 8 Sat
0 2 4 6 8 10 12 14 16 18
no. of votes Sun
phone laptop book
favourite snack best day of the week

Fruit 600
Mon
Chips 500
Tues
Nuts 400
Wed
300
Vegetables
Thurs
200
Popcorn
Fri 100
Chocolate
Sat 0
0 2 4 6 8 10 12
How Much Toilet
Paper Do You Use?
modified
Did you know it takes about 384 trees to
produce the toilet paper that one person
uses within their lifetime? This varies from country
to country, and in some countries toilet paper is not
even used. This could be because of a lack of trees,
or it is simply unaffordable.
How many trees might we be using each year in

Australia? How does this affect our environment?
Could we reduce the amount of toilet paper we use
to protect our trees?

In this challenge students develop their • Analyse and evaluate data presented
reasoning skills by analysing statistics in statistical and graphical forms.
about toilet paper use and environmental • Make inferences about data using
costs to develop an argument about a mathematical evidence.
sustainable approach to toilet paper use.
• Present recommendations using statistics
Students evaluate data and compare graphs and graphical representations.
on toilet paper use in Australia and around
the world, as well as looking at data on toilet
paper production.
To conclude, students make inferences from the

data to justify their recommendations for an
environmentally sustainable approach to toilet
paper use.
MYMC | Level 5 Challenge 10B : How Much Toilet Paper Do You Use? modified 131
Students develop reasoning by analysing and
evaluating statistics (including graphs). Students
make inferences about the data and justify these
with evidence. They explain how their evidence
contributes to their recommendations.
Use previous knowledge of statistics and graphs to work out averages and trends
regarding the use of toilet paper.
Construct appropriate data displays of toilet paper use, and describe and interpret
data in context.
Devise a plan and then choose a strategy to work out the most environmentally
sustainable way to use toilet paper.

This challenge has a strong connection to the Statistics strand.
Acquire data for categorical Acquire data for categorical Acquire data for categorical and
variables through surveys, and discrete numerical discrete numerical variables to
observation, experiment and variables to address a question address a question of interest or
using digital tools; sort data into of interest or purpose by purpose using digital tools;
relevant categories and display observing, collecting and represent data using many-to-
data using lists and tables. accessing data sets; record the one pictographs, column graphs
(VC2M2ST01) data using appropriate and other displays or
methods, including frequency visualisations; interpret and
Create different graphical tables and spreadsheets. discuss the information that has
representations of data using (VC2M3ST01) been created.
software where appropriate; (VC2M4ST01)
compare the different Create and compare different
representations, and identify and graphical representations of data
describe common and distinctive sets, including using software
features in response to questions. where appropriate; interpret the
(VC2M2ST02) data in terms of the context.
(VC2M3ST02)
THE CAPABILITIES
(VCCCTR025).
MYMC | Level 5 Challenge 10B : How Much Toilet Paper Do You Use? 132

• Students work collaboratively to It is helpful if your students are familiar with:
analyse and evaluate data (such as,
the number of trees used to make one • verifying results and using logical arguments
roll of toilet paper), and to form their • collecting and representing data.
inferences and justifications.
• Students require access to some
information and data sets pertaining to
toilet paper use, as well as some information
on what is required to make toilet paper.
• This activity should span at least two
sessions, as students will need to collect
data from home and use this in their final
recommendations.
LANGUAGE
• Analysing • Justifying What does this data show us?

• Evaluating • Persuading What do we notice about this graph...
• Convincing • Predicting
Who uses the most toilet paper?
• Explaining • Proving
Who uses the least amount of toilet paper?
• Inferring
Vocabulary: Tier 3 words What is the average use of toilet paper?
• Data base • Circle or pie graph What would we recommend for people to use?
• Data representation • Pictograph The evidence I have…

• Numerical data • Chart My reasoning is...
• Categorical data • Range
• Line graphs • Average
• Column graph • Statistics
• Bar graph

• collected work samples of graphs and data

• checklist of data representation and data analysis skills
• student presentation and/or journal entry of their recommendations with evidence.
• explain and justify their inferences and recommendations.
The Challenge: How Much Toilet Paper Do You Use?
MATERIALS
• Website Links to toilet paper data and production • Graph paper/paper/workbooks
• Toilet Paper Investigation Tip Sheet • Poster paper
• Pencils/textas
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP
‘The average temperature over five consecutive days was 28 degrees celsius.
The highest temperature was 36 degrees celsius. What might the temperature have been on the other days?’
(Source: Sullivan & Lilburn, 2017)
Prompt 1: Day Temperature Above or below average temperature

The lowest temperature
during that time was 20. Day 1 36 8 degrees over the average of 28
Prompt 2: Day 2 20 8 degrees under the average of 28

How might this table help Day 3 __degrees _____ the average of 28
you solve the problem?
Day 4 __degrees _____ the average of 28
LAUNCH
• Ask students, ‘How much toilet paper do you Outline the parameters of the challenge:
think you use in a week?’
Encourage students to make an estimate. • You will analyse data about toilet
paper use around the world.
• Read the following information to the students,
‘Did you know it takes about 384 trees to produce • You will plan and conduct your own investigation
the toilet paper that one person uses within their into how much toilet paper your family uses
lifetime? Did you know about 70% - 75 % of the (combined with your partner’s family’s use).
world’s population don’t use toilet paper? Some • You will use the data investigation process:
people in some parts of the world don’t not use
toilet paper due to a lack of trees, others simply 1. Pose a question or hypothesis
don’t use toilet paper because they can’t afford 2. Collect data
it. In Australia we use toilet paper.’
3. Represent the data
• Then ask the students, ‘What do you think?
Should we continue our toilet paper usage or 4. Interpret and analyse the data.
should we be doing what the majority of the • You will make a recommendation about an
world is doing?’ environmentally sustainable approach to toilet
• Discuss with the students what the investigation paper use and justify this with evidence.
process is and what it might involve. • Discuss with students the different aspects of
reasoning that will be essential for them to use
when presenting and convincing others of their
recommendations:
• Analyse • Infer
• Evaluate • Justify
HITS

Collaborative
3.
Explicit
Learning Teaching

Part One: Design a data investigation plan to determine how much toilet paper is used at home’
• As students begin to work, roam the room to • Students use the website links provided to gain
monitor how the students are going. some background into Toilet Paper usage.
• If some pairs are struggling, prompt them with an • Students use Toilet Paper Investigation Tip
appropriate question below or present them with Sheet to help design their data investigation
one or more of the enabling prompts listed below. plan to determine how much toilet paper is
used at home.
• If some pairs have completed an appropriate data
investigation plan ask them to share their plan
with the class.
• Use key questions to further develop
students’ thinking.
Part Two: Create a visual display that compares your data against worldwide toilet paper usage
• As students begin to work, roam the room to gauge Students use Toilet Paper Investigation Tip Sheet to:
how the students are going.
• Choose an appropriate way to display
• If students are having difficulty choosing and their data.
displaying their data, suggest the benefits/
limitations of a pictogram/ bar graph to help them • Use sentence starters to analyse and evaluate
make their decision. their data and compare it to the statistics of
worldwide toilet paper usage.
• If students are using a variety of different ways
to display their data, stop the class and conduct • Use sentence starters to make inferences and
a gallery walk, so that students can observe how justify this with evidence from the data.
others are displaying their data. • Students will document this on an infographic
• While students are forming their or a poster to present at the end of the
recommendations, prompt them, if needed, challenge.
to use evidence.
• Use key questions to further develop
students’ thinking.
HITS

Differentiated
7.
Questioning
teaching

Questions to support reasoning: Questions to support understanding:
• What do you notice about the results? • How does your data compare to the
data you found in the research links?
• What is the sme and what is different in these
different data sets? • Can you explain why there might be
differences in the data?
• What mathematical evidence do you have to
justify your recommendations?
• How do you know that your evidence is reliable and
supports your inferences? Convince me.

