Bullying and Harassment links to Mathematics

Advice & problem solving

Advice & problem solving – role-play expert panel to letters from last lesson - pages 42–43

Sample questions - pages 43–44

Alternatives - Small group alternative - page 43

Workbook activities: - page 44

Create comic strips to solve problems

Role-play a problem being solved

Write letter, write a song or poem

Role cards (template) - page 45

Level 5 Measurement, chance and data

At Level 5 students accurately measure, using rational numbers un fractional and decimal form, the characteristics of length, perimeter, area, surface are, volume, capacity and angle in shapes and solid; and time and temperature. They calculate, using rational and real numbers, formulas for relationships between measurement variables; the area and perimeter of circles, parallelograms and regular polygons; and the surface area and volume (as cross-sectional area x length dimension) of prisms.

Student evaluate the reasonableness of the accuracy of measurements and giver lower and upper bounds for measurement values. They calculate absolute percentage error using the formula

estimated value - actual value x 100

actual value and interpret this measurement contexts.

Students demonstrate comprehension of empirical probability as long-run experimental relative frequency, and calculate theoretical probabilities of collection of outcomes in an event space for random experiment, using symmetry and counting the outcomes in the collections, and comparing them to the total number of possibly outcomes in the event space. They use appropriate technology to generate random numbers for simple simulations.

Students organise and present discrete (grouped and ungrouped) and continuous data, using by-hnad approached for small data sets and technology for larger data sets, to represent uni-varibale data in dot  plots, tem and leaft plots, bar charts and histograms as applicable. They calculate summary statistics that describe measures of centre (mean, median, mode) and spread (range, and mean absolute difference), and make simple inferences based on this data.

Level 5 Working mathematically

At Level 5 students analyse the reasonableness of points of view and procedures, according to given criteria, and identify limitations and /or constraints in context. They use literal symbols to represent constants, and arbitrary (free) variables in general case arguments, with respect to number, space and structure. They substitute numbers for free variables in equations, inequalities, identities and rules for functions. They give examples of applications of coordinates and functions from historical contexts.

Students develop simple mathematical models for familiar and unfamiliar situations based on the identification of characteristic conditions such as symmetry, invariance and constant rates of change. They apply standard mathematical models and make predictions based on interpolation (working with what is already known) and extrapolation (working beyond what is already known) using known computations and established constructions.

Students use technology for complicated numerical computation, including the construction of tables of values for functions that involve very small and very large numbers. They use technology to implement simple programs for special-purpose algorithms. They transform and manipulate two- and three-dimensional shapes, including projections from three dimensions to two dimensions. They use measuring implements and computer software to construct accurate and detailed representations of shape and solids. They explain geometric propositions by varying the location of key points and/or lines in a construction.

They use technology, for example, a spreadsheet, graphics calculator or a computer algebra system, to investigate patterns and relations (including equivalence) for simple algebraic expressions.

Bundling & cluster mapping

How to - pages 61–62

Bundling and cluster mapping (worksheet) - page 63

These are useful activities for classroom learning and connection.