Welcome to the Teachers Page

Following on from Assignment 1 which entailed the development of a mathematical learning

trajectory, Assignment 2 incorporates the aspects of the plan by presenting a hypothetical
learning trajectory as an enhanced technological resource that aims to engage and help
students better understand through the incorporation of carefully selected online interactive
activities that in mathematics there is more than one way of solving a problem. Mathematical
misconceptions are common in education and I believe that utilising technology correctly and
appropriately the activities chosen for the students would prove otherwise.
Goal
This website addresses the Australian Curriculum Assessment and Reporting Authority
(ACARA), descriptor ACMNA100.
o

Solve problems involving multiplication of large numbers by one- or two-digit numbers

using efficient mental, written strategies and appropriate digital technologies.

In year 4 students should have acquired prior knowledge in multiplication understanding. That is
to Develop efficient mental and written strategies and use appropriate digital technologies for
multiplication and for division where there is no remainder ACMNA076 (ACARA, 2015).
In order for teachers to build upon mathematical thinking and progress accordingly students
prior knowledge of multiplication concepts should be assessed prior to introducing new
concepts. Without significant prior knowledge it could be detrimental for students to engage and
grasp new knowledge.
The activities incorporated here have been specifically selected to build on mathematical
thinking by scaffolding, explicitly teaching and challenging students to solve more complex
problems. The weekly lessons incorporate mathematical language, a variety of technological
resources, activities and combine cross curricula elements such as Aboriginal and Torres Strait
Islander Histories and Cultures.

Addressed specifically in lesson 2 students are given

multiplication problems and will need to explore a solution using a traditional Aboriginal counting
system to solve them.

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The lessons I have created are highly focussed on multiplication concepts in maths.

Outcomes

How do the activities achieve the desired

learning outcomes?
1. Students will watch a YouTube video about
multiplication (Year 4, level);

Lesson 1: Focus on prior knowledge

2. Students will play a timed multiplication

game (Meteor multiplication); and
3. There is a multiplication maze activity that
needs to be solved. It is a challenge.
1. Refresh multiplication strategies by
watching an educational Khan Academy
video;

Lesson 2: Solve multi-digit

multiplication problems

2. Students will participate in an online

multiplication quiz via an external website;
and
3. Explore a traditional Aboriginal counting
system.
1. Students will download a Power Point
presentation about arrays;
2. Students will print off a questionnaire about

Lesson 3: Array visual representations

arrays, complete it and hand in to the

teacher for marking; and
3. In pairs or independently students will play
a game called Pobble Arrays.
1. Students watch a video about the lattice
method of multiplication;

Lesson 4: Explores the lattice

partitioning method

2. Complete an exercise sheet for portioning

numbers practice;
3. There is 5 math problems to solve; and
4. Challenge activity to via IXL maths.

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1. Explores mental and long multiplication

strategies;
Lesson 5: Multi-digit multiplication

2. Four word problems need solving. Answers

to the quiz are submitted via the website;

project: Lets Build a Zoo!

and
3. Students will build and design their very
own zoo.

Also the proficiencies of key ideas/strands within ACARA comprise of the following and have
been linked to the lessons as outlined in the activities and resources above:
Understanding (Lessons 1 5)
o

Students will make connections between numbers and be able to represent them in
various ways.

Fluency (Lesson 2)
o

Explore various strategies to the answer to a mathematical problem.

Problem solving (Lessons 3 and 4)

o

Form and solve mathematical problems independently using new knowledge to solve
problems.

Reasoning (Lessons 1 5)
o

Investigate multiplication strategies to perform efficient mathematical calculations using

mental, written or digital technologies to do so.

Furthermore, the unit of work incorporates the general capabilities of literacy and critical thinking
in the form of word problems and mathematical terms while incorporating tools within
Information Communication Technology (ICT), that allow students to demonstrate a level of ICT
competence as they are encouraged to submit certain tasks to the teacher through the online
website and print off some of their own activities.
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References
ACARA. (2015). Australian curriculum. Retrieved from Content description ACMNA100:
http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMNA100

ACARA. (2015). Australian curriculum. Retrieved March, 22, 2016 from Mathematics
curriculum ACMNA129:
http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMNA129

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