Prompt 1: Prompt 1:
Offer the sample Tally Sheets as data for Increase the number of people / duration
students to analyse contained in of data collection.
Toilet Paper Investigation Tip Sheet Step 3.
Prompt 2:
Create a pie chart displaying data collection
over the week.
SUMMARISE
• Invite students to display their infographics/posters and recommendations around the room.
• Ask students to walk around the room and view the presentations.
• Encourage students to notice how each pair analysed and evaluated the data, and then what
inferences and recommendations they made. Have they justified these with evidence?
• Next, regroup as a class and discuss: ‘How successful were we at analysing and evaluating data?’
• ‘How successful were we at making inferences? Were these inferences justified with supporting
evidence?’
• What worked well? What would be even better if?’
HITS
9. 3.
Strategies Teaching
HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
Student infographics / posters displaying their data and outlining their recommendations
with evidence.
FURTHER CHALLENGES
Data: Licorice Lines
Students perform experiments, draw graphs, compare results and analyse their findings.
They develop their concept of statistical variation.
Creating Pictographs
Students explore using this digital platform to create different pictographs to represent data.
HITS
6.
Multiple
Exposures
Challenge Rubric: How Much Toilet Paper Do You Use? (Modified)
MYMC | Level 5
When shown a list of data types and their definitions Students use technical language to describe the type Students use technical language to describe the
students explain their thinking using this technical of graph they used. For example, students explain that type of graph they used and refer to evidence from
language. For example, students explain that they they used a pictograph to display the data that they their graph to communicate their ideas. For example,
used a column graph to display the data they collected from their survey. students use their graph to show that the amount
collected from their survey. of toilet paper used on the weekends increases
dramatically as more family members are at home.
With verbal prompts students use the Toilet Paper Students use the Toilet Paper Investigation Tip sheet, Independently students select and justify their chosen
Investigation Tip sheet, to select and justify their to select and justify their chosen method of data method of data collection.
chosen method of data collection. collection.
Challenge 10B : How Much Toilet Paper Do You Use?

With verbal prompts students use the sentence Students use the sentence starters on the Toilet Paper Independently students interpret and compare data
starters on the Toilet Paper Investigation Tip sheet to Investigation Tip sheet to interpret and compare data sets to make inferences.
interpret and compare data sets to make inferences. sets to make inferences. For example, the amount
For example, the amount of toilet paper used on the of toilet paper used on the weekends increases
weekends increases dramatically as more family dramatically as more family members are at home.
members are at home.
138
Examples of Data Collection
Interview Observation Surveys
Focus Groups Usage Data
Examples of Data Displays
day no. of boxes sold

hrs per day
opt 1 Mon
opt 2 Teachers
Tues
opt 3
opt 4 Wed
opt 5 Students
Thurs
opt 6
opt 7 Fri
Parents
opt 8 Sat
0 2 4 6 8 10 12 14 16 18
no. of votes Sun
phone laptop book
favourite snack best day of the week

Fruit 600
Mon
Chips 500
Tues
Nuts 400
Wed
300
Vegetables
Thurs
200
Popcorn
Fri 100
Chocolate
Sat 0
0 2 4 6 8 10 12
Warm-up Prompt
‘The average temperature over five consecutive days was 28 degrees celsius. The highest temperature was 36
degrees celsius. What might the temperature have been on the other days?’
(Source: Open-Ended Maths Activities - Peter Sullivan & Pat Lilburn, revised edition 2017))
Prompt 1:
The lowest temperature during that time was 20.
Prompt 2:
Can this table help you solve the problem?
Day Temperature Above or below average temperature
Day 1 36 8 degrees over the average of 28
Day 2 20 8 degrees under the average of 28
Toilet Paper Investigation Tip Sheet
Research Toilet Paper Fun Facts:
• Toilet Paper Fun Facts

• Infographic: The U.S. Leads the World in Toilet Paper Consumption
• Toilet paper wipes out 27,000 trees a day
Data Investigation Plan
Step 1: Possible Investigation Questions Step 2: Possible methods of collecting data
• How many squares of toilet paper do Which method of collecting data will you choose?
I use in 1 day?
• Create a tally sheet and record Toilet Paper
• How many squares of toilet paper does usage over a selected period.
my family use in 1 day?
• Survey family members and ask them to estimate
• How many squares of toilet paper do I use the number of toilet paper squares they
in 1 week? use over a selected period.
• How many squares of toilet paper does
my family use in 1 week?
Step 3: Create a Tally Sheet to record your data
Some examples of this are:
How many toilet paper do I use in 1 day? How many toilet paper do I use in 1 week?
Tally Total Toilet paper Tally Total

squares
Toilet paper
7
squares Monday 7
Tuesday 5
Wednesday 9
Thursday 4
Friday 10
Saturday 7
Sunday 8
Step 4: Possible methods of displaying data
How will you display the data you collected?
Pictograph Bar Graph
1 day: 1 week: 1 day: 1 week:

10 10
10 10
9 9
9 9
8 8
8 8
7 7
7 7
6 6
6 6
5 5
5 5
4 4
4 4
3 3
3 3
2 2
2 2
1 1
1 1
Toilet Paper Mon Tues Wed Thurs Fri Sat Sun Toilet Paper Mon Tues Wed Thurs Fri Sat Sun
Squares Squares
Step 5: Analysing collected data
From my data I can see
When comparing the number of toilet paper squares I/ my family used per day/week I noticed
When comparing the number of toilet paper I/ my family used in a day/week against worldwide toilet paper
usage I can conclude that
Step 6: Make inferences about collected data
From the data I collected I can conclude that
A generalisation (pattern) I can noticed in my findings is that
I know this because
Ride or Walk to
School Day
Have you ever taken part in ‘Ride or Walk
to School Day’?
At Ahmed’s school, some students rode on scooters,

some on bikes, and other students decided to ride
on skateboards.
Ahmed decided to ride his bike to school. When he

arrived at school and looked at the bike enclosure
for his class, he counted 48 wheels altogether.
Can you work out how many bikes, scooters and
skateboards there were?

In this challenge students apply problem • Use additive and/or multiplicative
solving skills while manipulating numbers. thinking to work out how many of each
They determine possible combinations of the mode of transport there may be.
modes of transport (bikes, scooters or skateboards) • Devise and carry out a plan, choosing
that were used in getting to school. Students use appropriate strategies to seek a solution.
additive and multiplicative strategies to work out
various combinations. • Verify and justify solutions.
Student’s apply Polya’s problem solving process by

first seeking to understand the problem, devising
a plan, carrying out the plan, and checking and
interpreting the solutions. The challenge requires
students to apply an iterative problem-solving
process to explore all the possible combinations of
modes of transport used. The use of visuals, such as
concrete materials, diagrams or tables may assist
students to find patterns, organise their thinking
and verify solutions.
To conclude, students discuss their strategies and

findings. They reflect on their ability to apply Polya’s
problem solving process.
MYMC | Level 5 Challenge 11 : Ride or Walk to School Day 143

PROFICIENCY FOCUS:
PROBLEM SOLVING
Students demonstrate problem solving when they
devise a plan and select appropriate strategies
to work out the various combinations of modes of
transport. Students carry out their plan and justify
their solutions by verifying that their strategies and
calculations are reasonable.
Use previous knowledge of addition/subtraction and multiplication/division to work
out the possible combination of modes of transport.
Accurately add/subtract and multiply/divide to find the various combinations of

modes of transport.
Students develop their algebraic thinking as they form and test conjectures, e.g. If I
know this… Then I know…

