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ICT Integration: Learning outcomes


This teaching episode falls within a unit of teaching for a Year 12 Mathematical Applications class.  The unit “MA Financial Modelling and Trigonometry” includes a four-five week segment focusing on the content areas of ratio & proportion, and applications of geometry and trigonometry.

The ‘specific unit goals’ related to this content area are reproduced below from the Board of Senior Secondary Studies unit outline (BSSS, 2009).

This unit should enable students to:

  • apply an understanding of ratio and proportion to practical situations
  • apply geometric and trigonometric procedures in real-life contexts

Further, the teaching guidelines for this content area explicitly calls for a  Focus on applications of the techniques in contexts where direct measurement is not feasible e.g. shadow reasoning” (BSSS,2009)

This task and supporting teaching episode clearly falls within the scope of this scope and appropriately support students achievement of the unit goals.

Specifically, this task is designed such that by the end of the lesson, students should be able to;

  • Make measurements using software-based tools when direct measurement is not possible
  • Calculate the height of unknown objects using a ‘shadow reckoning’ method.
  • Identify opportunities to apply knowledge of similar triangles to solve problems.
  • Interpret information from a ‘top-down’ graphical representation and represent it in a more conventional geometrical setting.

This lesson will go towards building the skills described in the BSSS(2009) unit outline (relevant skills are reproduced below)

  • Mensuration
    • employ appropriate techniques and a variety of technologies, tools and formulae to determine measurements in various contexts to suitable degrees of accuracy
  • Computational fluency
    • confidently use computational technology
    • employ efficient and accurate methods of calculation
  • Problem solving
    • formulate different kinds of mathematical problems by various means – including extensions of existing problems
    • apply and adapt a variety of strategies to solve problems
  • Communication
    • communicate their mathematical thinking coherently and clearly to peers, teachers and others
    • use appropriate representations to express their mathematical ideas precisely.

Board of Senior Secondary Studies (BSSS). (2009). Mathematical Applications unit outline. Retrieved from the BSSS website: http://www.bsss.act.edu.au/__data/assets/word_doc/0019/123319/Mathematical_Applications_T_08­12_v2.doc

  1. May 7, 2010 at 7:20 am

    Nice and specific, Pete. Thanks.

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