maths overview, term 1 - general web viewapply the enlargement transformation to familiar two...

MATHS OVERVIEW, TERM 1YEAR LEVEL CONTENT DESCRIPTORS ASSESSMENT

Year 5 Number & Algebra Investigation:DURATION ACMNA098 Identify and describe factors and multiples of whole numbers and use them to solve problems

ACMNA099 Use estimation and rounding to check the reasonableness of answers to calculations ACMNA100 Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate

digital technologies ACMNA101 Solve problems involving division by a one digit number, including those that result in a remainder ACMNA291 Use efficient mental and written strategies and apply appropriate digital technologies to solve problems

ACMNA102 Compare and order common unit fractions and locate and represent them on a number lineACMNA103 Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominatorACMNA104 Recognise that the number system can be extended beyond hundredths

ACMNA105 Compare, order and represent decimals ACMNA106 Create simple financial plans

ACMNA107 Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtractionACMNA121 Use equivalent number sentences involving multiplication and division to find unknown quantities

Events Management: Challenge Cairns – triathlon Students will be required to plan and organize a main event factoring in quantities and costings of consumable items necessary. Eg Relay for Life, Challenge Cairns (Triathlon), ConcertsRead, view and discuss Challenge Cairns Timetable – calculate duration of particular events, time between starters

Assessment of learning-Accuracy of calculations

Concise communication of strategies

Mathematical language Creative, analytical thinking

and reasoningAssessment for learning

Knowledge of mathematical facts

10 weeksLINKS TO OTHER

LA’s

Measurement & Geometry ACMMG108 Choose appropriate units of measurement for length, area, volume, capacity and mass

ACMMG109 Calculate the perimeter and area of rectangles using familiar metric units ACMMG110 Compare 12- and 24-hour time systems and convert between them

ACMMG111 Connect three-dimensional objects with their nets and other two-dimensional representations ACMMG113 Use a grid reference system to describe locations. Describe routes using landmarks and directional language

ACMMG114 Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetriesACMMG115 Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the originalACMMG112 Estimate, measure and compare angles using degrees. Construct angles using a protractor

Statistics & Probability DEVELOPING INQUIRING & REFLECTIVE LEARNERS

ACMSP116 List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractionsACMSP117 Recognise that probabilities range from 0 to 1ACMSP118 Pose questions and collect categorical or numerical data by observation or surveyACMSP119 Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologiesACMSP120 Describe and interpret different data sets in context

COMMUNITY CONTRIBURORLEADER AND COLLABORATOREFFECTIVE COMMUNICATORACTIVE INVESTIGATORDESIGNER AND CREATORQUALITY PRODUCER

Diocese of Cairns, Catholic Education Services

CROSS CURRICULAR PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

natural, built and social environment2. current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions assess the feasibility, possible risks and

benefits in the implementation of their ideas

transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural Understanding


Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as:o What is the meaning of right and wrong and can I be

sure that I am right?o Why should I act morally?o Is it ever morally justifiable to lie?o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


Week: 1 2 3 4 5 6 7 8 9 10

Strand: CONTENT DESCRIPTORS

Number & Algebra ACMNA098 ACMNA099 ACMNA100 ACMNA101 ACMNA291 ACMNA102ACMNA103 ACMNA104 ACMNA105 ACMNA106 ACMNA107 ACMNA121

Measurement & Geometry ACMMG108 ACMMG109 ACMMG110 ACMMG111 ACMMG113 ACMMG114 ACMMG115 ACMMG112

Statistics & Probability ACMSP116 ACMSP117 ACMSP118 ACMSP119 ACMSP120

UNDERSTANDING FLUENCY PROBLEM SOLVING REASONING IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESDescribe and represent mathematical situations using appropriate terminology and conventions

Select appropriate strategies in undertaking and solving problems, including using technology

