Syllabus outcomes/content Teaching, learning and assessment Resources MA3-9MG selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length. MA3-10MG selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles. MA3-2WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-3WM gives a valid reason for supporting one possible solution over another Mathematics Numeracy Continuum – aspect 7 Level 5 – Iterates the unit Level 6 – Structure of composite units of area n/a MA3-9MG, MA3-10MG, MA3-2WM, MA3-3WM In class Revision and consolidation of aspects of accurate measurement of perimeter and formulae for measuring area. Discussion of appropriate unit for measuring the designated area. worksheets MA3-9MG, MA3-10MG, MA3-2WM, MA3-3WM In groups Students measure perimeter of Tarerergudje Outdoor Learning Space. trundle wheels, measuring tapes MA3-9MG, MA3-10MG, MA3-2WM, MA3-3WM In class Discussion of scale drawing – converting metres to centimetres as a scale. Practice drawing squares and rectangles on grid paper using a scale of 1:100. grid paper, worksheets MA3-9MG, MA3-10MG, MA3-2WM, MA3-3WM Revise direction from Position strand and determine North, South, East, West of Tarerergudje outdoor Learning area. compasses In groups Using measurements from Step 2 and appropriate scale, students draw a 2D plan of Learning Space on grid paper, then determine area. Students draw rectangles with the same area but different dimensions. Utilising data from Science and Technology, students design and map outdoor learning area, incorporating a chicken coop in 2D format on a scale of 1:100. Assessment worksheet plan on grid paper with calculated area and perimeter
construction of a chicken coop. ST3-5WT, ST3-14BE In groups Utilising skills and knowledge gained from Mathematics, Science and Technology, students design a ‘bird’s eye view’ 2D plan, on grid paper, of the outdoor learning area, with emphasis on the placement of their chicken coop. Using isometric grid paper students draw a 3D design of their chicken coop. Plan must include all elements identified in the design criteria. In technology lab, students use computers to transfer drawn design to Google Sketch Up. photos, grid paper log book Simon Taylor – Technology teacher EPS computers-google sketch up ST3-5WT, ST3-14BE In class Class review, discuss and evaluate functionality of 3D designs. Do they fit the criteria? What elements of the designs do not work? What could be improved/modified? building materials eg cardboard, paddle pop sticks, balsa, plastics, hot glue guns, tacks, split pins mesh fabric etc ST3-5WT, ST3-14BE In groups Students modify plans. Students construct 3D model of coop design. Students to gather suitable materials to build their design. Not applicable ST3-5WT, ST3-14BE Whole stage Display all completed designs with peer assessment of final product by using the established design criteria. Select winning model and suggest improvements. community members of Eden Men’s Shed, parents Eden Mitre 10 Eden Waste and Recycling Depot ST3-5WT, ST3-14BE Collaboration with Community With the expertise and “hands on” assistance of the community members of Eden Men’s Shed and parents we BUILD THE COOP! They assist in selection of materials and production, taking into consideration recycling and repurposing. Eden Mitre 10 and Eden Waste and Recycling Depot to be approached Not applicable