Esm410 Assignment1 Jacindagalgano

ESM$%&
Assignment *:

Problem Pictures Task - Creating open-
ended questions

Student Name: Jacinda Galgano

Student Number: 210677081

Campus: Burwood

PLAGIARISM AND COLLUSION Plagiarism occurs when a student passes off as the students own work, or
copies without acknowledgement as to its authorship, the work of any other person. Collusion occurs when a student
obtains the agreement of another person for a fraudulent purpose with the intent of obtaining an advantage in
submitting an assignment or other work. Work submitted may be reproduced and/or communicated for the purpose of
detecting plagiarism and collusion.
DECLARATION I certify that the attached work is entirely my own (or where submitted to meet the requirements of
an approved group assignment is the work of the group), except where material quoted or paraphrased is
acknowledged in the text. I also certify that it has not been submitted for assessment in any other unit or course.
SIGNED: Jacinda Galgano
DATE: 24/07/2015
An assignment will not be accepted for assessment if the declaration appearing above has not been signed by the
author.
YOU ARE ADVISED TO RETAIN A COPY OF YOUR WORK UNTIL THE ORIGINAL HAS BEEN
ASSESSED AND RETURNED TO YOU.
Assessors Comments: Your comments and grade will be recorded on the essay itself. Please ensure your name
appears at the top right hand side of each page of your essay.
Checklist
All points must be ticked that they are completed before submission.
Requirements checklist:
Tick
completed
The rationale addressed the rationale prompts in the assignment description.
The rationale included relevant citations/references which are stated.
Created 3 quality problem picture photos.
The photos MUST be original photos taken by yourself.
Location of photos are stated, e.g. Taken at Deakin foreshore.
Developed an original question for each photo with an accompanying enabling and
extending prompt.
If your photo has numbers that you are referring to in the problem, the numbers MUST
be clearly visible to be able to read in the photo.
Open-ended questions are creative and engaging.
Matched each problem with the appropriate mathematical content, year, definition and
code from the Australian Curriculum: Mathematics
Each question is accompanied by three possible correct responses.
Cross-curriculum links are made to each photo.
Reflecting on the trialling of the questions with an appropriately aged child or children.
The trialling reflection included relevant citations/references which are stated.
There is evidence of reference to problem-picture unit materials.
Problem pictures were collated into a word document using the assignment template.
File size of the word document is under 4mb.
Assignment is uploaded to the Cloud Deakin dropbox.
In order to pass this assignment you must have fulfilled all aspects of the checklist.

Rationale for the use of problem pictures in the classroom

Within the numeracy classroom, our everyday environment or pictures of everyday settings can be incorporated in
order to enhance student understandings of various mathematical concepts, and engage students by stimulating
their interests. Through the designing of open-ended questions based on the problem pictures, learning can be
enhanced and knowledge can be extended as the use of open-ended problem-pictures provide students with
effective and educative learning experiences. These problems can be modified in order to benefit the learning needs
of each individual student, whilst still learning the content and remaining engaged through the use of photos.
Churchill et al. (2011) states that through adjusting the curriculum content to meet the needs of every learner,
students can take different yet effective pathways to the same destination. The use of open-ended problem-pictures
also assists in providing students with authentic tasks because these types of tasks cause knowledge construction to
occur as students are dealing with rich information and [are] resolving cognitive conflicts, rather than applying
readymade algorithms for solving standard tasks (Kramarski, Mevarech & Arami, 2002). These tasks also motivate
students as providing tasks relevant to students world and lives are known to increase student interest and
therefore enhance learning progress.
A main benefit of open-ended tasks based on problem-pictures is that it is an effective strategy than can successfully
assist students in establishing, consolidating, extending, reinforcing and reflecting on mathematical concepts (Bragg
& Nicol, 2011, p. 3). Students can think flexibly about mathematics through these authentic tasks, encouraging them
to explore different strategies and approaches to come up with a range of possible solutions to one problem.
Through implemented these tasks into the mathematics classroom, students as well as teachers will begin to see
mathematics through a new lens, in a more creative way. Another benefit is that the use of open-ended questions
based on a photograph is a way to create opportunities for students to think outside the box. These types of tasks
encourage students to think and learn dynamically through synthesising and analysing ideas/concepts within
photographs in order to develop their own solutions (Canadian Education Association, 2015). Lastly, these tasks can
help students comprehend and become more confident in mathematics, and understand the connection between
mathematics in and outside the classroom. This develops a sense of curiosity in students and heightens their
mathematical awareness (Bragg & Nicol, 2011, p. 4).
The use of open-ended problem-pictures will support my teaching in the future as it allows me to view mathematics
through a more critical lens. The knowledge gained on how to develop and construct these types of interactive open-
ended tasks can now assist in my future teaching of mathematics, so I can effectively engage students and help them
explore mathematical concepts in order to enhance understanding. It also broadens my awareness of using the
environment to enhance mathematical opportunities for students. In conclusion, these open-ended tasks can be an
effective tool to use instead of a simple worksheet, or question and answer task. It develops students higher
thinking and creativity skills, whilst allowing students to recognise how maths is used in everyday life. Wardrop
(1974, p. 62) states that in order for a student to truly understand a mathematical concept, concepts must be
applied to situations outside of the classroom.
References for the rationale:

