101584 Assignment 1

Auburn Botanic Gardens

By Hayley Firth (18608638)

Word Count: 2193

CONTENTS

INTRODUCTION ................................................................................................................................. 2

IMPLEMENTATION GUIDE ............................................................................................................... 3-4

Preparation………………………………………………………………………………………3

Students & Teachers……………………………………………………………………………..3

Timetable Guide………………………………………………………………………………….4

JUSTIFICATION......................................................................................................................................4

INTEGRATION IDEAS: STAGE TWO..................................................................................................6

RESOURCE LIST ................................................................................................................................... 7

MATHEMATICS TRAIL MAP.............................................................................................................. 8

MATHEMATICS TRAIL..........................................................................................................................9-

Staion 1: Reflection Pool...............................................................................................................9-11

Station 2: Equal Access Playgroud...............................................................................................12-14

Station 3: Sun Dial.........................................................................................................................15-17

Station 4: Japanese Garden............................................................................................................18-19

Station 5: Fauna Reserve................................................................................................................20-22

REFERENCE LIST...................................................................................................................................23-25

APPENDIX.................................................................................................................................................26

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INTRODUCTION

The Mathematics Trail is situated within the Auburn Botanic Gardens (Figure 1). Students from Auburn

West Public School within a Stage 2, Year 4 class will be participating in the Mathematics Trail consisting

of engaging, open-ended investigations. Teachers and assisting adults are expected to safely guide students

through the three-minute walk to the venue (Figure 2).

Figure 1: Auburn Botanic Garden location (Google Maps, 2020a)

Figure 2: Walk to Auburn Botanic Garden (Google Maps, 2020b).

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IMPLEMENTATION GUIDE

Preparation

Prior the Mathematics Trail, the teacher is expected to complete a risk assessment, excursion form

(Appendix 1), and receive school’s permission to borrow iPads for the day. Students are also expected to return

their consent forms signed by their parent/carer. No payments are required for this trail (Cumberland Council,

2020).

Students & Teachers

The Auburn Botanic Garden Mathematics Trail requires Year 4 students to be split into five groups of

five students. Each group will be assigned an animal’s name and allocated to a teacher/assisting adult with a

valid Working with Children’s Check (WWC) to supervise and guide students throughout the Mathematics

Trail. Every station/facility is easily accessible for all students and every supervisor must be given first-aid

kits and if required, an EpiPen with completed anaphylaxis training. Students are expected to wear a hat and

bring their own food, as canteens or visits back to the school will not be available. Similarly, students will be

allocated and sharing roles between stations (Figure 3). This will allow students to share responsibilities and

document their learning for future reflection within the classroom.

Figure 3: Student Roles & Responsibilities.

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Timetable Guide
TIME ACTIVITIES

9:00-9:30am Roll-call, travel, brief introduction and time to get to first activity.
9:30am-9:55am Begin stations!
Station 1: Peacocks
Station 2: Kangaroos
Station 3: Wallabies
Station 4: Wombats
Station 5: Emus
9:55am-10am Group discussion about findings.
10:00am-10:05am Move to next station!
Station 1: Emus
Station 2: Peacocks
Station 3: Kangaroos
Station 4: Wallabies
Station 5: Wombats
10:05am-10:30am Complete station.
10:30am-10:35am Group discussion about findings.
10:35am-10:55am Lunch break located at the Grass Area (G1) and near toilets (F2/G2).
10:55am-11:00am Move to the next station!
Station 1: Wombats
Station 2: Emus
Station 3: Peacocks
Station 4: Kangaroos
Station 5: Wallabies
11:00am-11:25am Complete station.
11:25am-11:30am Group discussion about findings.
11:30am-11:35am Move to the next station!
Station 1: Wallabies
Station 2: Wombats
Station 3: Emus
Station 4: Peacocks
Station 5: Kangaroos
11:35am-12:00pm Complete station.
12:00pm-12:05pm Group discussion about findings.
12:05pm-12:20pm Recess break located at the Grass Area (G1) and near toilets (F2/G2).
12:20pm-12:25pm Move to the final station!
Station 1: Kangaroos
Station 2: Wallabies
Station 3: Wombats
Station 4: Emus
Station 5: Peacocks
12:25pm-12:50pm Complete station.
12:50pm-12:55pm Group discussion about findings.
12:55pm-1:30pm Gather students, roll-call before leaving and once arrive back at the school.
1:30pm Discuss and reflect as a class what was discovered at each station. Allow students to
volunteer to share their videos too.

