# Australian Curriculum Assessment Reporting

Australian Curriculum Assessment Reporting Australian Curriculum Assessment Reporting

## Question:

Discuss About The Australian Curriculum Assessment Reporting?

### Introducation

The student should be able to represent mathematical situation in a variety of way by the use of mathematical terminologies, apply appropriate strategies in solving problems including technology and lastly give a reason for supporting his or her answer. In addition to this, understanding pattern as well as basic algebra related to pattern enable them use in practical scenario. Change in pattern how influence several situation can also be understood upon completion of this lesson.

### Assessment

Group participation and curriculum activities, observation and participation and reviewing the math journals. Playing quiz, observation game, etc will also consider as assessments for this lesson.

### Items Needed

An interactive whiteboard, Mathletic’s teacher login, computers, Math journals and a Marian’s Small’s Pyramid Prediction handout. Wool frame alpha can also be used if required in any stage.

Before starting the lesson, the teacher should pick a student to pray for the class. Thereafter, the teacher should introduce the topic explaining each term associated with the topic and then play a video (Pyramid Prediction) from the Marian Small’s Pyramid Prediction. The video has two parts and the teacher should play each part and asking questions at the intervals. Students should study, investigate and calculate the possible answers for the patterns displayed. The teacher should ask prompting questions on what is happening to the sections of the pyramid and the student’s knowledge of the pattern rule.

With the help of the teacher, the students should form balanced groups (in terms of abilities) of four students in each. A table in the classroom should be designated where the teacher will call each group to work with them on the Pyramid Prediction handout sheet which is found in the Marian Small’s eBook. In the groups, the teacher should determine how well the students are grasping the concepts and if a student has special needs he or she can be attended to. The teacher should guide the students using the questions found in the eBook. The teacher should make sure each student is able so solve a pattern and understand what is happening to the pyramid. After the group work, the teacher should provide an independent activity where the students would journal their response and ideas.

The teacher can spend this time playing math games with the students on the interactive whiteboard and award the students with most points. Also the teacher can discuss with the students some interesting facts about patterns and algebra. In addition to this, while discussing some of interesting facts about patterns and algebra; the teacher can ask them what kind of pattern it is. The teacher can add properties, facts related to the pattern so that student can comprehend and conceptualize the specific pattern discussed.

The teacher should choose a student to pray for the class. He or she should then briefly recap the previous lesson with the students asking questions based on the objectives of the lesson. The students should report any real life evidence they encountered with respect to patterns and algebra. The teacher should also introduce the lesson’s concepts, explaining the difference between fractions, decimals and whole numbers, and the expected outcomes at the end of the lesson.

The teacher should then describe and create patterns with fractions, decimals and whole numbers. The number patterns should involve addition and subtraction. The teacher should introduce terms like ‘increase’ and ‘decrease’ in the patterns, he or she should also demonstrate using local examples how the ‘increase’ and ‘decrease’ occurs. Using the interactive whiteboard, the teacher should create a variety of number patterns with fractions, decimals and whole numbers and then solve with the students. A number line can be used in patterns involving fractions or decimals. At this point the teacher can begin explaining the difference between a variable and a constant and how their addition and subtraction works. The teacher should use charts and marker pens to do a class activity on patterns and algebra. This should be done in groups of four to make sure each student participate. The group can build their own strategies to deal with such aspects.

The teacher can spend this time responding to any clarifications from students. He or she can also provide a two minute individual activity and award whoever reasons according to the teacher’s expectations. The class with the help of the teacher should also stick the charts they prepared during the lesson on the classroom notice board.

As usual, the lesson should be started with a word of prayer. The teacher should also ask the students if they remember what they did in the previous lesson. Al so, the teacher should explain the expected outcomes to the students. He or she should start introducing the day’s sub-topic explaining to the students what number sentences are and how they look like. If required, the teacher can re-cap the previous lessons before proceeding with today’s lesson.

The teacher should use number sentences that involve multiplication and division to find the unknown values. Through reasoning and communicating the teacher should describe strategies of solving the number sentences.

Australian Curriculum Assessment Reporting