Give valid reasoning for supporting one possible solution over another

Select and apply appropriate strategiesto calculate using four operations

Calculate with simple decimals

Teacher Instruction Shared/Independent Practice AssessmentDemonstrate through self talk how to extract maths requiredEg estimation, +, -, x and ÷, use of calculators, place value and ÷ by ten, decimals, simple financial plans, units of measure, 12 and 24 hr time, location

Place value – read and order 7 digit numbers including tenths and hundredths – using place value chart

Introduce topic and task through reading article re Challenge Cairns with studentsStudents (in groups) brainstorm maths that will be required to complete the taskEg estimation, +, -, x and ÷, use of calculators, place value and ÷ by ten, decimals, simple financial plans, units of measure, 12 and 24 hr time, location

Students find and interpret 6 and 7 digit numbers in newspapers/books/magazines and write them in words/order them

MENTAL COMPUTATION☐Rehearse ☐Recall ☐Refresh ☐Refine☐Read ☐Reason

MATHEMATICAL LANGUAGEPlace value, estimation, plus, add, minus, subtract, multiply, times, divide, decimals, tenths, hundredths, order, millions

INDEPENDENT ICT BASED TEACHER GUIDEDReading and writing 6 and 7 digit numbers – putting into words, ordering, greater than/less than

Computer based place value activity – studyladder.com.au – representing 6 and 7 digit numbers

Using number lines. Students to locate various 6 and 7 digit numbers on a number line

RESOURCESChallenge Cairns article, place value charts, newspapers, books, magazines, computers, number lines

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10











Teacher Instruction Shared/Independent Practice AssessmentDemonstrate through self talk how to + and – using traditional methods Estimate and check reasonableness of answerUse calculator to check answer

Word problems involving + and – demonstrate through self talk whether the problem involves + or –

Problems involving units of measure

Include decimals Ensure setting out demonstrates

appropriate methods focus on mathematical language

+ and – exercises on board

Word problems on board – use GO FISHING Strategy

Practise algorithms

Practise solving word problems – check answers with calculators

MENTAL COMPUTATION☐Rehearse ☐Recall ☐Refresh ☐Refine☐Read ☐Reason

MATHEMATICAL LANGUAGE+ altogether, reasonableness- difference, GO FISHING, decimals,

INDEPENDENT ICT BASED TEACHER GUIDEDStudents practise + and – algorithms using decimals Studyladder.com.au – word problems involving addition

and subtraction. Various levels.Scootle – Thinking addition 2 digit plus 2 digit

Working with students on the GO FISHING strategy solving an array of word problems using + and -. Students to write word problems for peers to solve.

RESOURCESCalculators, GO FISHING strategy

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10











Teacher Instruction Shared/Independent Practice AssessmentDemonstrate through self talk how to x and ÷ using traditional methods – estimate and check reasonableness of answerUse calculator to check answerWord problems involving x and ÷ demonstrate through self talk whether the problem involves x or ÷

Problems involving units of measure Include decimals Ensure setting out demonstrates appropriate methods focus on mathematical language

PLACE VALUE: x and ÷ by 10, 100, 1000: self talk – is the answer going to be larger/smaller???Using place value chart demonstrate the thinking and moving of numbers around the decimal point.Demonstrate converting:l – mlg – kgm - km

x and ÷ exercises on board

Word problems on board – use GO FISHING Strategy

Students practise x and ÷ whole and decimal numbers by 10, 100, 1000: by moving the numbers around the decimal pointBrainstorm:what are the different units of measure?where do you use and see them in real life?