JUSTIFICATION

This Mathematics Trail fulfils rich, meaningful, and engaging education that can be realistically

implemented within a teacher’s pedagogical practice. As each station utilised open-ended and hands-on

investigations, learning becomes naturally differentiated and enables students to apply their unique

mathematical strategies within real-world contexts (Board of Studies, 2012b). This is vital for numeracy

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development as students gain confidence in understanding and applying knowledge to become successful in

their mathematical investigations, thus raising self-efficacy and reducing pre-existing mathematics anxiety

(Necka, Sokolowski & Lyons, 2015). Overall, the problem-solving and investigative nature of the Auburn

Botanic Gardens Mathematics Trail promotes three levels of vital engagement with mathematics (Attard,

2012).

Similar to principles of inquiry-based learning, the incorporation of problem solving, and investigation

empowers students to be active, critical and creative thinkers when finding solutions (Reynolds, 2019;

Gervasoni, 2000; Booker, Bond, Sparrow & Swan, 2014). This is critical for high cognitive engagement, as

actively involving students in such challenges will encourage reflective practices for a deeper, meaningful

understanding of the applications and strategies involved in mathematics (Attard, 2012; Board of Studies,

2012b). Each station within the Auburn Botanic Garden Mathematics Trail provides opportunities for this,

such as the riddle in station two whereby the answer is not immediately obvious and requires critical thinking

(Gervasoni, 2000).

Consequently, grouping students aligned with personal pedagogical theory to enhance operative engagement.

According to Vygotsky’s (1978) theory of social constructivism, “collaboration is key to constructing meaning

and knowledge of the phenomenon around us” (Firth, 2020, p.2). Thus, grouping operatively engages students

in collaboration and cooperation when making sense of investigations, producing meaningful solutions, and

exchanging findings in post-discussions (Attard, 2012; Lewis & Lewis, 1998; English, Humble & Barnes,

2010). However, not all group members may collaborate effectively. To prevent this, I implemented specific,

rotating roles for each student to encourage individual input towards collaboratively finding solutions

(Morcom, 2016).

Subsequently, affective engagement occurs as students develop genuine values and attitudes towards

mathematics within and beyond school (Attard, 2012; Board of Studies, 2012b). Opportunities for this arise

within each station by ensuring students connect their understanding to real-world contexts and reflect through

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post-station discussions. For instance, the focus on ‘MA2-17MG: Position’ (Board of studies, 2012b) within

station four allows students to practice map-reading and direction skills that will assist them in extending their

investigation beyond the station and thus, develop future life skills. Therefore, students will develop interest,

enjoyment and confidence in pursuing realistic problems and thus, “appreciate mathematics as an essential

and relevant part of life” (Board of Studies, 2012b, p.14; Attard, 2012).

Altogether, it is clear why Auburn Botanic Gardens Mathematics Trail is highly beneficial for not just students,

but also teachers’ pedagogical practice. Although the Mathematics Trail is informed by theory and research,

it also closely links to the ‘Australian Professional Standards for Teachers’ (AITSL, 2011). The development

of a successful Mathematic Trail involves standard two “know the content and how to teach it” (AITSL, 2011,

p.12-13) and standard three “plan for and implement effective teaching and learning” (AITSL, 2011, p.14-15)

as challenging learning goals are established (3.1.1) to ensure the effective learning and teaching sequence

(2.2.1) of numeracy (2.5.1). Consequently, this achieves standard one “know students and how they learn”

(AITSL, 2011, p.10-11) as differentiation (1.5.1) and an understanding for how students learn (1.2.1) are

demonstrated.

