EDU30009 A2: Mathematics Folio 2025 | Swinburne

EDU30009 Section 1: Introduction 

This unit, titled "Planning a Class Market Day", is intended for a Year 4 mathematics classroom and incorporates the components of Number, Measurement, and Statistics from the Australian Curriculum v9.0 (ACARA, 2025). The unit focuses on the genuine work of creating and managing a classroom market, allowing students to investigate mathematical ideas within significant, real-world situations that foster engagement and facilitate profound learning (Sullivan, 2011; Anthony & Walshaw, 2009). 

The three primary curriculum content descriptions addressed are: 

• Number: Develop efficient strategies and use appropriate tools for solving problems involving addition and subtraction, and multiplication and division, where there is no remainder (ACARA, 2025, AC9M4N06). 
• Measurement: Interpret unmarked and partial units when measuring and comparing attributes of length, mass, capacity, duration and temperature, using scaled and digital instruments and appropriate units(ACARA, 2025, AC9M4M01). 
• Statistics: Acquire data for categorical and discrete numerical variables to address a question of interest or purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created (ACARA, 2025, AC9M4ST01). 

Students will administer surveys to collect market data, measure and package products for sale, and compute prices and change. These experiences correspond with Clarke's (2001) definition of numeracy as the ability to apply mathematical knowledge adaptively across various situations. Students participate in collaborative planning and reflection, enhancing their skills in communication, logic, and financial literacy - all vital competencies for the 21st century (Anthony & Walshaw, 2009). 

The unit expands upon the existing understanding of currency, measurement tools, and fundamental data representations. It adopts a constructivist approach (Vygotsky, 1978; Bruner, 1974), where learners derive meaning from authentic experiences and social engagement. Lessons adhere to the Gradual Release of Responsibility framework (Fisher & Frey, 2014), progressively transitioning from instructor-led teaching to autonomous problem- solving. This framework enables students to cultivate confidence and autonomy in their mathematical reasoning.

The unit integrates High Impact Teaching Strategies (HITS), such as explicit instruction, feedback, inquiry, and goal formulation (Victorian Department of Education and Training, 2017). Activities like peer cooperation and practical assignments aim to enhance engagement, broaden learning, and cultivate a growth mentality. Formative evaluation tools, such as journal reflections, verbal feedback, and digital portfolios (via Seesaw), are integrated to track progress and guide the next steps.

EDU30009 Section 2: Unit Plan 

"Planning a Class Market Day" 
Year Level: Year 4 
Duration: 3 Sequential lessons over one week Curriculum Focus: Number, Measurement, and Statistics (ACARA, 2025) 

Unit Aims and Objectives 

This unit aims to develop students' understanding of real-world mathematical concepts through an engaging context of planning and running a class market. Students will work collaboratively to collect data, budget for products, and apply measurement skills in meaningful ways. This unit will: 

• Strengthen problem-solving, reasoning, and numeracy skills
• Promote authentic learning experiences using financial literacy and practical mathematics 
• Support inclusive, differentiated instruction for a diverse group of learners

By the end of the unit, students will be able to: 

• Solve practical money problems, including calculating and giving change (AC9M4N06)
• Accurately use scaled instruments to measure length, mass, and capacity (AC9M4M01)
• Collect, represent, and interpret data using tables and column graphs (AC9M4ST01)
• Collaborate effectively and reflect on their learning process using digital tools

Pedagogical Approaches This unit is grounded in constructivist and social learning theories, promoting engagement through hands-on, collaborative, and inquiry-based experiences. 

• Teaching strategies: Explicit instruction, questioning, guided inquiry, peer collaboration, and reflection. 
• Tools and resources:Play money, scaled measuring tools, rulers, tally sheets, iPads, Seesaw, Canva, visual aids.
• Grouping:Students work in mixed-ability pairs or small groups to plan, prepare, and present their market stall.
• Differentiation:Includes scaffolded tasks, visual supports, sentence starters, and open-ended activities to cater for diverse learning needs, including EAL/D and students with additional support needs. 

