Esm410 At1 Lisadam 212073307

ESM410 AT1
Lisa Dam 212073307
ESM410 Assignment 1:
Problem Pictures Task - Creating openended questions
Student Name:
Lisa Dam
Student Number: 212073307

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:
DATE:
23 August 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.
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Lisa Dam 212073307
Checklist
All points must be ticked that they are completed before submission.
Requirements checklist:
Tick
complete
d
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.
ESM410 AT1
Lisa Dam 212073307
Rationale for the use of problem pictures in the classroom

The Student Achievement Division (2011, p. 8) has found that open ended questions
will excite student curiosity, provoke critical thinking, elicit reflection and help
students construct their own meaning for the mathematics they are learning. The
Department of Education and Training (2013) likewise recognise the importance of
authentic tasks as they encourage students to find ways of solving rich mathematical
tasks themselves. What these findings indicate is that for teachers to provide an
engaging mathematical education for students, it is valuable for them to implement
teaching tools and strategies which afford open ended questions to be incorporated.
Len Sparrow (2008) links real maths, engagement through relevant interests,
purposeful activities, math skills and knowledge with students being engaged and
successful in mathematics.
Adopting such an open ended real life approach when planning teaching and learning
experiences in mathematical lessons appears to have great potential. Sparrow & Swan
(2005) identify that such tasks add a touch of realism. One such approach to this is
the introduction of problem pictures. According to Bragg & Nicol (2011, p. 9)
developing problems from photos not only provides opportunities to design openended problems but it also provides educators with a more critical mathematical lens
through which to view mathematics. This indicates that through the integration of
problem photographs into math lessons, students (and teachers) are provided with
the potential to be not only engaged in their learning but to have the opportunity to
use their mathematical understanding in a real world context which leads to greater
mathematical learning.
Whilst the implementation of problem pictures in the classroom has the potential to
produce a myriad of teaching and learning opportunities it is not without difficulties.
Booker et al. (1997) signify that the materials used in math lessons do not teach the
maths, but rather it is the reflection on the actions of the material and the situations
they represent that allows the generalisation to a mathematical way of thinking (p. 910). What this signifies is the importance of how teachers implement resources such
as problem pictures and integrate them in a manner that promotes mathematical
thinking in students. Bragg & Nicol (2011, p.8) reinforce the need for teachers to
prepare the implementation of such an approach to ensure that students understand
the learning intention behind the problem, as well as establishing an expectation that
students are required to be able to explain their answers. Sullivan, Mousley &
Zevenburgen (2005, p.108) found in their study that if teachers plan and explain
lessons with explicit pedagogical intent the exploration of mathematical concepts
improved the students level of engagement and the quality of their response. This
leads to a clear indication that through careful planning, forethought with clear
pedagogical expectations of students, the use of problem pictures in teaching has the
potential to create real world mathematical thinking that engages students and
assists them in their learning.
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Lisa Dam 212073307
ESM410 AT1
Lisa Dam 212073307
References for the rationale:

