Aboriginal Studies
Curriculum Framework Planning
Mathematics Learning Area
This webquest is part of a total unit that has been developed on Aboriginal Studies using the Curriculum Framework. It makes use of the Nidja Noongar Boodjar Noonook Nyininy (NNBNN) resource pack, developed by the Catholic Education Office of Western Australia.
| Overarching Outcomes | Core Shared Values | Learning Outcomes |
1. Students use language to understand, develop and communicate ideas and information and interact with others.
4. Students select, use and adapt technologies.
8. Students understand their cultural, geographic and historical contexts and have the knowledge, skills and values necessary for active participation in life in Australia.
3.RESPECT AND CONCERN FOR OTHERS AND THEIR RIGHTS
4. SOCIAL AND CIVIC RESPONSIBILITY
3. Call on a repertoire of general problem solving techniques, appropriate technology and personal and collaborative management strategies when working mathematically.
4. Choose mathematical ideas and tools to fit the constraints in a practical situation, interpret and make sense of the results within the context and evaluate the appropriateness of the methods used.
5. Investigate, generalise and reason about patterns in number, space and data, explaining and justifying conclusions reached.
13. Plan and undertake data collection and organise, summarise and represent data for effective and valid interpretation and communication.
15. Visualise, draw and model shapes, locations and arrangements and predict and show the effect of transformations on them.
16. Reason about shapes, transformations and arrangements to solve problems and justify solutions.
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Learning and Teaching Opportunities
Art Maths
Look carefully at the above paintings
Click on their links to find out more information about them.
Look especially for the following properties
Symmetry
Congruence
In shape (MTS - Space Blackline Master 22, 37)
Intersection
Look for examples of intersections in our school
Think of the relationship of school rules to intersections eg running in playground
Intersections in society eg traffic lights, stop signs
look at a map of our suburb and identify significant intersections
Pattern
look for examples of pattern in our society eg pavements, tiles, material patterns etc.. (MTS - Space Blackline Master 41)
For tessellations and patterns try http://library.thinkquest.org/16661/gallery/thumbnails.html
Angles
Look for examples of angles in our classroom, the school, your home. (MTS - Space Blackline Master 31, 32)
Scale
What size do you think the original paintings are? Investigate scale. (MTS - Space Blackline Master 47, 48)
Use a Venn Diagram to compare and contrast the above paintings. What is the same? What is different?
Survey Maths
Teaching Points
Collecting Data
Graphs (use of Excel)
Interpreting data
What type of questions will you include in the survey?
(MTS Student book p145, 154, 160)
How will you collect the answers?
(MTS Student book p151, 152)
How will you organize the data?
(MTS Student book p153, 155)
How will you interpret the results?
(MTS Student book p146, 148)
How will you communicate what you have found out?
Reference used : Nowland, Peter (1998), Mathematics Today Series (Student Outcome Edition), North Beach, WA : Katem Publications.
