ESH 320 Pedagogical Content Knowledge

for Teaching Mathematics

Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Diagnostic Assessment Nick, Measurement.

Upon reflection of Nicks response to the task, several initial conclusions can be drawn. Nick has been asked to order a range of containers from
one that holds the most to one that holds the least. He has ordered them from the tallest container to the shortest. Considering the pattern evident in his response
it is most likely that he has misapplied a learned concept from another topic, height and has had little or no exposure to the required concept, capacity. It can be
assumed given Nicks response that he has had significant exposure and understands the concept of height and most probably length. He can order from tallest
to smallest and/or longest to shortest. Siemon, Beswick, Brady, Clark, Faragher and Warren (2011) explain that length is generally one of the first types of
measurement students are exposed to as it is foundational to other concepts connected to measurement. In order to develop Nicks understanding of capacity, a
unit plan has been carefully developed to introduce the concept slowly across five sequenced lessons. According to Siemon et al. (2011) a childs sense of
measurement develops through: gradual consolidation of the conceptual foundations associated with the nature and properties of units and scale (p. 215).
In order to move into more complex conceptual understandings which are linked to capacity, such as volume, and applications using standard units
which include litres, millilitres etc students must initially be exposed to the first three tiers of the Learning Sequence for Measurement [LSM] defined by
Booker, Bond, Sparrow and Swan (2010): [1] Identifying the attribute, [2] comparing and ordering and [3] measuring using non-standard units. The focus,
following Nicks diagnostic assessment, will be to provide the class with a comprehensive base towards understanding capacity. The following unit aims to
cover the first three tiers of the LSM.

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ESH 320 Pedagogical Content Knowledge for Teaching Mathematics

Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Mathematics Unit Plan Template

Title/topic of unit:

Year level/Class:

Duration (lessons):

Lets Learn About Capacity!

5 x 30 minute lessons

Unit overview:

Prerequisite knowledge:
Students should have been exposed to full/empty and holds
more/less concepts. Given the diagnostic assessment outcome they
may require more scaffolding on the holds/more and less concepts;
this is included in the unit plan.

Students are introduced to the concept of capacity.

Students are presented with a range of ways to measure different
capacities.
They learn and use informal language and compare and order objects
according to capacity.

Specific objective/s:

Australian Curriculum content and proficiencies:

This unit will lead to development of aspects of:

At the completion of this unit students will be able to:

1. Identify from observing two containers which holds more and which
holds less (problem solving).
2. Uses known strategies to ascertain the capacities of different informal
containers (problem solving)
3. Order a range of informal containers with regards to capacity such as
holds most to holds least or holds least to holds most (problem
solving).
4. Can explain using everyday language reasoning behind decision making
when ordering (reasoning).

Resources required:

Compare and order several shapes and objects based on length, area,
volume and capacity using appropriate uniform informal units
(ACMMG037) (ACARA, 2015).

Problem solving
- Sequence containers according to capacity
- Use strategies to discover and compare capacities of containers.
Reasoning:
- Explaining/justifying reasoning using informal language behind
decisions made

Key Vocabulary:
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ESH 320 Pedagogical Content Knowledge for Teaching Mathematics

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AT1 Diagnostic assessment and Unit Plan

Containers many varieties/sizes

Unifix cubes
Dry beans
Interactive whiteboard with internet access
Student workbooks
Pencils
Worksheet Jumpy is Thirsty! (Appendix A)
Worksheet Ordering Containers: Holds Most to Holds Least (Appendix
B)
Large images of items filled to different levels

Capacity
More
Less
Holds Least/Most
Wider fatter
Thin skinnier

Lesson Plans
Lesson 1: Learning activity/ies (LA), Key Concepts (KC), Focus Questions Justification and Theoretical Links
(FQ), Teacher Explanations (TE) and Formative Assessment (FA),
Discussion (D)
Identifying and understanding the attribute. In order to start the students on an
effective path towards measuring capacity they must first be introduced to the
new concepts, skills and language, as some concepts to be measured may not
yet form a part of the students conscious (Booker et al., 2010, p. 472)

TE: Define the word capacity in simple informal terms on board.

ie: The amount that a container can hold
Discuss.
LA: Watch Will an Elephant fit in a Bathtub? (http://www.pdflibrary.org)

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ESH 320 Pedagogical Content Knowledge for Teaching Mathematics

Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Figure 1: Example pages from the Will an Elephant fit in a Bathtub?

