Professional Report

102098- Contemporary Teacher Leadership

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Abstract- Table of contents
Table of Contents
The focus of this report is to recommend
improvements to Stage 5, Year 9 Mathematics Unit:
‘Indices’. This unit was earlier designed for mixed
ability Year 9 students at St. Clair High School but
was less differentiated and more focused on the core
learnings. By using Understanding by Design model
and Inquiry Based learning some recommendations
have been made to engage all students, especially
those having trouble in applying knowledge for
solving problems analytically. The development of
general capabilities like critical and creative thinking
and ethical understanding are the targeted areas of
this report.

Student id-19916301
Abstract...........................................................................................................................................................2

2
Executive Summary ....................................................................................................................................................................... 4
Report’s objective................................................................................................................................................................................4
Context of the school and the curriculum..........................................................................................................................................4
Goals of the Report..............................................................................................................................................................................4
List of Recommendations ..................................................................................................................................................................5
Background Information of Unit..........................................................................................................................................................6
Comparative Table..................................................................................................................................................................................7-9
Recommendations....................................................................................................................................................................................11-14
Reconstructed Unit................................................................................................................................................................................15
Scope and Sequence...............................................................................................................................................................................15
Concept Map............................................................................................................................................................................................16-17
Assessment Task .....................................................................................................................................................................................18-20
Marking Criteria .......................................................................................................................................................................................20-22
Redesigned Unit Outline using UbD ..........................................................................................................................................................23-38
References...............................................................................................................................................................................40-41
Appendices..........................................................................................................................................................................................42-44
Assessment Task .............................................................................................................................................................................42-45

Executive summary
Report’s objective- The goal of the report is to evaluate a unit taught in St. Clair High School in Stage 5 year 9 named as ‘Indices’. This unit is
the extension of stage 4 Algebraic expressions and some recommendations and changes have been suggested in the unit as per the Understanding by
Design framework whilst involving some general capabilities like critical and creative thinking and ethical understanding at the same time.

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Context of the school curriculum
St. Clair High School is a comprehensive, coeducational, public
school which caters for students from Years 7 to 12. It is in
Sydney’s western suburb called St. Clair and is renowned for
offering quality programs to students. The school’s dynamic is
multicultural as from the population of 673 students nearly 37%
are from language backgrounds other than English, with about
9% of indigenous students (My School, 2020). The school focuses
on collaboration, commitment, and professionalism, offering
values of success for every student in the classroom with school
values of Participation, Respect, Innovation, Drive and
Excellence (PRIDE). The students work in caring, supportive
environment characterized by mutual respect between students
The Math program currently taught in the and teachers.
school is based on the textbooks and leaves no space for innovation, critical
thinking skills, and constraints students’ knowledge to textbooks only, with limited
applications to the practical world. The main teaching involves completing
textbook exercises or some worksheets from freefall website as an extension task
with lesser emphasis on improving deeper knowledge, understanding and
connections with the content. By applying the principles of Understanding by
Designing (UbD) framework, this report provides teachers more flexibility,

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versatility in developing activities that focuses on improving student’s knowledge in a resourceful manner and extending it to wider contexts via real-
life applications and examples.

Goals of the Report-

The goal of the report is to provide faculty of Mathematics a re-designed unit based upon the Understanding by Design framework, inquiry-based
learning concepts, continuous evaluation of learning and concept understanding, and evidence-based research. This unit focuses on enhancing
teaching and learning skills of both teachers and students with the gain of some general capabilities. This report comprises of background of the unit,
comparative table, concept map, recommendations, re-designed unit, assessment task and marking criteria. Also, a brief list of recommendations
below.

List of recommendations
The following recommendations has been made in the unit ‘Indices’-
- Understanding by Design framework incorporated in designing the unit.
- Backward design followed- Outcomes, assessment, learning plan.
- Inquiry-based learning involved for active participation of students.
- Student-centered activities involved for active construction of knowledge.
- Link to real-world situations included in both unit task and assessment.
- General capabilities like ethical understanding, critical and creative thinking incorporated.
- Assessment task- modified involving some problems solving skills.
- Marking rubric created

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Background information of unit
The content taught in the unit ‘Indices’ covers the Algebraic techniques strand for stage 5. This unit is an extension of what has been taught in stage 4
in number properties with algebraic expressions and involves multiplication and division rules previously taught in lower stages. It is for mixed
ability classroom so consist of only few outcomes of stage 5.2 and 5.3 outcomes. In this unit, the students,
- Learn about various index laws.
- Solving algebraic expressions using index laws.
- Simplify and evaluate numerical expressions using index law for positive and zero indices.
- Significant figures- rounding off numbers to specified significant figures.
- Scientific notations- writing in order of highest to lowest.
- Apply index law to simplify algebraic expressions.
Students able to define exponents, solving algebraic expressions using appropriate strategies. Mathematical language like ‘index laws’,
‘significant figures’, ‘round off, is used in the unit to explain mathematical ideas, and interpret graphs and text in mathematical situations.

