Observation: Cheyne Dowsett with L1MNU 7 September 2015

Following discussion with HOF it was decided that the topic and questions in the Measurement
Achievement Standard task were appropriate for the students, but the presentation would be offputting too much text and a separate resource sheet. There were also issues of authenticity as had
been highlighted earlier in the year when a task took more than one lesson.
Cheyne reorganised the task into four different sections, each on a different coloured piece of paper.
The appropriate resource was with the question. The students were expected to finish a sheet in a
lesson and hand it in before they received the next one.
The students sat in test formation and were all given the context of the activity. They had an
introductory sheet and this was also displayed through the projector. They students had the
opportunity to ask questions about the context (a garden plot) before they were given the first sheet.
The LSA was also present to help those who needed reading assistance. Although the task was
similar to work that had been completed in class, the fact that it was a tests sent some students into a
panic. However, once they settled down and studied the diagram, they got on with their work.
The different sheets worked well. As students finished the first sheet they asked for the next one.
And their work could be quickly checked. Several had to be given back to have minor adjustments
like missing units.
If there was no time to complete a task the students were given other work to do and they completed
the next tasks the next day.
Although it took a week to complete this as some students were away on field and sports trips, it
was easier to manage the assessment and know which students were still required to complete
particular tasks.
Some minor adjustments can be made to the task sheets, although, all in all, this worked well.
Teacher Registration Criteria Met with this activity.
Met

Not
Met

Evidence

Knowing the nature of the students, th

academically and organisationally, co
standard successfully with a group of
assessment frustrating and usually uns
Was determined that a group of studen
formal assessments would have the op
knowledge on a way that met the achi

1. establish and maintain effective professional

relationships focused on the learning and well-being
of all akonga - WHANAUNGATANGA

2. demonstrate commitment to promoting the wellbeing of all akonga - MANAAKITANGA

4. demonstrate commitment to ongoing

professional learning and development of personal
professional practice - AKO

Discussion initiated regarding the asse

and suggestions taken on board. Cons
nature of the students involved and th

5. show leadership that contributes to effective

teaching and learning - WANANGA

Took the initiative to want to change t

Original Task

Vocational Pathway Assessment Resource

Achievement standard: 91030
Standard title:

Apply measurement in solving problems

Level:
Credits:
Resource title:
Resource reference:
Vocational pathway:

1
3
Community garden project

Mathematics and Statistics VP-1.5

Construction and Infrastructure

Learner instructions
Introduction
This assessment activity requires you to apply measurement in solving problems by
determining the quantities of materials needed to build a community garden.
You are going to be assessed on how you apply measurement, using extended abstract
thinking, when determining the quantities of materials needed to build the community
garden. You are required to communicate your solutions clearly and accurately.
The following instructions provide you with a way to structure your work so you can
demonstrate what you have learnt and achieve success in this standard.

TASK
A local youth group is undertaking a project to help build a community garden.
The project involves:
building a tunnel house
building four garden boxes
filling the garden boxes and covering the floor of the tunnel
house with soil
building a fence around the garden
covering the area around the tunnel house and garden boxes
with stone pebbles
See the cards for information about the parts of the community garden.
Provide the following information for the community garden committee:
1. the amount of plastic sheeting needed to cover the tunnel house
2. the length of the surrounding fence
3. whether 5 m3 of soil will be enough to fill all of the garden boxes
and cover the floor of the tunnel house
4. an estimate of the volume of stone pebbles needed to cover the
area around the tunnel house and garden boxes to a depth of 10
cm
Show all calculations that you have used and clearly communicate your methods
using appropriate mathematical statements. You may have to provide additional
measurements.
Explain your choice of models and discuss how accurate they are.
Identify any assumptions you need to make and discuss how they might affect your
calculations.

Resource A: Information about the community garden

Tunnel house
The tunnel house can be modelled by two different three-dimensional geometric solids as shown in
the photograph. A sketch of the tunnel house is also shown.

2.4 m
4.0 m

2.3 m

Garden Boxes
This is a sketch of one of the garden boxes. Each box has a width of 1.1 m and a
height of 60 cm.
Soil
All of the garden boxes are to be filled level to the top with soil. The floor of the tunnel house will
be covered with soil to a depth of 20 cm.
Fence
Fence and stone pebbled
area

The fence will be placed 6.0 m from the sides of the tunnel house.
The enclosed area is to be covered with stone pebbles to the edge of the existing shrub garden.
3.0 m
4.0 m

Tunnel house

Shrub garden
2.3 m
1.0 m

Fence

Stone pebbles
3.2 m

Diagram not to scale

Modified task