Bragg, L. A & Nicol, C 2011, Seeing mathematics through a new lens: Using photos in the mathematics classroom,
The Australian Mathematics Teacher, 67(3), 3-9.
Canadian Education Association 2015, Engaging Students Through Effective Questions, CEA, retrieved 15 August
2015, <http://www.cea-ace.ca/education-canada/article/engaging-students-through-effective-questions>.
Churchill, R, Ferguson, P, Godinho, S, Johnson, N, Keddie, A, Letts, W, Mackay, J, McGill, M, Moss, J, Nagel, M,
Nicholson, P & Vick M 2011, Teaching Making a Difference, John Wiley & Sons Australia Ltd, Milton, Qld.
Kramarski, B, Mevarech, Z & Arami M 2002, The Effects of Metacognitive Instruction on Solving Mathematical
Authentic Tasks, Educational Studies in Mathematics, vol. 49, no. 2, pp. 225-250.
Wardrop, R. F 1974, Mathematics in Everyday Life, School Science and Mathematics, 74 (1), pp. 62-66.
Problem Picture 1
Location:

Backyard of a house in the Western Suburbs
Problem Picture 1 - Questions

Grade level: 2
Question 1
Brians friend Tom is selling his favourite animal toys. Which animal toys can Brian buy from Tom if he has $50 to
spend? Write or draw the animals that Brian can buy below.
Answers to Question 1

Answer One

$30 $20
Answer Two
30 + 15 + 5 = 50
Giraffe Hippo Tiger
Answer Three
10 + 5 +15 +20 = 50
Lion Tiger Hippo Elephant
AusVELS - Number and Algebra

Content strand/s, year, definition and code
Level: 2
Strand: Number and Algebra- Number and Place Value

Code One: Explore the connection between addition and subtraction (ACMNA029)
Code Two: Solve simple addition and subtraction problems using a range of efficient mental and written strategies
(ACMNA030)
(Derived from ACARA, 2013)
Enabling Prompt
Brians friend Tom is selling his favourite animal toys. Which animal toys can Brian buy from Tom if he has $30 to
spend? Write or draw the animals that Brian can buy below.
Answers to Enabling Prompt

Answer One

$ 20
$10
Answer Two
10 + 15 + 5 = 30
Lion Hippo Tiger
Answer Three
25 + 5 = 30
Zebra Tiger
AusVELS
Level: 1

Code: Represent and solve simple addition and subtraction problems using a range of strategies including counting
on, partitioning and rearranging parts (ACMNA015)
Justification for change to the original question

The modification made to the original question was the amount of money Brian has to spend at Toms sale. This
modification was made to simplify the problem in order to suit the level 1 standard, as students will use basic
addition skills such as counting on and partitioning to add to the number 30, instead of the more complicated
number of 50. Students can also use subtraction to subtract prices from 30 until they reach 0.

