Donna Forster Written Action Project Proposal S00113908
Written Action Research ProposalSTUDENT NAME: Donna ForsterSTUDENT NO: S00113908TITLE OF RESEARCH PROJECT: KEEP IT OPEN: THE EFFECT OF OPEN-ENDED TASKS IN MATHEMATICS IN A YEAR 5 CLASSROOMIntroduction/Problem/Statement/Research Context:
Teachers have a challenging role in their ability to balance adequate learning with their
students in all areas of the curriculum. In the key learning area of mathematics, each classroom will
present a variety of learning abilities and thus it is difficult to provide a task or assessment that will
cater for the range of abilities. The ‘No Child Left Behind’ policy advocates high expectations and
all students are provided with the opportunity to reach the curriculum standards (Pacific Resources
for Education and learning, 2005). One of the most effective strategies for this is the
implementation of open-ended rich mathematical tasks which create no limitations for students to
demonstrate their knowledge (Ferguson, 2009).
The context of this issue relates to a year 5 class where students are easily becoming off task
during the delivery of mathematics lessons. Students are disengaged and the results on assessment
tasks are becoming significantly lower, especially for those students who are already placed below
the academic standards of the year. The teacher has been utilising a knowledge delivery method and
administering several mathematics worksheets, including extension worksheets to those students
who are early finishers.
For many years students have been given repetitive tasks and problems that require one
solution, and focused on only one path to arrive at this solution (Kwon, Park & Park, 2006). The
aim of open-ended tasks is to provide opportunity for student’s to actively construct their
knowledge through divergent and creative thinking approaches whether it is constructed
individually or cooperatively with peers. Implementation of an open-ended task approach needs to
be accompanied through a variety of strategies including personalisation of problems, cooperative
learning groups and effective teaching strategies such as questioning in these inquiry based lessons.
This action research project will focus on the implementation of personalised open-ended tasks to
improve academic achievement in mathematics.
Research Question:
Will implementing open-ended questions in the year 5 classroom improve academic achievement in
mathematics?
Supporting questions:
How can I effectively use open-ended mathematics tasks to improve academic achievement?
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Donna Forster Written Action Project Proposal S00113908
How will personalising the open-ended tasks improve academic achievement?
Literature Review
The research into alternative methods of delivery of mathematics has been a challenging
area for teachers over the last 40 years. The role of the teacher is to keep students engaged while
creating collaborative learning environments harnessing divergent thinking. One solution to this
challenge is the use of open-ended problems, which are distinguished by the multiple solutions and
the ability to offer students numerous approaches to the methods of obtaining the solution
(Hancock, 1995). However as Pehkonen suggests, it is important to implement open-ended tasks in
more than merely assessment tasks (Pehkonen, 1997). Mack’s research heavily opposes traditional
knowledge delivery approaches that is most common in classrooms, showing the interference that
rote memorisation and repetitive procedures had when attempting to solve problems in real-world
situations (Mack, 1990). Students often draw on incorrect explanations when reasoning their use of
strategies as these were not understood but rather memorised (Mack, 1990).
Although conducting her research in the USA, Gullie states that many students leave
primary school with a disconnected understanding of mathematics, where they find difficulty in
applying their mathematics knowledge in different situations (Gullie, 2011). Gullie implemented
open-ended tasks as a predictive measurement of achievement on a high-stakes test and thus was
able to include that high achievement on the open-ended test correlated with high achievement on
the later high-stake testing/assessment (Gullie, 2011). Assessment of learning is essential to
understand student’s mathematical knowledge both pre and post teaching. Assessment gives
teachers information on students understanding and effectiveness of their programs and instruction
(National Council of Teachers of Mathematics, 1995). In addition the use of personalised word
problems within these open-ended tasks ignites student’s motivation and their attentiveness to
remain on task (Bates & Wiest, 2004).
Benefits of open-ended tasks generally lie in the different approaches to thinking. An ability
to solve open-ended problems effectively develops the human ability of creativity and the skill of
thinking of something new (Kwon, Park & Park, 2006). Kwon, Park & Park furthermore suggested
that an advantage is that students can answer the problem in their own meaningful way and in return
provide a sense of achievement despite their mathematical ability (Kwon, Park & Park, 2006).