INTEGRATION IDEAS: STAGE TWO

Each station beholds opportunities for integrating additional key learning areas (KLA) within and beyond

the Mathematic Trail. Station one engages students in ‘HT2-1: Community and Remembrance’ from the

History K-10 Syllabus (Board of Studies, 2012a) through informing students of the historical significance of

the Reflection Pool and its Lone Pine tree found in Gallipoli during World War one. Additionally, station three

incorporates concepts of ‘ST2-10ES-S: Earth and Space’ from the Science K-6 Syllabus (NESA, 2017) as

interpreting the sundial requires understanding how the sun rotates around the earth over 24 hours. Similarly,

station five incorporates ‘ST2-1WS-S: Living Word’ concepts from the Science K-6 Syllabus (NESA, 2017)

as students conduct investigations and collect data regarding the fauna reserve. Finally, station four immerses

students in geographical inquiry relevant to ‘GE2-4’ from the Geography K-10 Syllabus (BOSTES, 2015)

through utilising maps for identifying location, direction, distance, and map references.

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Furthermore, the Mathematic Trail provides various opportunities for cross-curriculum priorities (CCP) and

developing general capabilities (GC). Station four contains aspects of ‘Asia and Australia’s engagement with

Asia’ through exploring the Japanese gardens and immersing them in traditional Japanese flora, architecture,

and landscapes. Similarly, station three imbeds the CCP ‘Sustainability’ as students investigate the sun as a

natural source and thus, provides opportunities for external investigations about renewable energy.

Subsequently, integrating Mathematics within an open-ended and real-world context enhances the

development of general capabilities (ACARA, 2017) such as critical and creative thinking when solving

problems, testing strategies, and providing mathematical reason (Board of Studies, 2012b).

RESOURCE LIST

RESOURCE NOTES
Auburn Botanic Gardens Map 1 per group
Mathematics Trail worksheets 2 per group (1 backup)
Tape measures 2 per group
Calculator 1 per group
Stationary Case 1 per group
- 2 pencils
- 2 pens
- 1 rubber
- 1 ruler
- 1 protractor
- coloured pencils

iPad & portable charger 1 per group

* To be held by Teacher unless in use.

Applications downloaded: iMark, Measure, -

Compass, Clock.
* No applications require internet.

Clipboards 1 per group

Trundle wheel 1 per group
First aid kit 1 per group
* Always held by teacher.

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MATHEMATICS TRAIL MAP
Figure 4: Auburn Botanic Gardens Grid Map (Cumberland Council, 2020).

LEGEND
1. Japanese Gardens 6. Tea House 11. Garden of Trees 16. Billabong
2. Aviary 7. Secret position 12. Avenue of 17. Equal access
Remembrance playground
3. Entrance 8. Reflection pool 13. Fauna Reserve 18. Bike Path
4. Bamboo Garden 9. Scented Garden 14. Grass Area 19. Barbecue Area
5. Japanese Lake 10. Sunken Rose 15. Australian Native 20. Sun dial
Garden Garden

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 STATION 1: REFLECTION POOL
Grid Location: D7

STATION 1 SYLLABUS LINKS CCP/GC/KLA

MA2-1WM: Communicating MA2-2WM: Problem Solving KLA: History
MA2-3WM: Reasoning Understanding & Fluency GC: Critical & Creative
MA2-5NA: Addition & Subtraction MA2-9NA: Length GC: Literacy
MA2-6NA: Multiplication & Division MA2-10MG: Area GC: Numeracy
MA2-7NA: Fractions & Decimals MA2-17MG: Position -

Outcomes: MA2-1WM, Fluency, and MA2-9NA.