Extending Prompt
Brians mum gave him $100 to spend to buy some new animal toys. Brian can buy more than one of each toy in the
photo if he likes. Which animal toys can Brian buy if he has $100 to spend? Write or draw the animals that Brian can
buy below.
Answers to Extending Prompt

Answer One

20 + 20 + 20 + 20 + 20 = 100
Answer Two
30 + 20 + 30 + 20 = 100
Giraffe Elephant Giraffe Elephant

Answer Three
25 + 25 + 10 + 10 + 10 +10 + 10 = 100
Zebra Zebra Lion Lion Lion Lion Lion

AusVELS
Level: 3

Code One: Recognise and explain the connection between addition and subtraction (ACMNA054)
Code Two: Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly
efficient mental strategies for computation (ACMNA055)


There were two modifications made to the original question. The first was the amount of money Brian has to spend
which extended from $50 to $100. The second was that students could use buy more than one of each animal toy
shown in the photo. These modifications were made in order to make the problem more complex, and to suit the
AusVELS standards described above. By extending this question, students are demonstrating their understanding of
addition through using mental strategies such as partitioning and using knowledge such as what single and double
digit numbers or number patterns can be added together to result in the required answer.

Cross-Curriculum Links
This photo can be utilised in the curriculum area of English, in an unrelated way to the mathematics question
designed. To assist in student understanding that nouns represent people, places things and ideas, an exploration of
the animals in the photo and how to write them using capital letters could be used as an activity within the
classroom. Students could identify animals in the photo, draw the animal and write them underneath using capital
letters to expand their knowledge on the concept of nouns. This can also enhance students handwriting and spelling
skills. Alternatively, students could create a short imaginative or informative texts using one or more of the animals
in the photo based on their interests using print or different media to expand their literacy skills. Students could use
their knowledge on certain animals in the photo to create characters, settings and storyline for their imaginative text
or use books/technology to research information on the animals for an informative text.

AusVELS - Cross-curriculum
Cross-curriculum area, Content strand/s, year, definition and code
Level: 2
Strand: English
Code One: Understand that nouns represent people, places, things and ideas and can be, for example, common,
proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives
(ACELA1468)
Code Two: Create short imaginative, informative and persuasive texts using growing knowledge of text structures
and language features for familiar and some less familiar audiences, selecting print and multimodal elements
appropriate to the audience and purpose (ACELY1671)
Code Three: Create events and characters using different media that develop key events and characters from literary
texts (ACELT1593)
Report of Trialling Problem Picture 1

Childs pseudonym, age and grade level:
Rebecca, 8 Years Old, Grade 2.
Original Question:
Brians mum gave him $100 to spend to buy some new animal toys. Brian can buy more than one of each toy in the
photo if he likes. Which animal toys can Brian buy if he has $100 to spend? Write or draw the animals that Brian can
buy below.
Childs response to the question:

References for reflection on the trial of question 1:

Insert references here. Refer to the website for correct referencing procedure www.deakin.edu.au/referencing

Reflection on childs response:

The original question given to Rebecca was Brians friend Tom is selling his favourite animal toys. Which animal toys
can Brian buy from Tom if he has $50 to spend? Write or draw the animals that Brian can buy below. The student
answered the problem picture quicker than expected, as Rebecca knew straight away from memory what two
numbers make 50 (30 and 20). When questioned on how she knew this, Rebecca responded Thats easy. Three plus
two is five. Then you add a zero in the tens spot to make 50. It was noticed from this comment that Rebecca was at
a level 3 standard in Number and Algebra, due to her strength in addition and place value. Questioning in
mathematics is important as it allows teachers to gain more than just an understanding of the childs knowledge,
but can also allow students to reflect on their own learning and mathematical thinking (Moyer & Milewicz, 2002, p.
294). The extended question which was then given to her was Brians mum gave him $100 to spend to buy some
new animal toys. Brian can buy more than one of each toy in the photo if he likes. Which animal toys can Brian buy if
he has $100 to spend? Write or draw the animals that Brian can buy below. The image above shows Rebeccas
answer to the extended question. Using her prior knowledge on numbers she knew that 30 + 20 = 50, and this
assisted in recognising what numbers could be added to make $100. When questioned on how Rebecca got her
answer she stated that she started with the highest price (30), added it twice to make 60 and then worked out the
rest from there. It was noticed that when Rebecca had added up to 90, she paused and used her fingers to count on
and recognise that another 10 was needed to make $100.
The child answered the extending prompt as expected, and displayed strengths in addition, partitioning and place
value through this question. Rebecca demonstrated her use of mental computation strategies such as counting on
and using place value. Mental computation effectively assists in students development of number sense, and should
be encouraged due to its benefits and positive effects on learning (McIntosh, Reys & Reys, 1997, p. 322). Through
questioning on the original question, it was noticed that Rebecca was able to apply place value to partition,
rearrange and regroup numbersto assist calculations and solve problems (ACARA, 2013). She used her knowledge
on place value to add larger numbers together and also to partition the number 100. She demonstrated the level 3
standard of recalling addition facts for single-digit numbers and related subtraction facts to develop increasingly
efficient mental strategies for computation (ACARA, 2013) through demonstrating her understanding of what single
and double digit numbers or number patterns can be added together to result in the required answer. Rebecca also
has strength in understanding the connection between addition and subtraction, relating to the level 3 standard
(ACARA, 2013). This was noticed through discussion after the question was answered as Rebecca said that you could
subtraction to work out how to make 100 and the same numbers in her answer would be correct. Therefore she is
identifying how addition and subtraction are related.
The question addressed the mathematical intent of the question as Rebeccas answer assisted in identifying whether
she has achieved the relevant ACARA (2013) standards. In light of the childs response and through the reflective
process, the question would not be modified in any way, as Rebecca was able to answer the question and
demonstrate her extended knowledge on number and Algebra. However, it was noticed that Rebecca struggled to
read the question itself due to her lower reading skills but this was resolved through assistance, and this would
happen in the classroom anyway so I would not modify the question due to this.