Booker, G, Bond, D, Briggs, J & Davey, G 1997, Teaching primary mathematics, 2nd
edn, Pearson Education, NSW.
Bragg, L & Nicol, C 2011, Seeing mathematics through a new lens: using photos in
the mathematics classroom, The Australian Mathematics Teacher, vol. 67, no. 3, pp.
3-9, retrieved 18 August 2015, <https://d2l.deakin.edu.au/content/enforced/340075ESM410_TRI-2_2015/AMT%202011%20Vol%2067%20Issue%203%20-%20Seeing
%20maths%20through%20a%20new%20lens.pdf?
_&d2lSessionVal=gCEgljFce99SijQ3xaEbT1Xch&ou=340075&_&d2lSessionVal=IhRacv
AboEybNTxKAP3qMFKTw&ou=340075>.
Department of Education & Training 2013, Authentic Tasks, Department of Education
and Training, retrieved 18 August 2015,
<http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/
assessment/pages/authtasks.aspx>.
Sparrow, L 2008, Real and relevant mathematics: is it realistic in the classroom?,
Australian Mathematics Classroom, vol. 13, no. 2, p. 4, retrieved 18 August 2015,
<http://go.galegroup.com.ezproxy-f.deakin.edu.au/ps/i.do?id=GALE
%7CA181898034&v=2.1&u=deakin&it=r&p=AONE&sw=w&asid=9ae4fb9c524e50e3
26d196afb4439535>.
Sparrow, L & Swan, P 2005, Starting out: primary mathematics, Eleanor Curtain
Publishing, Victoria, retrieved 18 August 2015,
<https://d2l.deakin.edu.au/content/enforced/340075-ESM410_TRI-2_2015/STARTING
%20OUT%20PRIMARY%20-%20LB.pdf?
_&d2lSessionVal=gCEgljFce99SijQ3xaEbT1Xch&ou=340075&_&d2lSessionVal=EyGxC
c8MEww5fWivPP2srOoT1&ou=340075>.
Student Achievement Division [Ontario Government] (2011), Capacity Building Series:
Asking effective questions, retrieved August 13 2015, from
<http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_AskingEffectiv
eQuestions.pdf>
Sullivan, P, Mousley, J & Zevenburgen, R 2005, Increasing access to mathematical
thinking, Australian Mathmatical Society Gazette, vol.32, no. 2, pp. 105-9, retrieved
21 August 2015,
<http://www.austms.org.au/Publ/Gazette/2005/May05/sullivanMZ.pdf>.
ESM410 AT1
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Problem Picture 1
Location:
Upper Ferntree Gully
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Lisa Dam 212073307
Problem Picture 1 - Questions

Grade level: 4
Question 1
Identify all the numbers in this photograph. How many different 5 digit numbers can
you make using these numbers? Find a way to order these numbers once you have
made them. Explain why and how you ordered these numbers the way you did.
Answers to Question 1
Possible Answer 1:
22
26
35,218
21
35
53,128
12,358
Ordered highest to lowest:

53,128
35,218
12,358
Possible Answer 2:
22
26
22,262
21
35
26,222
26,228
Ordered lowest to highest:

26,222
26,228
22,262
Possible Answer 3:
22
26
83,512
21
35,628
35
85,218

85,218
83,512
35,628
AusVELS - Number and Algebra

Content strand/s, year, definition and code
Number and place value, Level 4, Recognise, represent and order numbers to at least
tens of thousands (ACMNA072)
Reference:
Australian Curriculum and Assessment Authority 2013, Level 4 mathematics, Victorian
Curriculum and Assessment Authority, retrieved 20 August 2015,
<http://ausvels.vcaa.vic.edu.au/Level4?layout=1&d=M>.
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Enabling Prompt
Answers to Enabling Prompt

Possible Answer 1:
2,621
8,352
8,532

8,532
8,352
2,621
Possible Answer 2:
3,821
5,218
8,325

8,325
5,218
3,821
Possible Answer 3:
2,281
3,521
2,185
Ordered lowest to highest:

2,185
2,281
3,521
AusVELS
Number and place value, Level 3, Recognise, model, represent and order numbers to
at least 10,000
Reference:
Justification for change to the original question
The change made to the problem in this instance is the size of the numbers the
students are required to make. This has been done to accommodate students who are
finding it difficult to find the value and order larger numbers.
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Extending Prompt
Make 4 combinations of any 3 numbers from the photo the number must end with a
5. Divide each number by 5 using a calculator.
Answers to Extending Prompt