While viewing discuss the items listed for each task and why one is more suitable
than the other.
KC: Students should quickly provide the correct answers. Aim to discuss the
why of their answers and have them explain their reasoning.
LA: students draw something that holds more than and less than
- A cup
- A swimming pool
- Their water bottle
Make it easier and more difficult as required with different items.
Class share and discuss their pictures.
FA:
Questioning and active observation
Assessment checklist/notes utilised here (Appendix C).
Collect work samples

According to the Framework for Engagement with Mathematics provided by

Attard (2012) effective student engagement occurs when questioning and
activities can be linked and applied to students lives.

Planned and explicit formative assessment strategies are used throughout the
unit plan provided. These include observation, questioning, anecdotal notes, a
checklist and the collection of work samples. Using a variety of assessment
techniques provides opportunities for all students with individual abilities and
learning differences to demonstrate their levels of understanding (Bobis, Lowrie
& Mulligan, 2013).

Lesson 2: Learning activity/ies (LA), Key Concepts (KC), Focus Questions Justification and Theoretical Links
(FQ), Teacher Explanations (TE) and Formative Assessment (FA),
Discussion (D):
This lesson and the previous aims to establish simple knowledge of language
LA: Each child in the class is given a different container.
and the basic concept of capacity. The Australian Curriculum: Mathematics
(ACARA, 2015) explains that before year two students should be able to use

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ESH 320 Pedagogical Content Knowledge for Teaching Mathematics

Kiara Davis

AT1 Diagnostic assessment and Unit Plan

There four of the same sized cup (to make the lesson more expedient) and a big suitable language that is associated with measurement such as holds more and
bucket of sand.
holds less.
They must all measure how many cups of sand will fit in their container. Teacher
records the amount for each students container on the board next to their name. Visual representations provide new layers to understanding allowing students
to communicate mathematical ideas to themselves and others (Siemon et al.,
Class discusses how they can find out, from looking at the information, who has 2011)
the container that holds the most and whose container holds the least?
Teacher and class order the information from most to least
Containers are ordered respectively.

Continued awareness development and adopting new language associated with

the attribute (Siemon, et al., 2011).

FA: Class Share.

Teacher asks questions.
Assessment checklist utilised here for understanding (Appendix C).

Lesson 3: Learning activity/ies (LA), Key Concepts (KC), Focus Questions Justification and Theoretical Links
(FQ), Teacher Explanations (TE) and Formative Assessment (FA),
Discussion (D):
D: Show a picture of a dog.
- Jumpy the dog is very, very thirsty and needs a big drink. Which
container do you think would be better for him to drink out of? Show
two containers- small and large. Discuss.

This lesson aims to move forward from learning language and demonstrating
that understanding to high quality inquiry where students can build on
knowledge to construct and make sense of the concepts involved. This type of
LA: Show bowls of similar capacity. One is taller but holds less as the other is teaching progression is highly appraised by Booker et al. (2010) who explains
that through this type of enquiry students can construct knowledge that is
wider but shorter.
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ESH 320 Pedagogical Content Knowledge for Teaching Mathematics

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AT1 Diagnostic assessment and Unit Plan

personal and owned. They have control over their learning experiences and are
FQ: How can we find out for sure which container holds the most water for allowed to experiment with their own strategies.
Jumpy?
LA: Give each group the same similar bowls, a bowl of water and a small cup. Simple, problem-based lesson with planned content and task decisions. More
than one way to approach the task in order to achieve an outcome. Real learning
They must figure out a strategy to work out which bowl holds more.
can be achieved when there is some new ideas and challenge (Van de Walle &
Lovin, 2006).
FA: Teacher floats, asks questions/scaffolds, focusses activity and helps students
measure when required. Students record their answers/findings on their
Vale (2003) explains that probing and thinking questions stimulate deeper
worksheet (Appendix A).
thinking and move away from the typical initiation-response-feedback pattern
- Why did you choose that way?
(as cited in Booker et al., 2011).
- Do you think there is another way to find out?
- How do you know that is correct?