Negatives for open-ended tasks include the lengthy time they require in order to reach the solution
(Hancock, 1995). In some cases, the open nature of the tasks also allow students to explore multiple
areas of mathematics and thus can veer learning from a specific content area the teacher is
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Donna Forster Written Action Project Proposal S00113908
addressing (Sullivan, Warren & White, 2000). Overall, open-ended tasks with personalisation show
positive and negative implications for academic achievement of students.
Methodology:
Evidence-based practices such as action research are highly encouraged through government
initiatives and programs especially for beginning teachers (Foreman-Peck & Murray, 2008). Action
research is defined as an inquiry or investigation that is carried out by teachers to reflect on their
own practice or the environment in which they are practicing (Ax, Ponte & Brouwer, 2008).
Essentially it works towards teachers becoming effective reflective practitioners, those who learn
through their experiences and transform to become better educators (Johns, 2009).
This research project of investigating open-ended tasks in improvement of academic
achievement for year 5 students will utilise John Creswell’s action research model. Creswell (as
stated in Mills) describes action research as a “…dynamic and flexible process…” which can be
broken into the following steps: determining if action research is appropriate, identifying a problem
to focus on, finding resources to help address this problem, collecting necessary information,
implementing the data collection, analysing the data, designing an effective plan for action or
intervention and implementing this plan, and finally reflecting on whether or not the intervention
was successful (Mills, 2014, p.18). This model is most effective for this study, emphasising
collecting data prior to implementing action and thus suggesting the use of a pre-test and post-test
method. The only negative of this model is that there is no emphasis on the repetition of the
process; the process of research is cyclical and thus new questions arise from results enhancing the
role of the teacher as the reflective practitioner (Somekh, 2006). This can be achieved by continuing
to repeat the process designed by Creswell when problems, questions or issues arise.
As Mills states, “The decision about what data is collected… is largely determined by the
nature of the problem” (Mills, 2014, p.83). The goal of this action research is largely based on
academic achievement and results in preferring the method of quantitative collection of data
through teacher made tests. Quantitative data allows the researcher to come to generalized
conclusions and statements when they have found trends in data of a considerably larger sampler
size where more than one class is used, however, it does not provide observational data directly of
the students experiences, struggles and achievements (University of South Alabama, 2013).
Unfortunately, with quantitative methods of data collection and maintaining the ethical nature of
school-based testing, other variables will come into play such as differentiated teacher instruction
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Donna Forster Written Action Project Proposal S00113908
(Mills, 2014). The Appendix in this action research project is key for teachers to understand the
process that will be undertaken and the type of tasks delivered to students.
Planning of your research data collectionSample:
In order to be able to obtain the generalized statements that can be concluded from
quantitative data it is important to have quite a large sample size. Sample size is important because
too large presents ethical issues such as waste of time of participants, and too small may lead to
results that are not transferable to the larger context and thus a waste of participants time (Francis et
al., 2010). The sample size will therefore be obtained from 3 different year 5 classes (total of 90
students) at the same school in order to keep the other variables to a minimum. The main focus will
be on the change in results of the pre and post-tests conducted. The reason for using the same
school is to allow for planning of curriculum content together reducing discrepancies that things
will be taught for longer periods of time or not taught at all, as well as allowing teachers to have
regular contact during the implementation of open-ended tasks throughout the different
mathematics strands.
Methods:
This action research project will utilise the use of teacher-made tests in the pre and post test
form (Appendix 2 & 3). Mills suggests that teacher-made tests do not rely on textbook companies
and allow teachers to adapt curriculum materials as a valid measure of the academic performance of
their students (Mills, 2014). These questions will be open-ended, those that in general elicit more
information than closed tasks which will allow teachers to gain an overall understanding on the
processes their students have grasped in particular mathematics content strands (Cohen, Manion &
Morrison, 2011). To ensure the tests are effective in their purpose of determining academic
achievement the questions will be different on the pre and post tests, however, they will address the
same content and the level of difficulty will remain the same (Cohen, Manion & Morrison, 2011).
In order to address the concept of personalisation of mathematics problems, the teachers will use
common names and items in the wording of questions, which have been identified previously in a
survey (Appendix 1). The process of surveying and testing will begin at the end of Term 1(see
timeline). Teachers will then introduce 2 open-ended tasks per content area being taught providing
guidance and assistance as students work through them. Teachers will reflect after each task is
given and demonstrate some effective methods of solving these tasks. At the end of term 3, students
will be administered the post-test. The results from the pre and post-test will then be interpreted and
results/further questions identified.