Assessment Plan 

This unit incorporates assessment for, as, and of learning:

1.Formative Assessment (Assessment forlearning):

• Observations and anecdotal notes during planning and group tasks
• Exit tickets to check understanding Student reflections via Seesaw journals
• Think-pair-share activities to assess concept clarity in real time 

2.Summative Assessment (Assessment oflearning):

• Market Day Project: Students apply measurement and budgeting skills to prepare products, analyse survey data, and create graphs
• Presentation:Students explain and justify their mathematical decisions in written, visual or oral form.
• Rubric criteria:

• Accuracy of calculations and change
• Correct use of measurement tools
• Quality of data collection and graphing
• Clarity of explanations and reasoning

3.Self-Assessment (Assessment as learning) 

• Success criteria checklists to reflect on learning outcomes (e.g., "I can measure using scaled tools", "I used data to help me decide what to sell"). Curriculum Links 
• AC9M4N06: Develop efficient strategies and use appropriate tools for solving problems involving addition and subtraction, and multiplication and division, where there is no remainder 
• AC9M4M01: Interpret unmarked and partial units when measuring and comparing attributes of length, mass, capacity, duration and temperature, using scaled and digital instruments and appropriate units 
• AC9M4ST01: Acquire data for categorical and discrete numerical variables to address a question of interest or purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created

EDU30009 Section 3: Reflection 

Developing this three-lesson unit, 'Planning a Class Market Day', enhanced my comprehension of how mathematical ideas may be effectively taught through authentic, real- world contexts. By aligning each session with the Australian Curriculum v9.0 and incorporating three unique strands — Statistics, Measurement, and Number — I explored the interconnections of mathematical proficiencies and their intentional, compelling applications for students. 

The first lesson concentrated on data gathering and representation, introducing students to Statistics via student-conducted surveys and graph creation. This enabled students to formulate and respond to enquiries, enhancing their reasoning and interpretative abilities. The second lesson focused on Measurement, which prompted students to investigate the actual use of units and instruments for preparing things for sale. This grounded their learning in real-life situations and fostered the utilisation of precise language and problem-solving techniques. The final lesson cultivated essential numerical concepts by engaging students in budgeting and calculating change, so enhancing their comprehension of financial mathematics. Each lesson is built upon the previous one, demonstrating a sequenced and scaffolded methodology for learning and facilitating cumulative skill advancement across several strands.

My pedagogical decisions were guided by the Backwards Design paradigm (Wiggins & McTighe, 2011), which prioritises the establishment of explicit learning objectives and the development of assessments and activities to achieve those objectives. I established a clear learning aim at the outset of each lesson, facilitating students' comprehension of the rationale for their learning. The application of constructivist learning theory (Vygotsky, 1978; Bruner, 1974) supported the unit's authentic, collaborative learning experiences. Students developed knowledge through inquiry-based projects and social interactions, which are especially significant in middle primary environments because peer connections affect engagement and learning outcomes. 

The integration of High Impact Teaching Strategies (Victorian Department of Education and Training, 2017) including explicit instruction, feedback, enquiry, and collaborative learning, enabled me to address diverse learning requirements. Group exercises and conversations were employed to facilitate peer scaffolding while also fostering critical thinking and student agency. Differentiation measures, such as scaffolded assignments, sentence openers, visual aids, and open-ended enquiries, were implemented to facilitate inclusion, particularly for EAL/D students and those requiring additional assistance.

Technology was employed intentionally in this unit. Instruments like Seesaw and Canva enhanced student expression, creativity, and formative assessment opportunities, while concurrently fostering digital literacies as delineated in the general capabilities of the Australian Curriculum (ACARA, 2025). Students utilised many modalities to demonstrate their comprehension—visually, vocally, and numerically—consistent with the principles of Universal Design for Learning (CAST, 2024) and promoting equitable access. 

This unit reflects my developing perspective as a prospective mathematics educator: one who creates learning experiences that are inclusive, engaging, and rooted in practical application. It emphasises the significance of aligning curriculum content with pedagogy that is attuned to students' developmental phases, interests, and cultural contexts. The experience reinforced.

EDU30009 Section 4: Resources 

Physical and Print-Based Resources: 

• Tally Sheets and graphing templates (Twinkl) -Used to support students' data collection and visual representation in Lesson 1.

• Rulers, measuring jugs, and digital/analogue scales - Allow students to accurately measure capacity, length, and mass for real products in Lesson 2.
• Play money, price cards, and budget planning sheets (Carrie Elle) - Used in Lesson 3 to simulate real purchasing and financial decision-making. 

• Clipboards, gloves/aprons, and pre-packaged items (e.g., popcorn, fruit) - Support practical, hands-on learning and hygiene when handling materials.