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Identify an outcome for Geometry in Stage 3 from the “NSW Syllabus for the Australian Curriculum: Mathematics K-10” (2012) (http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/) and identify associated working mathematically outcomes. Then design a sequence of eight to ten learning experiences that will address the development of this outcome in a class of diverse learners. The learning experiences may coincide with individual lessons or you may feel that more than one learning experience can occur during a lesson. Your submission should include:
1. A diagram or table summarising the content children will encounter during each learning experience, what activities they will engage in, and how the learning experiences themselves are sequenced. This diagram should also identify: the underlying geometric concepts that you expect will be developed, the children?s prior knowledge, and, how the proposed geometric concepts are related to those from other mathematical strands and those from other Key Learning Areas (KLAs). (1 to 2 pages)
2. A detailed description of a cumulative assessment task and an explanation of how it will be graded. The term „cumulative? is used to encourage on-going and alternative assessment such as projects, web-quests, journals, culminating investigations, etc. The cumulative task may occur during a single lesson covering material that has built upon preceding lessons, or it may span a number of lessons. Alternatively, the cumulative task may comprise a number of activities taken from several of the learning experiences in the sequence. Irrespective of task, you will need to provide a marking rubric, or similar, that clearly describes how the task will be marked. (3 to 4 pages)
Total words: Page limits as above Marking Criteria: To pass this task, you will need to meet the following criteria:
1. The planning diagram (or table) contains information that provides a strong visual justification for the way the learning experiences are sequenced.
2. The cumulative assessment task contains information that demonstrates best practice in the assessment and reporting of mathematics achievement.
Criterion 1: The diagram or table provides information on what will be taught in each learning experience. The organisation of the activities is logical and reflects the underlying literature. The sequence adequately develops the outcome associated with the outcome statement. The sequence includes at least one inquiry based activity.
Criterion 2: The cumulative assessment task encompasses one or more learning experiences and occurs near the end of the learning sequence. It clearly aligns with the intended learning outcome and suggested learning experiences. A marking rubric is provided for the task. The response provides details showing how the task will assess learning and how the marking rubric will be used.
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