Mathematics
Term 3, 2011
By Bridie Willis
S0194590
Links to
Curriculum
Focused Year Level: 9
Strand: Measurement and Geometry
Content Descriptor: ACMMG216 Calculate the areas of
composite shapes.
Links to
Curriculum
Year 9
According to the Australian Curriculum Mathematics 2011, students calculate areas of
shapes, and the volume and surface area of
prisms and cylinders.
Composite Shapes
What are they?
According to Highpoints Learning Incorporated
2011, a composite shape is a figure is made from
two or more geometric figures, then it is called
a Composite Figure.
Examples of Composite Shapes
Area Rule for a Triangle
½ Base x Height
Area Rule for Rectangle
Length x Width
Area rule for a Square
Side x Side
Learning Federation Object
Learning Object:
Year Level:
Intended Learning Outcomes:
Evaluation of Three Digital Tools
Today’s digital kids think of information and communications technology (ICT) as
something akin to oxygen: they expect it, it’s what they breathe, and it’s how they
live. They use ICT to meet, play, date, and learn (Herz, N. 2011). Therefore, it is
essential to embed appropriate digital pedagogy into the everyday teaching of
mathematics, to cater for this digital age, and to foster and support their learning
journey. Next, is an evaluation of three other digital learning tools that can
accompany the learning of composite shape area, which allow students to interact
with engaging, purpose-filled tools, to allow them to reach the intended learning
outcome.
Virtual Geo-Board
Learning Styles: Kinesthetic & Visual
 Allows student to create their own compound shapes
 Allows student to understand that compound shapes are created
when two or more simple shapes are placed together.
 Allows student to create the largest possible & smallest possible
compound shapes.
 Allows student to create specific sized compound shapes (e.g.
12cm, 16cm etc.)
 Allows student to create a shape, place measurements on the
shape, and swap with a partner to problem solve the area of each
compound shape.
 An interactive tool that students can manipulate to create a range
of different shapes, in different sizes.
 Comparing the relationships of plane figures.
Links to the Declarative & Procedural
Knowledge
Declarative:
 Understand that to be able to calculate the area of a composite shape, the
shape must be broken into two simple shapes.
 Students understand the difference between a simple and compound shape,
and how to identify and differentiate between the two.
Procedural:
 Apply the correct area formulas that would be required to find the total area of
each compound shape.
 Link student’s prior knowledge of area and simple shapes, to compound shapes.
KS3 BiteSize Quiz – Area of
Composite Shapes
Learning Styles: Visual, Auditory & Kinesthetic
 Allows student to find the area of simple and compound
shapes, and to recognize the difference between the
two.
 Allows student to look at, and understand the rules of
area, and to apply these rules to simple and complex
problems
 Allows student to be supported if their answer is wrong,
by attempting the question again.
 An interactive tool that teaches students how to locate
the area of compound shapes.
Links to the Declarative & Procedural
Knowledge
Declarative
 Understand that to be able to calculate the area of a composite shape, the shape must be
broken into two simple shapes.
 Understand that different formulas are required to find the area of various simple shapes.
 Students understand the difference between a simple and compound shape, and how to
identify and differentiate between the two.
 Understand that area is a concept, which has been identified in prior knowledge, and finding
the area of compound shapes is a more complex concept.
Procedural
 Evaluate their own thinking and reasoning, considering their application of mathematical
ideas, the efficiency of their procedures and opportunities to transfer results into new
learning
 Apply the correct area formulas that would be required to find the total area of each
compound shape.
 Analyze situations to identify the key mathematical features and conditions, strategies and
procedures that may be relevant in the generation of a solution
Digital Tool Three
Learning Styles:
Links to Declarative & Procedural
Knowledge
Declarative:
Procedural:
Justification of the 3 Tools
Connectivism provides insight into learning skills and tasks
needed for learners to flourish in a digital era” (Siemens 2005).
Connectivism relates to using digital learning tools as a
pedagogical practice, as it allows students to access these tools
in the digital era in which they live in and experience on a dayto-day basis. Learners need a tool that they can relate to, and
connect their learning and knowledge to, and according to
Siemens 2005, “nurturing and maintaining connections is
needed for continual learning”.
Continued…
According to Booker, Bond, Sparrow & Swan (2010), knowledge
is actively created or invented, not passively received. Therefore,
it is vital to provide students with digital tools and kinesthetic
activities to enable them to practice and make sense of their
learning and concepts. As learners participate in the playing of
instructional games,
References
ACARA. (2011). Australian Curriculum Mathematics Year 9.
Essential Learnings yr 9 math
http://www.icoachmath.com/math_dictionary/Composite_Figure
s.html
http://net.educause.edu/ir/library/pdf/FFPIU015.pdf
http://oupeltglobalblog.com/2011/03/30/connectivism-a-theory-oflearning-for-a-digital-age/