G01S: 2D Shapes 3

G01: 2D Shapes 3 Cover
$4.00 each

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Stage/No: G01 Length: 3 weeks CF Outcomes: 9, 10, 11, 15, 16 Levels: 5, 6, 7, 8 Due out: available now

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G01S: 2D Shapes 3 3 week module Old ISBN: 1876800453 New APN: 9781876800451

{slider=CF Outcomes}

This information is found in the wrap around pages of the teachers module. It details the Curriculum Framework Outcomes addressed in the module.

Outcomes 1 & 2 should be an inherent part of all mathematics lessons.

1. Show a disposition to use mathematics to assist with understanding new situations, solving problems and making decisions, showing initiative, flexibility and persistence when working mathematically and a positive attitude to their own continued involvement in learning and doing mathematics.

2. Appreciate that mathematics has its origins in many cultures, and its forms reflect specific social and historical contexts, and understand its significance in explaining and influencing aspects of our lives.

Outcomes 3, 4 & 5 "Working Mathematically" are an integral part in the design of every module. These outcomes determined the three stage learning process developed in each module.

3. Call on a repertoire of general problem-solving techniques, appropriate technology and personal and collaborative management strategies when working mathematically.

4. Choose mathematical ideas and tools to fit the constraints in a practical situation, interpret and make sense of the results within the context and evaluate the appropriateness of the methods used.

5. Investigate, generalise and reason about patterns in number, space and data, explaining and justifying conclusions reached.

Outcomes 9, 10 and 11 from “Measurement” and 15 and 16 from “Space” are specific to this module.

9. Decide what needs to be measured and carry out measurements of length, capacity/volume, mass, area, time in angle to needed levels of accuracy.

10. Select, interpret and combine measurements, measurement relationships and formulae to determine other measures indirectly.

11. Make sensible direct and indirect estimates of quantities and are alert to the reasonableness of measurements and results.

15. Visualise, draw and model shapes, locations and arrangements and predict and show the effect of transformations on them.

16. Reason about shapes, transformations and arrangements to solve problems and justify solutions.

{slider=Student Outcomes}

This information is found in the wrap around pages of the teachers module. It details the major student outcomes that should have been developed during the module.

Major Student Outcomes

During this module students should have been developing the following outcomes:

Working mathematically outcomes at levels 5, 6, 7 and 8 are interwoven with the structure of these modules.

The outcomes below are dealt with specifically in this module.

Outcomes from different strands are integrated into this module.

Space

S 7.2 Draws on properties of shapes and transformations to plan how to meet specifications requiring the accurate construction or placement of figures and objects.

S 7.4 Analyses, describes and applies properties of, and relationships between, classes of figures, including quadrilaterals and circles.

S 8 Draws flexibly upon, and sees connections between, results about shapes, transformations and locations in solving analytical and practical problems.

Measurement

M 5.2 Uses a range of whole number and decimal scales for measuring, including making measurements that are more accurate than the available scales allow.

M 6.2 Makes or collects measurements to planned levels of accuracy and integrates measurement information from several sources in order to complete a practical task.

M 5.3 Makes sensible estimates of length, area, mass, capacity and time in standard units and identifies unreasonable estimates of things.

M 7.3 Appreciates that all measurements involve error and estimates the extent of uncertainty in direct and indirect measures.

M6.4a Understands and applies directly length, area and volume relationships for polygons and circles, prisms and pyramids.

M7.4a Directly and indirectly applies measurement formulas for length, area and volume of figures and objects, selecting, interpreting and sequencing formulas needed.

M 7.1 Takes dimensions and associated units into account in making decisions involving measurement relationships and formulas.

M 8 Selects and integrates mathematical ideas, relationships and information, in order to solve practical and analytic measurement problems.

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This information is found in the wrap around pages of the teachers module. It gives details about the module.

Module Length:

Approximately 3 weeks (12 hours). This may vary upward according to the ability and prior understandings of the students.

Outcomes Levels:

Includes outcomes from levels 5, 6, 7 and 8.

Stage/Number:

Each Integrated Maths Module has been assigned a stage and number. The stage is designed to help teachers in their sequencing of modules. The number is for identification of each module.

This module is G01, that is stage G module 1.

The content of this module is:

Angle properties in circles
Arc length
Area of a sector

Language development:

The following terms (or derivations of them) are an essential part of this module:

arc
major arc
minor arc
arc length
sector
angle in an arc
central angle
cyclic quadrilateral

These terms are in bold whenever they appear in this text.

{slider=Samples}

The structure of all modules is to present materials in three stages:

Exploration - Formalisation - Application

The files available here for downloading are a Sample Activity from the Exploration Stage of this module and a Sample Application from the Application stage of this module.

These files are available as pdf files. To view and print these files you will need a program like Adobe Acrobat Reader which is available free here.

Downloads

These links are to the sample files:

Sample Activity
Sample Application

{slider=Unit Curriculum Links}

This information is found in the wrap around pages of the teachers module produced for Western Australian schools. It details the links to the old Unit Curriculum objectives for schools trying to adapt programmes etc.

Unit Curriculum Objectives covered are:

From Maths Development 2.3

  • S2.10 Consider relationships concerning angles, distances and areas of two-dimensional shapes under dilation.

From Maths Development 3.3

  • S3.11 Consider the effects of distortion of two-dimensional shapes.
  • S3.15 Apply locus ideas to the drawing of triangles.

From Maths Development 4.3

  • S4.5 Interpret two-dimensional situations and draw representations of them.
  • S4.9 Establish and use the conditions necessary for the congruence of two triangles.
  • S4.10 Establish and use similarity conditions for a pair of triangles.
  • S4.11 Apply locus ideas to the drawing of quadrilaterals.

From Maths Development 5.3

  • S5.3 Investigate properties of chords, tangents and angles in circles.
  • M5.1 Determine arc lengths.
  • M5.6 Determine the area of sectors.
  • M5.9 Solve problems which include the ideas of length, area, volume, capacity, mass or time or a combination of these.

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