This task has a strong connection to the Number and Algebra strands.
Develop efficient mental and Solve problems involving Approximate numerical solutions
written strategies and use division, choosing efficient to problems involving rational
appropriate digital tools for mental and written strategies numbers and percentages, using
solving problems involving and using digital tools where appropriate estimation strategies.
addition and subtraction, and appropriate; interpret any (VC2M6N08)
multiplication and division where remainder according to the
context and express results as a Algebra
there is no remainder.
(VC2M4N06) whole number, decimal or Design and use algorithms
fraction. involving a sequence of steps and
(VC2M5N07) decisions that use rules to
Algebra generate sets of numbers;
identify, interpret and explain
Find unknown values in emerging patterns.
numerical equations involving (VC2M6A03)
multiplication and division using
the properties of numbers and
operations.
(VC2M5A02)
THE CAPABILITIES
• Investigate how ideas and problems can be disaggregated into smaller elements or ideas, how
criteria can be used to identify gaps in existing knowledge, and assess and test ideas and proposals
(VCCCTM031).


Encourage students to: It is helpful if your students are familiar with:
• estimate possible solutions • the problem solving process

• work collaboratively to find solutions • problem solving strategies, such as
trial and error
• seek different possibilities to solve their
problem - concrete materials, drawing, • strategies to add and subtract,
using tables/charts etc. as well as multiply and divide one-digit
and two-digit numbers.
• form and test conjectures.
LANGUAGE
• Calculate • Ustifying If... then…

• Solving • Checking What if…?
• Designing • Representing
‘I wonder how we can work this out.’
• Planning • Modelling
Let’s try it this way’
• Strategy • Verifying
• Investigating How many bikes?
Vocabulary: Tier 3 words How many scooters?
• Multiply • Sum How many skateboards?

• Divide • Product Let’s draw it.
• Add • Difference
How can a table help me to work it out
• Subtract • Each systematically?
What patterns can I see?

Assessment of student work for this challenge may include:
• collected work samples

• checklist of skills and strategies being used by students
• observation of student interactions and how they go about solving the problem
• student presentation and explanation of their solutions.
• justify their working out/solution with an annotated explanation

• analyse the problem to identify patterns, form and test conjectures
• demonstrate an ability to explain the reasoning for their solution in a coherent way
• use evidence to support their justification effectively, which may include the use of models, diagrams,
tables or other artifacts.

The Challenge: Ride or Walk to School Day
MATERIALS
• Paper or maths books
• Pens/pencils
• Blocks or counters
• Decks of playing cards
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP
Make My Number - Paul Swan card game
• Play in small groups or pairs with a deck of cards (picture cards = 10, A = 1 or 11).
• The dealer chooses a target number, e.g. 32.
• The dealer deals 3 cards to each player.
• The player to the left of the dealer tries to make the target number using their 3 cards and any of the 4
mathematical operations (addition, subtraction, multiplication or division).
• If the player cannot make the number, one card is discarded from the hand and another card is drawn.
• Play continues in a clockwise direction.
• The winner is the player who is able to make the target number with his/her cards.
LAUNCH
Have you taken part in ‘Ride or Walk to School Day’? Outline the challenge:
At Ahmed’s school, some students rode on scooters,
some on bikes, and other students decided to ride You are going to work out the different possible
on skateboards. numbers of each mode of transport.
Ahmed decided to ride his bike to school. Discuss with the students what a general problem-
When he arrived at school and looked at the bike solving process involves:
enclosure for his class, he counted 48 wheels 1. Understanding the problem
altogether. Can you work out how many bikes,
scooters and skateboards there were? 2. Developing a plan (choose an appropriate
strategy to seek a solution)
Briefly discuss the following information: 3. Carrying out the plan
• there are bikes (2 wheels), scooters (3 wheels), 4. Looking back (review to verify and interpret
and skateboards (4 wheels), solutions)
• there is one rider per vehicle
• there are 48 wheels in total.

HITS

Collaborative
3.
Explicit
Learning Teaching

• As students commence their work, • Students will make sure they understand the
roam the room to gauge who has made a problem before they begin.
start and who may require further prompts.
• Students follow the problem-solving process
• After some progress is being made (not too early), to find these solutions.
and if a pair is observed using an appropriate
• Students choose a strategy that they think
strategy, stop the class for a few moments and
will help them work out the number of each
ask this pair to share their strategy.
vehicle represented.
• If several different appropriate strategies are
• If their chosen strategy does not work,
observed, stop the class and conduct a ‘Gallery
they will choose another one.
Walk’, so that students can observe how others
are solving the problem. • Students decide how to record and display
their results.
• If some pairs are struggling, present them with
one or more of the enabling prompts listed below. • Students record the process and strategies
they used, along with a justification for all of the
• If some pairs require additional challenge,
solutions they found.
present them with some of the extending prompts
listed below.
• Throughout the session, ask students the
questions that are listed below, where appropriate.

HITS

Differentiated
7.
Questioning
teaching

Questions to support problem solving: Questions to support reasoning:
• What do you already know about multiples of 2, 3 • What happens in general?
and 4 that could help you work out this problem?
• What do you notice?
• Tell me the steps you have taken to solve the
• How can you describe what is the same?
problem and what you will try next?
What is different?
• What is the highest possible number of people
• Is that… (pattern) always going to work?
who rode to school today? How do you know?
• Is it [the conjecture] sometimes true, or always
• What is the lowest possible number of people
true? How do you know?
who rode to school today? How do you know?
• How can you verify that your answers
are correct?
• Can you explain that step by step?

Prompt 1: Prompt 1:
If there were 16 wheels what combinations Convince me you found all of the possible
could be made? combinations of modes of transport.
Prompt 2: Prompt 2:
If there were only bikes and skateboards, what could be How can you describe the pattern? Are there other
the possible numbers for each? examples that fit the rule?
Prompt 3: Prompt 3:
Use a Function Table to help work out how many of How would your results differ if some people rode a
each mode of transport there could be. unicycle to school?
SUMMARISE
• Based on your observations, ask students to share how they went about understanding
the problem.
• Invite students to share the strategies that they used to solve the problem.
Choose a variety of examples.
• Ask these students: ‘Did your strategy work? Did you go back and try something different,
or did you go back to find more results? If not, would you try something else next time?’
• Ask a couple of students to share their possible combinations.
• Ask the rest of the class, ‘Did everyone get the same combinations?’
• If not, ask these students to share what they found.
• Call on a student and ask him/her: ‘Was the plan you used reasonable,
and were your calculations correct? Please justify your solution.’
HITS
9. 3.
Strategies Teaching

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
Invite students to reflect on the following prompts in their math journals:
1. Were you happy with how you solved the problem? Why or why not?
2. What strategies were most useful? Why?
3. What parts, if any, did you find difficult?
4. How would you approach the problem differently next time?
5. Complete the following newspaper headline (or create your own)... “Polya’s problem solving process…”
FURTHER CHALLENGES
Your class is in charge of setting up a petting zoo for your school fete. Sheep, chickens and pigs
were ordered to arrive at the school. When the truck arrives with all of the animals, the driver says he does
not know how many of each animal there are, but he has counted 124 legs altogether. How many of each
animal could there be?
Next month your school will perform the annual play. As coordinator of the costumes you need to make sure
all costumes and their parts are ready for the performers. You have been told that the court jesters will be
wearing hats with bells on them. Some have two bells, some have four bells, and some have six bells. You have
been told by the hat maker that he used 126 bells in total when making the hats. You don’t have the hats yet,
but need to make sure that there are enough jumpsuits to go with each hat. What are the possible number of
people who will be playing the part of court jesters?
HITS
6.
Multiple
Exposures