1. How could you measure the perimeter of the reflection pool while staying outside of it?
A. Using one-metre steps, trundle wheel, tape measure, using metres, metre ruler, and/or using metres and

centimetres.

Outcomes: MA2-1WM, MA2-3WM, Understanding, Fluency, MA2-5NA, and MA2-9NA.

2. Estimate the perimeter of the reflection pool and explain your answer.

Estimations will vary depending on prior knowledge

A. The length of the pool will be 50 metres because it looks similar to the swimming pool, I compete in. The

width will be 5 metres because it is shorter than the length. So:

50+50 = 100

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5+5 = 10

100 + 10 = perimeter of 110 metres.

Outcomes: MA2-1WM, MA2-3WM, Fluency, MA2-5NA, MA2-7NA, and MA2-9NA.

3. Measure the reflection pool’s perimeter and compare your answer to your estimation. Were
they close?

Answers will vary depending on measuring and mathematical strategy applied.

A. Using a measuring tape, the length as 75 metres and 30 centimetres and the width as 5 metres and 20

centimetres. So, I worked out the perimeter by doing metres first:

75 metres + 75 metres = 150 metres

5 metres + 5 metres = 10 metres

150m + 10m = 160 metres

Then by doing centimetres…

30cm + 30 cm = 60 cm

20cm + 20cm = 40cm

60cm + 40cm = 100cm

I know there are 100cm in 1 metre, so 160m + 1m = 161 metres perimeter. I guessed 154m, which is close to

the actual measurement but still 7m short.

Outcomes: MA2-1WM, MA2-2WM, Understanding, Fluency, MA2-5NA, MA2-6NA, and

MA2-17MG.

4. When we measure the length of the reflection pool on our map, it is 5 centimetres. Use this
information to find the scale of the map and check your answer.

How students get their answer is open-ended.

A. If the length I measured is 75 metres, then I will divide this by 5 centimetres:

So the scale should be 1cm = 15m. To check this, I would:

10 x 5 = 50 OR 15+15 = 30
5 x 5 = 25 30 + 15 = 45
50 + 25 = 75 metres. 45 +15 = 60
60+15 = 75 metres

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 Outcomes: MA2-1WM, MA2-2WM, MA2-3WM, Understanding, Fluency, MA2-5NA, MA2-
6NA, MA2-9NA, MA2-10MG, and MA2-17MG.

5. Find the area of the reflection pool without physically measuring it.

How students get their answer is open-ended.

A. By using the scale, you could measure the width of the pool on the map and convert it to metres. I

measured 3 millimetres on the map which is not a full centimetre. This means I need to divide 15 by three,

instead of multiplying. So:

15 divided by 3 = 5

Then…

75m (length) x 5m (width) =

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 STATION 2: EQUAL ACCESS PLAYGROUND
Grid Location: H4

CCP/GC/KLA
STATION 2 SYLLABUS LINKS
MA2-1WM: Communicating GC: Critical & Creative
thinking
MA2-3WM: Reasoning GC: ICT

MA2-2WM: Problem Solving GC: Literacy

Understanding & Fluency GC: Numeracy

MA2-14MG: Three-Dimensional -
Shapes
MA2-15MG: Two-Dimensional MA2-16MG: Angles
Shapes

Outcomes: MA2-1WM, MA2-3WM, Understanding, MA2-15MG, MA2-16MG.

1. Find and name as many two-dimensional shapes as you can. Make sure to take photos of these
shapes and describe their features using iMark (Clover, 2020).

Possible answers using iMark (Clover, 2020):

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Possible Answers using iMark (Clover, 2020) cont.:

Outcomes: MA2-1WM, MA2-2WM, MA2-3WM, Fluency, and MA2-16MG.

2. Brainstorm some ways you could measure the angles of these two-dimensional shapes. What
angles can you already identify without measuring them?

Brainstorm: Protractor, Photo protractor (Goemon-soft, 2020) application, estimating the angles based on

existing knowledge (eg. 90 degrees).

