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Integers

Integers. Your parents have agreed to allow you to re-decorate your room for your transition into high school. You have a budget of $2000 However, you must purchase items from the essential range (a bed, side table, lamp and desk) before the optional range.

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Integers

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  1. Integers

  2. Your parents have agreed to allow you to re-decorate your room for your transition into high school. You have a budget of $2000 However, you must purchase items from the essential range (a bed, side table, lamp and desk) before the optional range. Represent your current spending on a number line and then continue into your optional range. You can purchase whatever you want from this range within your budget.

  3. Essentials Catalogue Range

  4. Essential Bed Range Loft Bed $499 Fancy bed frame $199 Timber single bed $169 Timber double bed $299 Timber bunk bed $229

  5. Essential Side Table Range Basic two draw $169 Yellow Circle $99 Blue square $40 Crossover white $59 Basic pine $15

  6. Essential Lamp Range Rectangle Purple $49 Sprouting lamp $129 Blue lamp $30 Basic lamp $30 Square Black $40

  7. Essential Desk Range Timber top $79 Corner desk $89 Super Storage $318 Side storage $149 Red top $129

  8. Record Sheet Essential Items Stop Here ! Use this sheet to record the items you have chosen from the essentials range catalogue. Keep these and record them on your number line.

  9. Representation on Number lines Represent: Purchases Represent: Budget Remaining Now continue onto your optional items from the optional catalogue range

  10. Optional Catalogue Range

  11. Fancy frame $69 Black frame $119 Timber frame $99 Standing Mirror $99 Black swivel $50 Black round $179 Black pattern $89 Blue square $199

  12. Round white chair $169 Swivel Chair $399 White wicker chair $149 Red arm chair $199 Rabbit $10 Dog $10 Panda $5 Pig $5

  13. Stripe Blanket $30 Red Blanket $15 Blue Blanket $15 ZigZag Blanket $30 Stripe Pillow $10 Various colour basic pillow $10 Owl Pillow $10 X Pillow $15

  14. Three door timber $699 Timber two door $725 Blue two door $640 Mirror door $299 Basic white $89 Red two door $399

  15. Black clock $30 Basic Clock $10 Square Clock $25 Roman clock $16 Artificial flowers $10 each Artificial flowers $20 each Artificial flowers $15 each

  16. Zebra Picture $79 each Tree tops picture $249 each City picture $89 each Picture of flowers $15 each 3D butterflies $15 each

  17. Record Sheet Optional Items

  18. Representation on Number lines Represent: Purchases Represent: Budget Remaining

  19. Representation on Number lines Represent all essential items Represent all optional items

  20. Potential Student Examples & Literature Research

  21. Potential Student Example: Essential Items Record Sheet The student has clearly indicated the item they wanted, added in the correct price and the descending budget remaining.

  22. 2x Simple lamp 2x Blue side table Timber top Double timber bed $299 $379 $439 $518 $0 - $299 - $80 - $60 - $79 $1701 $1621 $1561 $1482 $2000 Potential Student Example: Representation on Number lines Represent: Purchases Represent: Budget Remaining

  23. Potential Student Example: Optional Items Record Sheet

  24. Various Cushions x5 Artificial Flowers x4 Red Blanket Three door Timber Standing Mirror Pattern Chair Round White Red arm chair $0 $99 $188 $357 $372 $1071 $1121 $1161 $1360 - $99 - $89 - $169 - $15 - $699 - $50 - $40 - $199 $1482 $1383 $1294 $1125 $1110 $411 $361 $321 $122 Potential Student Example: Representation on Number lines Represent: Purchases Represent: Budget Remaining

  25. Essential Items $518 Optional Items $1360 $0 $518 $1878 Represent: Total Purchases Essential Items -$518 Optional Items - $1360 $2000 $1482 $122 Represent: Total Budget remaining Potential Student Example:

  26. This activity is based of the Number and place value content of: Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124) (VCAA, 2012). In this activity students are asked to engage with an every day solution of decorating their bedroom. The images used have been taken from the Ikea website. Originally the use of the entire website was considered, however as this activity is based around integers the use of decimals would deviate from the purpose. Using the entire website would also risk some students becoming lost wrong aspects of the task. The main emphasis for this task is representing their purchases (addition of integers) and their budget (subtraction of integers).

  27. This activity is heavily based around the constructivist theory. It allows students to interoperate the activity (within the boundaries of the catalogues) to create their own representation. Students can also collaborate with the justification as with the essential items they can either use a large amount of their budget or a small part. As mentioned by Attard and Curry (2012) the use of iPads can help to engage students when implemented correctly. iPads can be used within this activity to engage students and allow them to work at an individual pace. Students can use the iPads to access the furniture catalogue, this means that students engaged through the use of technology and are able to fully engage with the task.

  28. This activity assumes that students are familiar with unnumbered lines. As mentioned by Diezmann and Lowrie (2006) number lines require both mathematical knowledge of number lines and knowledge of representations of models to be successful in constructing number lines. This activity assumes that students have had explicit teaching in relation to number lines. In regards to the representation of numbers lines in this activity it is assumed that students understand and have the capacity to accurately partition the parts of the number line. This number line activity also moves away from the traditional use of ordering numbers as smaller numbers before larger numbers. It shows the progression of adding and subtracting from the original numbers before ordering them from smallest to largest on the last use of number lines (Edmonds-Wathen, 2012, 256)

  29. Reference Attard, C., & Curry, C. (2012) Exploring the Use of iPads to Engage Young Students with Mathematics. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia). Singapore: MERGA Retrieved From: http://www.merga.net.au/documents/Attard_&_Curry_2012_MERGA_35.pdf Diezmann, C, M., & Lowrie, T (2006) Primary Students’ Knowledge of and Errors on Number Lines. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures, and learning spaces (Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, Canberra). Adelaide: MERGA. Retrieved from: http://www.merga.net.au/documents/RP172006.pdf Edmonds-Wathen, C (2012) Spatial Metaphors of the Number Line. J. Dindyal, L. P. Cheng, & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia). Singapore: MERGA. Retrieved from: w ww.merga.net.au/documents/Edmonds-Wathen_2012_MERGA_35.pdf Victorian Curriculum and Assessment Authority. (2012). Mathematics. Retrieved from AusVELS: http://ausvels.vcaa.vic.edu.au/Mathematics/Curriculum/F-10#level=6

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