Challenge Rubric: Ride or Walk to School Day
MYMC | Level 5
Use mathematics to Uses mathematics with support or relies on prior level Uses year level appropriate mathematics to represent Uses mathematics beyond year level appropriate
represent unfamiliar content to represent situations that may be unfamiliar situations that may be unfamiliar or meaningful to represent situations that may be unfamiliar or
or meaningful or meaningful meaningful
situations
With support students use additive and/ or Students additive, multiplicative, or algebraic thinking Students multiplicative and/or algebraic thinking to
multiplicative thinking to work out some of the or a combination of these to work out the various work out the various possible combinations of modes
possible combinations of modes of transport that possible combinations of modes of transport that of transport that were ridden to school.
were ridden to school. were ridden to school.
Design investigations With support designs investigations and plans Designs investigations and plans approaches using Designs investigations and plans approaching going
and plan their approaches using year level strategies and content, or year level strategies and content beyond year level content and strategies
approaches relies on prior level approaches
• With guidance, students use Polya’s problem • Students use Polya’s problem solving process • Students use Polya’s problem solving process
solving process. effectively and document each stage of the systematically. Each stage of the process is
process. clearly and fully documented and explained.
• Strategies and content are either additive or
multiplicative or thinking or a combination of • Strategies and content are either additive • Strategies and content are either multiplicative or
both. or multiplicative or algebraic thinking or a algebraic thinking or a combination of both.
combination of these.
Apply their existing Applies year level strategies with support or relies on Applies year level strategies to seek solutions Goes beyond year level strategies to find solutions
strategies to seek prior level content
Challenge 11 : Ride or Walk to School Day

solutions
Students apply an appropriate strategy using either Students apply an appropriate strategy using either Students apply an appropriate strategy using either
additive or multiplicative thinking to work out some of additive, multiplicative, or algebraic thinking to work multiplicative or algebraic thinking to work out all
the possible combinations of modes of transport that out the various possible combinations of modes of the possible combinations of modes of transport that
were ridden to school. transport that were ridden to school. were ridden to school.
Verify that their Requires support to verify answers and/or uses Can verify answers using strategies appropriate to Goes beyond year level strategies to verify answers
answers are strategies prior to the level content the year level
reasonable
With support, students verify their solutions and Students verify their solutions, and the additive and/or Students verification of solutions, and the strategies
explain the additive and/or multiplicative strategies multiplicative and/or algebraic strategies they used, they used, are systematic, clear and appropriate.
they used to find different solutions. using a logical argument.
150
Function Table
Bikes (2 wheels) Scooters (3 wheels) Skateboards (4 wheels) Total wheels
48

Calling All
Lego Masters
Calling all Lego Masters! Who enjoys the
challenge of creating Lego Masterpieces?
In this challenge you will have the opportunity to
create a Lego structure of your choice. A dog, a
spaceship, a motorbike or a haunted castle - the
options are endless.
Your challenge is to calculate the fraction value of

each of the Lego pieces, as well as the value of your
whole creation. Let’s get building!

In this challenge students develop • Identify fractions in relation to the unit.
understanding about representing
• Represent numbers in different ways,
fractions in different ways. Students interpret using prior knowledge of equivalent fractions.
mathematical information about fractions
and describe their thinking. • Partition fractions into smaller parts to
solve problems.
Students are invited to design and create a Lego
structure. They identify the fractional size of
different blocks of Lego in relation to the whole.
They use this understanding to make connections
between each Lego block as a fraction represented
by other Lego blocks and calculate the value of
their structure.
Students use their understanding of the concept

that equal parts are necessary, and that fractions
can be partitioned and expressed in equivalent
ways. For example if a Lego block with 8 studs is
worth 1, the Lego block with 4 studs is worth ½ , or,
if the Lego block with 8 studs is worth 1 ½ then the
Lego block with 4 studs is worth ¾ .
MYMC | Level 5 Challenge 12 : Calling All Lego Masters 152

Students demonstrate understanding by making
connections between the unit and its parts (e.g., a
unit may be made up of ½ , ¼ and another ¼ ). They
use what they know about partitioning fractions to
solve problems (e.g., ¾ + ½ , can be partitioned into
¼ + (½ + ½ ) = 1 ¼ ).
Students demonstrate understanding by renaming

equivalent fractions to represent numbers in
different ways (e.g.,3/2 is the same as 1 ½ ). They
demonstrate that a particular shape or quantity
can represent different fractions depending upon
what the unit is (e..g a triangle can be 1, if the unit is
a triangle, or it can be ½ if the unit is a square.
Recognise, recall and manipulate units, such as partitioning them into fractions, as
well as finding equivalent fractions and units.
Devise a plan and then choose a strategy to work out the value of their Lego block
structures.
Explain and justify the strategies used to work out equivalent fractions.

This challenge has a strong connection to the Number strand.
Find equivalent representations Compare and order common unit Apply knowledge of equivalence
of fractions using related fractions with the same and to compare, order and represent
denominators and make related denominators, including common fractions, including
connections between fractions mixed numerals, applying halves, thirds and quarters, on
and decimal notation. knowledge of factors and the same number line and justify
(VC2M4N03) multiples; represent these their order.
fractions on a number line. (VC2M6N03)
Count by multiples of quarters, (VC2M5N03)
halves and thirds, including Solve problems involving addition
mixed numerals; locate and Solve problems involving addition and subtraction of fractions using
represent these fractions as and subtraction of fractions with knowledge of equivalent
numbers on number lines. the same or related denominators, fractions.
(VC2M4N04) using different strategies. (VC2M6N05)
(VC2M5N05)
THE CAPABILITIES
(VCCCTR025).


• If Lego blocks are not available, the It is helpful if your students are familiar with:
challenge can be adapted so that other
blocks or cuisenaire rods can be used. • the size of fractional parts, as well as the
number of fractional parts in a fraction
• Encourage students to find different solutions,
compare and discuss different answers and • benchmarking in order to compare the size of a
think about fractions in new ways. fraction with another
• Emphasise the different solutions that • fraction walls and equivalence.

students create but let these emerge from
the discussions rather than telling students
in advance.
LANGUAGE
• Comparing • Noticing I wonder how I can break up this fraction?

• Connecting • Observing What’s equivalent to 4/8ths?
• Demonstrating • Relating
If the Lego block with 4 studs is worth 1/2, then the
• Describing • Representing Lego block with 8 studs is worth…”
• Identifying • Summarising I wonder how I can work out what the value of my
• Making connections • Discerning whole structure is?
• Interpreting Maybe I can add the fractions of each piece
altogether.
If this Lego block with... is worth... then the Lego
• Fraction • Common block with... must be worth...
denominator
• Denominator
• Partition
• Numerator
• Equivalent fraction
• Mixed fraction
• Benchmarking
• Improper fraction
• Residual thinking
• Reduced/simplified to

• collected images of Lego block creations along with students’ calculations of the
values of their structures
• checklist of students’ ability to make connections between what they they know about
equivalent fractions and the partitioning of fractions.
• go about solving and explaining the value of their Lego block structures
• represent Lego block structures in more than one way.