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Donna Forster Written Action Project Proposal S00113908
Intervention:After the pre-test and survey is administered, in week 2 students will take part in a 2 hour
development session as a grade on how to best answer open-ended tasks using modelling from other
students and students. In this session teachers will utilise 2 open-ended warm-up activities, one
known as the broken calculator activity and the second will be general number busting (Appendix
4). The reason why we have chosen these questions is so they are not similar to the layout of the
pre-test but still allows students to think about the multiple answers available to answer the problem
(criteria of an open-ended task). Once students have completed the activity in their group the
teacher will bring students together to share responses that they discovered in their activities with
the guidance of teachers questioning. A grade session will reduce variables as all students are
exposed to the same content.
The second form of intervention will be during the teaching of mathematic content from
term 2 week 3, until term 3 week 8. In this case teachers will continue to teach maths content as per
the syllabus, however, integrated into their planning is 2 open-ended tasks per topic covered (a total
of 18 open-ended tasks over the 16 week period –Appendix 5). These tasks are used from the same
textbook “Investigations, Tasks and Rubrics to Teach and Assess Math” by Liburn & Ciurak and
will also be used as a basis for the questions for the pre- and post- tests. Teachers will ensure there
is a focus on discussion and reflection at the conclusion of these tasks.
Proposed Analysis:The pre- and post-test results will need to be analysed so conclusions can be made. Marking
of the test will occur by the researcher, questions will be worth 3 marks each, 2 marks for the
working out and 1 mark awarded for the right answer. Initially, the researcher should collect and
collate data into column graphs in order to group results together and bring to attention outliers.
There after, analysis of this data will be done so using descriptive statistics where mainly the central
tendency (mean, median, mode and range) and variability (standard deviation) will be compared in
both the pre and post-tests (Sage Publications, n.d.). The spread out of scores can be shown using
the standard deviation; a larger value for standard deviation may cause the researcher to rethink
whether general statements can be made in relation to achievement in the academic concept (Mills,
2014). It will also be important for the researcher to report on the statistical significance in order to
conclude findings and allow for a meaningful relationship between the pre- and post- test to be
drawn (Sage Publication, n.d.). An additional recommendation is the comparison of each student’s
results using a chart form (Appendix 5). Here the students may be numbered from 1-90 and their
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Donna Forster Written Action Project Proposal S00113908
results inputted on a computer as a pre-test and post-test comparison. This will assist an
understanding on whether an improvement in academic achievement is made in individual students.
Ethics:
The ethical nature of this project is adhered to in the data that is collected but also in the
nature of the research question to improve teaching, also known as beneficence (Vallance, 2005).
As mentioned above, the size of the sample is reasonable enough to produce effective results and
valid statements that can be concluded from this study ensuring that the test is not considered a
‘waste of time’. Sieber, as cited in Vallance’s article suggests five principles expanded from
Belmont’s three, including: “Valid research design, competence of the researcher, identification of
consequences, selection of subjects, voluntary informed consent and compensation for injury.”
(Vallance, 2005). The first is addressed in beneficence whilst the second can be addressed through
the researcher’s role as the classroom teacher and the purpose of the action research to prove
academic achievement of students within their school setting. Identification of consequences and
selection of subject is addressed within the action research plan where all institutions require ethical
clearance, usually through a board of members in order to satisfy institutional standards (Vallance,
2005). The most essential of the five principles is the voluntary informed consent because of the
intimate nature of action research (Mills, 2014). This is addressed within this action research
proposal through the ethical documentation attached. The principal will be given information
(Appendix 7) to ensure they are aware of the process that will be taking part in their school, which
needs to be signed and returned (the principal will also maintain a copy). In addition, parents will be
administered with both an information form (Appendix 8) and consent form to be signed and
returned for each participant (Appendix 9), to ensure they are aware of the process occurring with
their child’s learning and the use of the results from this study. Parents will however be ensured
confidentiality, no names will be disclosed in any results or findings. With the study using
quantitative data, it is much easier to exclude personal details in the research process (Mills, 2014).
Moreover, all teachers taking part in this study will also be given information for participant’s form
(Appendix 10) and an adult consent form (Appendix 11). All participants will have their own copy
following signing.
Reliability and Validity:Reliability and validity ensures the quality of the action research project that is being
undertaken (Sage Publications, n.d.). Reliability, according to Mills, is the degree to which a test
consistently measures what it has aimed to measure usually through repetition of tests (Mills, 2014).
