Faith Christian School of Distance Education.Maths A ,Semester 3 – Unit 13(L)
Unit Plan
TITLE : / Faith Christian SDE – MAS3U13(L)Year Level / 12– MathematicsA / Duration : / 4 weeks / Term : / 2 / Year :
TARGETED ESSENTIAL LEARNINGS
Ways of Working
Students are able to:
- Demonstrate a working knowledge of techniques used in land measurement and procedures for interpreting various maps and plans which are used to represent portions of the earth’s surface.
- Understand the use of genuine artefacts (e.g. maps and plans) and technology in real-world contexts (e.g. surveying).
- Use calculators and computers for routine calculations and graphical displays.
- Display confidence through a range of scenarios with an emphasis on the practicalities, concepts and interpretation of data
Assessment instruments and techniques & Assessable elements
Extended Modelling and Problem Solving Task –
- Knowledge and Procedures
- Modelling and problem Solving
- Communicating and Justification
Land Measurement(b)
- position-fixing using directions, and vertical and horizontal measurements in relation to data (SLEs 3, 12, 13,)
- calculation of grades (gradient of the land) (SLEs 4, 5, 12)
- interpretation of maps which may include contour, topographical, detail, cadastral and land-use maps (SLEs 1, 2, 8–10, 14–16 )
- calculation of perimeters and areas (SLEs 6, 7, 18, 19).
Assessment Criteria
Criterion / Standard A / Standard B / Standard C / Standard D / Standard EKnowledge and procedures / The student’s work has the following characteristics:
- accurate use of rules and formulas in simple through to complex situations
- accurate use of rules and formulas in simple situations or use of rules and formulas in complex situations
- use of rules and formulas in simple routine situations
- use of given rules and formulas in simple rehearsed situations
- attempted use of given rules and formulas in simple rehearsed situations
- application of simple through to complex sequences of mathematical procedures in routine and non-routine situations
- application of simple sequences of mathematical procedures in non-routine situations or complex sequences in routine situations
- application of simple sequences of mathematical procedures in routine situations
- application of simple mathematical procedures in simple rehearsed situations
- attempted use of simple mathematical procedures in simple rehearsed situations
- appropriate selection and accurate use of technology
- appropriate selection and accurate use of technology
- selection and use of technology
- use of technology
- attempted use of technology
Modelling and problem solving / The student’s work has the following characteristics:
- use of strategies to model and solve problems in complex routine through to simple non-routine situations
- use of strategies to model and solve problems in routine through to simple non-routine situations
- use of familiar strategies for problem solving in simple routine situations
- use of given strategies for problem solving in simple rehearsed situations
- attempted use of given strategies for problem solving in well-rehearsed situations
- investigation of alternative solutions and/or procedures to complex routine through to simple non-routine problems
- investigation of alternative solutions and/or procedures to routine problems
- informed decisions based on mathematical reasoning in complex routine through to simple non-routine situations
- informed decisions based on mathematical reasoning in routine situations
- informed decisions based on mathematical reasoning in simple routine situations
- reflection on the effectiveness of mathematical models including recognition of the strengths and limitations of the model
- recognition of the strengths and limitations of the model in simple situations
Communication and justification / The student’s work has the following characteristics:
- accurate and appropriate use of mathematical terminology and conventions in simple non-routine through to complex routine situations
- accurate and appropriate use of mathematical terminology and conventions in simple non-routine and/or complex routine situations
- appropriate use of mathematical terminology and conventions in simple routine situations
- use of mathematical terminology and conventions in simple rehearsed situations
- use of mathematical terminology or conventions in simple rehearsed situations
- organisation and presentation of information in a variety of representations in simple non-routine through to complex routine situations
- organisation and presentation of information in a variety of representations in simple non-routine and/or complex routine situations
- organisation and presentation of information in a variety of representations in simple routine situations
- presentation of information in simple rehearsed situations
- analysis and translation of information displayed from one representation to another in complex routine situations
- analysis and translation of information displayed from one representation to another in simple routine situations
- translation of information displayed from one representation to another in simple routine situations
- use of mathematical reasoning to develop logical sequences in simple non-routine through to complex routine situations using everyday and/or mathematical language
- use of mathematical reasoning to develop logical sequences in simple non-routine and/or complex routine situations using everyday and/or mathematical language
- development of logical sequences in simple routine situations using everyday and/or mathematical language
- justification of the reasonableness of results obtained through technology or other means
RESOURCES
Text / Reference Books
/ Worksheets / Hand-Outs / Videos / DVDs / Websites / Technology / PersonnelMaths Quest Year 12Maths A Chapter 6 / Chapter Review sheets, / YouTube and Khan Academy resources as detailed in the student guide. / YouTube and Khan Academy resources as detailed in the student guide. / Calculators
Computer Programs as required. / Compass, Equipment to undertake a simple Surveys
WEEK
NO. / LESSON / KEY CONCEPTS / CONTENT / LEARING EXPERIENCES / TEACHING STRATEGIES
Extension / Developed Resources
1 / 1 / Land Measurement (b)
- position-fixing using directions, and vertical and horizontal measurements in relation to data (SLEs 3, 12, 13,)
- calculation of grades (gradient of the land) (SLEs 4, 5, 12)
- interpretation of maps which may include contour, topographical, detail, cadastral and land-use maps (SLEs 1, 2, 8–10, 14–16 )
- calculation of perimeters and areas (SLEs 6, 7, 18, 19).