Possible Answer 1:
215
825
215 5 = 43
265
825 5 = 165
265 5 = 53
Possible Answer 2:
865
255
825 5 = 173
625
255 5 = 51
625 5 = 125
Possible Answer 3:
655
655 5 = 131
125
225
125 5 = 25
225 5 = 45
AusVELS
Number and place value, Level 5, Identify and describe factors and multiples of whole
numbers (ACMNA098)
Reference:
This modification has been made to enable students to take the next step in their
understanding of number and place value. This mode of alteration was chosen to
facilitate students to develop the ability to identify the factors of numbers and their
multiples.
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Cross-Curriculum Links
The area in the photo is a part of Knox City Council. Investigate what other suburbs
can be found in the Knox City area. Within these suburbs, there are numerous
community groups that help care for our environment. Find and record two located in
the Knox City Council - include their location and a brief description of what they do
and why they do it.
AusVELS - Cross-curriculum
Cross-curriculum area, Content strand/s, year, definition and code
Civics and citizenship, Community knowledge and understanding, Level 4, They
explain why protection and care for the natural and built environment is important.
Reference:
<http://ausvels.vcaa.vic.edu.au/Level4?layout=1&d=cc>.
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Report of Trialling Problem Picture 1

Childs pseudonym, age and grade level:
Mary, age 10, Year 4
Original Question:
Childs response to the question:

Initially, Mary found it difficult to conceptualise what was expected of her. Once the
exercise was explained in greater detail she found it relatively easy to complete this
task.
Work sample 1 Problem Picture 1:
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Lisa Dam 212073307
Reflection on childs response:

Due to Marys initial confusion on how to approach this exercise, it became apparent
that it would be beneficial to structure the question in a more straightforward manner.
The original question has been modified to accommodate this see the rephrased
question below. The importance of this is reinforced by Sullivan, Mousley &
Zevenbergen in the following statement the learning occurs as a product of students
working on tasks purposefully selected by the teacher, and contributing to ongoing
dialog with the teacher and their peers on their strategies and products (2005, p.
106). Once Mary understood her task, she displayed an ability to manipulate numbers
(see work sample 1). She was able to recognise all the numbers in the photo even
the ones that were not the most obvious (the route numbers on the top). In addition to
this, she showed an ability to separate and re-arrange numbers as appropriate to the
task. She displayed a clear understanding of what each integer represented, thus
indicating that her understanding of place value was consolidated when she
completed the Level 4 task. This showed that she was able to take the next step in her
mathematical learning journey investigating division in the extending task. When Mary
attempted the extending prompt, she once again showed some difficulties in
comprehending the question (see work sample 2). Once this was explained she
completed the task with relative ease.
It is important for students to develop a clear sense of numbers, a mathematical
understanding which Reys et al. (2012, p.167) identify as being a cornerstone of our
number system. At this level, it is important for students to be able to recognise the
place value of numbers up to the 10,000 which this activity expected of students. The
importance of consolidating student understanding of place value with whole numbers
is made clear in the following statement by Reys et al. facility with whole numbers
provides the foundation for work with fractions and decimals, estimation and
measurement, and data (2013, p.141). Through the provision of realistic exercises,
students are given opportunities which explore varied strategic approaches and are
encouraged to think flexibly about mathematics (Bragg & Nicol 2011, p.3).
Due to the fact that this task requires students to recognise, represent and order the
numbers in the photo it has fulfilled curriculum requirements.
Rephrased Question:
Using the picture above, follow these steps:
1.
2.
3.
4.
Identify all the numbers in this photograph.

How many different 5 digit numbers can you make using these numbers?
Find a way to order these numbers once you have made them.
Explain why and how you ordered these numbers the way you did.
ESM410 AT1
Lisa Dam 212073307
References for reflection on the trial of question 1:

Bragg, L & Nicol, C 2011, Seeing mathematics through a new lens: using photos in
the mathematics classroom, The Australian Mathematics Teacher, vol. 67, no.3, pp. 39, retrieved 22 August 2015, <https://d2l.deakin.edu.au/content/enforced/340075ESM410_TRI-2_2015/AMT%202011%20Vol%2067%20Issue%203%20-%20Seeing
%20maths%20through%20a%20new%20lens.pdf?
_&d2lSessionVal=gCEgljFce99SijQ3xaEbT1Xch&ou=340075&_&d2lSessionVal=O5dtCc
8sikQKN8jMCjSIrIPBM&ou=340075>.
Reys, R, Linquist, M, Lambdin, D, Smith, N, Roders, A, Falle, J, Frid, S & Bennett, S 2012, Helping
children learn mathematics, Wiley, Milton, Qld.

