The checklist assessment item is included to evaluate students knowledge, understanding

and skills, which are directly aligned to the learning goals. It contains a five level criteria
judgement, numbered one to five, which will be used to assess and analyse student
learning. Students mathematical journal entries will allow me to evaluate performance
indictors specifically aligned to the knowledge and understanding of three-dimensional
shapes in a real life. The traffic light self-evaluation provides opportunities for students to
pause and think about their understanding. It will be used as evidence and recorded as
anecdotal notes in Trello, during individual and think/pair/share activities. The two stars and
a wish is the formative assessment, which will be used to evaluate and provide a feedback
cycles to students, and then added to their mathematical journals. This provides further
evidence of learning, whilst presenting me with artefacts to reflect on any learning gaps and /
or misconceptions, which will be addressed with further instruction.

The approaches to feedback will support students further learning because it will be given
during instruction, and delivered as descriptive feedback, in a timely manner, as the learning
is occurring. For example, two stars and a wish feedback will allow students to review their
mathematical journal entries of three-dimensional shapes, prior to final submission. This will
allow students to reflect on their learning, pause and think about what needs to be improved,
and provide me with scaffolding opportunities for individual students needs and learning
goals. For example, if a student is confused about Triangular and Rectangular prisms, it will
be addressed quickly. The traffic lights self-assessment will also assist students in building
their metacognitive skills, and allow me to gauge any learning gaps and / or misconceptions,
which can then be addressed immediately.

The key learning tasks build on each other to support students development and conceptual
understanding, skill acquisition and reasoning skills because the activities are constructively
aligned and require students to remember, understand, apply, analyse, evaluate and create
mathematical concepts of area, three-dimensional objects, symmetry, common units of
measurement, and chance and probability. The lessons are sequential, review prior learning,
and then build into new concepts. The specific strategies used include, modelling threedimensional shapes, then requires students to apply this understanding to an exploration of
the school grounds activity. Together, we will analyse the results, using two stars and a

wish. This evaluation extends learning because sequential lessons require students to
explore properties, describe edges, corners, faces and vertices, and identify nets, top view
and side view of three-dimensional shapes. Visual aids, real-life examples, hands-on
activities, speaking and listening during think/pair/share tasks, all support the development of
conceptual understanding, and build on the related academic language used in
Measurement and Geometry.

The instructional strategies, materials, technology, and sequence of lessons reflect students
backgrounds, interests and needs because they are accustomed to instruction designed to
trick them. Students are familiar with using their elimination skills to determine incorrect
responses, as this is applied in addition and subtraction activities I have observed. These
experiences are the reason the Super Sleuths title was created, and reflect students
interests. Who wants to be a millionaire? is an activity currently used in the classroom, and
students respond to it positively. The previous diagnostic tests are the reason this unit was
created, in order to close the learning gaps. The open-ended inquiry approach ensures
deeper learning because students will use critical thinking, rather than yes and no recall
responses.

The teaching strategies planned for students who have identified educational needs are
limited because the school has these students in one class. However, I have incorporated
additional visual aids and slowing down instruction, to cater for a tiered level of
understanding, such as non-English speaking or hearing impaired students. I have also
integrated tasks at a higher level of difficulty to accommodate gifted or advanced students,
which allow them to demonstrate their learning according to their current knowledge and
understanding.