EDU1000 Maths Folio Assignment 2022

A3: Maths Folio
EDU10003
Assignment 3: Math Folio
Name:
Swinburne Online University
No:

A3: Maths Folio
Assignment 3: Folio template
Maths Concept: Measurement & Geometry – Location and Transformation
Selected levels: Foundation Year, Year 1 and Year 2

A3: Maths Folio
Template 1
Year level: Foundation Year
Content descriptor
Select one content descriptor to
focus on in each level that
directly correlates to your concept
and shows a clear progression.
Foundation Year , Measurement and Geometry
Location and Transformation ACMMG010: “Describe position and movement”
(The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2017, version 8.3)
Curriculum connections
Description of how the concept is
addressed, and how it progresses
throughout each level.
In this year, the mathematical concepts presented in measurement and geometry is aimed at description of
movement and position. The frequently used words of direction and location are well interpreted. These words
include near, between, towards, forward, next to. Further a simple direction is provided and followed in guiding
someone around a path having an obstacle. This should be done by the whole class in groups of two; in which
one takes the guiding role as the other walks and vice-versa.
For literacy skills, the students should be able to comprehend the vocabulary of the learning area. They should be
able to compose texts such as multimodal area texts, visual texts, written and spoken texts. Using spatial
reasoning in numeracy, the children should develop the capability of interpreting diagrams and maps.
Resource
Include the name of the resource,
evidence of the resource and a
brief description.
The resource used is a YouTube video obtained from the URL: https://youtu.be/BCUG-uBdxIM titled “Math:
Describing Positions”

A3: Maths Folio
Fig1.1: Describing Positions
The instructor, in this video, pictorially describes various terms of location using a bird and box as the case study.
She introduces the young students to what is meant by terms like below, above, next to as relative position of
objects. The bird enters inside the box to show the ‘in’ description. The bird then goes on top of the box to to
justify the meaning of ‘above’. It then goes on the sides of the box to illustrate what ‘next to’ mean and under the
box to justify the ‘below’ concept.
Another resource used is a YouTube video of URL: https://youtu.be/8F0NYBBKczM in which the instructor
now applies these instructions to word problems. The instructor asks for the different positions of the animals in
form of a composed song. Below is the screenshot:

A3: Maths Folio
Fig 1.2: Describing the position of objects
Rationale
Justification for your resource
selection. This must be supported
by academic literature.
Information Science and Technology (ICT) is fundamental in improving the efficiency of how Maths is taught
and learnt (O’Reilly, 2015). This is due to a myriad number of reasons including:
ICT determines on the teaching methodology of Mathematics and improves learning abilities of the students. For
instance, the aspect of the instructors using funnily modified examples to bring out well better understanding of
terms associated with giving directions, captures the attention of the students and introduces the concepts funnily
and informally thus promotes engagement of students in class. Additionally, the You-Tube video excites the
interest of the students and familiarizes the learning process (Yuen, n.d., 2007). The videos further plays major
role in exposing students to the language of Mathematics for the Foundation year syllabus. They are thus able to
tell out the various shapes that they interact with. To invaluably develop numeracy among children in schools, the
teachers are advised to frequently adopt language of Mathematics (Alt, 2018). Moreover, the You-Tube video
improves the relevance of learning among students as they are able to connect the things learnt in class to real

A3: Maths Folio
world applications (Dettori, 2008). Therefore, they can easily determine the directions they take in their paths of
life. For in depth understanding of concepts in class, perhaps by having the ability to comprehend better through
reading, listening and watching, the visual form of learning is necessary (Lefrere & Lefrere, 2011). You-Tube
videos (in which ICT finds applications in) do not only enhance on their numeracy skills but also aid them in the
practical visualization of 3D objects and 2D shapes. As a stimulus to the learning process, the videos from You-
Tube inspires taking of learning outside classroom to enable the students look at their environment and relate
what they see to the concept taught (Dettori, 2008)