Comparative table
Area of consideration Strengths of the Concerns of the Suggested Research support for the changes suggested.
area of area of Changes to
consideration consideration counteract
concerns
- restriction on Constructivism, For building critical and creative thinking
teaching and inquiry-based constructivism theory is better (Sander, 2016)
Critical and Creative learning activities learning for
Thinking for the triggering the
development of creative skills

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 critical and with interactive
creative thinking activities
due to overuse of connecting to
textbooks. the content.
the extension tasks differentiated Differentiated instructions and activities provide
designed were activities and skills to think critically (Brevik, Gunnulfsen &
relevant to instructions to Renzulli, 2018)
textbooks and is cater the needs
monotonous for of diverse
students with no learners
experiences to
cater the needs of
diverse learners.
Lack of social and group activities Collaborative working without considering bias,
Ethical Understandings ethical outlook by and social capitals can enhance ethical understanding
merely solving collaborative of student in maths classrooms (Mark, 2016)
textbook working for
problems daily enhancing
with no practical social
world connections behaviours,
working
together, and
showing respect
to each other.
no extension of activities like Technological applications provide connections

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 knowledge leads to online games, with global and local community, that provided a
disengagement, searching on sense of participating in globally conscious
and disruption different community (Starratt, 2012)
causing conflict communities
and uncertainty. enhance
community
practices and
teaches
responsibilities
as a citizen.
List of syllabus The unit is made The Textbook based learning is rote. Textbook should
outcomes in the without reconstructed be used as a resource (Wiggins & Mctaghe, 2012)
Understanding by beginning with considering the unit will focus
Design proper needs of mixed on establishing
explanations ability students activities and
and flows based practices based
on textbook pages on UbD
and does not framework so
follows UbD the outcomes of
framework the syllabus can
be achieved
rather than just
achieving
textbook

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 problem
solutions.
teaching No activities were The Assessment task is essential for incorporating
strategies included to make Understanding understanding by design framework (Wiggins &
involving solved the concepts by Design McTighe, 2012)
problems relevant and just framework can
based on solving assist in
problems with no designing
assessment task assessment task
linked to UbD to check the
framework. learning of
students.

Recommendations
Understanding by Design
The unit ‘Indices’ for year 9 students is the prime focus of this report. It highlights the prime focus of teaching and learning is undercut due to the
pressure associated with high stake accountability test achievement (Wiggins, 2010). The curriculum teaching in mathematics is currently dependent
on textbook coverage with unclear priorities and purposes (Brown, 2004). Understanding by Design (UbD) also known as backward program works
on deepening the understanding of student, constructing meaning of the ‘big ideas’ and transferring it to the actual world (Wiggins, 2012). The
recommendation made in this unit for UbD works on the same idea that is providing long-term goals with achievable multiple opportunities to make
the context meaningful or authentic (Wiggins & McTighe, 2011). As per McTigghe & Wiggins (2012), the effective curriculum is planned
backwards- that is beginning from long term, desired results to a three-stage design process: Desired results, evidence, and learning plan which is

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followed for constructing this unit. The re-constructed unit not merely relies on drilling textbook problems rather a balanced focus on students
understanding and application of knowledge has been made along with interactive practice problems using online tools and worksheets. Through this
learning pattern students would be able to apply the gained principles to new contexts, and not end up with rote memorization of formulas. Teachers
are the mediators and coaches for transferring content knowledge, skill or activity via guidance and explicit instructions not purveyors of content, so
is kept in mind while designing this unit. The re-designed unit consists of activities which aims to inquire about the content first and apply that
knowledge of the content to real-world problems which are far beyond the textbook problems. Investigation-activities, research tasks, hand-on
activities are involved for students involving inquiry-based learning and presentation tasks are involved for providing diverse opportunities to
students to construct knowledge autonomously and transfer their learning through authentic performance. UbD has improved the teacher’s use of
assessment criteria and various assessment tools are incorporated involving six facets of UbD principle in this unit as well (Brown, 2004). Formative
and diagnostic assessments provide feedback of regular understanding gained by students and can be done via Kahoot, presentations, high order
thinking tasks. Further, a summative assessment task-involving real-world scenarios-based problems is included in the end to provide opportunities to
students to practice and comprehend their overall learnings through a comprehensive assessment (Wiggins, 2012). There was a summative
assessment task already designed for this unit and changes has been made in that as it was simply focusing on some generic problems with no
connection to practical learning. The redesigned unit also outlines the general capabilities like ethical understanding and critical and creative
thinking.
Ethical Understanding
Earlier mathematicians believes that mathematics is value free, and it does not have any ethical implications or consequences and some of them just
obfuscate with their practices (Chiodo & Bursill-Hall, 2018). But Mathematics education involves beliefs, values in relation to fostering well-being,
moral reasoning, equity, and equality (Mark, 2016). Though ethical understanding is hardly found in mathematics curriculums but is an equally
relevant general capability and as per the socio-political perspective mathematics teaching is not values free (Mark, 2016). As per Mark, 2016,
mathematics pedagogy creates an impact on the learners’ relationships to themselves and to others. In Australian mathematics curriculum there are
range of contexts which can be taught by providing opportunities to explore, develop and apply ethical understanding (AITSL). The Australian
Mathematics curriculum offers range of opportunities to explore, develop and apply ethical understanding in various contexts. In the re-designed unit
ethical understanding is incorporated by providing opportunities to work together to develop the sense of equality and to build collaborative working

