Assessment item 2 - Learning Plans Value: 40% Due Date: 13-May-2022 Return Date: 07-Jun-2022 Length: Plans- 2 page each, Justification - 1000 words Group Assessment: No Submission method options: EASTS (online) TASK You are required to design three student-focused inquiry learning plans that introduce and/or develop function related concepts

Assessment item 2 - Learning Plans Value: 40% Due Date: 13-May-2022 Return Date: 07-Jun-2022 Length: Plans- 2 page each, Justification - 1000 words Group Assessment: No Submission method options: EASTS (online) TASK You are required to design three student-focused inquiry learning plans that introduce and/or develop function related concepts. These are not a sequence of lessons. There is to be one for Stage 4, one for Stage 5, and one for Stage 6. Inquiry learning may take up to 80 minutes, hence each learning activity may span more than one lesson. Being student focused in this case means that the activity will focus on students actively constructing their own mathematical knowledge through participation in a mathematical inquiry. You are to provide a justification for your learning plans that reflects the principles and practices of exemplary mathematics teaching and clearly shows how the learning plans develop the concept of function through Stage-appropriate activities. Your submission should: 1. Make use of the inquiry learning plan format provided. Details will include: the year level the activity will target; what syllabus outcomes you expect they will be working towards, including working mathematically; descriptors and assessment expectations during the learning; what the students will do in each learning plan, namely the steps of the inquiry; how you as a teacher will be facilitating the inquiry, including questioning and expectations and learning resources (such as ICT), and how you will organise the students. Limited teacher script should be included that demonstrates how the inquiry might unfold from the engaging to making connections. This script may include examples of relevant prompting and/or enabling questions that help facilitate student learning. (2 pages per learning plan) 2. Put one of your draft learning plans on the discussion forum as a draft for comment by another student. This must be done by 30 April. Each student will be allocated to a group of three and review the learning plan of another student in the group by 7 May. Students should use this review to improve their learning plans before final submission to EASTS. The criteria and marking rubric (at least pass expectations) for the learning plan assessment below can be used to review the plan. 3. An essay providing the justification for your inquiry approach and each plan. This essay Charles Sturt University Subject Outline EMM441 202230 B D Version 1 - Published 14 February 2022 Page 12 of 23 should also explain the development of the concept of function from early Stage 4 through to Stage 6 using the details of your plans as exemplars, and how each reflects the principles and practices of exemplary mathematics teaching. In-text referencing of the textbook and at least 2 other relevant readings is required. A reference list must be provided. (1000 words excluding references) You may include appendices, on which additional information e.g. your solution to the inquiry or screen shots of the ICT in use. There should be no more than one 1-page appendix for each learning task. You may use inquiry websites such as nrich.maths.org or resolve.edu.au for inquiries (that is your inquiry ideas do not have to be original but your plans do, please reference your source e.g. url). RATIONALE This assessment task will assess the following learning outcome/s: • be able to develop and evaluate engaging strategies (including the use of ICT) for teaching secondary mathematics from late Stage 3 through to Stage 6. • be able to apply contemporary models of pedagogy in planning of a sequence of learning activities that develop a foundational mathematical concept, such as the function, from late Stage 3 through to Stage 6. • be able to design contextualised teaching and learning activities for mathematics 7-10, which integrate literacy and numerary strategies and cater for a diversity of learners' needs and abilities. Charles Sturt University Subject Outline EMM441 202230 B D Version 1 - Published 14 February 2022 Page 13 of 23 MARKING CRITERIA AND STANDARDS This task will be assessed on the following criteria: • Each learning activity targets appropriate syllabus outcomes and reflects best practices in mathematics education. • The essay explains how the learning activities develop the concept of function from early Stage 4 to Stage 6. It justifies the design of the lessons through reference to the mathematics education literature. • The submission is concise and free from spelling, grammatical, mathematical, and referencing errors. Marking rubric Appropriate syllabus applications and inquiry practices. 20 marks HD The three learning plans teach function related concepts through highly appropriate and creative inquiry oriented activities. They comprehensively address the appropriate syllabus outcomes and other expectation. The teaching strategies/ learning experiences described in each learning plan are accurate interpretations of recommendations emanating from the literature. Teacher script provides examples of teaching insights. All DI The three learning plans teach function related concepts through highly appropriate inquiry oriented activities. They clearly address the appropriate syllabus outcomes and other expectations. The teaching strategies/ learning experiences described in each learning plan are mostly accurate interpretations of recommendations emanating from the literature. Teacher script clearly supports student learning. All learning plans use ICT and/or CR The three learning plans teach function related concepts through clearly