The Challenge: Calling All Lego Masters
MATERIALS
• Prompt 1 - Lego Block Structure • Lego blocks
• Lego Fractions Stimulus • Paper or maths workbooks
• Lego Structure Prompts • Pencils
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP
Show the students Lego Blocks Prompt 1 and say, ‘In this scenario the 8 stud Lego block (Green)
is worth one, a whole, so how much do you think the 4 stud Lego block (Purple) is worth?
What makes you say that?’
Say to groups ‘Can you use the Lego pieces to create a fraction wall?’
Once students have created their fraction walls ask them, ‘What do you notice?’
‘If we are working under the scenario that an 8 stud Lego block (Green) is worth one, then which
block would be worth ½ ? why? How do you know? ¼ ? ⅛ ?’
Show Lego Fractions Stimulus to consolidate this understanding.
LAUNCH
Ask the students,
‘Who enjoys the challenge of creating Lego Masterpieces? What structures have you created?’
Show students Lego Structure Prompts
Explain in this challenge you will have the opportunity to create a Lego structure of your choice.
Explain the focus of this challenge is to develop Mathematical Understanding: ‘In this challenge you will
develop your mathematical understanding by identifying the fractional size of different Lego blocks in
relation to the whole. You will use your understanding to make connections between each Lego block as a
fraction represented by other Lego blocks and calculate the value of your structure, on the basis that each
Lego block is a fraction of other Lego blocks.’
Part One: Designing and Creating a Lego Structure:
• You will work with a partner to create a Lego block structure.

Part Two: Identify the fractional size of different Lego blocks:
• Using the questions outlined in the Lego Block Structures Scenarios you will show your understanding of
fractions in relation to the whole by working out what the fractional value of each Lego block would be
worth in each given scenario.
Part Three: Make connections between each Lego block as a fraction represented by other Lego blocks:
• You will work out the total value of your Lego block structure under each scenario by adding the
fractional value of each Lego block in your structure.

HITS

Collaborative
3.
Explicit
Learning Teaching

Part One: Designing and Creating a Lego Structure
• As students begin to work, roam the room to • Think/pair/share - Students discuss what Lego
gauge how the students are going.If students have structure they would like to design and create.
difficulty deciding on a structure to build, direct
• Students work collaboratively to build their
them to some resources for inspiration, such as
Lego block structure using a variety of different
picture books in the classroom.
Lego blocks.
• Bring students back together and recap the initial
scenario, show Lego Blocks Prompt 1 and again
ask students ‘If the 8 stud Lego block (Green) is
worth one, a whole, how much do you think the 4
stud Lego block (Purple) is worth? What makes
you say that?’
• ‘What if the 4 stud Lego block was worth one, what
would be the value of the 8 stud Lego block? Why
so? What would the whole structure be worth?’
• Explain based on the Lego Block Structures
Scenarios students work out the fractional value of
each Lego block in each given scenario.
Part Two: Determine the fractional size of different Lego blocks
• Throughout the session, use key questions to • Using the questions outlined in the
further the students’ thinking. Lego Block Structures Scenarios questions
attached, students work out the fractional
• If some pairs are struggling, present them with one
value of each Lego block would be worth
or more of the enabling prompts.
in each given scenario.
• Students record their results in their
maths books.
Part Three: Make connections between each Lego block as a fraction represented by other Lego blocks
• If students have answered all the questions and • Using the Lego Block Structures Scenarios,
worked out the total value of their Lego structure students will work collaboratively to calculate
in each scenario, present them with some of the the value of their Lego block structure. I.e If the
extending prompts. 8 stud Lego block is worth 1, our Lego structure
would be worth...

HITS

Differentiated
7.
Questioning
teaching

Questioning to support understanding: Questions to support problem solving:
• Can you place the actual Lego blocks next to • How did you work out the fractional value
each other to compare their fractional size? of each Lego block? What strategy did you use?
• What do you know about equivalent fractions • Is this strategy working? If not, is there another
that can help you work out what fraction each strategy you could use?
Lego block is in relation to the whole?
• What approach did you use to calculate the
• What do you know about partitioning that value of your whole Lego structure in each
can help you work out what fraction each scenario?
Lego block is in relation to the whole? E.g., do
students split 3/4 into 1/2 and 1/4?

Prompt 1: Prompt 1:
Suggest to students they limit their Lego Give students some additional scenarios,
block structure to using only 5 Lego blocks. such as:
Prompt 2: 1. If the 8 stud Lego block is worth 1 1/4, what are

Suggest to students that they work out the the other Lego blocks worth?
fractional value of the different Lego blocks and 2. If the 6 stud Lego block is worth 1 1/3, what are
the total of their structure for the first two the other Lego blocks worth?
questions only.
3. If the 4 stud Lego block is worth 1/16, what are
Prompt 3: the other Lego blocks worth?
Suggest that the students line up the Lego blocks 4. If the 2 stud Lego block is worth 1/5, what are the
next to one deemed to be the whole to help other Lego blocks worth?
determine the fractional size of that particular
Lego block. Prompt 2:
Ask the students to come up with their own
scenarios of what the various Lego blocks
could represent.
SUMMARISE
• Invite students to sit in a circle beside their partner and place their Lego block structure in
front of them so that everyone can see each other’s creations.
• Invite students to share their Lego structure and to identify what each Lego block is worth under
scenario number 1.
• Encourage the other students to make a comment on whether they agree with these results.
• Invite the students to justify how they made connections between Lego blocks as a fraction represented
by other Lego blocks and explain how they worked out their results.
• Invite the students to share the total value of their Lego structure using scenario 1 and to justify and
explain how they worked this out.
• Repeat this with three more groups of students, encouraging each group to share their results for one of
the remaining scenarios.
HITS
9. 3.
Strategies Teaching

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
Pose the following statement for students to reflect on in their math journals:
“Every fraction has many other fractions that are equivalent to it”.
Is this statement always true, sometimes true, never true? Why/Why not?
Use mathematics to justify your thinking.
FURTHER CHALLENGES
More Fraction Bars
• NRICH activity where students compare different ways to represent

fractions in comparison to the whole.
Addition and subtraction of fractions - (VCMNA188)
• In this activity students use cuisenaire rods to create fraction problems. Students
use addition to make one whole, using number sentences to describe their thinking
mathematically and build their understanding.
HITS
6.
Multiple
Exposures

Challenge Rubric: Calling all Lego Masters
MYMC | Level 5
With support students make connections between the Students make connections between the whole and its Students confidently make connections between the
whole and its parts when determining the fractional parts when determining the fractional value of each whole and its parts when determining the fractional
value of each Lego block in comparison to other Lego Lego block in comparison to other Lego blocks. value of each Lego block in comparison to other Lego
blocks. blocks.
Represent concepts With support represents year level content in multiple Represents year level content in multiple ways Represents content beyond the year level in multiple
in different ways ways ways
With guidance, students represent common fractions Students represent common fractions and mixed Students represent common fractions and mixed
and mixed numbers in different ways. numbers in different ways. Strategies include: numbers in different ways to determine the fractional
Partitioning; Use of equivalent fractions; Adding value of each Lego block in comparison to other Lego
fractions with the same denominator; Comparing and blocks. They efficiently calculate the total value of
ordering common fractions on a number line. their Lego structure.
Identify With support describes similarities and differences Describes similarities and differences between Refers to content beyond their year level to describe
commonalities and between aspects of content aspects of content similarities and differences
differences between
aspects of content With support students notice some similarities and Students notice similarities and differences in the Students notice similarities and differences, and make
Challenge 12 : Calling All Lego Masters

differences in the fractional value of each Lego block fractional value of each Lego block dependent upon comparisons, in the fractional value of each Lego
dependent upon which Lego block has a value of 1 in which Lego block has a value of 1 in the Lego Block block dependent upon which Lego block has a value
the Lego Block Structures Scenarios. Structures Scenarios. of 1 in the Lego Block Structures Scenarios.
Describe Require guidance to uses correct level of technical Uses year level technical language to describe their Is able to effectively use technical language beyond
mathematically
With support, students use the following technical Students work towards using the following technical Students use the following language when
language: Common fraction; Equivalent fraction; language independently: Mixed numeral, mixed determining the fractional value of each Lego block
Fractions on a number line; Quarters, halves, thirds, number, mixed fraction; Numerator; Denominator; in comparison to other Lego blocks and in calculating
sixths, eighths etc. Proper/Improper fraction; Reduced/simplified to; the total value of their Lego structure: Fractions as
Common denominator; Partition; Benchmarking. division; Residual thinking.
159
Lego Fractions Stimulus
Image source
Prompt 1 - Lego Block Structure
Lego Structure Prompts
Image source Image source Image source