Australian Curriculum Assessment and Reporting Authority 2013, The Australian Curriculum, ACARA, retrieved 14
August 2015, <http://www.australiancurriculum.edu.au>.
McIntosh, A, Reys, R & Reys, B 1997, Mental Computation in the Middle Grades: The Importance of Thinking
Strategies, Mathematics Teaching in the Middle School, 2(5), pp. 322-327.
Moyer, P. S & Milewicz, E 2002, Learning to question: Categories of questioning used by preservice teachers during
diagnostic mathematics interview, Journal of Mathematics Teacher Education, 5(4), pp. 293-315.

Problem Picture 2
Location:
Kitchen of a house in the Western Suburbs

Grade level: 2

Question 2
You are going on a shape hunt. Using the photo above, find and draw a 2D and 3D shape that you can see in the lolly
jar and describe what each of them look like.
Answer One
Answer Two

Circle (2D) Cube (3D) Rectangle (2D) Sphere (3D)
Curved lines All sides equal Straight lines
1 Face
No Corners
4 Edges
No corners
4 Corners
No Edges
6 Faces
No Edges 12 Edges, 8 Corners

Answer Three

Square (2D)
All sides equal All sides equal
Cube (3D)
4 Edges
6 Faces
4 Corners 12 Edges, 8 Corners
AusVELS - Measurement and Geometry

Level: 2
Strand: Measurement and Geometry- Shape

Code One: Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
Code Two: Describe the features of three-dimensional objects (ACMMG043)
Enabling Prompt
You are going on a shape hunt. Using the photo above, write and draw some of the shapes that you can see in the
lolly jar, and identify whether they are 2D or 3D.

Answer One

Circle (2D) Square (2D) Rectangle (2D)

Answer Two

Circle (2D)
Sphere (3D)
Cube (3D) Rectangle (2D)
Answer Three

Cube (3D) Sphere (3D)
Cuboid (3D)

AusVELS
Level: 1

Code: Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features
(ACMMG022)


The modification made to the original question was that students had to recognise and classify 2D and 3D shapes
instead of describing their features as the original question asked. The modification was made to simplify the
question in order to meet the Level 2 Standard in ACARA (2013). Students in level 2 should be using obvious features
to recognise and classify shapes and this enabling question allows them to do so.

Extending Prompt
You are going on a shape hunt. Using the photo above, draw all the 2D and 3D shapes that you can see in the lolly jar
and describe what each of them look like. Then, choose 2 different shapes and explain their similarities and
differences.