described inquiry oriented activities. They address appropriate syllabus outcome statements. The teaching strategies/ learning experiences described in each learning activity generally reflect recommendations emanating from the literature. Teacher script is likely to support student PS The three learning plans target the teaching of function related concepts. They are linked to appropriate syllabus outcome statements. Most of the learning activities teach these concepts in an appropriate manner. Appropriate examples of teacher script are included. Learning plans include a limited range of ICT and/or other resources. FL There are fewer than three learning activities and/or some or all of them do not address function related concepts or address appropriate syllabus outcome statements and/or they rely entirely on the use of a textbook or exercises and/or use an entirely teacher centred approach. Charles Sturt University Subject Outline EMM441 202230 B D Version 1 - Published 14 February 2022 Page 14 of 23 learning plans use ICT and/or other resources in a creative way to support students’ conceptual understanding of function. other resources effectively in order to support students’ conceptual understanding of function. learning. Some of the lessons use ICT and/or other resources to support students’ understanding of function. Justification of design 15 marks The essay clearly explains how the concept of function develops from late Stage 3 to Stage 6 using the learning plans to articulate the points raised in the essay. It provides a highly coherent and articulate justification for the design of these learning plans that reflects an accurate synthesis of key ideas from the literature on inquiry and the complex use of resources, diagrams, The essay explains how the concept of function develops from late Stage 3 to Stage 6 using the learning plans to explain. It provides a coherent and articulate justification for the design of these activities that reflects an accurate synthesis of key ideas from the literature and discussions of the subject material. The essay discusses how the concept of function from late Stage 3 to Stage 6 is developed using the learning plans. It provides a justification for the design of the learning plans that is supported by appropriate references (including in-text citations) to the mathematics education literature on function development, inquiry and appropriate use of The essay is structured and exemplifies its points by using each of the proposed learning plans relates to the concept of function. It provides a justification for the design of the learning plans that reflects best practice (as described in the subject material) and which is supported through some references (including in-text citations) to The essay does not explain how the learning activities relate to the concept of function and/or the response provides a justification that does NOT reflect best practice in mathematics education (as described in the subject material) or no justification is provided and/or it does not include any references to Charles Sturt University Subject Outline EMM441 202230 B D Version 1 - Published 14 February 2022 Page 15 of 23 language, symbols, assessment and reflection. The essay shows evidence of synthesising subject readings and wider reading from peerreviewed mathematics education sources. resources, diagrams, language, symbols, assessment and reflection. the mathematics education literature. the set readings or similar mathematics education literature. Academic writing 5 marks Clear, concise writing in appropriate tone and with logical structure. The essay conforms to the word limit. Citations and references all conform to APA 7th ed. requirements. Clear and correct writing in appropriate tone and with logical structure. The essay conforms to the word limit. Citations and references, in most cases, conform to APA 7th ed. requirements. Clear and correct writing in appropriate tone. The essay conforms to the word limit. Citations and references generally conform to APA 7th ed. requirements. Writing may have minor grammatical or spelling errors that do not impact on meaning. The essay conforms to the word limit. Citations and references generally conform to APA 7th ed. requirements. The essay is hard to follow and/or contains major grammatical or spelling errors and/ or does not conform to word limit and/or citations and references are not included or do not conform to APA 7th ed. requirements. Charles Sturt University Subject Outline EMM441 202230 B D Version 1 - Published 14 February 2022 Page 16 of 23 ASSESSMENT COVERSHEET Student Name: Student Number: Subject Code & Name: EMM441: Curriculum Method 1 Mathematics Assessment Number: 2 Date Submitted: Subject Coordinator: Dr Steve Thornton Checklist for students: • I have used correct APA 7th edition citation and referencing style. • I have completed a spelling and grammar check and there are no errors of this nature in typed responses. • The entire document is in MS Word form. Declaration I hereby certify that the attached assessment is my original work and has not been submitted for another subject at this or any other university or institution. All use of work or ideas of others has been accurately cited and referenced according to APA 7th edition conventions. Student name: Student number: EMM441 Assessment task 2 – learning plans Page 1 Stage 4 Learning Plan: Choose a suitable title for your learning plan that is engaging and that gives a sense of the content Year level and substrand Identify here the year level and substrand (for example) Year 8 Linear relationships Australian Curriculum or relevant State/Territory documents may be used. Syllabus content outcomes (for example) MA4-11NA creates and displays number patterns, graphs and analyses linear relationships; and performs transformations on the Cartesian plane Although there will likely be one key content