1. Mathematics Term 3, 2011 By Bridie Willis S0194590

2. Focused Year Level: 9 Strand: Measurement and Geometry Content Descriptor: ACMMG216 Calculate the areas of composite shapes. Links to Curriculum

3. Year 9 Links to Curriculum According to the Australian Curriculum - Mathematics 2011, students calculate areas of shapes, and the volume and surface area of prisms and cylinders.

4. According to Highpoints Learning Incorporated 2011, a composite shape is a figure is made from two or more geometric figures, then it is called a Composite Figure. Composite Shapes What are they?

5. Examples of Composite Shapes

6. Area Rule for a Triangle ½ Base x Height

7. Length x Width Area Rule for Rectangle

8. Side x Side Area rule for a Square

9. Learning Object: Year Level: Intended Learning Outcomes: Learning Federation Object

10. Today’s digital kids think of information and communications technology (ICT) as something akin to oxygen: they expect it, it’s what they breathe, and it’s how they live. They use ICT to meet, play, date, and learn (Herz, N. 2011). Therefore, it is essential to embed appropriate digital pedagogy into the everyday teaching of mathematics, to cater for this digital age, and to foster and support their learning journey. Next, is an evaluation of three other digital learning tools that can accompany the learning of composite shape area, which allow students to interact with engaging, purpose-filled tools, to allow them to reach the intended learning outcome. Evaluation of Three Digital Tools

11.  Allows student to create their own compound shapes  Allows student to understand that compound shapes are created when two or more simple shapes are placed together.  Allows student to create the largest possible & smallest possible compound shapes.  Allows student to create specific sized compound shapes (e.g. 12cm, 16cm etc.)  Allows student to create a shape, place measurements on the shape, and swap with a partner to problem solve the area of each compound shape.  An interactive tool that students can manipulate to create a range of different shapes, in different sizes.  Comparing the relationships of plane figures. Virtual Geo-Board Learning Styles: Kinesthetic & Visual

12. Declarative:  Understand that to be able to calculate the area of a composite shape, the shape must be broken into two simple shapes.  Students understand the difference between a simple and compound shape, and how to identify and differentiate between the two. Procedural:  Apply the correct area formulas that would be required to find the total area of each compound shape.  Link student’s prior knowledge of area and simple shapes, to compound shapes. Links to the Declarative & Procedural Knowledge

13.  Allows student to find the area of simple and compound shapes, and to recognize the difference between the two.  Allows student to look at, and understand the rules of area, and to apply these rules to simple and complex problems  Allows student to be supported if their answer is wrong, by attempting the question again.  An interactive tool that teaches students how to locate the area of compound shapes. KS3 BiteSize Quiz – Area of Composite Shapes Learning Styles: Visual, Auditory & Kinesthetic

14. Declarative  Understand that to be able to calculate the area of a composite shape, the shape must be broken into two simple shapes.  Understand that different formulas are required to find the area of various simple shapes.  Students understand the difference between a simple and compound shape, and how to identify and differentiate between the two.  Understand that area is a concept, which has been identified in prior knowledge, and finding the area of compound shapes is a more complex concept. Procedural  Evaluate their own thinking and reasoning, considering their application of mathematical ideas, the efficiency of their procedures and opportunities to transfer results into new learning  Apply the correct area formulas that would be required to find the total area of each compound shape.  Analyze situations to identify the key mathematical features and conditions, strategies and procedures that may be relevant in the generation of a solution Links to the Declarative & Procedural Knowledge

15. Digital Tool Three Learning Styles:

16. Declarative: Procedural: Links to Declarative & Procedural Knowledge

17. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era” (Siemens 2005). Connectivism relates to using digital learning tools as a pedagogical practice, as it allows students to access these tools in the digital era in which they live in and experience on a day- to-day basis. Learners need a tool that they can relate to, and connect their learning and knowledge to, and according to Siemens 2005, “nurturing and maintaining connections is needed for continual learning”. Justification of the 3 Tools

18. According to Booker, Bond, Sparrow & Swan (2010), knowledge is actively created or invented, not passively received. Therefore, it is vital to provide students with digital tools and kinesthetic activities to enable them to practice and make sense of their learning and concepts. As learners participate in the playing of instructional games, Continued…

19. References ACARA. (2011). Australian Curriculum Mathematics Year 9. Essential Learnings yr 9 math http://www.icoachmath.com/math_dictionary/Composite_Figure s.html http://net.educause.edu/ir/library/pdf/FFPIU015.pdf http://oupeltglobalblog.com/2011/03/30/connectivism-a-theory-of- learning-for-a-digital-age/