Practise exercises on boardl – mlg – kgm - km

Practise algorithms

Solve word problems – check answers with calculators

Solve problems usinglt – mlg – kgm - km

MENTAL COMPUTATIONMultiplication and Division – basic number facts of numbers to 10 Calculator work FISH Strategy

MATHEMATICAL LANGUAGEx times, product, twice as much- divide, share, half as muchPlace Value – tenths, hundredths, thousandths

INDEPENDENT ICT BASED TEACHER GUIDEDStudents complete examples of x and ÷ by 10, 100 and 1000.Converting from g to kg, ml to l and m to km

Scootle – Thinking Multiplication – 2 by 1 digit assessmentThinking division with/without remaindersArrays: Word problems with products. Various levels.Divide it up: Kittens

Practical exercises measuring quantities of liquids and mass of objects. Conversion practice between g and kg, l and ml, cm and m


RESOURCESPlace value charts, calculators, GO FISHING

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10











Teacher Instruction Shared/Independent Practice AssessmentRevision of analogue and digital time and converting between themUsing a map on world time zones and international date line: explain time and date differences across the world, discuss jetlag and how to combat it.Read a time table of the school week for that classDemonstrate calculation of lesson duration, lunch breaks etc.Word problems involving time: demonstrate through self talk whether the problem involves counting forwards or counting backwards

Students practise and discuss examples of analogue and digital time using teacher clock on board, with partners and individual clocksWork together examples of conversions of times across the world in relation to Australian time.As a whole class read, view and discuss Challenge Cairns Timetable – calculate duration of particular events, time between startersWord problems on board- use GO FISHING Strategy

Students complete activity converting analogue to digital and vice versaDraw in on a world map what time it is in various countries according to Australian time.Activity on calculating times from a timetablePractise solving word problems – check answers with calculatorsINVESTIGATIONAs a whole class read, view and discuss Challenge Cairns Timetable – calculate duration of particular events, time between starters

MENTAL COMPUTATIONProblems involving time, and time differencesTimes in 12 and 24 hour clock

MATHEMATICAL LANGUAGEDigital, analogue, 24hr time, date line, time zone, difference, counting forwards/backwards

INDEPENDENT ICT BASED TEACHER GUIDEDStudents use digital and analogue clocks to convert 12 and 24 hour time on both. Word problems involving time.World Map discovering time differences in various countries

Scootle – Timetable extreme talent questStudyladder.com.au – Problems involving time. Various levels availableTime tools: 24 hour to the minute: practice timeTime tools: 24 hour to the minute: time challengeTime tools: 24 hour to the minute: time match

World clock – discussion of world time zones using Google maps/Google Earth. Students to find out current time in various given countries. Discussion of international date line.

RESOURCES


Digital clocks, analogue clocks, Challenge Cairns Timetable, World map with time zones, Google Earth

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10











Teacher Instruction Shared/Independent Practice AssessmentBegin ordering times in ascending orderLooking at a bird’s eye view of route to school (or cross country) including important landmarks

Creating relevant keyPlace value – read and order numbers which include tenths, hundredths and thousandths – using place value chartWrite in words, order, expanded notation

1. Race class off over a particular distance, record time to the nearest hundredth of a secondRound to the nearest 10th, 100th/sec

Finish ordering times in ascending orderDraw a bird’s eye view of your route to school (or cross country) including important landmarksCreating relevant keyStudents find and interpret times from well known sporting events (Formula 1 Grand Prix) and write in words, order, expanded notationMENTAL COMPUTATION

Ordering times from earliest to latest and vice versaOrdering of numbers including decimalsConversionsRounding up and down

MATHEMATICAL LANGUAGEAscending, tenths, hundredths, thousandths, bird’s eye, expanded notation, rounding, route, key, landmarks

INDEPENDENT ICT BASED TEACHER GUIDEDCollating race times in ascending/descending orderDraw bird’s eye view of route to schoolFinding and ordering times from sporting events such as Formula 1 Grand Prix

Scootle – Year 5 Maths. Rainforest: Make a walking trackDirect a Robot: collector

Class races to record times for tenths and hundredthsReading, writing and ordering numbers to 3 decimal places

RESOURCES


Stopwatches, clipboards, computers and/or data collected to compare, results from Grand Prix race or similar