outcome, there may be others that are important to include here. Australian Curriculum or relevant State/Territory documents may be used. Syllabus working mathematically outcomes (for example) MA4 – 1WM communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols You may include more than one WM outcome. Australian Curriculum or relevant State/Territory documents may be used. Teaching and learning strategies Observing students and giving feedback (including enabling and extending prompts) Resources Briefly summarise the key learning activity/activities for the lesson. You may wish to use a simple Launch – Explore – Connect and summarise structure, or one of the inquiry structures from Module 1.: What indicators are there that students are learning? How will you monitor that and provide formative feedback? What resources will you use? If the lesson is from a free or commercial resource provide the reference and hyperlink. Include any resources you have created as an Appendix. Student name: Student number: EMM441 Assessment task 2 – learning plans Page 2 Stage 5 Learning Plan: Choose a suitable title for your learning plan that is engaging and that gives a sense of the content Stage, Year level and substrand Identify here the Stage (5.1, 5.2 or 5.3), year level and substrand (for example) Year 10 Non-linear relationships Australian Curriculum or relevant State/Territory documents may be used. Syllabus content outcomes (for example) MA5.2-10NA connects algebraic and graphical representations of simple non-linear relationships Although there will likely be one key content outcome, there may be others that are important to include here. Australian Curriculum or relevant State/Territory documents may be used. Syllabus working mathematically outcomes (for example) MA5.2 – 1WM selects appropriate notations and conventions to communicate mathematical ideas and solutions You may include more than one WM outcome. Australian Curriculum or relevant State/Territory documents may be used. Teaching and learning strategies Observing students and giving feedback (including enabling and extending prompts) Resources Briefly summarise the key learning activity/activities for the lesson. You may wish to use a simple Launch – Explore – Connect and summarise structure, or one of the inquiry structures from Module 1.: What indicators are there that students are learning? How will you monitor that and provide formative feedback? What resources will you use? If the lesson is from a free or commercial resource provide the reference and hyperlink. Include any resources you have created as an Appendix. Student name: Student number: EMM441 Assessment task 2 – learning plans Page 3 Stage 6 Learning Plan: Choose a suitable title for your learning plan that is engaging and that gives a sense of the content Stage, year level and topic/subtopic Identify here the year level, topic and subtopic (for example): Algebra: MS-A2 Linear relationships Australian Curriculum or relevant State/Territory documents may be used. Syllabus content outcomes (for example) • MAS 11-6 makes predictions about everyday situations based on simple mathematical models Although there will likely be one key content outcome, there may be others that are important to include here. Australian Curriculum or relevant State/Territory documents may be used. Syllabus working mathematically outcomes (for example) • Problem solving – interpret, formulate, investigate, model and solve problems using mathematics in simple and complex, familiar and unfamiliar situations • You may include more than one WM outcome. Australian Curriculum or relevant State/Territory documents may be used. Teaching and learning strategies Observing students and giving feedback (including enabling and extending prompts) Resources Briefly summarise the key learning activity/activities for the lesson. You may wish to use a simple Launch – Explore – Connect and summarise structure, or one of the inquiry structures from Module 1.: What indicators are there that students are learning? How will you monitor that and provide formative feedback? What resources will you use? If the lesson is from a free or commercial resource provide the reference and hyperlink. Include any resources you have created as an Appendix. Student name: Student number: EMM441 Assessment task 2 – learning plans Page 4 Reflective essay (1000 words excluding references) An essay providing the justification for your inquiry approach and each plan. This essay should also explain the development of the concept of function from early Stage 4 through to Stage 6 using the details of your plans as exemplars, and how each reflects the principles and practices of exemplary mathematics teaching. In-text referencing of the textbook and at least 2 other relevant readings is required. A reference list must be provided. A possible structure: Introduction (approx. 100 words) – what the essay is intended to show, including a very brief description of the three learning activities and why each is included. Stage 4 learning plan (approx. 250 words) – show how the Stage 4 learning plan introduces key ideas related to functions by reference to specific aspects of the learning plan. Stage 5 learning plan (approx. 250 words) – show how the Stage 5 learning plan builds on the Stage 4 learning plan, perhaps by broadening the type of function, developing mathematical modelling and/or developing concepts of functions as mathematical objects in their own right. Stage 6 learning plan (approx. 250 words) – show how the Stage 6 learning plan builds on the Stage 4 and Stage 5 learning plans, perhaps by introducing ideas of calculus, introducing a wider range of mathematical models and/or promoting understanding of functions as schema. Conclusion (approx. 