In essence, reliability is the replication of similar results ensured with the sample of 90 students
(Winter, 2000). To prove reliability in reporting, the researcher should use a reliability coefficient
using the scale of 0-1, the closer the coefficient is to 1, the more reliable the test. As mentioned 6
Donna Forster Written Action Project Proposal S00113908
above, the standard deviation will measure variability and whether or not the scores are consistent,
the higher the standard deviation, the less reliable the results are.
Validity is the most important concept to ensure in the planning of action research as “A
valid test is always reliable, but a reliable test is not necessary valid.” (Mills, 2014, p. 120).
Moreover, Winter agrees with this relationship in stating that validity is firstly whether the
measurements are accurate and secondly whether they measure what they intended to measure
(Winter, 2000). Ultimately, a perfect testing environment would ensure that there is no interference
from other variables in the testing procedure and will utilise the use of a control group. Within a
classroom and school environment the interplay between the many factors that influence students
lives is virtually impossible to remove and unethical to do so, however, in this project as only one
concept (open-ended tasks) is being used as the independent variable. The concept of validity also
relates to the initial research question and intervention techniques (Winter, 2000). The intervention
within this proposal aims to introduce students to open-ended tasks (the independent variable) and
the pre- and post- test is utilised to measure what it is intended to measure, the academic
achievement, if any.
Timeline:Term Week Activity1 10 Students will be administered a survey in regards to their interests (Appendix 1).
11 & 12
Teachers and teacher-researcher will collaboratively design the pre- test and post-test (Appendix 2 and 3) for their year 5 students, integrating the topics they will cover in term 2 and 3. These topics will include those shown in Appendix 5. This planning will ensure the pre-test and post-test contain the same strands in the KLA and that these strands are integrated into planning time.
2 1 Students will be administered the pre-test with open-ended tasks. Researcher will collect data and display in graphs to show the range of marks.
2 Teachers will provide a grade session on open-ended mathematic tasks explaining what is expected of students in their answers, what is needed and how to best address and open-ended task when it is given
3-10 Teacher continues to teach mathematic content as listed in planning time and integrates the use of open-ended questions/tasks 2 times per topic or content area covered. These open-ended tasks are planned prior to teaching and included in programs.
3 1-8 Teacher continues to teach mathematic content as listed in planning time and integrates the use of open-ended questions/tasks 2 times per topic or content area covered. These open-ended tasks are planned prior to teaching and included in programs.
9 Students will be administered the post-test with open-ended tasks and questions. Researcher will collect data and display to show the range of marks.
10 Teacher-researcher will analyse data using statistical figures such as mode, median, mean, significant difference etc. Teacher-researcher will then compare the difference between pre- and post-tests to come to conclusions on the effectiveness. This discussion time will also give teachers time to discuss the responsiveness, perceived attitude and ability of students in their class.
Figure 2 Timeline of Action Research Project
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Donna Forster Written Action Project Proposal S00113908
ReportingThis action research project will provide insightful information for the principal, teachers,
parents, students and further educators extending the immediate community. In order to ensure the
action research project maintains high ethical standards it is important to report findings to the
stakeholders in an easy to understand manner to ensure they are able to understand the success of
the findings. This may be achieved in a simple 2-page summary of the project sent home to parents,
or an invitation to an information night where the parents may be shown evidence in the form of
pictures and samples of the tests the students were involved in. Sharing this information to fellow
colleagues is also encouraged. The project fits into the big picture of research into increasing
academic achievement of students in mathematics through a variety of approaches and thus writing
up this project in a journal form helps the researcher to better understand what occurred within the
project, and creates an accessible article for fellow colleagues and educators to access (Mills, 2014).
ConclusionThis action research project will equip teachers with a better understanding on the
effectiveness of personalised open-ended tasks on increasing academic achievement. This study
provides only a small insight into the complex nature of the variables that interplay teaching open-
ended tasks and thus leaves further areas for study such as the frequency of exposure to open-ended
tasks for students. As discussed in the “big picture” of this action research proposal were additional
interventions for divergent and creative thinking approaches, however, within this study, the
independent variables were kept to a minimum by only changing the type of tasks to personalised
and open-ended. Limitations of this study include limited professional development of teachers into
correct questioning techniques as well as limited focus on the types of questioning needed. The use
of three different classes also required three different teachers to teach students content, increasing
the factors that will influence the results as each teacher approaches content in different manners.