Lego Block Structures Scenarios
1) If the 8 stud Lego block is worth 1… 2) If the 6 stud Lego block is worth 1…
• what is the 2 stud Lego block worth? • what is the 2 stud Lego block worth?
3) If the 4 stud Lego block is worth 1… 4) If the 2 stud Lego block is worth 1…

Minecraft Sculpting
It’s sculpting time! Put your skills to this
test in this Minecraft sculpting challenge.
What will you build?

In this challenge students explore 3D objects. • Flexibly convert between multiple
They work collaboratively to design and construct representations of a 3D object (sculpture).
a sculpture of their choosing, using sketches, • Accurately carry out drawings and
virtual software (Minecraft) , physical objects constructions of a 3D object using multiple
(cubes made from nets) and perspective representations (sketch, virtual software,
drawings. physical objects and perspective drawings).
To conclude, students participate in a gallery
walk and consider the relationship between the
multiple representations of their sculpture.
MYMC | Level 5 Challenge 13 : Minecraft Sculpting 162

Students demonstrate fluency when they carry out
drawings and constructions of their sculpture using
multiple representations accurately. They flexibly
convert between drawings and constructions.
Describe 2D representations and 3D objects with appropriate
mathematical language.
Imagine and design a sculpture made from cubes.
Analyse multiple representations of their sculpture to ensure accurate conversions

have been made.

This challenge has a strong connection to the Space strand.
Space Space Space
Explain and compare the Connect objects to their nets Compare the parallel cross-
geometric properties of two- and build objects from their nets sections of objects and
dimensional shapes and three- using spatial and geometric recognise their relationships
dimensional objects. reasoning. to right prisms.
(VC2M4SP01) (VC2M5SP01) (VC2M6SP01)
THE CAPABILITIES
Critical and Creative Thinking: Questions and Possibilities
• Identify and form links and patterns from multiple information sources to generate non-routine ideas
and possibilities (VCCCTQ023).

PEDAGOGICAL CONSIDERATIONS
• Students recognise how to draw, • While it is anticipated that creating
manipulate and create 3D objects as physical nets for 40 cubes can be time
a 2D representation, a virtual model and a consuming, it is through this kinesthetic
physical model. Encourage students to see process that students are able to consolidate
how to convert between representations this understanding of 2D to 3D transformation.
through good questioning, rather than Other manipulatives such as Geosticks
correcting students. or magnetic shapes could be substituted
if required.
• Encourage students to share their reasoning
behind their designs and constructions.
• Visualisation is a key idea in this challenge.
Students who are experiencing difficulty
PRIOR KNOWLEDGE
converting between the different It is helpful if your students are familiar with:
representations may require further support
to develop their visualisation skills. Suggested • using Minecraft, there should be an
resources for more information about opportunity for students to explore
visualisation: the functionality of this software
• Visualisation / Big ideas / Reasoning / • naming, constructing and building 2D
Topdrawer / Home representation of 3D objects, nets and
3D objects.
• Visual Math Improves Math Performance -
YouCubed
LANGUAGE
• Calculate • Construct What might happen if…

• Carry out • Sketch Can I draw my sculpture from a front view...
• Measuring • Representation
Can I draw my sculpture from a side view…
• Appropriately • Convert
Can I draw my sculpture from a top view…
How does this representation match that
• 2D shape • Prism representation?
• 3D object • Vertex, vertices How can I take a 2D shape and make it 3D?
• Top /side / front views • Face
Does my virtual sculpture have 3 dimensions? How
• Perspective • Edge do you know?
• Net • Rotate
• Dimension • Symmetry
• Cube

• work samples demonstrating the multiple representation of the sculpture.

• explain their reasoning

• convert between 3D objects and 2D representations. Can students imagine ‘hidden’ faces of an object?
Can they imagine the entire object, not just the 2D shape?

The Challenge: Minecraft Sculpting
MATERIALS
• Unifix blocks (or similar • Minecraft Education access • Pencils/markers
connecting or non- and download from
• Glue
connecting blocks)
• Cube net template
• Dot paper
• Block Warm-up clue cards
• Paper (preferably coloured)
• Example Constructions
• Minecraft Sculpting Challenge
• Rulers
Framework • Virtual images of sculptures
• Scissors
HITS
ENGAGE 1.
Setting
2.
Structuring
Goals Lessons
WARM-UP: BLOCK VISUALISATION

Provide students with 6 unifix blocks each and the images for the 6 block Warm-up challenge.
• Students individually arrange their blocks so that when viewed from the top, front and side perspective,
the formation matches the images on the clue card.
• In pairs, students discuss how their creation matches the clues provided.
Provide students with 2 more blocks each and the 8 block Warm-up challenge.
• Students arrange their blocks to match the clues provided.

• In pairs, students discuss how their creation matches the clues provided.
• There may be more than one solution to solve this problem.
LAUNCH
Explain to students ‘In today’s maths challenge you will flexibly and accurately convert between
2D representations of 3D objects using both virtual world representations of 3D objects and real
3D objects.’
‘What does this mean? Today we will be designing and building a 3D virtual sculpture on Minecraft. We will
then create a real world representation of this sculpture using cubes. We will then draw representations of our
sculptures from multiple perspectives.’
• Sketch a sculpture design, sculpt it virtually in Minecraft, build it physically and then draw the sculpture
from multiple views.
• Use less than 40 cubes.
• Work with a partner.
• Create a class art gallery containing all your representations.
Provide each pair of students Minecraft Sculpting Challenge Framework. Explain that students will need to
flexibly and accurately apply their knowledge of shape to carry out this challenge successfully.
Explain to students that they are able to work autonomously through the challenge by using the Minecraft
Sculpting Challenge Framework to support them.

HITS

Collaborative
3.
Explicit
Learning Teaching

Part One: Sketch a sculpture
• Roam the room and encourage students to Students work on the first part of the challenge
collaborate. Emphasise that students do not “Using up to 40 cubes, sketch what your sculpture
need to do a full scale, to proportion drawing, may look like”.
but rather do a simple sketch of an idea that
may (or may not work).
• The focus should be on creativity.
• Prompt students that the sculptures will be 3D,
so their drawings need to represent this.
Part Two: Build a sculpture in Minecraft, using fewer than 40 cubes

At this stage, students may realise that their initial • Once students have agreed on a sketch that
sketch is not achievable. This is okay, and part of may work, they login to Minecraft Education to
the learning process. Encourage students to find build their idea using virtual representations of
a best fit. This may mean that they deviate from 3D blocks.
their sketch. • Students use the inventory to locate blocks of
different colours and then place them in their
• Questions teachers may ask to encourage
virtual world.
fluency are included here.
• When the sculpture is completed, students
• Support students who need further support or should take photos (screenshots) of their
challenges by providing them with the enabling creation from top, side and front perspectives.
or extending prompts.
Part Three: Build a 3D version of the sculpture (from paper/card, utilising nets of cubes)
During this phase the teacher should clarify how • Students use the cube net template (or create
the physical sculpture reflects the virtual sculpture their own templates) to create cubes. Using
and sketched design. these cubes, students create a real version of
their sculpture.
• Do not correct students if there is an error
between the virtual and physical models,
instead using questions to help the student
discover and correct errors.
Part Four: Draw a 2D representation of the sculpture (from front, side and top view)
• Do not correct students if there is an error between • Students use dot paper to draw their sculpture
the virtual and physical models, instead use from front, side and top view.
questions to help the student discover and
correct errors.