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norms. Students doing hand-on activities for instance, measuring weight of box, analyzing the data together can find inappropriate comparisons,
misleading scales when exploring the importance of fair results matching with true values. Mathematics teachers can also work on teaching social
skills to students, work ethically while working with technology, especially doing research tasks. For this some technology rules and norms are added
in the instructions to remind students about the school policy. Further, while working collaboratively, especially in culturally diverse classrooms,
students should treat everyone with equality without making remark on someone’s identity or culture like while working on research task of
population of countries a critical reminder of some social norms is essential to avoid conflicts. As per Starratt (2012), online research on communities
and populations provides a consensus of different communities which inhibits a sense of participating in a globally consensus community. Therefore,
online research tasks on population have also been involved in this unit.

Critical and Creative thinking

As per Australian Curriculum Assessment and Reporting Authority (ACARA) for effective learning a classroom culture is required which builds and
extends students’ thinking process is essential for which critical and creative thinking skills are essential to be applied in the classrooms (ACARA,
2013a). For building a critical learning environment a constructivist teaching pedagogy is essential which helps students to build their own
knowledge on the scales of comparison, analyzation, justifications (Sander, 2016). A collaborative learning environment with student-centered
teaching provides a boost to critical and creative thinking skills in Mathematics classroom (Bellanca, Fogarty & Pete, 2012; Kong, 2010). In the
redesigned unit these opportunities are provided to engage students in reasoning and thinking about different strategies to solve problems, justify
their choices of solutions, analyze their own findings. This provides encouragement to students to look for alternative approaches which enhances
core understanding of students and the development of life skills as well (AITSL, 2021). While re-designing unit activities are involved which
demands for students to actively constructing knowledge and teacher to act as a facilitator of knowledge, like problem solving investigations. The
guided model involving open-ended questions, brainstorming tasks, hands on investigations are some of the proved strategies for students to actively
explore laws and their applications (Yuliani & Saragih, 2015) and are involved in the unit. Students can work individually on some tasks and then
can gradually move to collaborative learning and comparison of results for better understanding of concepts (Cunningham, 2018).

Concept map and Assessment

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A concept map is included in this unit of work for students to visualize a clear connection between different laws. Concept map helps in correlating
one concept to another concept while solving problems (Hafiz, Kadir & Fatra, 2017). These maps make the mathematics learning meaningful by
building connections between prior knowledge and new knowledge, and students can visualize, analyze, and evaluate their learning process on their
own (Marinković, Gimnazija, 2014). Teachers can provide a more comprehensive view to learning via concept maps assisting students to connect to
their prior knowledge, visualization on teaching progress and even for decomposing complex ideas (Marinković, Gimnazija, 2014). Also, two
concept maps are included- one is for significant figures and scientific notation because it is different concept than index laws and mixing in a single
concept map can reduce the clarification. Further, a comprehensive assessment task is also added in the end for the given unit outline. Assessments
are essential for knowing the ability of students to transfer knowledge (Wiggins, 2012). The given assessment task focus on how much understanding
student have gained, though oral and factual discussions also provide that information, but this assessment provides evidence for work quality,
accuracy on which teachers can provide quality feedback on the outcomes designed at the beginning of the lesson (Wiggins, 2012). The assessment
task checks the basic understanding of problem solving and application of laws and involves some conceptual real-life problems.

In the end, I would like to mention that this study is not a critique for the teacher who has created that. The scope and sequence have been
comprehended with clear learning outcomes, but some minor changes have been made in the term 3 as per the experience gained in teaching in the
school the time frame for this unit needs an extension. Further, the UbD framework has been effectively incorporated with all the three basic
requirements considered prior, that were designing the outcomes of the unit, followed by evaluation task and then the teaching and learning activities
for students to reach the desired outcomes. These changes can develop a positive learning environment in the mathematics classroom with a gradual
improvement in students’ participation and learning by connecting it to real-life and making it meaningful.