Answer One

Curved Lines Straight Lines Straight Lines Straight Lines
Cuboid (3D)
1 Face Straight lines
No Corners
4 Edges
4 Edges 6 Faces No Corners
No Edges
4 Corners 4 Corners 12 Edges No Edges
12 Edges
8 Corners
8 Corners
6 Faces
Circle and Square

SIMILARITIES
-
DIFFERENCES
Both 2D shapes
Circle has curved lines, square has straight

Circle has no corners, square has 4
Circle has no edges, square has 4
Answer Two

No Corners
4 Edges
No Edges
8 Corners
Cuboid (3D)
6 Faces
12 Edges
8 Corners
Square and Rectangle

SIMILARITIES
-
Both
Both
Both
Both
DIFFERENCES
2D shapes
have 4 edges
have 4 corners
are made of straight lines
All sides are equal for a square, rectangle

has two long and two short sides

Answer Three

Cuboid (3D)
No Corners
4 Edges
No Edges
12 Edges
8 Corners
8 Corners
6 Faces
Square and Cube

SIMILARITIES
-
All sides on a square and cube are equal

Straight lines make up square and cube
DIFFERENCES
-
Square is 2D shape, cube is 3D shape

Square has 4 edges, 4 corners while cube
has 6 faces, 8 corners and 12 edges
AusVELS
Level: 2
Code One: Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
Code Two: Describe the features of three-dimensional objects (ACMMG043)


The modification made to the original question was that students had to state and describe all shapes in the photo
and compare/contrast 2 of them rather than exploring a single 2D and 3D shape. This still links to the ACARA (2013)
level 2 standards but allows the student to explore the concept in more depth. The extended question is more
complex and asks students to draw and describe a range of 2D and 3D shapes evident in the photo and focus on
their features through exploring their similarities/differences.

This photo can be utilised in the curriculum area of Visual Art, in an unrelated way to the mathematics question
designed. To assist in student understanding on how to create artworks and use different materials, techniques,
technologies and processes (ACARA, 2013) to make them, the image can be used as a stimulus. They may be asked
to recreate the artwork using suitable composition, lines, materials and colours and can share their representational
choices theyve made in their artwork with the class one complete. Through the activity they will have developed
artistic and creative skills, and will have explored a range of natural and man-made materials such as coloured paper,
paint, pencils, ink etc. They can experiment with and learn different art techniques that are used for different effects
such as overlapping or crosshatching. Overall, through the use of the photo as a stimulus so students can recreate it
to form their own artwork can assist students to develop skills in describing artworks and making artworks in
different forms to express their ideas, observations and imagination, using different techniques and processes
(ACARA, 2013).
Level: 2
Strand: The Arts
Code One: Create and display artworks to communicate ideas to an audience (ACAVAM108)
Code Two: Use and experiment with different materials, techniques, technologies and processes to make artworks
(ACAVAM107)


Original Question:
You are going on a shape hunt. Using the photo above, find and draw a 2D and 3D shape that you can see in the lolly
jar and describe what each of them look like.


The original question used for this trial was You are going on a shape hunt. Using the photo above, find and draw a
2D and 3D shape that you can see in the lolly jar and describe what each of them look like. This question
immediately engaged Rebecca as she had been exploring shapes in Mathematics at her school. She felt confident in
answering the question, but was unsure how to spell certain terminology. This was resolved through
communication, as Rebecca verbally expressed the words she wanted to write and I assisted her with how to spell
them. Rebecca answers the problem picture as expected, and with high detail. She attempted drawing the shapes as
shown above, and knew how to describe what each of them looked like. Rebecca was unsure how to draw the cube
but was prompted to analyse the cube lolly in the photo and to look at the direction and length of the straight lines.
This assisted her as well as the use of a ruler. She also understood that 2D was a flat shape where as 3D shapes were
solid such as the lollies.
This question was at the correct level for Rebecca, as it challenged her but with thought and analysing of the photo
she was able to successfully answer it. The enabling question would have been too simple for Rebecca, as she had
already identified all the shapes before she answered the question through discussion. The extended question may
have been too difficult for Rebecca as she was still understanding the terminology used to describe shapes and how
to identify how many faces, edges, and corners each shape has. Therefore this question was chosen to use, and this
question also allowed me to identify whether she had demonstrated the ACARA (2013) standards. Observing
Rebeccas answer above, it was clearly evident that she was able to describe and draw two-dimensional shapes as
well as describe the features of three-dimensional objects, both being the level 2 ACARA (2013) standards. She
knew the correct mathematical language to use to describe the object as she used her prior knowledge from her
class at school. She showed strengths in determining what shapes were evident, and how to describe them but a
weakness was that she found it difficult to distinguish between edges and corners. In order to assist in her
understanding, a lunchbox in the shape of a cube was used to explain the difference to Rebecca, constantly referring
back to the photo for deeper understanding. She was then able to refer back to the cube in the photo, and count
how many edges and corners there were. This evidence all shows that Rebecca is both a visual and descriptive
thinker when it comes to the topic of shape. She knows that squares and cubes mean a variety of shapes that look
like a perfect box, which relates to a visual thinker, but she also knows that cubes and rectangles can be identified
using descriptive language such as corners, edges and faces (Clements & Sarama, 2000, p. 482). Through discussion it
was also noticed that she had understood that cubes have equal sides but rectangles do not.
In light of the childs response and the reflective process, the question should not be modified in any way. Although,
if technology was available students could have the option to draw and describe the shape using digital technologies
to enhance understanding and to relate to the level 2 ACARA (2013) standards. The use of technology in
mathematics is important as it allows students to visualise and experience math in impossible ways (Niess, 2005).
The use of the subject of lollies in the photo also engaged and motivated Rebecca rather than images of simple
shapes, which they would see in the classroom often. Once again, the spelling of the features seemed to be a
problem for Rebecca, so to assist with this problem in the classroom, the teacher could write the features on the
board so students can express their understanding more confidently and enhance literacy skills in the meantime.

