BEST Cluster Project: Principles of Learning and Teaching in Action NamePOLTSchool address Kaziboni Mapuranga3.3Endeavour Hills Campus mail.vic.gov.au

1. What was the teaching and learning challenge to which you responded? Which PoLT did you address? Since most of the students in this class struggle with maths and have different abilities it is important to make use of the different multiple intelligences and make the work more fun and engaging. POLT 3 Students needs, background, perspectives and interests are reflected in the learning program. Teacher action 3.2 In learning environments that reflect this principle the teacher uses a range of strategies that support the different ways of thinking and learning.

2. What was the focus of the unit of work? i.e. Key Concepts; Understandings; Essential Questions? Figures in three dimensions have length, depth(also often called width), and height, as we know. These three dimensions can be used to determine the volume(space taken up by) and surface area (sum of all of the faces or surfaces of the object). The topic involves concepts of Total Surface Area (TSA) and Volume of objects. Students will Learn the concept of lateral area, TSA and volume as applied to prisms and cylinders and has mathematical formulas for TSA and volume of solids relate to the concepts. Discuss application of these concepts and formula in real life.

3. What could the students already do alone? What did the students already know? recognise simple 3-D shapes e.g rectangular prisms units of volume like cm³ volume is related to capacity make simple shape paper models

4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence. I used teaching and learning activities which enabled the students to engage with and achieve the learning aims. Five minute quizzes before the start of every lesson on concepts covered in previous lesson. Collaborative learning by doing group work. Maths games covering aspects of surface area and volume e.g. Maths Bingo game Use of technology like computer activities and PowerPoint presentations. Hands on activities e.g. making of 3-D paper models Practical - (comparison of the theoretical volume value to the theoretical practical value).

5. Review. How successful was the learning sequence? What will the students do next? The use of a diversity of tasks to cater for different learning styles of the students really worked well for me during this unit plan. With this I was able to engage some of the students who are normally restless in class like student B. From this I have learnt the impact and importance of incorporating different learning styles in my Unit Plans. The 5minute quizzes just before the start of every lesson worked well as this was a good way of settling the students down and also gauging if students had understood the previous lesson’s concepts. Collaboration with colleagues discussing about classroom management

6. Evidence: Attach relevant classroom materials, worksheets, rubrics, surveys, photographs and student work.