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Reconstructed unit
Scope and Sequence

TERM 1
1 2 3 4 5 6 7 8 9 10
SURFACE AREA VOLUME PYTHAGORAS’ THEOREM & SURDS

MA5.1-8MG, MA5.1-9MG, MA5.3-12MG MA5.2-12MG, MA5.3-14MG, MA5.3-16MG MA5.3-6NA

TERM 2
1 2 3 4 5 6 7 8 9 10
PRODUCTS & FACTORS TRIGONOMETRY INDICES

MA5.2-6NA, MA5.3-5NA MA5.1-10MG, MA5.2-13MG, MA5.3-15MG MA5.1-9MG, MA5.1-5NA

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TERM 3
1 2 3 4 5 6 7 8 9 10
INDICES GEOMETRY EQUATIONS INVESTIGATING DATA

MA5.2-7NA, MA5.3-6NA MA5.2-14MG MA5.2-8NA, MA5.3-7NA MA5.1-12SP, MA5.2-15SP

TERM 4
1 2 3 4 5 6 7 8 9 10
COORDINATION GEOMETRY PROBABILITY CONGRUENT & SIMILAR FIGURES

MA5.1-7NA, MA5.2-5NA, MA5.2-9NA, MA5.2-10NA, MA5.1-13SP, MA5.2-17SP MA5.1-11MG, MA5.2-14MG, MA5.3-16MG.

MA5.3-8NA

Concept Map
(Note- Concept map was not included in the school program)

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Significant figures concept map

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16
Assessment task
Outcome: MA5.1-5NA: operates with algebraic expressions involving positive-integer and zero indices, and
establishes the meaning of negative indices for numerical bases.

Allow 25 minutes for this outcome.

1 (i) Write the number that has a base of a and an index of 4. E
.
(ii) Express each repeated multiplication in index notation:

a) 5 ×5 ×5 ×5 × 5 b) x× x×x × y × y

2 Simplify each expression: D

.
a) x 5 × x2 b) a 9 ÷ a3

2
c) ( y4 ) d) t0
3) Simplify t0 and explain which term is bigger t0 or 0. Justify your answer by valid reason D

4 Simplify each expression: C

.
8 8 4 14 d 4 h10
a) 5 n t ×6 n t b)
7 h d2

5
c) ( 3 m2 n ) d) 6 a 0−a0

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 5 B
. Exponential decay-
If a knock-out tennis competition stars with 64 players, how many rounds will it take to reach the
grand finale? Explain your answer with valid mathematical reasoning.

6 Simplify: A
.
2
x8 y 3 × ( x y 2 )
3
( 2 x2 y )

Outcome: MA5.2-7NA - applies index laws to operate with algebraic expressions involving integer indices
MA5.1-9MG
interprets very small and very large units of measurement, uses scientific notation, and rounds to significant figures.

Allow 30 minutes for this outcome.

1 Simplify, leave your answer in index notation. E

4×4×4
4×4×4×4×4×4

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2. Write the expression using a negative index. D

1
105

3. Simplify using positive indices. C

r 2 s−4

4. Simplify: B
−1
5
( )
3 g3

5. Simplify: A

2
( 4 p−3 h ) ÷(−2 p 6 h9)

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 6. A person borrowed $15000 from bank. How many significant figures are they? B

7 How much water is drunk in Australia (by people) every day? Give your A
answer in scientific notation in litres. Show your workings and any estimations you make. There
are 7.347 million people living in Australia and it is estimated that each person drink 3 litres of
water every day.

Marking Criteria
Outcome assessed- MA5.1-5NA: operates with algebraic expressions involving positive-integer and zero indices, and
establishes the meaning of negative indices for numerical bases-
Outcome: MA5.2-7NA - applies index laws to operate with algebraic expressions involving integer indices
MA5.1-9MG
interprets very small and very large units of measurement, uses scientific notation, and rounds to significant figures.

Code Marks as per code Total questions for this Total marks Question level
code
E 1 4 4 Basic index notations
D 2 7 14 Multiplication and
division of index
C 3 5 15 Power of indices
B 4 3 12 Multiplication and
division of indices with

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 powers

A 5 3 15 Problem solving-
complex problems,
conceptual problems
Total-60

Achievement standard
Grade A Grade B Grade C Grade D Grade E
Extensive - Thorough Sound knowledge and Basic knowledge and some Limited knowledge of
knowledge and knowledge and understanding of the main understanding of concepts content
understanding of understanding of areas of the concepts
the concepts concepts

55-60 45-55 30-45 10-30 Less than 10

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Redesigned unit outline using UbD
Unit outline
Subject: Mathematics Stage-5 Number of weeks:3
Unit Title: Indices

Unit Description: Indices are important for expressing large numbers into simpler ways and manipulating terms using mathematical
properties known as law of indices.