21 August 2015,
ESM410 AT1
Lisa Dam 212073307
Problem Picture 2
Location:
My house
ESM410 AT1
Lisa Dam 212073307

Grade level: 4
Question 2
Using the picture above, imagine you have a fire that burns 1 log in 10 minutes. If you
have 10 logs to burn, how long will your fire burn for? Choose any measurement of
time to answer. Show your working out.
Possible Answer 1:
1 log = 10 minutes
10 minutes x 10 logs = 100 minutes
Possible Answer 2:
1 log = 10 minutes
1 hour = 60 minutes
100 minutes 60 minutes = 40 minutes
= 1 hour and 40 minutes
Possible Answer 3:
1 log = 10 minutes
1 minute has 60 seconds so,
100 minutes x 60 seconds = 6,000 seconds
AusVELS - Measurement and Geometry

Using units of measurement, Level 4, Convert between units of time (ACMMG085)
Reference:
Australian Curriculum and Assessment Authority 2013, Level 4 Mathematics, Victorian
ESM410 AT1
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Lisa Dam 212073307
Enabling Prompt
have 6 logs to burn, how long will your fire burn for? Choose any measurement of time
to answer. Show your working out.
To assist students to answer this question, they will be provided with an

information sheet that has hours, minutes and seconds converted into each
other.

Possible Answer 1:
1 log = 10 minutes
6 logs x 10 minutes = 60 minutes
Possible Answer 2:
1 log = 10 minutes
60 minutes = 1 hour
Possible Answer 3:
1 log = 10 minutes
1 minute = 60 seconds
60 minutes x 60 seconds = 3,600 seconds
AusVELS
Reference:
The modification made to the original question involved simplifying the number of
logs being burned and provided students with a visual aid which they could use to
answer the question. Through changing the number of logs being burned from 10 to 6,
the number was not only simplified but also taken back to 6 which relates to the base
60 system in a clearer fashion. Providing students with a visual reminder of how many
seconds in a minute and how many minutes are in hour would further assist them in
processing this problem.
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Lisa Dam 212073307
Extending Prompt

Possible Answer 1:
1 log = 15 minutes
Possible Answer 2:
1 log = 15 minutes
1 hour = 60 minutes
135 60 = 2 hours with 15 minutes remaining
Possible Answer 3:
1 log = 15 minutes
1 minute = 60 seconds
135 minute x 60 seconds = 8,100 seconds
AusVELS
Reference:

The modification made to the original question was changing the amount of time the
log burned and how many logs there were to burn. The purpose of this was to solidify
student understanding in converting time and to extend their ability in converting
larger numbers.
ESM410 AT1
Lisa Dam 212073307
This picture could also be utilised in a Science lesson, incorporating the Science
Understanding Chemical Sciences strand for Level 4. During this science lesson,
students would begin their investigation of the potential uses that wood has. This
would provide the scaffold to examining how wood burns and how a solid (wood) can
be turned into a different material such as ash. Through investigating this concept,
students would look at how and why wood burns and how and why it turns into a
different substance, as well as exploring other materials that burn and what happens
to them when they burn. Through this process students would also begin to explore
the concept of different materials having different properties, and how and when their
properties have the potential to change. This lesson (or series of lessons) could also
provide the platform for students to begin investigating the impact that burning wood
and other materials has on the environment.
Science, Science Understanding / Chemical sciences, Level 4, Natural and processed
materials have a range of physical properties; these properties can influence their use
(ACSSU074).
Reference:
Australian Curriculum and Assessment Authority 2013, Level 4 Science, Victorian
<http://ausvels.vcaa.vic.edu.au/Level4?layout=1&d=S>.
ESM410 AT1
Lisa Dam 212073307