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10











Teacher Instruction Shared/Independent Practice AssessmentView an aerial map of the Cairns region, draw on a number of routes and calculate distance using the given scaleRevisit TASK and introduce CriteriaModel sketch of potential course – 3.8km swim, 180km bike, 42.2km run including aid stations, key and scale on the board

Discuss estimation strategies involved in estimating exact distancesOn a given map create a route using string or blu-tac and then work out the scale by straightening and measuringDiscuss all areas and questions of TASKStudents will be supported, where necessary, and this will be noted for criteria sheet

Timetable – questions 1& 2Map – questions 1 & 2BEGIN INVESTIGATION

MENTAL COMPUTATIONConverting m to km and vice versa

MATHEMATICAL LANGUAGEKey, scale, aerial view, distance, estimation, timetable, map

INDEPENDENT ICT BASED TEACHER GUIDEDStudents commence work on their timetable using information given on task sheet

Students shown how to make a table on Microsoft Word for showing their timetable

Students create routes using blutac or string and convert to a suitable scale

RESOURCESMap of competition area, Blu-tac, String, calculators, copy of fact sheet

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10











Teacher Instruction Shared/Independent Practice AssessmentDiscuss financial aspects of task and quantities of consumable items required

Students will be supported, where necessary, and this will be noted for criteria sheet

Students work to answer questions on financial planUse websites and catalogues to find necessary informationPlan layout of information on posterWork on financial plan section of task

MENTAL COMPUTATIONConverting g to kg and ml to l and vice versaMultiplication of numbers to 10

MATHEMATICAL LANGUAGEquantity, grams, kilograms, litres, millilitres, cost, profit, units

INDEPENDENT ICT BASED TEACHER GUIDEDStudents work out answers for their financial planUse websites and catalogues to find their informationPlan layout of information for poster

Using a variety of websites, students research the cost of all refreshments and other items necessary to purchase for their TASK

Discussions of quantities and financial aspects of the TASK. Brainstorm potential websites where students will look for their information

RESOURCESTask and criteria sheet, Challenge Cairns (Cairns Post) Fact and Information sheet, catalogues, computers for internet, calculators

REFLECTION


Week: 1 2 3 4 5 6 7 8 9 10









Select and apply appropriate strategies to calculate using four operations


Teacher Instruction Shared/Independent Practice AssessmentDiscuss potential layout for posters. Stress the importance of a clear, precise layout to portray all necessary information.

1. Continue to gather information about costings and quantities using internet and catalogues

2. Experiment with different layouts on poster with gathered information and glue info onto poster

Students to show off their project to visiting year levels

Complete all aspects of Challenge Cairns investigation and show off to visiting year levels

MENTAL COMPUTATIONConverting measurementsDecimals using tenths and hundredths

MATHEMATICAL LANGUAGECostings, quantity, experiment

INDEPENDENT ICT BASED TEACHER GUIDEDStudents to complete gathering of information about costings and quantities using internet and cataloguesStudents put together the pieces of their project ready for display

Students use Microsoft Word to draw tables for their information

Discuss with students potential formats for their posters. Guide them in how to present their posters to the visiting classes – how to show off their information, answer possible questions from visiting students.

RESOURCESTask and criteria sheet, Challenge Cairns (Cairns Post) Fact and Information sheet, catalogues, computers for internet, calculators

REFLECTION


CLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written,


dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials


Assessment Tasks- Challenge Cairns – Triathlon Logo

Date commenced: Date due:

Learning Area/s: Mathematics

Student Name: Year Level: 5

Name of Task: Event Management Teacher:

Type of Task: ☐ Oral ☐ Written ☐ Other

Task Conditions: ☐ Individual ☐ Pair ☐ Group Work☐ In Class ☐ Homework ☐ Other

Opportunities toAccess ☐ Books ☐ Notes ☐ Library ☐ TechnologyAssessed by ☐ Self ☐ Peer ☐ TeacherTask Description:You are required to plan and organize the upcoming Challenge Cairns triathlon.