Clements, D & Sarama J 2000, Young Childrens Ideas about Shapes, The National Council of Teachers of
Mathematics Inc., retrieved 20 August 2015,
<http://gse.buffalo.edu/org/buildingblocks/writings/yc_ideas_shapes.pdf>.
Niess, L 2005, Preparing teachers to teach science and mathematics with technology: Developing a technology
pedagogical content knowledge, Teaching and teacher education, 21(5), pp. 509-523.

Problem Picture 3
Location:

Local Park in the Western Suburbs

Grade level: 2

Question 3
Put on your imagination hats when looking at this photo. Write a list of things, people, or events that you are likely
and unlikely to see in this playground and picnic area. Then, circle one thing from your list that you will most
certainly see in the playground, and one thing that is impossible to see there.

Answer One
LIKELY
UNLIKELY
Parents
Wild animals
Kids
Sea creatures
Pets
Aeroplane
Birds
Grandparents
Insects

Answer Two
LIKELY
UNLIKELY
Parents
Wild animals
Kids
Sea creatures
Pets
Aeroplane
Birds
Dog playing on the equipment
Grandparents
A pig will fly in the sky
Kids playing on the playground
A bird will attack someone
Parents watching kids
A baby will swing on the monkey
Family eating lunch
bars

Answer Three
LIKELY
UNLIKELY
Kids playing on the playground
Dog playing on the equipment
Parents watching kids
A pig will fly in the sky
Family eating lunch
A bird will attack someone
Dog playing on the grass
A baby will swing on the monkey

bars
Runners jogging past

Photos being taken
A shark will appear
AusVELS - Statistics and Probability

Level: 2
Strand: Statistics and Probability- Chance

Code: Identify practical activities and everyday events that involve chance. Describe outcomes as likely or unlikely
and identify some events as certain or impossible (ACMSP047)

Enabling Prompt
Put on your imagination hats when looking at this photo. Think of one thing you think will happen, wont happen or
might happen at this playground and picnic area. Explain your answers.


Answer One

Will happen- Children will play on the playground

(Because the playground was made for children)
Wont happen- A dog using the monkey bars

(A dog cannot reach the monkey bars)
Might happen- Parent will slide down the slide

(An older person might go down the slide)
Answer Two

Will happen- People will walk on the playground

(Because the playground was made for people to walk on and play)
Wont happen- A shark will appear

(A shark can only be found in the ocean)
Might happen- A dog might jump on the playground

(A dog might run somewhere on the playground if let off the leash)

Answer Three

Will happen- Someone will sit on the swings

(Because the swings were made for people to sit on)
Wont happen- A pig will fly in the sky

(Because pigs cannot fly)
Might happen- A family might bring a picnic for lunch

(A family might use the table to put food on and eat lunch)

AusVELS
Level: 1

Code: Identify outcomes of familiar events involving chance and describe them using everyday language such as will
happen, wont happen or might happen (ACMSP024)

The modification made to the original question is that instead of students creating a list, they were just asked to
describe an event that will, wont or might happen which is appropriate to the ACARA (2013) Level 1 standard were
students identify outcomes of events involving chance and describe them. Students were asked to explain their
answer to also check for understanding and see whether they understand the concept of chance.

