Preparation · Web viewAT1 Part 2: Unit Plan. Student Name: Sarah Devereux. Student Number: 136706....

Sarah Devereux, 136706

AT1 Part 2: Unit Plan

Student Name: Sarah Devereux

Student Number: 136706

Topic: Measurement

Word Count: 1, 566


Part A: Mathematics Unit Plan Unit Title: Year level: Duration (number and length

of lessons):

Measurement: Capacity Foundation 5 lessons for 30 – 45 minutes.

Unit overview: Student prerequisite knowledge:

Students will investigate various objects to discover which sizes and shapes have a larger capacity than others.

Comparing lengths of objects to determine which are shorter/longer.

Specific objective/s: Australian Curriculum content and proficiencies:

At the completion of this unit, students will:

1. Apply understanding of capacity to objects of various shapes and sizes.2. Explain (verbally or written) why one object’s capacity is greater than

another’s.3. Use appropriate mathematical language to explain their reasoning.

Content Descriptors: Use direct and indirect comparisons to decide which holds more,

and explain reasoning in everyday language (ACMMG006) Comparing objects directly to see which one holds more

(ACARA, 2017) Use suitable language associated with measurement attributes,

such as, ‘holds more’ and ‘holds less’ (ACARA, 2017).

Proficiencies: Understanding: Identifying objects with larger capacities. Fluency: Comparing objects. Problem Solving: Sorting objects into which holds more and which

holds less.

http://v7-5.australiancurriculum.edu.au/curriculum/contentdescription/ACMMG006


Reasoning: Explain why an object holds more/less than another.

Resources required: Key Mathematical Vocabulary:

Smart board Objects of the same shape that hold the same capacity Objects of different shapes that have the same capacity Objects of different shapes that have different capacities

Measurement Capacity Holds more Hold less Most Least Amount Quantity Empty Full Half full Difference Size Wide Narrow Short Tall

Potential Misconceptions that may arise

An object that is taller than another will hold more An object that is shorter than another will hold less. Two objects that are different shapes and sizes cannot have the same capacity.

Differentiation


Content: Students who require extension can choose obscure objects to measure capacity. Students who struggle can choose objects that are simpler when measuring capacity.

Product: Students are given the choice on how they wish to demonstrate their understanding. Environment: Students will be given the opportunity to conduct certain learning activities inside or outside.


Lesson Plans:

Lesson 1: Empty of full?

Key Understandings (KU), Learning activities (LA), Teacher Explanations (TE)

Focus Questions (FQ), Discussion (D) Formative Assessment (FA)

KU: Develop understanding of capacity (more/less). Learn mathematical language: more, less, empty

and full.

FQ: What is capacity?

Introduction Watch ABC Splash video – “Which Container

Holds More Magic Rocks?”http://splash.abc.net.au/home#!/media/29664/rf – Stop at 4 min 15 seconds.

Create Key Words list on board.

TE: Demonstrate filling various objects. Have students identify when a container is empty, half full and full.

D: What maths language was used in the video? Explain what the cereal container looked like

when it was full/empty?

LA: Investigation:

In small groups, students investigate capacity.

Tubs filled with water will be placed inside and outside.

Students use water to explore what it means to fill and half fill assorted objects.

Informal discussions will be

FQ: Is this full or empty?

FA: Record student responses.

http://splash.abc.net.au/home#!/media/29664/


conducted about the play students are undertaking making sure to use key words.

Lesson Closure: Group discussion about students’ investigations.

D: Which objects held more/less than others?

Lesson 2: Measuring Fun!



KU: Appropriate/inappropriate informal units of

measurement. Different objects with different capacities.

FQ: What objects can we use to measure? How can we tell which objects will hold

more?

Introduction: Watch ABC Splash video – “Which Container

Holds More Magic Rocks?”http://splash.abc.net.au/home#!/media/29664/rf – Start from 4 min 15 seconds.

TE: Which tools would be

appropriate for measuring? Demonstrate measuring objects.

D: What mathematical language was used in the

video? Which tools could we use to measure how

much rice will fit in this container?

http://splash.abc.net.au/home#!/media/29664/


Discuss the importance of using the same measurement tool to compare capacity.