It is a powerful tool of mathematics to compactly denote the process of taking a power into a number root and can be helpful in expressions
simpler and can be helpful for future mathematicians while solving calculus problems.
Key Concepts:
 use index notation to express powers of numbers (positive indices only)
 use the index laws previously established for numerical bases with positive-integer indices to develop the index laws in algebraic
form.
 simplify expressions that involve the product and quotient of simple algebraic terms containing positive-integer indices.
 establish the meaning of negative indices for numerical bases, e.g. by patterns
 evaluate numerical expressions involving a negative index by first rewriting with a positive index.
 write given numbers in index form (integer indices only) and vice versa.
 apply index laws to demonstrate the appropriateness of the following definitions for fractional indices:
1 m
n
x n =√n x , x n =√ x m
 translate expressions in surd form to expressions in index form and vice versa.

 use the or equivalent key on a scientific calculator.

 Scientific notations- conversion into decimals, use of scientific notations.

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Syllabus outcomes:
MA4-9NA
operates with positive-integer and zero indices of numerical bases.
MA5.1-5NA
operates with algebraic expressions involving positive-integer and zero indices and establishes the meaning of negative
indices for numerical bases.
explain why a particular algebraic sentence is incorrect, e.g., explain why is a 3 × a2=a 6 is incorrect (Communicating, Reasoning)
MA5.1-9MG
interprets very small and very large units of measurement, uses scientific notation, and rounds to significant figures.
MALS-2WM
applies mathematical strategies to solve problems.
MA5.2-2WM
interprets mathematical or
real-life situations, systematically applying appropriate strategies to solve problem.
MALS-8NA
recognises and compares fractions in everyday contexts.
MA4-5NA
operates with fractions, decimals and percentages.

Critical and creative Ethical understanding: Assessment:

thinking:
 Diagnostic assessment via-
Group-work -Research task- Pre-test activities-
-Discussion of how to pay o World scramble
Brainstorming tasks respect to every culture. o Otter-rush game results.

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 Reasoning -Moral values being a
Research citizen of Country-in  Formative assessment via-
Reflecting on learning COVID task. o High order thinking skill problems
o Kahoot performance
o Population investigation activity.
o Presentation of students
 Summative assessment
o Classroom test- comprising of basic math problems as well
as high-order real-life based questions.

Legends-
Critical and creative thinking
Ethical understanding
Understanding by Design

S.no. Syllabus Content Teaching and learning strategies including assessment for Resources
learning
1  Representati  Recalling stage 4 exponent term-
on of index -playing word scramble-consisting of terms which students first Scramble game on white board
laws studied in stage 4 indices-like ‘exponents’ E.g., – PEXNONTE
 use index  Otter rush-racing game for practicing powers- play with
notation to friends and motivate each other to win the race.
express  Introductory problem-
powers of -One COVID infected person meets another 10 people
numbers and then these 10 meets to another 10, and so on-
Otter rush game
(positive represent it in the form of powers. http://www.mathgametime.com/games/
indices only) otter-rush-exponents-game
 use the index - What are the responsibilities of a good citizen of country to
laws

24
 previously stop this practice of spreading disease.
established
for numerical - Index notation – a way of writing repeated multiplication NCM-Advanced 9-Skill check
bases with using indices (powers), in the form a n where: NCM-Advanced 9-Chapter-5- Ex-5-01
positive- - a is the base and tells what number is being multiplied,
integer n is the power/index/exponent and tells us how many times
indices to the number is being multiplied by itself.
develop the
index laws in Index law: multiplication
algebraic Simplify: x 2 × x3 =( x × x)×(x × x × x)
form. ¿ x5
 Use -Is there a quicker way?
numerical 2+3=5 Can we just add the powers??
bases to
establish the -explain why a particular algebraic sentence is incorrect,
index laws e.g., explain why.
for a3 x a2 = a6 is incorrect
multiplication
and division, Go through example 1 and 2 on page 172 and 173 on text.
 a m × an=am +n
 a m ÷ a n=am −n Higher order investigation- Why index multiplication
 Connection law is important- collect evidence from real-world
of index laws applications of exponents- where they are used and
to real-world How are they used?
 Use the index
laws for
multiplication For reference-
and division ‘Going Viral’:
to simplify https://www.tes.com/teaching-
expressions. resource/going-viral-11344185

25
2. Use numerical bases Video- cartoon size growing with increase in power. Each cartoon http://www.scootle.edu.au/ec/viewing/S
to establish the representing index equation. 4697/swf/resource.html
index law when
raising a term with a Building connection with textbook problems- example 3 on
power to another page 175 of text
power, Practice online interactive worksheet- involving powers.
n
( a m ) =am ×n
 Connections
to real-life
powers