Mary, age 10, Grade 4
Original Question:
Mary found this a fairly straight forward task. However, in her working out of this
problem she does not label the unit of measurement she is using. Her working out is
done through multiple addition (see image below).
ESM410 AT1
Lisa Dam 212073307

Mary answered this question as anticipated. She used multiple addition to work her
way to the answer as can be seen in work sample 1. As she found the problem itself
fairly straight forward she worked on the extending prompt. Again, she found this to
be a fairly straight forward task that required her to work her way through it
mathematically, again using multiple addition as can be seen in work sample 2.
Mary did not record the measurement of time she was using. It was also interesting to
note this in both work samples, as Mary has indicated that 60 minutes = 1 hour yet
she chose to answer in minutes only. As Reys et al. (1999, p.316) points out numbers
in the absence of context carry no information which highlights the importance of
getting students to record which measurement is being recorded (see work sample 1
&2). This indicates that she understands the mathematical concept of converting
minutes to hours but has not represented it. As the purpose of this activity is to
identify and convert between different units of time it would beneficial to alter the
original question to specify this is something that is required of students. Sullivan,
Mousley & Zevenbergen (2005, p.107) identify the importance behind teachers
making the pedagogy explicit to students. This further illustrates the need to adjust
the question in a manner that directs students attention to the mathematic focus
and purpose of the task.
However, as found by Sullivan et al. (2003), sometimes even if expectations are
explicitly instructed by the teacher, some students will still fail to follow them and
may require further instruction which is an important factor to keep in mind when
teaching. It would seem that in teaching this lesson(s) it would be important for the
teacher to maintain close surveillance of student work in order to ensure they are on
the correct learning path.
The question has been modified to reflect the abovementioned points by highlighting
the options for students to use multiple representations of time, and to include the
instruction of including a reference to the mode of time they are measuring in. This
question has been created to address the mathematical intent found in AusVELS, as it
requires students to convert between different units of time.
Rephrased Question:
time to answer. Make sure to show how you worked it out and include the
measurement of time you are using.
Reys, R, Suydam, M, Lindquist, M & Smith, M 1999, Helping children learn

mathematics, 5th edn, John Wiley & Sons, USA.
21 August 2015,
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Sullivan, P, Mousley, J, Zevenbergen, R & Harrison, R 2003, Being explicit about

aspects of mathematics pedagogy, in Proceedings of the 2003 joint meeting of PME
and PMENA : PME27 / PMENA25, University of Hawaii, Honolulu, pp. 267-274,
retrieved 21 August 2015, <http://dro.deakin.edu.au/eserv/DU:30009582/mousleybeingexplicitabout-2003.pdf>.
ESM410 AT1
Lisa Dam 212073307
Problem Picture 3
Location:
My house
ESM410 AT1
Lisa Dam 212073307

Grade level: 4
Question 3
Using the picture above, create a question to ask your peers. Find the best way to
record this data.
Possible question:
Which fruit in this jar do you like best?
Possible Answer 1:
A recording sheet listing each students choice of fruit
Student name
Family name
Joanne
Max
Black
Jones
Favourite fruit in
the jar
Blueberries
Red Grapes
Frank
Thomson
Blueberries
Possible Answer 2:
A recording sheet which logs fruit choice
Blueberries
Red Grapes
Green Grapes
Possible Answer 3:
A recording sheet which includes a tally of each fruit
FRUIT
Blueberries
Green Grapes
Red Grapes
NUMBER OF PEOPLE
ESM410 AT1
Lisa Dam 212073307
AusVELS - Statistics and Probability

Data Representation and interpretation, Level 4, Select and trial methods for data
collection, including survey questions and recording sheets (ACMSP095).
Reference:
Enabling Prompt
We want to create a survey using the picture of fruit. How many questions can you
create for this? When you have the questions choose a recording sheets that works
best for your question to collect your data.
Teacher notes:
Students are required to develop a question that has a purposeful, narrow focus
that addresses who they are going to ask and what the question is
Students will be provided with the above recording sheets to put their collected
data into (see recording sheet examples 1, 2 & 3 above).