Note: Activities throughout lessons 4 and 5 have been adapted from First Steps in Mathematics: Measurement (Department of Education Western Australia,
2013).
Lesson 4: Learning activity/ies (LA), Key Concepts (KC), Focus Questions Justification and Theoretical Links
(FQ), Teacher Explanations (TE) and Formative Assessment (FA),
Discussion (D):
Notes: Teachers set up work stations. Each station has four different containers Continued developmental progression is advocated during this lesson. Teachers
of varying height and width, a large pile of unfix cubes and four worksheets use information gathered from previous lessons to tailor instruction to the
students knowledge and understandings (Institute of Education Sciences,
(Appendix B).
2014). Students can use their new knowledge from previous lessons to predict,
collect and record information and decipher answers.
Use terminology throughout lesson.
TE: Teacher models activity.
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ESH 320 Pedagogical Content Knowledge for Teaching Mathematics

Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Ask questions and discuss. Teacher shows students how to correctly measure and Modelling is an effective type of metacognitive learning, significantly
count the containers capacity with unifix cubes. Students help the teacher order important as it helps develop conceptual understanding in action. Modelling can
be the prefix to making connections between aspects of mathematics and
the example containers from holds most to least and discuss.
students own lives (Siemon et al., 2011).

LA: Move to stations and conduct same experiment in groups. Each group of
four students must draw their predictions on their worksheet first.

Students can develop further understanding using non-standard units and

manipulatives to make direct comparisons (Siemon et al., 2011).

FA: Class share time. Which groups predicted correctly and which did not.
- Why did they get it right/wrong?
- What could they do differently?

Lesson 5: Learning activity/ies (LA), Key Concepts (KC), Focus Questions Justification and Theoretical Links
(FQ), Teacher Explanations (TE), Formative Assessment (FA), Discussion
(D) and Summative Assessment (SA):
KC/FA: Play the interactive online game Which Holds Most? (http://abc.net.au)
on the interactive white board. This game gives the teacher a chance to gather Virtual manipulatives that give many different visual representations of the
the students understanding of the concepts of holds least/holds most. Some same concept which help students to build complex and richer mathematical
understandings (Siemon et al., 2011).
students may need more than one turn teacher discretion.
- Which of these two containers holds less/the least or more/the most, change the
terminology around to ensure the students know all of it not just one or two
words.

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ESH 320 Pedagogical Content Knowledge for Teaching Mathematics

Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Figure 2: Example of Which Holds Most? Online game.

LA: The middle of the room has:
- Many different containers
- Large bowls of dry beans with cups.
Students choose a container and three people to work with. Teacher explains that
they are to do a similar task to the last lesson (model if required). Predicting who
has the container that holds the least to the most and then testing them.
Teacher says switch! when required, children choose three different people to
work with and repeat the process with different containers.

Working in different groups, students have the opportunity to construct

knowledge socially by interacting, discussing/sharing ideas (Siemon et al,
2011). Multiple means of constructing knowledge also provides differentiation
(Bobis, Lowrie & Mulligan, 2013).
Providing meaningful focused practice to acquire fluency with a mathematical
concept (Reys et al., 2012).

Predictions and results are drawn in students own workbooks.

FA: Record results in checklist (Appendix C).
Collect work Samples.
Questioning/observation/anecdotal notes.

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ESH 320 Pedagogical Content Knowledge for Teaching Mathematics

Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Potential Misconceptions
Confuse the fullness of a container with capacity - difficulty understanding that
the liquid within a container does not have an effect on the physical capacity of
a container.

Justification and Theoretical Links

These misconceptions can be caused by the underdevelopment of Piagets
measurement operations conservation and transivity. Conservation is the ability
to understand a concept while ignoring irrelevant distractors. Transivity is
measuring two objects or properties with the same instrument and deducing
conclusions about the relationship of those two objects (Barmby, Bilsborough,
Attribute height to capacity - believe that taller containers can contain more than Harries, & Higgins, 2009).
shorter containers because of the visual impression.

Differentiation

Justification and Theoretical Links

The following are suggestions of how one might differentiate tasks or lessons.
These are dependent on the teachers detailed knowledge of how their students
work and achieve.
Teacher allocated groups or pairs ensure mixed abilities which can in turn
support lower learners. Teacher may need to group lower learners together and
Designed to enable and allow access to all levels of learner. This type of process
scaffold steps more clearly for them while the others work.
differentiation allows for different entry and exit points to learning. This enables
opportunities for lower learners to achieve the intended outcome and extends
High achievers can be extended throughout the unit by labelling their worksheets learning for high achievers (Department of Education Tasmania, 2014).
and taking part in the same activities with more challenging containers such as
those much closer in capacity. High achievers might be asked to explain their
reasoning and predictions in more detail and draw more than one representation
on worksheets.
Product differentiation. Students have multiple opportunities to demonstrate
Across the unit, students are given many opportunities to show and express their their learning by their preferred means across different fields of communication.
understandings - orally, with hands on tasks and written worksheets.
(Department of Education Tasmania, 2014).