3 Develop the index Index law: Product of terms to a power

rule for raising a Introductory problem- Volume of sound decreases in a
product of terms to 1/Distance2 relationship. Move 4 time away it becomes 1/16th.
a power, Figure out how far the sound drop downs to silence by
( ab )n=a n b n substituting numbers. Later demonstrate for this problem
that 12/distance2 = (1/distance)2 or not?
Develop the index
rule for raising a
quotient of terms to Extension- Plot the graph of the results obtained.
a power,
a n an Consolidation of skills by evaluating basic problems-
()
b
= n
b Simplify:
( 2 ×3 )3=(2 ×3)×(2 ×3)×(2× 3)
Use the index rules ¿ 2 ×2 ×2 ×3 ×3 ×3
to simplify ¿ 23 × 33
expressions.
∴ ( 2× 3 )3=23 ×33
When raising a product of terms to a power, raise each term
to that power.

26
 Rule: ( ab )n=a n b n

Index law: Quotient of terms to a power

Simplify:
3 4 3 3 3 3
()4
= × × ×
4 4 4 4

3 ×3 × 3× 3
¿
4×4×4×4

34
¿
44

3 4 34
∴ ()
4
= 4
4

a n an
Rule: () b
= n
b

Go through example 4 and 5 on page 176 and 177

4 Use index laws to Jigsaw puzzle-

develop the zero- Arrange numbers on a puzzle.

27
index law, -Multiply them with zero and choose the numbers to complete
a 0=1 puzzle.
-Put the power of the terms zero and find answer. Can use
Use the index law to calculators to complete the puzzle. Find the ethical code hidden
simplify inside the puzzle after completing and share it with friends-e.g.,
expressions. Respect every culture, equality, and equity, follow class rules
etc. Students can demonstrate these rules by giving examples.

Get students to calculate:

20 , 30 , 40 , 50 ,120 , … … ..

What answer do we get? 1

So, what is a 0 equal to? 1
Any number raised to the power of zero is equal to 1.

Rule: a 0=1

OR
Consolidation of skills-
3 3 53
Consider 5 ÷5 =
53

¿1

Any number divided by itself equal 1.

But also 53 ÷5 3=53−3=5 0

∴ 50=1

28
 Practice from
Chapter 5 – Ex 5-04

5 Develop the rules  Negative indices

for negative indices, -establishing the pattern of indices by creation of a
1 table:
a−n= n
a

1
a−1=
a Practice similar table for number of your own choice and
compare results with other students-
−1
a b
()b
=
a Video-negative indices-showing different problems involving
negative indices with step-by step instructions to solve. Video-negative indices
−n n https://www.youtube.com/watch?
( ab ) =
b
an Consolidation for skill development- v=gNhVocsgQiE
Teacher explicitly explains the rules-
2 −1 1
Simplify expressions Consider () 3
=
2
using positive ()3
powers. 2
¿ 1÷
3
Write expressions 3
¿ 1×
using negative 2
indices. 3 1
¿ =1
2 2
Evaluate expression A number raised to a power of −1 gives its reciprocal.
with negative
−1
powers. 1 a b
−1
Rule: a = ,
a b () =
a

Index law: Negative powers of quotients

29
 −2
41
Consider () 54 2
=

5 ()
1
¿ 2
4
52
42
¿ 1÷ 2
5
52
¿ 1× 2
4
2
5
¿ 2
4
A number raised to the power of −n gives its reciprocal raised
to the power of n.

bn
−n
a
Rule: ()
b
=
an

Go through example 7, 8 and 9 on page 183, 184 and 185

NCM Advanced 9 Chapter 5 – Ex 5-05

Evaluation-Group presentation
In group of 3-4 choose different negative indices laws from list.
Use numbers 1 to 10 and develop own results on a list- Each
students show contribution to work by choosing laws from the
list- and their results with interpretation of results. In the end
demonstrate-how collaborative working helped in solving
Mathematics problems?

30
6 apply index laws to Teacher demonstration- Dividing one circle into parts and
demonstrate the write it using the rule shown.
1
appropriateness of Rule: x n =√n x
the following
definitions for
Explicit instruction of solving problems-
fractional indices:
1 m Calculate:
n
x n =√n x , x n =√ x m 1
√ 25=5
25 2 =5
We get the same answer. Try another one.
translate 1
expressions in surd 49 =72 √ 49=7
form to expressions Since we get the same answer, it must mean that the power
in index form and 1
of a and the square root mean the same thing.
vice versa. 2
Practice problem -
use the or 1

equivalent key on a
3
8 =2 √3 8=2
scientific calculator.

- Evaluate Think-pair share- Why both roots are giving same answers?
numerical Which numbers cube and cube root are equal to its square
expressions and square root?
involving
fractional - Create a square, divide it into parts and demonstrate
indices. your understanding of square roots
- For extension, try for other shapes like pentagon-fifth
root, hexagon and sixth root.
1
125 3 =5 √3 125=5
Since we get the same answer, it must mean that the power
1
of a and the cube root mean the same thing.
3

1
Generally, any number raised to the power of is the nth
n

31
 root of that number.

7 Index law Video- summary of index laws- rap song Index law rap song
summarization https://www.youtube.com/watch?
 Application -Matching worksheet to match the operations with the appropriate v=QIZTruxt2rQ
of index laws problems and then solve them.
to the real-
world
Higher order investigation-
Investigate which law is used in finding out the population growth
of a country.
-Choose a country with rapidly increasing population like China,
India.
-Check the population online.
-Find the law suitable for figuring the population growth.
-Plot a graph of exponential increase in the population.
-use pictures to make it more attractive
-be respectful while writing

Get students to list them, use the list to complete the

exercise.

NCM Advanced 9 Chapter 5 – Ex 5-08

8  express Brainstorming task-

numbers in - in pairing try to write as biggest number with zeroes as
scientific you can except infinity. Use appropriate units of time to
notation measure very small or very large time intervals.
(ACMNA210) -
Video- Find the smallest and largest number from the video.

32
 First-hand investigation- https://www.youtube.com/watch?
In pairs measuring weight of different box on electronic v=zwZ9oOR8Ih0
 recognize the weighing machine- Measure as accurately with decimals as you
need for a can.
notation to Follow class rules of doing hand-on activities-like wait for your
express very turn, do not panic, respect observations made by others.
large or very
small numbers Compare your results with other groups and figure out the
accurate and precise results with valid reasons and working.

 explain the Research task- Write an article on

difference What is the importance of significant figures in Maths and
between Science- Cite any example where scientific notations are used
numerical and cite the bibliography to recognize others work
expressions such
as 2 ×104 and 24 choose appropriate units of measurement based on the
(Communicating required degree of accuracy.
, Reasoning)
Open-ended questions-
Why measurements are never exact.
Why rounding off is important.
Is there any difference between accuracy and precision?

Rules of Significant figures

A way of rounding a number is to give the most relevant or
important digits of the number.
For example, a crowd of 47 321 people can be written as 47
000, which is rounded to the nearest thousand, or to two
significant figures.
The first significant figure in a number is the first non-zero digit.
For example, the significant figures are shown in bold in this
table:

33
 - When rounding to significant figures, start counting from
the first digit that is not zero.
- If it is a large number, you may need to insert 0s at the end
to hold place value.
- Zeros at the end of a whole number or at the beginning of
a decimal re not significant: they are necessary place
holders.
- Zeros between significant figures or at the end of a
decimal are significant. For example, the significant figures
are shown in bold in this table.

Go through example 16, 17 and 18 on page 194 and 195 of text

9  enter and read General form of expressing scientific notation

scientific Numbers written in scientific notation are expressed in the
notation on a form m× 10n, where mis a number between 1 and 10 and n
calculator is an integer (whole number).

 use index laws Writing numbers in scientific notation

to make order of Large numbers (greater than 1)
magnitude Examples-

34
 checks for Significant figures and scientific notations in a
numbers in Express each number in scientific notation:
scientific 1. 764 000 000 000
notation, eg Where would I move the decimal to, to make a number
4 6
between
(3.12 ×10 ) ×(4.2 ×10 ) 1 and 10.
10 11 Answer: between the 7 and 6: 7.6
≈ 12× 10 =1.2 ×10
express numbers in Count how many places the decimal point needs to move to
scientific notation the right to get back to its normal position.
(ACMNA210) Answer : 11 spots
 So 764 000 000 000=7.6 ×1011

2. 6000
Where would I move the decimal to, to make a number
between 1 and 10.
Answer: between the 6 and 0: 6.0
Count how many places the decimal point needs to move to
the right to get back to its normal position.
Answer : 3 spots
So 6000=6.0 ×103 or6 × 103
Small numbers (less than 1)
Express each number in scientific notation:
1. 0.0008
Where would I move the decimal to, to make a number
between 1 and 10.
Answer: after the 8
Count how many places the decimal point needs to move to Scientific notation link
the left to get back to its normal position http://www.learnalberta.ca/content/
Answer : 4 spots mejhm/index.html?
To show that we want the number to get smaller we use a l=0&ID1=AB.MATH.JR.NUMB&ID2=AB.
negative power of 10. MATH.JR.NUMB.EXPO&lesson=html/o
So 0.0008=8 ×10−4 bject_interactives/patterning_the_po
wers_of_10/use_it.htm
2. 0.000 000 472

35
Where would I move the decimal to, to make a number
between 1 and 10.
Answer: between the 4 and 7: 4.72
Count how many places the decimal point needs to move to
the left to get back to its normal position
Answer : 7 spots
To show that we want the number to get smaller we use a
negative power of 10.
So 0.000 000 472=4.72 ×10−7

Writing scientific notation in decimal form (as a basic

numeral)
Express each number in decimal form:
1. 2.7 ×10 4
The power of 4 tells us to move the decimal point 4 places to
the right. (we want the number to get bigger)
So 2.7 ×10 4=27 000

2. 3.56 ×10−2
The power of -2 tells us to move the decimal place 2 spots to
the left (we want the number to get smaller).
So 3.56 ×10−2=0.0356

Order numbers written in scientific notation

To compare numbers in scientific notation, first compare the
powers of ten. The higher the power the bigger the number,
the lower the power the small the number.
If the powers of ten are the same, then compare the decimal
form.

1. Which number is larger:

3.65 ×1012 or 8.1 ×1012
They both have 1012, so look at the decimal part.

36
8.1>3.65 so 8.1 ×1012 is larger.

2. Write these numbers in ascending order:

4.3 × 106 ,2.8 ×10 7 , 1.9 ×107
106 <107 , so 4.3 × 106is the smallest number.
Compare the numbers with 107: 1.9<2.8
Ascending means smallest to largest
Answer: 4.3 × 106 ,1.9 ×107 , 2.8 ×107

Exploring scientific notation online-(Guided practice)

Scientific notation sorting through scaffold provided with
every question and then arranging them from highest to
lowest.
Use calculators to solve scientific problems.

- Kahoot
To check the knowledge gained on scientific notations and
significant figures.

37
References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013a). Australian curriculum. URL:
http://australiancurriculum.edu.au (accessed 16 June 2016)

Bellanca, J.A., Fogarty, R. J. & Pete, B.M. (2012). How to Teach Thinking Skills Within the Australian Curriculum: 7 key student
proficiencies of the new national standards. Moorabbin, VIC: Hawker Brownlow Education.

38
Brown, J. L. (2004). Making the most of understanding by design. ProQuest Ebook Central https://ebookcentral.proquest.com

Cunningham, R. (2018). Creative, collaborative, critical and caring thinking. Mathematics Teaching, (263), 21-25.

Marinković, Z. & Gimnazija, Z.(2014). Concept Maps in Math Teaching.

McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework. Retrieved from
https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Sanders, Sarah, Critical and Creative Thinkers in Mathematics Classrooms, Journal of Student Engagement: Education Matters, 6(1), 2016,
19-27. Available at:https://ro.uow.edu.au/jseem/vol6/iss1/4

St. Clair High School. Retrieved from. My school

Starratt, R. J. (2012). Cultivating an ethical school. ProQuest Ebook Central http://ebookcentral.proquest.com Created from uwsau on
2021-04-14 03:53:36.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. ProQuest Ebook
Central https://ebookcentral.proquest.com

Yuliani, K. & Saragih, S. (2015). The development of learning devices based guided discovery model to improve understanding concept and
critical thinking mathematically ability of students at Islamic junior high school of Medan. Journal of Education and Practice, 6 (24), 116–
129

39
Appendix- Original assessment task

Indices Topic Test

40
 Name :___________________________________

Teacher: ___________________________________

Outcome: MA5.1-5NA: operates with algebraic expressions involving positive-integer and zero indices, and
establishes the meaning of negative indices for numerical bases.

1. (i) Write the number that has a base of a and an index of 4. E

(ii) Express each repeated multiplication in index notation:

a) 5 ×5 ×5 ×5 × 5 b) x× x×x × y × y

2. Simplify each expression: D

a) x 5 × x2 b) a 9 ÷ a3

2
c) ( y4 ) d) t0

3. Simplify each expression: C

8 8 4 14 d 4 h10
a) 5 n t ×6 n t b)
7 h d2

5
c) ( 3 m2 n ) d) 6 a 0−a0

41
 4. Simplify: B

3
3 a5 x6
( ax )

7. Simplify: A

2
x8 y 3 × ( x y 2 )
3
( 2 x2 y )

Outcome: MA5.2-7NA - applies index laws to operate with algebraic expressions involving integer indices

1. Simplify, leave your answer in index notation E

4×4×4
4×4×4×4×4×4

2. Write the expression using a negative index D

1
105

42
3. Simplify using positive indices. C

r 2 s−4

4. Simplify: B
−1
5
( )
3 g3

5. Simplify: A

2
( 4 p−3 h ) ÷(−2 p 6 h9)

Unit program- original- big file – 23 pages can’t be attached in single file- will email
43