MathematicsTerm 3, 2011

By Bridie WillisS0194590

Focused Year Level: 9Strand: Measurement and Geometry

Content Descriptor: ACMMG216 Calculate the areas of composite shapes.

Links to Curriculum

Year 9Links to Curriculum

According to the Australian Curriculum - Mathematics 2011,

students calculate areas of shapes, and the volume and surface

area of prisms and cylinders.

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 ShapesWhat are they?

Examples of Composite Shapes

Area Rule for a Triangle

½ Base x Height

Length x Width

Area Rule for Rectangle

Side x Side

Area rule for a Square

Learning Object:

Year Level:

Intended Learning Outcomes:

Learning Federation Object

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

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-BoardLearning Styles: Kinesthetic & Visual

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

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

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

Digital Tool ThreeLearning Styles:

Declarative:

Procedural:

Links to Declarative & Procedural Knowledge

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

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…

References

ACARA. (2011). Australian Curriculum Mathematics Year 9.

Essential Learnings yr 9 math

http://www.icoachmath.com/math_dictionary/Composite_Figures.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/