HITS

Differentiated
7.
Questioning
teaching

Questions to develop fluency: Questions to support students
to reasoning:
• What happens if you look at your sculpture from
another viewpoint? • How can you convince me (or others) that
your representations have been carried out
• Can you describe how one representation is similar
accurately?
or different to another?
• What evidence can you draw upon to justify
your reasoning?

Prompt 1: Prompt 1:
Begin with 12 blocks. What could you build? Students label their representations to
demonstrate the connections between
Prompt 2: the representations.
Provide pre-made cubes for construction of the
physical sculpture. This may be pre-made paper cubes, Prompt 2:
Geoshapes or similar. What if 10 more cubes/blocks were added to the
sculpture. Where would you put them and how
Prompt 3: would that change your representations?
Provide a photo of a construction? See examples here.
Prompt 3:
Create your own nets to create your sculpture.
SUMMARISE
• Gather students together and display an example of virtual images of sculptures,
along with top, front and side view perspectives.
• Students complete a think-pair-share to discuss the accuracy of each of the perspectives.
• Teacher annotates drawings to demonstrate students’ responses, along with their reasoning.
• To conclude the challenge, display students’ sculptures, along with all of the representations
for a gallery walk.
HITS
9. 3.
Strategies Teaching

HITS
EVALUATE 8.
Feedback
EVALUATION TOOLS
Students complete a newspaper headline outlining their key learning for this session.
This is placed alongside the sculpture and representations.
FURTHER CHALLENGES
Four Cube houses
Cube nets
Which one of these nets will form a cube? Try this interactive time based NCTM challenge.
HITS
6.
Multiple
Exposures

Challenge Rubric: Minecraft Sculpting
MYMC | Level 5
questions
• Students answer questions, (though answers • Students answer questions about their • Students confidently answer questions, offering
may require further probing questions) about appropriate use of: Multiple representations multiple answers or perspectives where possible
their appropriate use of: Multiple representations (sketch, virtual structure, 3D structure, 2D including labelling, about their appropriate use of:
(sketch, virtual structure, 3D structure, 2D representation) of their Minecraft design Multiple representations of their Minecraft design
representation) of their Minecraft design sculpture and the connections between those sculpture and the connections between those
sculpture and the connections between those representations. representations.
representations.
• Questions are comparative i.e. how does this • Questions are comparative i.e. how does this
• Questions are descriptive i.e., what do you notice representation match that representation? Can representation match that representation? Can
about …? Or, what happens if you look at your you describe how one representation is like or you describe how one representation is like or
structure from another viewpoint? different to another? different to all/some of the others?
Choose appropriate With support can apply year level appropriate methods Chooses year level appropriate methods and Goes beyond year level methods and approximations
methods and and approximations or relies upon prior level content approximations to solve problems
approximations
With support, students draw and construct their Students draw and construct their Minecraft design Students draw and construct their Minecraft design
Minecraft design sculpture utilising multiple sculpture utilising multiple representations accurately, sculpture utilising multiple representations accurately,
representations accurately, and convert between and flexibly convert between these drawings and and flexibly convert between these drawings and
these drawings and constructions. constructions. constructions with accurate and compatible labelling.
Challenge 13 : Minecraft Sculpting

• Students recognise the similarities and • Students complete multiple representations of • Students complete multiple representations of
differences between 2D shapes and 3D their Minecraft design sculpture and recognise their Minecraft design sculpture, recognise, and
objects and use them to complete multiple the connections between those representations. show (with labels) the connections between those
representations of their Minecraft design representations.
• Students use perspective language (top/side/
sculpture.
front views appropriately. • Students use perspective language (top/side/
• With support, students use perspective language right/left/front views accurately.
• Students use shape properties e.g. 2D shape
(top/side/front views) accurately.
and 3D object names, faces, vertices, edges, • Students use shape properties appropriately,
• Students recognise 2D shapes that are the faces symmetry, dimensions, nets appropriately clearly and confidently e.g. 2D shape and 3D
of their 3D Minecraft structures and recall a range in describing the connections between their object names, faces, vertices, edges, symmetry,
of shape property terms e.g. 2D shape and 3D representations of their Minecraft sculptures. dimensions, nets in describing the connections
object names, faces, vertices, edges, in describing between their representations of their Minecraft
the connections between their representations of sculptures.
their Minecraft sculptures.
169
Warm-up Task: 6 Blocks
Front view Side view Top view
Warm-up Task: 8 Blocks

Front view Side view Top view
Minecraft Sculpting Challenge Framework
Names: Date:
Task Steps Completed

(tick when complete)
Sketch sculpture • Sketch some designs that may work

• Decide which one you will turn into a virtual and physical
sculpture
Create virtual 3D • Use Minecraft

sculpture
• Turn your sketch into a virtual sculpture
• Take a photo (screen shot) when complete of the
following views:
• Top
• Front
• Side
Create Physical • Cut out and glue together cube nets to create your blocks
sculpture
• You may like to use different coloured paper or draw
on/colour your nets.
Draw • Using dot paper draw your sculpture from three viewpoints:
• Top
• Front
• Side
Present • Combine all of your items together, ready for view

Cube Nets (ensure same dimensions)

Dot Paper

Virtual Images of Sculptures
Examples Constructions
https://sketchfab.com/vinceyanez/collections/minecraft

MIDDLE YEARS
MATHEMATICS
CHALLENGES
Student
Self-Reflections
Primary Student Self Reflection: Fluency
Which of these Fluency skills

Describe how you did this in the task:
did you use in the task?
I can make reasonable estimates.
I can show my working out

completely and correctly.
I can use appropriate formulas

if they are needed.
I can present calculations

efficiently, incorporating
relevant shortcuts.
Which Fluency skills do you want to work on next?

Primary Student Self Reflection: Reasoning
Which of these Reasoning skills

did you use in the task?
I can evaluate and explain the

process I took to solve the task.
I can justify my findings.
I can make generalisations

from my findings.
Which Reasoning skills do you want to work on next?

Primary Student Self Reflection: Understanding
Which of these Understanding

skills did you use in the task?
I can show why I used my

methods to solve the problem.
I can show how I used my

methods to solve the problem.
I can connect ideas together.
I can use mathematical

words correctly.
Which Understanding skills do you want to work on next?

Primary Student Self Reflection: Problem Solving
Which of these Problem Solving

skills did you use in the task?
I can create and follow a plan to

solve the task.
I can clearly explain how I solved

the task.
I checked that my solution was

correct.
Which Problem Solving skills do you want to work on next?