A3: Maths Folio
Template 2
Year level: Year 1
Content descriptor
Select one content descriptor to
focus on in each level that
directly correlates to your concept
and shows a clear progression.
Year 1, Measurement and Geometry
Location and Transformation ACMMG023: “Give and follow directions to familiar locations”
(The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2017, version 8.3)
Curriculum connections
Description of how the concept is
addressed, and how it progresses
throughout each level.
At this level, the course of the Foundation year is developed on by further studying on the efficient ways of
giving and following directions to locations the class is familiar with. Here, the children are made to understand
the necessity of giving and following directions. The direction is two-fold; either to a given place or from a given
place. Aspects of direction such as distance and turns are then presented. Further, other terms involved in giving
direction such as; forward, backward, under and clockwise are then expounded and their significance appreciated
by class. Finally, a practical approach of this concept is presented through interpretation and following direction
to a location the children are familiar with.
For literacy skills, the students should be able to comprehend the vocabulary of the learning area. They should be
able to compose texts such as multimodal area texts, visual texts, written and spoken texts. Using spatial
reasoning in numeracy, the children should develop the capability of interpreting diagrams and maps. Overally,
this would boost creative and critical thinking skills.
Resource
Include the name of the resource,
The resource used is a YouTube video obtained from the URL: https://youtu.be/NUFuXHAs5SA titled

A3: Maths Folio
evidence of the resource and a
brief description.
“Clockwise and Anti clockwise – Teaching Resource”. Below is a screenshot of a portion of it.
Fig 1.3: Clockwise and Anti clockwise – Teaching Resource
The video practically illustrates on the differences between direction terms ‘Clockwise’ and ‘Anti clockwise’. A
clock is used in this case. The children are well acquainted with clock as they interact with it both at home and in
school. The video illustrates that if something turns in the same direction as the hands on a clock then it’s going
clockwise and if it turns in a direction opposite to the direction of the hands of the clock then it’s going anti
clockwise. This approach of learning would boost the memory of students.
Rationale
Justification for your resource
selection. This must be supported
by academic literature.
Information Science and Technology (ICT) is fundamental in improving the efficiency of how Maths is taught
and learnt (O’Reilly, 2015).
ICT determines on the teaching methodology of Mathematics and improves learning abilities of the students. For
instance, the aspect of the instructors using objects like clock to bring out the distinction between clockwise and
anti-clockwise, captures the attention of the students and introduces the concepts funnily and informally thus

A3: Maths Folio
promotes engagement of students in class. Additionally, the You-Tube video excites the interest of the students
and familiarizes the learning process (Yuen, n.d., 2007). The videos further plays major role in exposing students
to the language of Mathematics for the 1th year syllabus. To invaluably develop numeracy among children in
schools, the teachers are advised to frequently adopt language of Mathematics (Alt, 2018). Moreover, the You-
Tube video improves the relevance of learning among students as they are able to connect the things learnt in
class to real world applications (Dettori, 2008).For in depth understanding of concepts in class, perhaps by having
the ability to comprehend better through reading, listening and watching, the visual form of learning is necessary
(Lefrere & Lefrere, 2011). You-Tube videos (in which ICT finds applications in) do not only enhance on their
numeracy skills but also aid them in the practical visualization of 3D objects and 2D shapes. As a stimulus to the
learning process, the videos from You-Tube inspires taking of learning outside classroom to enable the students
look at their environment and relate what they see to the concept taught (Dettori, 2008)

A3: Maths Folio
Template 3
Year level: Year 2
Content descriptor
Select one content descriptor to
focus on in each level that
directly correlates to your concept
and shows a clear progression.
Year 2, Measurement and Geometry
Location and transformation ACMMG044: “Interpret simple maps of familiar locations and identify the relative
positions of key features”
(The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2017, version 8.3)
Curriculum connections
Description of how the concept is
addressed, and how it progresses
throughout each level.
At this stage, interpretation of maps - of the places the children are familiar with - is done and conspicuous
features identified on the basis of their relative positions on the map.
Without digital technologies, the effects of one-step slides and flips are investigated. A repeat of this is done
using digital technologies. Location, generation and access of data and information to study this is illustrated with
ICT. The children should be made to understand that displacement of an object from its initial position does not
interfere with the size of the object.
Further, the concepts of half and quarter turns is described. This is done by prediction and reproduction of a
pattern of a shape that borrows the idea of quarter and half turns and the children makes a guess on how the next
element in the pattern would look like.
For literacy skills, the students should be able to comprehend the vocabulary of the learning area. They should be
able to compose texts such as multimodal area texts, visual texts, written and spoken texts. Using spatial
reasoning in numeracy, the children should develop the capability of interpreting diagrams and maps. Overally,