LA:

Students are divided into pairs. Each pair is given a tub of sand, a measuring

tool (different for each pair) and a variety of containers (the same for everyone) for comparing capacity.

Findings will be displayed on a worksheet (see Appendix A).

FA: Worksheet

Lesson Closure: Group discussion.

D: What measuring tool did you use? Which object do you think held the most/least

sand? Why?

FA: Record discussion contributions.


Lesson 3: Open Ended Question



KU: To gain an understanding about measuring using

a cup.

FQ: What is full?

Introduction: Pour three cups of water into three different

containers and discuss whether the containers are full or not (one will end up full, one half full and the other will overflow).

D: Which of these containers will be full after

adding three cups of water? Can we say that the container can hold three

cups if it has overflowed? Why/why not?

Learning ActivitiesOpen-ended question: Sandy filled a container using three cups of water. What container might she have filled?

Students can write or draw their answers. Containers at the front of the room or anything

from around the room can be used.

FA: Open-ended question responses.

Lesson Closure As a class, estimate which containers will be

able to hold the three cups of water and discuss why some containers hold more/less than others.

D: Do you think this one will hold three cups?

Why/why not? Why do you think this container held more

than this container?


Lesson 4: More, less or the same?



KU: The shape of an object can affect its capacity. Different shaped objects can have the same

capacity.

Introduction: Have two different shaped containers of the

same capacity prepared. Introduce mathematical language: wide, narrow,

tall and short. As a class, count how many pom-poms fit inside

each container to discover the capacity of the two objects.

D: What are the differences between these two

containers? Is one bigger/smaller/the same? Did it surprise you that both containers hold

the same amount of pom-poms? What does this mean?

Learning Activities: Investigation Stations

Divide students into groups of four.

Students will work their way around 7 stations making estimations on capacity, measuring containers and recording their results on a work sheet (See appendix B).

FA: Investigations worksheets.


Lesson Closure: Gather as a class and share findings.

D: Where your estimations correct? What made you think that that container

would hold more/less?

Lesson 5: Most to least



KU: Ordering objects based on capacity. Expand their mathematical vocabulary to

include ‘least’ and ‘most’.

FQ: Which object holds the least? Second least?

Most?

Introduction: Ordering Game:

Display objects. Choose a student to come up to the front to be the “mover”.

Students can tell the “mover” to move one object at a time.

Continue until objects have been ordered correctly or students think they are finished.

FQ: Which object holds the most/least? Which do you think holds more out of these

two?

Learning Activities: Worksheet (Appendix C). Students will work individually and those who

require additional assistance will work with the teacher.

FA: Worksheet


Lesson Closure: Discuss the worksheet as a class.


PART B: Summative Assessment Task Overview

The summative assessment task will be conducted in small groups. The teacher will hold up two

containers and pose the question; which one holds more? On the work sheet (see appendix D), students will

circle the container they think has a larger capacity and provide an explanation as to why. Students will have

access to the Key Words board to help them with their rationalisation. This process will be completed four

times with varying containers to allow student to demonstrate their understanding. Students will be given the

opportunity to verbally justify their reasoning and any additional rationalisation will be scribed by the

teacher.


PART C: Justification of Planning Decisions

Effective mathematics teachers make connections, challenge all students, teach for conceptual

understanding and hold purposeful discussions (Siemon et al., 2011). This statement is evident in the

construction of this unit plan through the use of guided discussions, learning activities which can be

differentiated for all abilities and the order of lessons which scaffold student learning to achieve conceptual

understanding.

A variety of strategies and activities are implemented throughout the unit to scaffold students from a

basic understanding of capacity to a deeper conceptual understanding of the content. Lessons start off

comparing the capacity of basic objects and progress to comparing a wider variety where the capacity of the

object may not be as simple to tell. By using a variety of objects for measuring capacity, students are

exposed to the “obscure different aspects of a concept” (Siemon et al., 2011, p.61) and will therefore be able

to develop a deeper understanding of the content.