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ESH 320 Pedagogical Content Knowledge for Teaching Mathematics

Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Summative Assessment Task Overview:

Justification and Theoretical Links

SA: For summative task teacher has similar containers to the ones shown in
Figure 3 from original diagnostic assessment.
The assessment tasks throughout are outcome-based and final judged skills and
knowledge are presented against objectives on a rubric describing the typical
level of understanding.
This provides an assessment method that is fair to all students as they have all
had ample opportunity during the unit to show their understanding through a
multitude of differentiated tasks (Bobis, Lowrie & Mulligan, 2013).

Figure 3: Example of the types of containers that might be used.

- Teacher asks the student to order the containers from the one that they think
holds the most to the one that they think holds the least or vice versa.
- Student is asked to explain why they think their reasoning is correct
Final results recorded on an individual student rubric from all data gathered
(Appendix D).

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ESH 320 Pedagogical Content Knowledge for Teaching Mathematics

Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Attachments

Appendix A: Jumpy Is Thirsty - Worksheet

Appendix B: Ordering Containers - Worksheet
Appendix C: Formative Assessment Checklist to be used throughout first two lessons
Appendix D: Rubric for final assessment of overall understanding
Appendix E: Envisaged Student Response for Summative Assessment Task

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ESH 320 Pedagogical Content Knowledge

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Kiara Davis

AT1 Diagnostic assessment and Unit Plan

References

Attard, C. (2012). APPLYING A FRAMEWORK FOR ENGAGEMENT WITH

MATHEMATICS IN THE PRIMARY CLASSROOM. Australian Primary Mathematics
Classroom, 17(4), 22-27. Retrieved from
http://eds.a.ebscohost.com.ezproxy.utas.edu.au/eds/pdfviewer/pdfviewer?vid=5&sid=e8a9b8
be-160e-4089-9c21-641bf0242215%40sessionmgr4004&hid=4202

ACARA. (2015). The Australian Curriculum: Mathematics version 7.3. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1

Australian Government Department of Education, Employment and Workplace. (2009).

Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
Retrieved from
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_ea
rly_years_learning_framework_for_australia.pdf

Barmby, P., Bilsborough, L., Harries, T., & Higgins, S. J. (2009). Primary Mathematics.
[electronic resource]: Teaching for Understanding. Maidenhead : McGraw-Hill Education
Sept. 2009 Blacklick : McGraw-Hill Companies, The [Distributor]. Retrived from
http://reader.eblib.com.au.ezproxy.utas.edu.au/(S(lytcebzhicysikwyyurirdut)
)/Reader.aspx?p=480596&o=170&u=rqFNYEtMtFl7WjGUwwUcVQ%3d%3d&t=14299511
72&h=06F94D7A23155CC1CDAE22E418C6C8E47C13B188&s=18711345&ut=554&pg=1
&r=img&c=-1&pat=n&cms=-1&sd=1#

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ESH 320 Pedagogical Content Knowledge

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Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Bobis, J., Lowrie, T. , Mulligan, J. [2013], Chapter 11. Linking assessment and pedagogy. In
Bobis, Janette Maree, Mulligan, Joanne Therese, Lowrie, Tom: Mathematics for children :
challenging children to think mathematically, Pearson Australia, Frenchs Forest, NSW

Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching Primary Mathematics (4th
ed.). Frenchs Forest, Australia: Pearson Australia.

Department of Education Tasmania. (2014). Good Teaching: Differentiated Classroom Practice Learning for All.