Inoue & Buczynski in their research study of open-ended tasks created a camp setting where there
was a focus on only maths and thus reduced the interplay of other variables; this may be a
consideration in further studies (Inoue & Buczynski, 2011).
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Donna Forster Written Action Project Proposal S00113908
List of references
Ax, J., Ponte, P. & Brouwer, N. (2008). Action research in initial teacher education: an explorative
study. Educational Action Research, 16(1), 55-72. DOI:10.1080/09650790701833105
Cohen, L., Manion, L. & Morrison, K. (2011). Research Methods in Education. 7th ed. Oxon:
Routledge.
Educational Policy Institute (2005). The No Child Left Behind Act of 2001 and the pathways to
college network framework: mutually supportive visions and complementary goals. Pacific
Resources for Education and Learning. Retrieved from:
http://www.educationalpolicy.org/pdf/PREL_NCLB.pdf
Ferguson, S. (2009). Same Task, Different Paths: Catering for Student Diversity in the Mathematics Classroom.
Australian Primary Mathematics Classroom, 14(2), 32-36.
Foreman-Peck, L. & Murray, J. (2008). Action research and policy. Journal of Philosophy of
Education, 42(1), 145-163.
Francis, J. J., Johnston, M. Robertson, C., Glidewell, L., Entwistle, V., Eccles, M. P. & Grimshaw,
J. M. (2010). What is an adequate sample size? Operationalising data saturation for theory-
based interview studies. Psychology and Health, 25(10), 1229-1245.
DOI:10.1080/08870440903194015
Gullie, K. A. (2011). Open-ended (extended/constructed) response questions as predictors of
success on subsequent state mathematics examination: the influence of mathematical
awareness and conceptual knowledge. Pro Quest Dissertations and Theses, 136. Retrieved
from: http://search.proquest.com/docview/867093379?accountid=8194.
Hancock, C. L. (1995). Mathematics learning with open-ended questions. The Mathematics teacher,
88(6), 496-499. Retrieved from: http://www.jstor.org/stable/27969418
Hetzler, N. (2004). Analysis of Pre- and Post-Tests: A Kindergarten Unit on Patterns. In McAllister,
D. A. & Bothman S. M (Eds), Culminating Experience Action
Research Projects (pp. 126-138). Retrieved from: http://files.eric.ed.gov/fulltext/ED490030.pdf9
Donna Forster Written Action Project Proposal S00113908
Johns, C. (2009). Becoming a reflective practitioner. United Kingdom: Wiley-Blackwell.
knowledge. Journal for Research in Mathematics Education, 21, 16–32.
Kwon, O. N., Park, J. S. & Park, J. H. (2006). Cultivating divergent thinking in mathematics through an open-
ended approach. Asia Pacific Education Review, 7(1), 51-61.
Liburn, P. & Ciurak, A. (2010). Investigations, tasks, and rubrics to teach and assess math. California, USA:
Math Solutions Scholastic Inc.
Mack, N. K. (1990). Learning fractions with understanding: Building on informal
Mills, G. E. (2014) Action Research: A guide for the Teacher Researcher. 5th ed. USA: Pearson
Education.
Sage Publications. (n.d.). Part I “What is Action Research?”. Retrieved on 3rd October 2013 from
http://www.sagepub.com/upm-data/38973_1.pdf
Somekh, B. (2006). Action Research: a methodology for change and development. New York,
USA: Open University Press.
University of South Alabama. (2013). Strengths and weaknesses of Quantitative Research.
Retrieved on 1st October 2013 from
http://www.southalabama.edu/coe/bset/johnson/oh_master/Ch14/Tab14-01.pdf
Vallance, R. J. (2005). Research ethics: reforming postgraduate information. Issues in Educational
Research 15(2), 193-205. http://www.iier.org.au/iier15/vallance.html
Winter, G. (2000). A comparative discussion of the notion of ‘validity’ in qualitative and
quantitative research. The Qualitative Report, 4(3). Retrieved from:
http://www.nova.edu/ssss/QR/QR4-3/winter.html
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Appendix 1 – Personalisation SurveyWhat do you like to do?
List three of your favourite activities you enjoy doing after school:
1) ____________________________________________2) _____________________________________________3) _____________________________________________
List three things you do not like to do:1) ____________________________________________2) _____________________________________________3) _____________________________________________
List three of your favourite foods:1) ____________________________________________2) _____________________________________________3) _____________________________________________
Where are your 3 favourite places to visit:1) ____________________________________________2) _____________________________________________3) _____________________________________________
What do you enjoy doing on the weekend?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Appendix 2: Pre- Test
Name:________________ Date:1. Rebecca took out 1/6 of the M&M’s that were in the packet. How many M&M’s could have been in the packet to start off with?