100-200 words) – summarise the key points in your discussion. Give an overall evaluation of what you believe your learning plans did well and how they might be improved or expanded. References – Give references in APA (7th edition) style. Fewer references addressed in detail is better than an extensive list. Four to five references that support your use of the framework and/or elements of the learning plans that you particularly want to highlight is more than enough. Appendices Include here any worksheets or resources developed as well as screenshots of websites. Criteria High Distinction Distinction Credit Pass Fail 20 marks 17 - 20 marks 15 – 16.5 marks 13 – 14.5 marks 10 – 12.5 marks < 10 marks Appropriate syllabus applications and inquiry practices. The three learning plans teach function related concepts through highly appropriate and creative inquiry oriented activities. They comprehensively address the appropriate syllabus outcomes and other expectation. The teaching strategies/ learning experiences described in each learning plan are accurate interpretations of recommendations emanating from the literature. Teacher script provides examples of teaching insights. All learning plans use ICT and/or other resources in a creative way to support students’ conceptual understanding of function. The three learning plans teach function related concepts through highly appropriate inquiry oriented activities. They clearly address the appropriate syllabus outcomes and other expectations. The teaching strategies/ learning experiences described in each learning plan are mostly accurate interpretations of recommendations emanating from the literature. Teacher script clearly supports student learning. All learning plans use ICT and/or other resources effectively in order to support students’ conceptual understanding of function. The three learning plans teach function related concepts through clearly described inquiry oriented activities. They address appropriate syllabus outcome statements. The teaching strategies/ learning experiences described in each learning activity generally reflect recommendations emanating from the literature. Teacher script is likely to support student learning. Some of the lessons use ICT and/or other resources to support students’ understanding of function. The three learning plans target the teaching of function related concepts. They are linked to appropriate syllabus outcome statements. Most of the learning activities teach these concepts in an appropriate manner. Appropriate examples of teacher script are included. Learning plans include a limited range of ICT and/or other resources. There are fewer than three learning activities and/or some or all of them do not address function related concepts or address appropriate syllabus outcome statements and/or they rely entirely on the use of a textbook or exercises and/or use an entirely teacher centred approach. 15 marks 13 - 15 marks 11.5 – 12.5 marks 10 - 11 marks 7.5 - 10 marks < 10 marks Justification of design The essay clearly explains how the concept of function develops from late Stage 3 to Stage 6 using the learning plans to articulate the points raised in the essay. It provides a highly coherent and articulate justification for the design of these learning plans that reflects an accurate synthesis The essay explains how the concept of function develops from late Stage 3 to Stage 6 using the learning plans to explain. It provides a coherent and articulate justification for the design of these activities that reflects an accurate synthesis of key ideas from the The essay discusses how the concept of function from late Stage 3 to Stage 6 is developed using the learning plans. It provides a justification for the design of the learning plans that is supported by appropriate references (including in-text citations) to the mathematics education The essay is structured and exemplifies its points by using each of the proposed learning plans relates to the concept of function. It provides a justification for the design of the learning plans that reflects best practice (as described in the subject material) and which is supported through some The essay does not explain how the learning activities relate to the concept of function and/or the response provides a justification that does NOT reflect best practice in mathematics education (as described in the subject material) or no justification is provided and/or it does not of key ideas from the literature on inquiry and the complex use of resources, diagrams, language, symbols, assessment and reflection. The essay shows evidence of synthesising subject readings and wider reading from peer- reviewed mathematics education sources. literature and discussions of the subject material. literature on function development, inquiry and appropriate use of resources, diagrams, language, symbols, assessment and reflection. references (including in-text citations) to the mathematics education literature. include any references to the set readings or similar mathematics education literature. 5 marks 4.5 - 5 marks 4 marks 3.5 marks 2.5 - 3 marks < 2.5marks Academic writing Clear, concise writing in appropriate tone and with logical structure. The essay conforms to the word limit. Citations and references all conform to APA 7th ed. requirements. Clear and correct writing in appropriate tone and with logical structure. The essay conforms to the word limit. Citations and references, in most cases, conform to APA 7th ed. requirements. Clear and correct writing in appropriate tone. The essay conforms to the word limit. Citations and references generally conform to APA 7th ed. requirements. Writing may have minor grammatical or spelling errors that do not impact on meaning. The essay conforms to the word limit. Citations and references generally conform to APA 7th ed. requirements. The essay is hard to follow and/or contains major grammatical or spelling errors and/ or does not conform to word limit and/or citations and references are not included or do not conform to APA 7th ed. requirements. Feedback: