Year 8: Being A Mathematician - Learning Experience Planner
Date	No.	Length	Learning Experience	DoL Reference	Assessment Activities	Resources	Notes	
	LE1		Introduction to the mathematical process and problem solving strategies.  Students watch the Terry Tao video. The 1 to 100 problem is introduced. Students work on the "Eric the Sheep" problem and produce a report of their findings.  One of these will be published on the school website.   	Dimension 2: 

Construct Meaning: 
 - Opportunities for students to discover new information independently 
 - Instructional techniques that give students strategies to use before, during and after they receive information 

Organise and Store: 
 - Help students understand the importance of organising information

Activities to Acquire and Integrate: 
 - View film
 - Participate in simulation
 - Engage in discussion

Construct Models: 
 - Help students to understand the importance of constructing models 
 - Written and/or graphic representations of skill or process being learnt 
 - Report writing proforma

Shape and Internalise: 
 - Look at good and poor examples.

Dimension 3: 

Extending and Refining Knowledge: 
 - Comparing and Contrasting 

Dimension 4: 

Using Knowledge Meaningfully: 
 - Experimental Enquiry 				
	LE2	2.5 weeks	The Honeycomb Conjecture problem is introduced.  Students explore the properties of polygons and consolidate the concepts and vocabulary involved through games.  Students investigate the sum of the angles of a polygon and develop a formula to find the angle size of a regular polygon.  They work on the Casio Classpads in the initial exploratory phase of the problem and then formalise their results using triangulation. These ideas are then applied to tessellations.  	Dimension 2: 

Construct Meaning: 
 - Construct meaning for vocabulary terms 
 - Opportunities for students to discover new information independently 

Organise and Store: 
 - Vocabulary 
 - Generalisations 
 - Use Graphic organisers 
 - Symbols and substitutes 

Activities to Acquire and Integrate: 
 - Conduct experiment
 - Engage in discussion

Construct Models: 
 - Written and/or graphic representations of skill or process being learnt 
 - Teach students to mentally rehearse the steps involved in a new skill or process 

Shape and Internalise: 
 - Demonstrate and create opportunities for students to practice using the important variations of the skill and process 
 - Provide a variety of situations to use skill.

Dimension 3: 

Extending and Refining Knowledge: 
 - Classifying 

Dimension 4: 

Using Knowledge Meaningfully: 
 - Experimental Enquiry 	AA2 - Journal			
	LE3	2 weeks	Students explore the concepts of perimeter and area.  They learn to find the perimeter of polygons and the circumference of a circle.  They develop and use formulae for the area of a square, rectangle, triangle, circle, parallelogram, trapezium and hexagon. 	Dimension 2: 

Construct Meaning: 
 - Construct meaning for vocabulary terms 
 - Opportunities for students to discover new information independently 
 - Instructional techniques that give students strategies to use before, during and after they receive information 

Organise and Store: 
 - Facts 
 - Process/Cause-Effect Relationships 
 - Help students understand the importance of organising information 
 - Use Graphic organisers 

Activities to Acquire and Integrate: 
 - Engage in discussion
 - Observe demonstration

Construct Models: 
 - Think-aloud processes 
 - Help students see how the skill or process being learnt is similar to and different from others skills or processes 
 - Teach students to mentally rehearse the steps involved in a new skill or process 

Shape and Internalise: 
 - Help students establish a practice schedule 
 - Demonstrate and create opportunities for students to practice using the important variations of the skill and process 
 - Point out common errors and pitfalls 
 - Help students develop the conceptual understanding necessary to use the skill or process 
 - Provide a variety of situations to use skill.

Dimension 3: 

Extending and Refining Knowledge: 
 - Inductive Reasoning 

Dimension 4: 

Using Knowledge Meaningfully: 
 - Decision Making 				
	LE4	2 weeks	Solving linear equations and Crossing the River problem	Dimension 2: 

Construct Meaning: 
 - Instructional techniques that give students strategies to use before, during and after they receive information

Organise and Store: 
 - Time Sequences 
 - Process/Cause-Effect Relationships 

Activities to Acquire and Integrate: 
 - Engage in discussion
 - Observe demonstration

Construct Models: 
 - Think-aloud processes 
 - Written and/or graphic representations of skill or process being learnt 
 - Teach students to mentally rehearse the steps involved in a new skill or process 

Shape and Internalise: 
 - Help students understand the importance of internalising procedural knowledge 
 - Help students establish a practice schedule (p.102)
 - Demonstrate and create opportunities for students to practice using the important variations of the skill and process 
 - Point out common errors and pitfalls 
 - Help students develop the conceptual understanding necessary to use the skill or process 
 - Provide a variety of situations to use skill.

Dimension 3: 

Extending and Refining Knowledge: 
 - Other

Dimension 4: 

Using Knowledge Meaningfully: 
 - Problem Solving 				
	LE5	1.5 weeks	Students study Pythagoras' Theorem.  They explore the concept of proof.  Students find the length of the hypotenuse and short sides in right angled tirangles.  Integer and noninteger solutions are considered.	Dimension 2: 

Construct Meaning: 
 - Use variety of senses 
 - Construct meaning for vocabulary terms 
 - Instructional techniques that give students strategies to use before, during and after they receive information 

Organise and Store: 
 - Vocabulary 
 - Facts 
 - Generalisations 

Activities to Acquire and Integrate: 
 - View film
 - Engage in discussion
 - construction activity

Construct Models: 
 - Think-aloud processes 
 - Written and/or graphic representations of skill or process being learnt 
 - Help students see how the skill or process being learnt is similar to and different from others skills or processes 
 - Teach students to mentally rehearse the steps involved in a new skill or process 

Shape and Internalise: 
 - Help students understand the importance of internalising procedural knowledge 
 - Help students understand the importance of shaping procedural knowledge 
 - Help students establish a practice schedule 
 - Demonstrate and create opportunities for students to practice using the important variations of the skill and process
 - Point out common errors and pitfalls 

Dimension 3: 

Extending and Refining Knowledge: 
 - Abstracting 

Dimension 4: 

Using Knowledge Meaningfully: 
 - Decision Making 				
	LE6	1 week	Students study the concept of Ratios through looking at the Golden Ratio.  The idea of using ratios to compare quantities is considered.  Dividing a quantity in a given ratio is also included.	Dimension 2: 

Construct Meaning: 
 - Help students to understand what it means to construct meaning 
 - Use variety of senses 
 - Opportunities for students to discover new information independently 

Organise and Store: 
 - Vocabulary 
 - Facts 
 - Generalisations 

Activities to Acquire and Integrate: 
 - Participate in simulation
 - Conduct experiment
 - Engage in discussion

Construct Models: 
 - Written and/or graphic representations of skill or process being learnt 
 - Help students see how the skill or process being learnt is similar to and different from others skills or processes 

Shape and Internalise: 
 - Demonstrate and create opportunities for students to practice using the important variations of the skill and process 
 - Point out common errors and pitfalls
 - Help students develop the conceptual understanding necessary to use the skill or process 
 - Provide a variety of situations to use skill.
 - Look at good and poor examples.

Dimension 3: 

Extending and Refining Knowledge: 
 - Comparing and Contrasting 

Dimension 4: 

Using Knowledge Meaningfully: 
 - Decision Making