2. In a long-jump competition Sarah jumped 2.4 metres and Jessica jumped 2.04 metres. Sarah came first and Jessica came third. What distance might the girl who came second have jumped? What distance might the girl who came fourth jumped? What was the total of the 4 jumpers?
3. Three schools raised a total of $125,750 for charity. Each school raised a different amount but were within $3000 of each other. What amount might each school have raised?
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Donna Forster Written Action Project Proposal S00113908
4. When I tossed two eight-sided dice and multiplied the results I got a product that was an odd number. What numbers might have been on the dice?
5. Farmer Luke needed to build a pen on his property to keep his sheep in. He had 150m of fencing to use. What could his pen have looked like?
6. Freya measured the area of a shape and found it to be 48 centimetres squared. It was not a rectangle. What could her shape have looked like?
7. During the recent bake sale Keely’s mum made 24 brownies. How many different ways could she pack the brownies to fit into a box?
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Donna Forster Written Action Project Proposal S00113908
8. Mrs Edward’s collected the scores on the recent spelling test. The mean and the median of 9 scores was 12. What might the numbers have been?
How do you think you went?
Appendix 3: Post-testName: __________________ Date:1.Indiana and Jules were given a bag of gobstoppers. If Indiana takes ¼ of the chocolates and Jess takes 1/5 of the bag, how many chocolates may have been in the bag and how many might still be in the bag?
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Donna Forster Written Action Project Proposal S00113908
2. 10 students in 5 blue were measuring their heights to see who was the tallest student in the class. The tallest student was 1.55m and the shortest was 1.05m. What could the 10 measurements of students have been? What could be the total
height of the 10 students?3. Jason was comparing the cost of three motorbikes that he was going to buy. The total of the three motorbikes was $36
650. What could the cost of each motorbike have been?
4. Lee used a pack of cards and took out the K, Q, J and A. Using the numbers he multiplied 3 numbers together to get a number bigger than 50. What 3 numbers could he have multiplied together?
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Donna Forster Written Action Project Proposal S00113908
5. Joshua was helping his dad build a pen to keep his rabbits in. Each 10 centimetre of fencing costs $1.50. He only had $80 to spend. How might he have designed his rabbit enclosure?
6. Mr Frost was designing his new kitchen to be built. He only had 32 metres squared of tiles to use. What might his kitchen have looked like?
7. A prism was made with four layers of 9 cubes. What other ways can you make a prism with the same volume as this one?8. Keegan opened a packet of skittles with 5 different colours:
red, green, purple, yellow and orange. He had ¼ chance to
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Donna Forster Written Action Project Proposal S00113908
receive a green skittle. How many skittles did he have altogether? What chance did he have to receive a red skittle?
How do you think you went?
Appendix 4: Session Activities
Broken Calculator ChallengeThe number 7 and 5 appear to have broken on your calculator. Your challenge is to make the following numbers on you’re the calculator:
7577557
757 575
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Joel wants to calculate 757 + 575 on his calculator, but the buttons are still not working. How can he do this without using 2 & 5?
Jen wants to calculate 24 X 42 on her calculator, but the buttons 2 & 4 appear to be broken. How can she calculate the answer to her problem?
Number BustingTo become a great mathematician, you need should
know how to use the 4 operations effectively.
How many different ways can you number bust 36?
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Donna Forster Written Action Project Proposal S00113908
How many times can you number bust 424?
How many times can you number bust 2500?
Appendix 5:Brief Overview of Maths ProgramTerm 2 Week 3 & 4 Fractions
Week 5 & 6 Decimals & Percentages
Week 7 & 8 Multiplication & Division
Week 9 Addition & Subtraction
Week 10 REVIEW WEEK19
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Term 3 Week 1 & 2 Length & Perimeter
Week 3 & 4 AreaWeek 5 & 6 Volume &
CapacityWeek 7 & 8 Data & Chance
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Appendix 6: Suggested Graph
Figure 2 Proposed Chart to compare individual students (Hetzler, 2004).
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Appendix 7: Information to the Principal
Appendix 8: Information for the participants
Appendix 9: Consent form for caregivers/parents
Appendix 10: Information for teachers
Appendix 11: Adult consent form for teachers
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