A3: Maths Folio
this would boost creative and critical thinking skills.
Resource
Include the name of the resource,
evidence of the resource and a
brief description.
The resource used is a YouTube video obtained from the URL: https://youtu.be/0bYNbOKXiXM
Titled “Whole turns, half turns and quarter turns”. Below is a screenshot of the portion of video.
Fig 1.4: Whole turns, half turns and quarter turns
The first interesting point is that the instructors teaches in form of a song and performs various body movements
to bring out the distinctions in half and quarter turns. Besides being a source of entertainment to the kids, this
would boost their understanding levels. Definitely, they’ll always strive to master the song and relate it whenever
they interact with these kinds of turns in their daily walks.
Rationale
Justification for your resource
selection. This must be supported
Information Science and Technology (ICT) is fundamental in improving the efficiency of how Maths is taught
and learnt (O’Reilly, 2015). This is because:
ICT determines on the teaching methodology of Mathematics and improves learning abilities of the students. For

A3: Maths Folio
by academic literature. instance, the aspect of the instructors composing a funny song, captures the attention of the students and
introduces the concepts funnily and informally thus promotes engagement of students in class. Additionally, the
You-Tube video excites the interest of the students and familiarizes the learning process (Yuen, n.d., 2007). The
videos further plays major role in exposing students to the language of Mathematics for the 2nd year syllabus. To
invaluably develop numeracy among children in schools, the teachers are advised to frequently adopt language of
Mathematics (Alt, 2018). Moreover, the You-Tube video improves the relevance of learning among students as
they are able to connect the things learnt in class to real world applications (Dettori, 2008). Therefore, they can
easily know how to interpret directions in their daily paths of life. For in depth understanding of concepts in
class, perhaps by having the ability to comprehend better through reading, listening and watching, the visual form
of learning is necessary (Lefrere & Lefrere, 2011). You-Tube videos (in which ICT finds applications in) do not
only enhance on their numeracy skills but also aid them in the practical visualization of 3D objects and 2D
shapes. As a stimulus to the learning process, the videos from You-Tube inspires taking of learning outside
classroom to enable the students look at their environment and relate what they see to the concept taught (Dettori,
2008)

A3: Maths Folio
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2017). Australian Curriculum: F-10 curriculum: Mathematics v.8.3.Retrieved
from https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/
YouTube (2015). Math: Describing Positions [video]. Retrieved from https://youtu.be/BCUG-uBdxIM
YouTube (2014).Where is it [video]. Retrieved from https://youtu.be/8F0NYBBKczM
YouTube (2015). Clockwise and Anti clockwise – Teaching Resource [video]. Retrieved from https://youtu.be/NUFuXHAs5SA
YouTube (2014). Whole turns, half turns and quarter turns [video]. Retrieved from https://youtu.be/0bYNbOKXiXM
Anghileri, J. (2006). Children's mathematical thinking in the primary years perspectives on children's learning. (Repr. 2006. ed.). London: Continuum.
Charlesworth, R. & Lind, K. (2013). Unit 1: How concepts are acquired. Math and Science for Young Children (7th ed.). United States: Wadsworth Pub
Co.
Connor, J. (2011). Being numerate. The Early Years Learning Framework Professional Learning Program. Retrieved from
http://www.earlychildhoodaustralia.org.au/nqsplp/wpcontent/uploads/2012/05/EYLFPLP_E-Newsletter_No22.pdf
Pound, L. and Lee, T. (2011). Teaching mathematics creatively. Hoboken: Taylor & Francis.
Tipps, S., Johnson, A., and Leonard, K. (2011). Guiding children's learning of mathematics (12th ed.). USA: Cengage Learning.