1. What fruit in this jar does my class like best?
2. How many pieces of fruit do you think are in this jar?

3. How many apples do you think it would take to fill this jar?
AusVELS
Data representation and interpretation, Level 3, Identify questions or issues for
categorical variables. Identify data sources and plan methods of data collection and
recording (ACMSP068).
Reference:
This question has been modified by focusing more on the questions students develop
in order to encourage students development of how to question effectively with a
purposeful intent. It caters for students who have not yet developed an understanding
of how to question successfully with the purpose of interpreting data. This lesson also
supports students in developing an understanding of data recording by providing
recording methods.
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Extending Prompt
Represent the data collected from your recording sheets in a way that best
demonstrates your findings.

Possible Answer 1:
Pie Graph on the computer
computer
Possible Answer 2:
Column Graph on the
Favourite fruit
Favourite fruit
12
10
8
6
4
2
0
Blueberries
Possible Answer 3:
Dot plot drawn by hand
Green Grapes
Red Grapes
ESM410 AT1
Lisa Dam 212073307
AusVELS
Data representation and interpretation, Level 5, Construct displays, including column
graphs, dot plots and tables, appropriate for data type, with and without the use of
digital technologies, (ACMSP119).
Reference:

The modification here is getting the students to convert their collected data and
representing it in graphs. This modification was made to extend students in their
thinking of how data can be represented in different forms, as it is at Level 5 learning
it is the natural next step in presenting data.
This photo has the opportunity to introduce healthy eating concepts to students, and
therefore incorporates the AusVELS learning area of Health and Physical Education
Health knowledge and promotion. Students could begin to identify healthy foods such
as the fruit in the photo and investigate what makes this type of food good for them,
including factors such as meeting nutritional requirements for growth and energy. This
provides a scaffold to introduce why they need healthy food in their diets. In further
investigation of this concept students could begin to look at unhealthy foods and what
makes them bad for them. Students could then begin to classify healthy foods and
unhealthy foods, and which types of foods they have in their diets. Students could
then begin to examine why people eat food that they do covering physiological,
social, cultural and economic perspectives.
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Lisa Dam 212073307
Health and Physical Education, Health knowledge and promotion, Level 4, They
identify healthy eating practices and explain some physiological, social, cultural and
economic reasons for peoples food choices.
Reference:
Australian Curriculum and Assessment Authority 2013, Level 4 health and physical
education, Victorian Curriculum and Assessment Authority, retrieved 20 August 2015,
http://ausvels.vcaa.vic.edu.au/Level4?
layout=1&d=ta&d=cc&d=co&d=dct&d=E&d=hpe&d=H&d=hu&d=ict&d=id&d=lo&d
=M&d=pl&d=S&d=tp
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Mary, 10 years old, Grade 4
Original Question:
Using the picture above, create a question to ask your peers. Find the best way to
record this data.
Mary did not quite understand how to develop a question from the photograph and
required extra support in how to develop a question that included who was being
questioned and why they were being questioned. Terms such as peers and recording
data were likewise confusing.
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The introduction of a problem picture, in this instance, provided the opportunity for
Mary to have a real-world experience to work out. As Booker et al. (1997, p.385)
describe chance and data have often appeared to be distant and difficult
mathematical concepts to teach children and providing them with meaningful and
involving opportunities such as this one avails students to a more positive learning
experience of what was once a potentially unrealistic topic.
Due to Marys general confusion in regards to how to approach this problem, it is clear
that it would have been beneficial for her to have had some practice in developing
questions and how to record data from these questions. She required support from the
teacher to develop her question (see work sample 1). As pointed out by Anne
Downton (2003) it is important when planning for learning that teachers have a clear
understanding of how best to cater to the individual need of their students. In this
instance, understanding Marys entry point would have been beneficial. With a bit of
assistance and explanation, Mary was able to complete the task. As can be seen in
her work (see work sample 2) her ability to record the data showed a lack of
organisation. Once she had completed the initial task, it became apparent that it
would be beneficial for her to complete the enabling task, which she completed with
relative ease (see work samples 3 and 4). The support received in developing her
original question assisted her greatly in developing questions to ask (see work sample
3). Her organisation of the data was likewise improved with this additional support
(see work sample 4). In conversation Mary remarked upon this claiming that she had
not thought to organise her data in this manner and that she would find this useful in
the future.
This question has been created to explicitly address the mathematical intent found in
the AusVELS mathematical standard select and trial methods for data collection,
including survey questions and recording sheets, as it requires students to develop
questions and collect relevant data. This is an important skill for students to develop
as it provides many opportunities to think, use, understand and interpret
numbers..using data helps further develop number sense (Reys et al. 2012, p.432).
Due to the abovementioned factors, it would seem it would be beneficial to alter the
original question slightly in order to make it clearer in its expectations regarding
questioning and collecting data.
Rephrased Question:
Using the picture above, create a question to ask your class mates that includes the
following information who you are asking and why. Find the best way to record this
data using the most appropriate recording sheet.
Booker, G, Bond, D, Briggs, J & Davey, G 1997, Teaching primary mathematics, 2nd
edn, Pearson Education, NSW.
Downton, A 2003, School based curriculum planning: some models, Ann Downton,
retrieved 21 August 2015, <https://d2l.deakin.edu.au/content/enforced/340075-
ESM410 AT1
Lisa Dam 212073307
ESM410_TRI-2_2015/eLecture%20resources/Ann%20Downton/downton-a-2003school.pdf?_&d2lSessionVal=EyGxCc8MEww5fWivPP2srOoT1&ou=340075>.
Reys, R, Linquist, M, Lambdin, D, Smith, N, Roders, A, Falle, J, Frid, S & Bennett, S 2012, Helping
children learn mathematics, Wiley, Milton, Qld.

