Stage/No: B04
Length: 4 weeks
CF Outcomes: 9, 10, 11, 15, 16
Levels: 3, 4, 5
Due out: available now

{slider=Publishing}

B04S: Length
4 week module
Old ISBN: 1876800097
New APN: 9781876800093

{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 & 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 and 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 3, 4 and 5 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

S3.2 Attends to the shape and placement of parts when matching, making and drawing things, including matching 3D models which can be seen and handled with conventional drawings of them and with their nets.

S4.2 Attends to the shape, size and placement of parts when matching, making and drawing things, including making nets of 3D models which can be seen and handled and using some basic conventions for drawing them.

S 4.3 Recognises rotations, reflections and translations in arrangements and patterns and translates, rotates and reflects figures and objects systematically to produce arrangements and patterns.

S4.4 Selects, describes and compares figures and objects on the basis of spatial features, using conventional geometric criteria.

S5.4 Analyses, describes and applies distinguishing features of common classes of mathematical figures and objects, including using the concepts of parallelism and perpendicularity.

### Measurement:

M4.1 Selects appropriate attributes, distinguishes perimeter from area and time from elapsed time, and chooses units of a sensible size for the descriptions and comparisons to be made.

M4.2 Measures area by counting uniform units including where part-units are required, and measures length, mass, capacity, time and angle, reading whole number scales.

M4.3 Uses the known size of familiar things to help make and improve estimates, including centimetres, metres, kilograms, litres and minutes.

M4.4a Understands relationships involving the perimeter of polygons, the area of regions based on squares and the volume of prisms based on cubes, and uses these for practical purposes.

M5.1 Takes purpose and practicality into account when selecting attributes, units and instruments for measuring things and uses the relationship between metric prefixes to move between units.

M5.2 Uses a range of whole number and decimal scales for measuring, including making measurements that are more accurate than the available scales allow.

M5.3 Makes sensible estimates of length, area, mass, capacity and time in standard units and identifies unreasonable estimates of things.

{slider=Details}

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

###
Module Length:

Approximately 4 weeks (16 hours). This may vary according to the ability and prior understandings of the students.

###
Outcomes Levels:

Includes outcomes from levels 3, 4 & 5.

###
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 B04, that is stage B module 4.

The content of this module is:

Triangles and their properties

Quadrilaterals

Polygons

Symmetry

###
Language development:

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

triangle

quadrilateral

polygon

regular polygon

area

tesselation

symmetry

bilateral symmetry

rotational symmetry

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 Transition Mathematics 1.2

- M l.5 Further develop the concept of area.
- M l.7 Estimate the area of regions.
- M 1.8 Determine the area of squares and rectangles.

From Maths Development 2.3

- M 2.6 Determine the area of triangles, parallelograms and circles.
- S 2.1 Make models of, and draw, triangles and quadrilaterals.
- S 2.2 Classify triangles
- S 2.3 Draw and recognize polygons up to ten sides.
- S 2.7 Establish the sum of the angle sizes of a triangle.
- S 2.8 Develop informally the concepts of translations, rotation and reflection in two dimensions.
- S 2.9 Make tessellations of triangles and quadrilaterals.
- S 2.11 Identify lines of symmetry and centres of rotational symmetry in two dimensional shapes.

From Maths Development 3.3

- S 3.3 Draw triangles from given information.
- S 3.5 Make models of, and draw, polygons.
- S 3.13 Investigate the symmetry of regular polygons.

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