Extending Prompt
and unlikely to see in this playground and picnic area. Circle one thing from your list that you will most certainly see
in a playground, and one thing that is impossible to see there. Then, order your list from most likely to least likely
and explain why you have chosen this order.


Answer One
LIKELY
UNLIKELY
1. Kids
7. Aeroplane
2. Parents
8. Wild animals
3. Birds
9. Sea creatures
4. Insects
5. Pets
6. Grandparents

Answer Two
LIKELY
UNLIKELY
1. Kids
9. Dog playing on the equipment
2. Kids playing on the playground
10. Aeroplane
3. Parents
11. Wild animals
4. Parents watching kids
12. A bird will attack someone
5. Pets
13. A baby will swing on the
6. Birds
monkey bars
7. Grandparents
14. Sea creatures
8. Family eating lunch
15. A pig will fly in the sky

Answer Three
LIKELY
UNLIKELY
1. Kids playing on the playground
7. Dog playing on the equipment
2. Parents watching kids
8. A bird will attack someone
3. Dog playing on the grass
9. A baby will swing on the

monkey bars
4. Family eating lunch

5. Runners jogging past
10. A pig will fly in the sky
6. Photos being taken
11. A shark will appear
AusVELS
Level: 2

Code: Identify practical activities and everyday events that involve chance. Describe outcomes as likely or unlikely
and identify some events as certain or impossible (ACMSP047)


The modification made to this problem was the addition of a part to the open-ended question. In order to make the
question more complex, students were asked to order the things, people or events from most likely to least likely to
check their understanding of the terms, and to allow deep thinking to occur. This question will determine whether
they have met the ACARA (2013) level 2 standard of identifying activities and events that involve chance and
describing outcomes as likely or unlikely and identify some events as certain or impossible.

This photo can be utilised in the curriculum area of Visual Art, in an unrelated way to the mathematics question
designed. To assist in student understanding of how a sustainable future involves care, respect and responsibility,
students can explore the natural as well as man-made environments in the photo. They can begin by identifying
natural features of the environment (grass, trees) and man-made features (playground, chairs, tables). They can
then move on to investigate in ability based/co-operative groups or individually how we can care for the
environment within the photo for a sustainable future. This could be presented in an open-ended way including an
oral presentation, role-play, iMovie. The teacher could organise a trip to a local park in the community where they
can investigate further and take note on things theyve noticed and seen e.g. litter, graffiti etc. They can then report
their findings as a class and discuss what this information tells them about sustainability.

Level: All levels
Strand: Sustainability
Code: Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to
explore and understand environments (OI. 7)

Original Question:
and unlikely to see in this playground and picnic area. Then, circle one thing from your list that you will most
certainly see in the playground, and one thing that is impossible to see there.


The original question used for this trial was put on your imagination hats when looking at this photo. Write a list of
things, people, or events that you are likely and unlikely to see in this playground and picnic area. Then, circle one
thing from your list that you will most certainly see in the playground, and one thing that is impossible to see there.
Rebecca found this question challenging at first due to her confusion with what the two terms mean. She has not
really explored chance in depth at school; therefore this type of question was new for her. Thought was given to
possibly giving her the enabling prompt, but from my own knowledge and judgement of Rebeccas mathematical
skills, I knew that she was able to work solutions to this problem. After Rebecca was given an explanation of what
the two terms likely and unlikely meant, she was then able to read over the question and comprehend what the
question was asking her. Before writing the list, the looked at the picture for a few minutes and silently thought of
things that were likely and unlikely to happen there. She then began to create her list, with assistance in spelling
when required. Explicit prompts were given to help extend her list and to focus her thoughts on certain aspects of
the image such as the sky, ground, table and rubbish bin. Explicit prompting enriches a students experience of
mathematics as students learn to think mathematically by being in the presence of a relative expert who makes
their thinking processes explicit (Mason, 2000, p. 97). It also assisted in scaffolding Rebeccas learning and doing of
mathematics.
Rebecca showed strengths in coming up with things, people and events that she was likely to see/happen in the
photo as this scene was familiar to her, so she used her prior knowledge to assist in answering the question. There
was some struggle deciding on things which she unlikely to see in a playground. She stated that she knew what the
term meant, but found it hard to think of things she wouldnt see. I prompted Rebecca to think of scenes that are
different to playgrounds, such as beaches and houses, and thing of some things you would see happen in those
scenes. She looked around the house and saw the TV, what was on the TV (Dora), and some of the animals in her
farm outside and was able to recognise that these things would be unlikely to see in a playground. It was evident
that she used her funds of knowledge in order to assist in coming up with a solution. Moll, Amanti, Neff & Gonzalez
(1992) claim that through using a familiar scene in a childs home life and community, it allows them to draw upon
their knowledge and skills founds in their local communities for effective and enhanced learning experiences to
occur. She knew immediately which thing on her list was the most certain to see/happen, and which one was
impossible to see, as she stated during discussion that the playground is for kids to play on and that Dora was not
real so it would be impossible to see her in a playground.
The question addressed the mathematical intent it was supposed to as it was based on the ACARA (2013) level 2
standards on the topic of statistics and probability. It was evident through the response shown above that Rebecca
was able to describe outcomes as likely or unlikely and identify some events as certain or impossible (ACARA,
2013). Although her list consists of things she was see rather than events that would happen, she still showed
evidence of understanding what the terms mean and how to decide what events are certain or impossible. In light of
the childs response and through the reflective process once again I would not modify it in any way. I would however
re-enforce students to focus on events that would happen rather than things they would see, or turning things they
would see into an event, for example, if they state they would see kids they could change it to kids playing on the
playground.