A. Right angle (90 degrees), Obtuse angle (larger than 90 degrees but less than 180 degrees), Acute angle

(less than 90 degrees), straight angle (180 degrees), reflex angle (larger than 180 degrees but smaller

than 360 degrees), and revolution angle (360 degrees).

Outcomes: MA2-1WM, MA2-3WM, Understanding, Fluency, MA2-14MG, and MA2-16MG

3. Find and name as many three-dimensional shapes as you can. Make sure to take photos of these
shapes, describe their features and name one thing it reminds you of using iMark (Clover, 2020)
(Clover, 2020).

Possible answers using iMark (Clover, 2020):

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 Outcomes: MA2-1WM, MA2-3WM, Understanding, Fluency, MA2-14MG, MA2-15MG,
and MA2-16MG.

4. Draw a net for at least one of the three-dimensional shapes you found using . What do you
notice about the net?

Possible Answers using iMark (Clover, 2020):

All angles are

There are 4 right

angles and two
revolutions

Outcomes: MA2-1WM, MA2-2WM, MA2-3WM, Understanding, Fluency, MA2-14MG,

MA2-15MG, and MA2-16MG.

5. I am rectangular with circular features. You may see me as two-dimensional, but I am three-
dimensional. All my angles are the same, but my faces are not. You may find me in the
playground, but I am everywhere and used everyday. What am I?
A. Students can use previous learning to assist them in solving the problem. For instance:
- We know the shape is three dimensional.
- The shape must have all 90 degree angles or all acute angles for them to be the same.
- BUT because all faces are not the same, the angles must be 90 degrees, making the faces both squares
and/or rectangles.
- three-dimensional shapes consisting of square and/or rectangular faces could be a cube or rectangular
prism, therefore,
- What objects can I find in the park that are cube or rectangular prism that are used everyday?

A seat is used HOWEVER, the

everyday and looks steps have the same
two-dimensional at features as the seat
first but is a three- AND have circles on
dimensional object. them, giving them the
However, it does not circular feature.
have circular Therefore, the answer
features. is steps!

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 STATION 3: SUN DIAL
Grid Location: D8

CCP/GC/KLA
STATION 3 SYLLABUS LINKS
MA2-1WM: Communicating CCP: Sustainability
MA2-2WM: Problem Solving GC: Critical & Creative thinking
MA2-3WM: Reasoning GC: Numeracy
Understanding & Fluency KLA: Science
MA2-5NA: Addition & Subtraction -
MA2-13MG: Time MA2-17MG: Position

*Answers will vary depending on the time of day and reasoning for answers.*

Outcomes: MA2-1WM, Understanding, and MA2-17MG.

1. When you stand on the allocated concrete pad, what can you notice about your shadow’s
direction?

A. My shadow is facing north-west when my body faces

north when using Compass (Apple Inc, 2020). My shadow is

pointing just before the 4th rock from the left/just after the

8th stone from the right. My body is facing the centre rock

which is 6th from the left/6th from the right.

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 Outcomes: MA2-1WM, MA2-2WM, MA2-3WM, Understanding, and MA2-13MG.
2. If the tallest stone located in the middle represents 12pm, what time is your shadow telling you?
Why do you think this?
A. The time is either 2:30pm or 10:30am because my shadow is second from the middle stone representing

12pm. The ‘fun facts’ tell me to count counter-clockwise because Australia is in the southern hemisphere, so

morning/AM would be on the right side of 12pm and afternoon/PM would be on the left side. Therefore, it is

most likely 2:30pm.

Outcomes: MA2-1WM, MA2-3WM, Understanding, Fluency, and MA2-13MG.

3. Find/Draw other ways you can represent this time of the day. Which one do you think is the
most reliable and why?
A. I think the clock tells the time the best, because it tells us hours, minutes and seconds.

OR I think digital is the most reliable because it is easier to read OR because the battery is rechargeable,

whereas a

clock’s batteries can stop

working.