Revise if Necessary
Levelling – Vertical Measurement
Chapter 6 – Exercise 6 G
2 / Topographical Maps
Chapter 6 - Exercise 6H
3 / Topographical Maps
Chapter 6 - Exercise 6H
Investigation – Surveying Then and Now
4 / Contour Maps
Chapter 6 - Exercise 6I
2 / 1 / Contour Maps
Chapter 6 - Exercise 6I
2 / Cadastral Maps and Site Plans
Chapter 6 - Exercise 6J
3 / Investigation – Mapping from Air and Space P 370
4 / Orienteering
Chapter 6 - Exercise 6K
3 / 1 / Investigation – Planning an Orienteering Course P 372
2 / Investigation – Planning an Orienteering Course P 372
3 / Revision Section F to K
4 / Written Report
4 / 1
2
3
4
BLOOMS TAXONOMY / MULTIPLE INTELLIGENCES
Word / Logic / Number / Picture / Spatial / Body / Touch / Music / Auditory / People / Self / Natural
Knowledge
Comprehension
Application
Analysis
Evaluate
Design
Common Curriculum Elements
1. Recognising letters, words and other symbols / 12. Compiling lists / statistics / 22. Structuring / organising a mathematical argument / 35. Extrapolating (logically extending trends or tendencies beyond the information / data given) / 48. Justifying
2. Finding material in an indexed collection / 13. Recording / noting data / 26. Explaining to others / 36. Applying strategies to trial and test ideas and procedures / 49. Perceiving Patterns
3. Recalling / remembering / 14. Compiling results in tabular form / 27. Expounding a viewpoint / 37. Applying a progression of steps to achieve the required answer / 50. Visualising
4. Interpreting the meaning of words or other symbols / 15. Graphing / 28. Empathising / 38. Generalising from information / 51. Identifying shapes in two and three dimensions
5. Interpreting the meaning of pictures / illustrations / 16. Calculating with or without calculators / 29. Comparing, contrasting / 41. Hypothesising / 52. Searching and locating items / information
6. Interpreting the meaning of tables or diagrams or maps or graphs / 17. Estimating numerical magnitude / 30. Classifying / 42. Criticising / 53. Observing systematically
7. Translating from one form to another / 18. Approximating a numerical value / 31. Interrelating ideas / themes / issues / 43. Analysing / 55. Gesturing
9. Using correct spelling, punctuation, grammar / 19. Substituting in formulae / 32. Reaching a conclusion which is necessarily true provided a given set of assumptions is true (deducing) / 44. Synthesising / 57. Manipulating / operating / using equipment
10.Using vocabulary appropriate to a context / 20. Setting out / presenting / arranging / displaying / 33. Reaching a conclusion which is consistent with a given set of assumptions (inferring) / 45. Judging / Evaluating / 60. Sketching / drawing
11. Summarising / condensing written text / 21. Structuring / organising extended written text / 34. Inserting an intermediate between members of a series (interpolating) / 46. Creating / composing / devising
FCS MATHS A - Unit 13(a) B.G.MatthewsPage 120/10/2018