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ESM410 AT1

Lisa Dam 212073307

Student Number: 212073307

Lisa Dam 212073307

The rationale addressed the rationale prompts in the assignment description.

Lisa Dam 212073307

Rationale for the use of problem pictures in the classroom

Lisa Dam 212073307

Lisa Dam 212073307

References for the rationale:

Lisa Dam 212073307

Upper Ferntree Gully

Lisa Dam 212073307

Problem Picture 1 - Questions

Ordered highest to lowest:

Ordered lowest to highest:

Ordered highest to lowest:

AusVELS - Number and Algebra

Lisa Dam 212073307

Answers to Enabling Prompt

Ordered highest to lowest:

Ordered highest to lowest:

Ordered lowest to highest:

Justification for change to the original question

Lisa Dam 212073307

Answers to Extending Prompt

Justification for change to the original question

Lisa Dam 212073307

Lisa Dam 212073307

Report of Trialling Problem Picture 1

Childs response to the question:

Work sample 2 Problem Picture 1:

Lisa Dam 212073307

Reflection on childs response:

Identify all the numbers in this photograph.

Lisa Dam 212073307

References for reflection on the trial of question 1:

Sullivan, P, Mousley, J & Zevenburgen, R 2005, Increasing access to mathematical

Lisa Dam 212073307

Lisa Dam 212073307

Problem Picture 2 - Questions

AusVELS - Measurement and Geometry

Lisa Dam 212073307

Lisa Dam 212073307

To assist students to answer this question, they will be provided with an

Answers to Enabling Prompt

Justification for change to the original question

Lisa Dam 212073307

Lisa Dam 212073307

Answers to Extending Prompt

Justification for change to the original question

Lisa Dam 212073307

Lisa Dam 212073307

Report of Trialling Problem Picture 2

Childs response to the question:

Work sample 1 Problem Picture 2:

Work sample 2 Problem Picture 2:

Lisa Dam 212073307

Reflection on childs response:

References for reflection on the trial of question 2:

Reys, R, Suydam, M, Lindquist, M & Smith, M 1999, Helping children learn

Lisa Dam 212073307