Outcomes: MA2-1WM, MA2-2WM, MA2-3WM, Understanding, Fluency, MA2-13MG, and

MA2-17MG.

4. The time is 11am on the 10th of October 2020 and you are standing on the Sun dial. What can
you tell me about your shadow?

Hint: Daylight savings begins the 4th of October 2020.

A. Because of daylight saving, 11am would be the stone that usually represents 10am. Therefore, if my body

is facing 12pm (north), my shadow should be facing the stone second from the right of 12pm/ the stone 8th

from the left/ the stone 4th from the right/ north-east.

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 Outcomes: MA2-1WM, MA2-2WM, MA2-3WM, Understanding, Fluency, MA2-5NA, MA2-
13MG, and MA2-17MG.

5. Athens, Greece, is 5 hours ahead of Sydney’s time. What is the time right now in Athens and
how would this look on THEIR sun dial?

A. If it is 2:30pm here, then it would be 7:30pm in Athens. Because this is a late time, I researched what

time the sunsets in Athens to make sure there is sun for the sundial to work. However, sundials only range

from 7am-5pm. Athens is also in the northern hemisphere, so AM would be on the left side and PM on the

right. Therefore, the shadow would be east of the 11th stone if the sun it still up.

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 STATION 4: JAPANESE GARDENS
Grid Location: Begin at B4

STATION 4 SYLLABUS
LINKS
MA2-1WM: Communicating
CCP/GC/KLA
CCP: Asia and Australia’s
engagement with Asia

MA2-2WM: Problem Solving GC: Intercultural understandng

MA2-3WM: Reasoning GC: Literacy
Understanding & Fluency GC: Personal & Social capabilities
MA2-17MG: Position KLA: Geography

*Answers will vary depending on students’ choices, descriptions & routes*

Outcomes: MA2-1WM, MA2-3WM, Understanding, and MA2-17MG.

1. Describe your starting position. Where are you right now?

A. Starting at B4, I am looking through the stone arch and am facing west. Here, I can see the red bridge to

the left, and the lake straight ahead.

Outcomes: MA2-1WM, MA2-2WM, MA2-3WM, Understanding, and MA2-17MG.

2. From your starting position, record how you will get to the Tea House. How do you know
where it is?

A. The legend tells me number 6 is the Tea House, located at B6. To get there from the stone arch, I will:

1. Cross the red bridge into C5,

2. Pass the lake at C6,

3. Enter the mini-waterfalls in C6 and,

4. Turn right into the Tea House in B6.

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 Outcomes: MA2-1WM, MA2-2WM, MA2-3WM, and MA2-17MG.
3. Using your compass application (Apple Inc., 2020), choose a direction and describe what you
see from inside the Tea House.

A. East window: I see a goose and a tall tree in the centre of the lake surround by stones (B5).
B. North: I see 6 geese, a small fountain next to a small statue, and a pathway across the lake (all located in
B6).
C. South: I see a pathway leading through a red arch within C6.

Outcomes: MA2-1WM, MA2-2WM, Understanding, and MA2-17MG.

4. From the Tea House, describe the different ways you could reach secret position 7. Once
completed, follow one of your routes to find the secret location and give it a name.

A. Go west by turning right and follow the stepping stones in C7. Then follow the path and turn right,

crossing through north at C8 to B8 where the secret position is, called Waterfalls.

*Students are not allowed to follow this path due to safety reasons*

B. Start walking south into C6 and through the red arch. Then turn right and follow the path west in C7 until

you reach secret position 7 at B8. We called it Auburn Falls!

Outcomes: MA2-1WM, MA2-2WM, MA2-3WM, Understanding, Fluency, and MA2-17MG.

5. Now you know the secret location, it is your turn to choose a new one. How might you turn this
image of your school into a map and provide directions to a new secret position?