Mason, J 2000, Asking Mathematical Questions Mathematically, International Journal of Mathematical Education in
Science and Technology, 31(1), pp. 97-111.
Moll, C, Amanti, C, Neff, D & Gonzalez, N 1992, Funds of Knowledge for Teaching: Using a Qualitative Approach to
Connect Homes and Classrooms, Theory Into Practice, 31(2), pp. 132-141.

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The rationale addressed the rationale prompts in the assignment description.

The rationale included relevant citations/references which are stated.

Created 3 quality problem picture photos.

The photos MUST be original photos taken by yourself.

Location of photos are stated, e.g. Taken at Deakin foreshore.

Open-ended questions are creative and engaging.

Each question is accompanied by three possible correct responses.

Cross-curriculum links are made to each photo.

The trialling reflection included relevant citations/references which are stated.

There is evidence of reference to problem-picture unit materials.

File size of the word document is under 4mb.

Assignment is uploaded to the Cloud Deakin dropbox.

Rationale for the use of problem pictures in the classroom

References for the rationale:

Backyard of a house in the Western Suburbs

Problem Picture 1 - Questions

AusVELS - Number and Algebra

Strand: Number and Algebra- Number and Place Value

Answers to Enabling Prompt

Strand: Number and Algebra- Number and Place Value

Justification for change to the original question

Answers to Extending Prompt

Giraffe Elephant Giraffe Elephant

Strand: Number and Algebra- Number and Place Value

Justification for change to the original question

Report of Trialling Problem Picture 1

Childs response to the question:

References for reflection on the trial of question 1:

Reflection on childs response:

References for reflection on the trial of question 2:

Kitchen of a house in the Western Suburbs

Problem Picture 2 - Questions

No Edges 12 Edges, 8 Corners

All sides equal All sides equal

4 Corners 12 Edges, 8 Corners

AusVELS - Measurement and Geometry

Strand: Measurement and Geometry- Shape

Answers to Enabling Prompt

Cube (3D) Rectangle (2D)

Cube (3D) Sphere (3D)

Strand: Measurement and Geometry- Shape

Justification for change to the original question

Answers to Extending Prompt

Cube (3D) Sphere (3D)

Curved Lines Straight Lines Straight Lines Straight Lines

1 Face Straight lines

4 Edges 6 Faces No Corners

4 Corners 4 Corners 12 Edges No Edges

Circle and Square

Circle has curved lines, square has straight

Cube (3D) Sphere (3D)

Curved Lines Straight Lines Straight Lines Straight Lines

1 Face Straight lines

4 Edges 6 Faces No Corners

4 Corners 4 Corners 12 Edges No Edges

Square and Rectangle

All sides are equal for a square, rectangle

Cube (3D) Sphere (3D)

Curved Lines Straight Lines Straight Lines Straight Lines

1 Face Straight lines

4 Edges 6 Faces No Corners