EDED+19329+Maureen+Robertson+s0202484

Identify one (1) content descriptor from three (3) strands of the Australian Curriculum: Mathematics Year 10A. Analyse each content descriptor carefully to identify the declarative and procedural knowledge for each Content descriptor. Create a graphic organiser to present this clearly and concisely. You need to determine the graphic organiser most suitable for this task. (Refer to your Dimensions of Learning manual) Create a substantial original investigation for each content descriptor. A mathematical investigation is a contextualised experience to which the solution is not readily evident. The investigation should require substantial hands-on activity with deep understanding and higher order thinking from Year 10 students. Various pathways through the investigation can be taken to draw conclusions as a result of the investigation. The magnitude of the investigation would be such that Year 10 students would take 4 hours to develop a solution. Outline one preferable pathway for each investigation. Organisation of this task to ensure clarity for an audience is of importance. Assessment parts B listen to 9 minutes and 20 seconds- 10 minuets []
 * Detailed task description: **
 * Part A **
 * Part B **
 * Part C **

Year 10 Level Description
The proficiency strands //Understanding, Fluency, Problem Solving and Reasoning // are an integral part of mathematics content across the three content strands: //[|Number] and Algebra, Measurement and Geometry, and Statistics and [|Probability] //. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. //At this year level: // //Understanding // includes describing patterns in uses of indices, applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between algebraic and graphical representations of relations, connecting simple and [|compound interest] in financial contexts and determining probabilities of [|multiple] experiments //Fluency // includes formulating proofs using [|congruent triangles] and [|angle] properties, factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigate the shape of [|data] sets //Problem Solving // includes calculating the surface area and [|volume] of a diverse range of prisms, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities, and investigating independence of events and their probabilities //Reasoning // includes formulating geometric proofs involving [|congruence] and [|similarity], interpreting and evaluating media statements and interpreting and comparing [|data] sets

Wikis are an exceptionally useful tool for getting students more involved. They’re appealing and fun for students to use (Florida, 2002), at the same time encouraging participation, collaboration, and interaction. Ward Cunningham created the first wiki in 1995. The name "Wiki" was inspired by the Hawaiian word wiki or wiki-wiki, which means "quick".Wikipedia is probably the most well-known example of a public wiki. Educational Value of Wikis encourage group social interaction and collaboration and support asynchronous ( relating to or using an electronic communication method that sends data in one direction, one character at a time) communication allowing users to contribute at a time, and from a place that suits them. Many students find that their learning is most effective when they are actively involved (Robinson, 2001) in the construction of their knowledge

=Referencing = = = Florida, R. (2002). And How It’s Transforming Work,Leisure,community and Everyday life Books. //The rise of the creative class//, 67-82. Robinson, K. (2001). Out of our minds Learning to be creative. //Learning to be creative//, 123-1140.