(Google Maps, 2020c)

BEFORE:
AFTER:

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 STATION 5: FAUNA RESERVE
Grid Location: B2

STATION 4 SYLLABUS LINKS

MA2-1WM: Communicating
MA2-2WM: Problem Solving
MA2-3WM: Reasoning
Understanding & Fluency
MA2-18SP: Data
MA2-19SP: Chance
MA2-5NA: Addition & Subtraction
CCP/ GC/KLA
CCP: Sustainability
GC: Critical & Creative Thinking
GC: Ethical Understanding
KLA: Science

Outcomes: MA2-1WM, MA2-3WM, Understanding, and MA2-18SP.

1. How many different animals can you find and name? What are some different ways you could
categorise them?

A. Peacock, Wombat, Kangaroo, Wallaby, Emu, Goose/Geese. These can be categorised by size,

name/species, food preference, physical features (wings, tail), scientific classification (mammal, aves,

marsupial, monotreme), weight.

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 Outcomes: MA2-1WM, MA2-3WM, Understanding, Fluency, and MA2-18SP.
2. The Cumberland council wants to know how many animals are in the Fauna Reserve. What do
you think would be the most effective strategy for collecting this data and why?

Answers will vary depending on student choice and reason.

A. Using a tally for each species. This will be effective for recording the amount in each category.

B. Using a picture graph for each animal. This will be effective because I can stamp every time I see/count

an animal.

Outcomes: MA2-1WM, MA2-3WM, Understanding, MA2-5NA, and MA2-18SP.

3. Graph/Chart the data you collected using any type you think is appropriate. What
advantages/disadvantages might there be?

Answers will vary depending on data collection strategy and prior knowledge for reason.
A. I used a tally that categorised the animals by name. I then converted this into a bar graph/ pie chart using

Meta-chart because it makes information clearer. For example:

- there are the same number of wombats as emus.

- there are more geese than any other species.

- there is a total of 30 animals in the fauna reserve.

Some problems with the data could be getting kangaroos confused for wallabies, other wombats could be

hiding underground, and some geese could be outside the enclosure because they can fly.

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 Outcomes: MA2-1WM, MA2-3WM, Understanding, Fluency, and MA2-19SP.
4. If all animals were placed in one enclosure, what is the probability of seeing a kangaroo?
How students get their answer is open-ended.

A. I can gather from my bar graph/pie chart there is a total of 30 animals and 6 kangaroos. Therefore, the

probability of seeing a kangaroo is 6/30 or 1/5 or 20% chance or likely.

Outcomes: MA2-1WM, MA2-2WM, MA2-3WM, Understanding, Fluency, MA2-5NA, MA2-

18SP, and MA2-19SP.

5. Three geese flew out of the enclosure and 10 pigeons flew in. Will this effect the probability of
seeing a wallaby? Why/Why not?

How students get their answer is open-ended.

A. Because of this change, I am going to make a new

pie chart. Before, the chances of seeing a wallaby

was 23.3% and now it is 18.9%, which is less likely

than before. However, they are still second most

likely to be seen out of all the animals, with pigeons

being the most likely as 27% of the total population.

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 REFERENCES

Australian Curriculum, Assessment and Reporting Authority. (ACARA). (2017). Resources: National

Numeracy Progression. Retrieved from:

https://www.australiancurriculum.edu.au/media/3674/numeracy-learning-progression.pdf

Australian Institute for Teaching and School Leadership [AITSL]. (2011). Australian Professional

Standards for Teachers. Education Services Australia, Melbourne: New South Wales. Retrieved from:

https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-

standards-for-teachers.pdf

Attard, C. (2012). Applying a Framework for Engagement with Mathematics in the Primary Classroom.

Autsralian Primary Mathematics Classroom, 17(4), p.22-27. Australian Association of Mathematics

Teachers. Retrieved from:

http://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=84012449&S=R&D=ehh&EbscoCo

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 APPENDIX

Appendix 1: Excursion Form Auburn Botanic Garden (Cumberland Council, 2020)

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