MIDDLE YEARS
MATHEMATICS
CHALLENGES
Proficiency
Rubrics
Fluency Rubric Template
MYMC | Level 5
Task specific
skills: EMERGING DEVELOPED ADVANCED
Make reasonable With support can apply year level content knowledge Uses year level content knowledge to make a Estimates beyond year level expectations
estimates or relies of prior level content knowledge reasonable estimate of solution
efficiently calculations or relies upon prior level content solutions efficiently
knowledge
Challenge 13 : Proficiency Rubrics

questions
• Students can answer questions, (though answers • Students can answer questions about their • Students can confidently answer questions,
may require further probing questions) about their appropriate use of: offering multiple answers or strategies where
appropriate use of: possible, about their appropriate use of:
180
Choose With support can apply year level appropriate Chooses year level appropriate methods and Goes beyond year level methods and approximations
appropriate methods and approximations or relies upon prior level approximations to solve problems
methods and content
approximations
MYMC | Level 5
Recall definitions With support can recall year level definitions and Uses and applies year level appropriate definitions Goes beyond year level definitions and facts.
and regularly used regular used facts and facts
facts
Can manipulate With support can manipulate year level content, or Can manipulate year level content and mathematical Goes beyond year level expectations.
expressions and relies on previous year level knowledge. expressions to find solutions

equations to find
solutions
181
Reasoning Rubric Template
MYMC | Level 5
Task specific
Explain their Applies technical language prior to the year level and/ Applies year level technical language and evidence to Goes beyond year level technical language and
thinking or may require support to explain thinking explain thinking evidence to explain thinking
Deduce Requires support to deduce and justify strategies used Deduce and justify appropriate year level strategies Goes beyond year level strategies to deduce and
and justify and/or may base conclusions reached on prior year used and conclusions reached justify conclusions reached
strategies used level content or strategies
and conclusions
reached

Compare and Requires support and/or uses prior year level content Uses year level content knowledge to compare and Goes beyond year level content knowledge to compare
contrast related knowledge to compare and contrast ideas contrast ideas and contrast ideas
ideas and
explain their
choices
182
Adapt the Requires support to adapt content, strategies or Adapts known year level content, strategies or context Makes multiple to connects to adapt the known to the
known to the context to new unknown content, strategies or context. to new unknown content, strategies or context. unknown
unknown
MYMC | Level 5
Transfer May require support to transfer learning from one Transfers year level learning from one context to Makes multiple connections when transferring learning
learning from context to another another from one context to another
one context to
another
Prove that Requires support or uses prior years content Uses year level content knowledge to prove or disprove Goes beyond year level content knowledge to prove or
something is knowledge to prove or disprove something something disprove something
true or false

Make inferences Requires support to make inferences about data or Makes inferences about data or the likelihood of events Makes inferences about data or the likelihood of events
about data or the likelihood of events and/or may require using using year level strategies and content going beyond year level strategies and content
the likelihood of strategies and content prior to the level.
events
183
Understanding Rubric Template
MYMC | Level 5
Task specific
Represent With support represents year level content in multiple Represents year level content in multiple ways Represents content beyond the year level in multiple
concepts in ways ways
different ways

Identify With support describes similarities and differences Describes similarities and differences between aspects Refers to content beyond their year level to describe
commonalities between aspects of content of content similarities and differences
and differences
between
aspects of
content
184
Describe Require guidance to uses correct level of technical Uses year level technical language to describe their Is able to effectively use technical language beyond
mathematically
MYMC | Level 5
Interpret Require assistance from the teacher or peers to Interprets year level mathematical information Can effectively interpret and use technical language
information

185
Problem Solving Rubric Template
MYMC | Level 5
Task specific
Use Uses mathematics with support or relies on prior level Uses year level appropriate mathematics to represent Uses mathematics beyond year level appropriate
mathematics content to represent situations that may be unfamiliar situations that may be unfamiliar or meaningful to represent situations that may be unfamiliar or
to represent or meaningful meaningful
unfamiliar or
meaningful
situations
Design With support designs investigations and plans Designs investigations and plans approaches using Designs investigations and plans approaching going
investigations approaches using year level strategies and content, or year level strategies and content beyond year level content and strategies
and plan their relies on prior level approaches
approaches

Apply their Applies year level strategies with support or relies on Applies year level strategies to seek solutions Goes beyond year level strategies to find solutions
existing prior level content
strategies to
seek solutions
Verify that their Requires support to verify answers and/or uses Can verify answers using strategies appropriate to the Goes beyond year level strategies to verify answers
answers are strategies prior to the level content year level
reasonable
186

Middle Years Maths Challenges - Year 5 - 2.0

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Middle Years Maths Challenges - Year 5 - 2.0

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5

Number and Critical and

The Recruit - Critical and

Measurement Critical and

The ‘Big’ Australian Space and Critical and

Designing A School Veggie Space and Critical and

Dreaming Of Owning A Pet? Algebra and Critical and

How Much Toilet Paper Do Critical and

How Much Toilet Paper Do Critical and

Number and Critical and

Supporting student engagement and building teacher confidence

Based on student interests Focus on the Proficiencies

Links to Aboriginal and

VICTORIAN CURRICULUM CONNECTIONS

This phase of the challenge is limited to approximately

During the explore, explain, and elaborate phases of the challenge,

QUESTIONS AND PROMPTS

to proficiency focus. These suggestions are not an

The challenge rubric supports teachers to determine

A student self-reflection for each proficiency is

Formative assessment rubric templates that

These cloaks chronicled the wearer’s journey. As

Today this practice remains. Cloak making is a

CHALLENGE DESCRIPTION MATHEMATICAL FOCUS

To conclude, students create their own personal

BACKGROUND TEACHING CONSIDERATIONS THE CHALLENGE

MYMC | Level 5 Challenge 1 : Possum Skin Cloaks 9

VICTORIAN CURRICULUM CONNECTIONS

Space Space Space

MYMC | Level 5 Challenge 1 : Possum Skin Cloaks 10

PEDAGOGICAL CONSIDERATIONS PRIOR KNOWLEDGE

• Choosing • Recalling Possum cloak

ASSESSMENT OPPORTUNITIES (ALSO SEE EVALUATION TOOLS)

• design their maps, key/legends and coordinate system

BACKGROUND TEACHING CONSIDERATIONS THE CHALLENGE

MYMC | Level 5 Challenge 1 : Possum Skin Cloaks 11

10 • 4 adjoining squares (vertically or horizontally)

7 • 8 squares to represent a river (noting the

BACKGROUND TEACHING CONSIDERATIONS THE CHALLENGE

MYMC | Level 5 Challenge 1 : Possum Skin Cloaks 12

EXPLORE, EXPLAIN & ELABORATE 5.

TEACHER DOES STUDENT DOES

2. ‘Think about the size, the shape and

• Explain that they will use a piece of clear

Part Two: Creating a personal map

MYMC | Level 5 Challenge 1 : Possum Skin Cloaks 13

EXPLORE, EXPLAIN & ELABORATE 10.

QUESTIONS AND PROMPTS

ENABLING PROMPT EXTENDING PROMPT

MYMC | Level 5 Challenge 1 : Possum Skin Cloaks 14

CHALLENGE RUBRIC STUDENT SELF REFLECTIONS PROFICIENCY RUBRIC

NRich Coordinate Challenge

• Students position ten letters on a grid based on eight clues.

Aboriginal Art Experience

MYMC | Level 5 Challenge 1 : Possum Skin Cloaks 15

Challenge 1 : Possum Skin Cloaks

MYMC | Level 5 Challenge 1 : Possum Skin Cloaks 17

The stage is located next to...

On the cricket ground there is a...

At the Grampians campsite there is a…

MYMC | Level 5 Challenge 1 : Possum Skin Cloaks 18

Traditional Possum Skin Cloak

MYMC | Level 5 Challenge 1 : Possum Skin Cloaks 19