Opportunities for differentiation are incorporated throughout all lessons and the summative

assessment. In investigations students can choose different areas inside and outside of the classroom to

work, and have a choice in the objects they measure. In the summative assessment task, students are given

alternative modes for the representation of their ideas. Tasks that are able to be differentiated for students are

an important part of unit plans as they help to ensure students are engaged in the content and also challenged

when required (Department of Education, 2014).

All students do not learn in the same way which is why it is important for lessons to incorporate

different learning styles. Gardner’s multiple intelligence theory states that “each human being is capable of

seven relatively independent forms of information processing, with individuals differing from one another in

the specific profile of intelligences that they exhibit” (Gardner, H., 1989). These lessons provide learning

activities which align with a variety of Gardner’s’ multiple intelligences. For example, the investigations

cater for those who are Bodily – Kinaesthetic learners and require hands on experiences to help their

understanding. Visual elements are used in both learning activities and the summative assessment task by

holding up physical objects the students are comparing. As well as catering to the learning needs of some

students, Visual and Kinaesthetic (concrete) learning tasks also help students with the foundation of a


concept and lead to the development of abstract ideas (Basson, Krantz & Thorton, 2006 as cited in Siemon

et al., 2011). Linguistic students are given opportunities in discussions and the summative assessment to

provide their reasoning through verbal responses rather than written ones.

The potential misconceptions highlight in the unit plan are addressed in lesson four. By this time

students should already have a basic understanding of capacity. This lesson is here so students can further

develop this understanding and apply it to a wider range of objects.

or


Appendices

Appendix A:

Name: ____________________________ Date: ________________

Which Holds More?Using your measurement tool, work out and circle which container holds more.

or or

or or

or or

or or


Appendix B:

Name: ____________________________ Date: ______________________

Less, more or the same?

Which one do you think will hold more? Why?

Which one DID hold more? Why?


Appendix C


Appendix [D]: Summative Assessment Task Name: _______________________________ Date:______________________

Assessment Which object holds more? Why? Which object holds less? Why?


Appendix [E]: Criteria for Summative Assessment Task

Criteria for Assessment Task:

Student correctly identified objects with the greater capacity.

Student was able to explain (verbally or written) why one object’s capacity was greater than

another’s.

Student used mathematical language in their reasoning (verbal or written).

Student was able to successfully apply understanding of capacity to objects of various

shapes and sizes.

V


Appendix [F]: Envisaged Student Response for Summative Assessment Task

Name: _______________________________ Date:______________________

Assessment Which object holds more? Why? Which object holds less? Why?

Bottle. Because it is much taller. The cup is shorter and narrower so it will hold less.


References

ABC Splash. (1999). Which container holds more magic rocks? Retrieved form:

http://splash.abc.net.au/home#!/media/29664/rf

Australian Curriculum Assessment and Reporting Authority. (2017). Mathematics.

Retrieved from: http://v7-5.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1

Department of Education. (2014). Good Teaching: Differentiated classroom practice

learning for all. Retrieved from: https://mylo.utas.edu.au/content/enforced/182229-

AW_EED_17S1_13129_0_0_0_1_1/General%20Information/Good-Teaching-Differentiated-

Classroom-Practice-Learning-for-All.pdf?

_&d2lSessionVal=WLzWu5MneZMMV9AJjbRZYXAzK&ou=182229

Gardner, H. (1989). Educational Implications of the Theory of Multiple Intelligences.

Sage Journals, 18. 10.3102/0013189X018008004/ARERA.1989.

Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., Frid, S., &

Bennett, S. (2012). Helping Children Learn Mathematics. Milton, QLD: John Wiley & Sons, Ltd.

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011).

Teaching Mathematics: Foundations to Middle Years. South Melbourne, VIC: Oxford University

Press.

https://mylo.utas.edu.au/content/enforced/182229-AW_EED_17S1_13129_0_0_0_1_1/General%20Information/Good-Teaching-Differentiated-Classroom-Practice-Learning-for-All.pdf?_&d2lSessionVal=WLzWu5MneZMMV9AJjbRZYXAzK&ou=182229



http://v7-5.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1

http://splash.abc.net.au/home#!/media/29664/rf

Preparation · Web viewAT1 Part 2: Unit Plan. Student Name: Sarah Devereux. Student Number: 136706....

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