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ESM410 Assignment 1:
Problem Pictures Task - Creating openended questions
Student Name: Joshua Taratuta
Student Number: 212165213
Campus: Burwood
PLAGIARISM AND COLLUSION Plagiarism occurs when a student passes off as the students own work, or
copies without acknowledgement as to its authorship, the work of any other person. Collusion occurs when a student
obtains the agreement of another person for a fraudulent purpose with the intent of obtaining an advantage in
submitting an assignment or other work. Work submitted may be reproduced and/or communicated for the purpose of
detecting plagiarism and collusion.
DECLARATION I certify that the attached work is entirely my own (or where submitted to meet the requirements of
an approved group assignment is the work of the group), except where material quoted or paraphrased is
acknowledged in the text. I also certify that it has not been submitted for assessment in any other unit or course.
SIGNED: Joshua Taratuta
DATE: 24/08/2015
An assignment will not be accepted for assessment if the declaration appearing above has not been signed by the
author.
YOU ARE ADVISED TO RETAIN A COPY OF YOUR WORK UNTIL THE ORIGINAL HAS BEEN
ASSESSED AND RETURNED TO YOU.
Assessors Comments: Your comments and grade will be recorded on the essay itself. Please ensure your name
appears at the top right hand side of each page of your essay.
Joshua Taratuta-212165213
Joshua Taratuta-212165213
Joshua Taratuta-212165213
Problem Picture 1
Location: 7/11 Ringwood-Warrandyte Road
Joshua Taratuta-212165213
Enabling Prompt
Start counting by ones from any number displayed on the board, go as high as you can go and complete as
many as you can.
AusVELS
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by
twos, fives and tens starting from zero (ACMNA012)
Joshua Taratuta-212165213
Extending Prompt
Use any number displayed on the board to count backwards, start at any number that you wish, do a many
number patterns as you can.
AusVELS
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from
any starting point, then moving to other sequences (ACMNA026)
Cross-Curriculum Links
This picture can be used in a Geography lesson based on both familiar and unfamiliar places to the students.
The picture can be shown to the students and they can be asked if they have ever seen this before? Where
have they seen it? What do you usually do when you are at this place? How do you usually get to this place?
While some students may recognise this as a 7/eleven petrol station where they sometimes get a Slurpee
from other students may not recognise it at all. The picture can be used alongside other places that are both
familiar and unfamiliar to the students with the teacher asking the students what they know about the places
show. If students are unfamiliar with some of the pictures they may ask their peers or teacher questions
about it to get more information.
AusVELS - Cross-curriculum
Geography, Level 1, Geography inquiry and skills, Observing questioning and planning
Pose questions about familiar and unfamiliar places (ACHGS007)
Original Question:
Use any of the numbers in this picture to count by in a number pattern, come up with as many patterns as
you can.
Joshua Taratuta-212165213
Joshua Taratuta-212165213
Problem Picture 2
Location:
Joshua Taratuta-212165213
Grade level: 1
Question 2
Name and list the features of 2D shapes that you see in this picture
Answers to Question 2
Square- all 4 sides are the same length, 4 corners
Rectangle- 4 sides, 4 corners,
Diamond- 4 sides, if moved around can also be a square, 4 corners
Enabling Prompt
Draw and name all the 2D shapes that you see in the picture
Joshua Taratuta-212165213
AusVELS
Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious
features (ACMMG022)
Extending Prompt
Draw, name and describe all the 2D features of the shapes seen in the picture.
Joshua Taratuta-212165213
AusVELS
Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
Cross-Curriculum Links
This picture can be used in a History lesson. The picture will be shown to the students and they will talk
about how this bathroom would have been similar or different to the ones that their parents or grandparents
grew up with. It would be explained that this is an ensuite, and it would be explained what an ensuite is.
Students will then be asked if they think ensuites have always been common and do they think there greatgrandparents and grandparents used to have an ensuite in their house. It will also be discussed what changes
Joshua Taratuta-212165213
in the bathrooms have occurred over time such as flushing toilets, modern showers and basins compared to
what their grandparents and parents had when they were the same age. Students will also look at pictures of
other rooms in the house and will be encouraged to go home and question their parents and grandparents.
AusVELS - Cross-curriculum
History, Historical knowledge and understanding, present and past family life
Differences and similarities between students' daily lives and life during their parents and grandparents
childhoods, including family traditions, leisure time and communications. (ACHHK030)
Original Question:
Name and list the features of 2D shapes that you see in this picture
Joshua Taratuta-212165213
confusing to students. This is because mathematics uses words that already exist and either redesign or
reshape the word as a mathematical term (Gough, 2007)
Joshua Taratuta-212165213
Problem Picture 3
Location:
My Kitchen
Joshua Taratuta-212165213
Answers to Question 3
What food is in the bowl?
How many bananas do you see in the picture?
How many apples do you think are in the bowl?
Enabling Prompt
Using the picture come up with as many questions as you can that have either a yes or no answer that you
can ask your friends
AusVELS
Answer yes/no questions to collect information (ACMSP011)
Joshua Taratuta-212165213
Extending Prompt
Come up with as many questions as you can using the picture provided then write and draw the answers to
that question
AusVELS
Choose simple questions and gather responses (ACMSP262)
Represent data with objects and drawings where one object or drawing represents one data value. Describe
the displays (ACMSP263)
Joshua Taratuta-212165213
the answer. This make the task more challenging for students as there are extra tasks for them to do if they
find making questions to ask their friends to easy.
Cross-Curriculum Links
Using this picture in the classroom has a cross-curriculum link with Health and Physical education in the
Australian curriculum. This picture gives the teacher a chance to promote health .When showing the
students the picture of the fruit bowl, the teacher can have a discussion with the students about how fruit is a
healthy thing for students to eat. The teacher should tell students that it is recommended that they have two
servings of fruit a day as well as 5 servings of fruit. This can also lead onto talking about other healthy foods
and what other foods arent as healthy. The healthy food pyramid may also be used in this lesson.
AusVELS - Cross-curriculum
Cross-curriculum area, Content strand/s, year, definition and code
Health and Physical Education, Year 1&2, Personal, social and community health, being healthy, safe and
active
Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018)
Exploring how eating healthy foods can influence health and wellbeing
Original Question:
Come up with as many questions as you can based on this picture that you can ask your friends
Joshua Taratuta-212165213
like she did (ACARA, 2013). It was also great to see that Lisa was able to answer the extend question as this
was at the grade 2 level of AusVELS so a year above where Lisa is expected to be at (ACARA, 2013). The
use of the image of the fruit bowl would have helped Lisa in coming up with her questions (Hilton et al,
2015). Visual representations help students communicate their understanding to others as well as make
connections to both familiar and unfamiliar situations (Hilton et al, 2015). When students generate their own
questions with unlimited possibilities in the questions they ask, this broadens students appreciation in
mathematics as it shows it is not simply about the right or wrong answer (Lily & Martin, 1997). These three
questions are going to be left the way they were originally written as they help develop critical thinking
skills in students (Kitchener, 2008). Critical thinking skills were instilled in students during this task as they
generated their own questions to ask their peers and answer themselves through the use of drawings, they
had to be able to answer the questions asked by just using the picture provided.