Retrieved from https://mylo.utas.edu.au/content/enforced/82260-

AW_EED_15S1_6773/General%20Information/Good-Teaching-Differentiated-ClassroomPractice-Learning-forAll.pdf?_&d2lSessionVal=x0pfKEMqZizBHTAQpiPaXYtcx&ou=82260

Department of Education Western Australia. (2013). First Steps in Mathematics:

Measurement book 1. Retrieved from
http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-mathematics/

Reys, R. 2012, Chapter 3. Planning and Teaching (in) Reys, Robert E: Helping children learn
mathematics, John Wiley and Son Australia, Milton, Qld. Retrieved from https://elibraryutas-edu-au.ezproxy.utas.edu.au/utas/file/96db926a-c786-431f-80d313129cd66ab3/1/esh320-9781742168234-ch3.pdf

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching
mathematics: Foundations to middle years. South Melbourne, VIC: Oxford University Press

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ESH 320 Pedagogical Content Knowledge

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Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Will an Elephant Fit in the Bathtub? (2015, January 11) Retrieved from
http://www.pdflibrary.org/pdf/download-will-an-elephant-fit-in-a-bathtub.html

Van de Walle, J.A, & Lovin, L.H. (2006). Foundations of student-centred instruction. In
Teaching Student-Centred Mathematics: Grades 3-5 (Vol 2). Boston, MA: Pearson
Education Inc.

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ESH 320 Pedagogical Content Knowledge

for Teaching Mathematics
Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Appendix A
Worksheet Jumpy is Thirsty.

Jumpy is Thirsty!
The blue bowl is __________ than the red bowl.
The red bowl is much _____________ than the
blue bowl.
The blue bowl holds __________ than the red
bowl.
Jumpy should use the
_________________ bowl
because it holds ________
than the ______________
coloured bowl.

For lower learners - words to cut out and stick in :

red

more

blue

shorter

fatter

wider

taller

less

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ESH 320 Pedagogical Content Knowledge

for Teaching Mathematics
Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Appendix B
Worksheet Ordering Containers: Holds Most to Holds Least.

Ordering Containers
Holds Most to Holds Least
I Predict:

Holds Most

Holds least

How many Unifix cubes do the containers hold?

_______ cubes

_______ cubes

_______ cubes

_______ cubes

Was I right?

YES

NO

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ESH 320 Pedagogical Content Knowledge

for Teaching Mathematics
Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Appendix C
Assessment checklist for lesson one, two and five to check students understanding and
progress.
Lesson Two:
Understands
and can
demonstrate
and/or
articulate
meanings of
learned
terminology
more than, less
than, more, less

Lesson Five:
Can correctly
identify
containers
that hold
more, less,
least and most

Notes

Alana

Mark

Mia
Amanda
Insert students
name here

Page 17 of 19

Needs more
scaffolding
on

ESH 320 Pedagogical Content Knowledge

for Teaching Mathematics
Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Appendix D
Rubric example for final assessment of overall understanding throughout unit.

Identify from
observing two
containers which
holds more and
which holds less.

Beginning
Can regularly
determine which of
two containers holds
more or holds less.

Consolidating
Can consistently
identify which of
two containers holds
more or holds less.

Cannot explain why.

Provides limited
explanation using
learned terminology.

Teacher prompting
sometimes
necessary.
Uses known
strategies to
ascertain the
capacities of
different informal
containers

Orders a range of
informal
containers with
regards to capacity

Needs teacher
assistance to carry
out strategies and
come to correct
conclusion.
Shows
understanding when
aided.
Sometimes orders
containers correctly
with regards to
capacity.
Still possible
misconceptions
demonstrated.

Can explain using

everyday language
reasoning behind
decision making
when ordering

More teaching
required.
Can explain basic
principles of learned
informal
terminology.
Unrelated to
decision making.
Thought process
unclear.

Little or no teacher
prompting.
Mostly
independently uses
one or more strategy
to correctly
determine
conclusion.

Proficient
Consistently and
independently
identifies which of
two containers holds
more or holds less.
Provides reasons for
choices using
learned terminology.

Independently uses
more than one
strategy to correctly
determine
conclusion.

Regularly orders
containers correctly
with regards to
capacity.

Consistently orders
containers correctly
with regard to
capacity.

Normally selfcorrects

Always self-corrects

Articulates
acceptably using
learned informal
terminology the
reasons for orders
chosen.

Articulates and
justifies accurately
using learned
informal
terminology the
reasons for orders
chosen.

Thought process
mostly clear.

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Thought process
clear.

ESH 320 Pedagogical Content Knowledge

for Teaching Mathematics
Kiara Davis

AT1 Diagnostic assessment and Unit Plan

Appendix E
Envisaged correct student response to final summative task.

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