You will need to create and display on an A2 size poster, the following:

1. Timetable: for the different age groups and cut off times

2. Financial plan: quantities and costings of foods and refreshments, disposable containers, temporary shelter stations (marquees), sunscreen, swim hats, medals and t-shirts (for all finishers and volunteers)

3. Map: outlining the swim course (3.8Kms), bike ride (180kms), marathon (42.2kms), aid stations, transition areas (change from one sport to the other) and start and finish lines.

The layout of your information will be up to you however it needs to be clear and precise; hence easy to read and follow. (Table formats are effective in displaying numerical data)

Presentation of your information will take place at the end of this unit with other classes invited to hear your explanation.

Task ProcedureWhat do we do from here? Find the information required to the following questions so that you can present it clearly on your poster.


TIMETABLE:

1. How many age groups are able to compete?

2. What are the cut off times for each age group? Swim – 2hrs 20mins, Bike – 8hrs(from beginning of event), marathon – 17hrs (from beginning of event)

3. What time does each age group start?

FINANCIAL PLAN:

1. How many people are participating in the triathlon?

2. Where is the money going to come from to run this event? Competitor fees are the main source of income for this event. Each competitor pays $550.00 to enter. What is the total cost of all entry fees?

3. List the foods, drinks, and other refreshments you think may be necessary.

Other items such as containers (cups), swim hats, t-shirts (for competitors and volunteers), medals, marquees (for the aid stations), sunscreen (for all competitors and volunteers) are required to run this event.

4. List the quantities you will require of each of these items (in no. 3) – using appropriate units of measure and justify your answers.

5. Research (from known outlets via the internet or catalogues) and record the cost per unit of each item from no.3

6. Calculate the total cost for each requirement

7. You need to know – each aid station is manned by a group of volunteers from a club and will receive $800 for the duration of the event.

8. Calculate the total cost of all items required.

9. If you only rely on competitor’s fees would you make a profit from this event? If yes, what profit would you make? What could this be used for? If no, then what loss would you make?

10. What other areas of expenses and income could you also consider for this event?

MAP:

1. On the map provided (Google Earth map of area) clearly identify the three different legs (swim 3.8Kms, bike 180kms, run 42.2kms), of the race using a key and appropriate scale. (Your course may vary slightly to others but must cover these distances.)

2. Ensure you include the aid stations, transition and start and finish lines.

ResourcesChallenge Cairns, Cairns Post fact and information sheet

Computers


Google:

Events NQ

Marquee Hire

Event Warehouse

Challenge Cairns


CRITERIA SHEET

Criteria High Sound Low

The student work demonstrates evidence of:

NU

MBER

Financial Plan

Accurately calculated all facts and figures Information is clearly, precisely and

neatly presented Q 9 & 10 have been effectively

considered with creative ideas being communicated clearly

Accurately calculated most facts and figures

Information is neatly presented but somewhat clear and precise

Q 9 & 10 have been considered with ideas being communicated clearly

Accurately calculated some facts and figures

Information is chaotically presented and difficult to follow

Q 9 & 10 have been considered but communicated poorly

Time table

Accurately calculated all facts and times Clearly, neatly and precisely displays

information in a timetable format

Accurately calculates most facts and times

Clearly and neatly displays information in a table format

Accurately calculates some facts and times

Attempts to display information in a table format

Map

All legs of the race are clearly identified, to relative scale with appropriate key

All aid stations, transitions and start and finish lines are clearly positioned and marked

All legs of the race are identified, with an attempt at relative scale and appropriate key

Most aid stations, transitions and start and finish lines are marked.

Legs of the race are identified but without appropriate scale or key

Some important areas have been included

COMMUNICATINGPoster

Presentation

Effectively communicates solutions visually (logically, neatly, coherently)

Competently communicates solutions visually

Attempts to communicate solutions visually (somewhat disorganised or illogically sequenced)

Result Feedback

Signed: Dated


maths overview, term 1 - general web viewapply the enlargement transformation to familiar two...

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