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Problem Picture 1

Grade level: 2
Question 1

There are a number of different shapes in this tile pattern. Choose

your favourite shape and describe its properties (using language
such as edges, lines, corners, equal length, straight). You may also
like to draw your shape and label it.

AusVELS - Number and Algebra

Mathematics / Level 2 / Measurement and Geometry / Shape

Content description: Describe and draw two-dimensional shapes,
with and without digital technologies.
Elaboration: identifying key features of squares, rectangles,
triangles, kites, rhombuses and circles, such as straight lines or
curved lines, and counting the edges and corners.
Code: ACMMG042

Enabling Prompt
There are three different shapes in this tile pattern diamond, square and
triangle. Pick one that you can see and trace over it. Write down how
many edges and how many corners it has.

AusVELS

Mathematics / Level 1 / Measurement and Geometry / Shape

Content description: Recognise and classify familiar two-dimensional
shapes and three-dimensional objects using obvious features
Elaboration: Focusing on geometric features and describing shapes
and objects using everyday words such as 'corners', 'edges' and

'faces'.
Code: ACMMG022

Justification for change to the original question

State the modification you made to the original question:
The shapes within the tile pattern as specifically named rather than
leaving it up to students to work out. They are also asked to trace
over the shape they choose, rather than just drawing it in their
book.
Why did you select this modification to make to the problem?
By being explicit about what shapes to look out for, students can
more easily identify individual shapes within the tile pattern. Having
students trace over the shape they have chosen allows for them to
practice drawing the shape correctly, especially the straight lines.
This also allows for the teacher to see that students are correctly
identifying the shape within the pattern.

Extending Prompt
There are a number of different shapes in this tile pattern. Choose
your favourite shape, describe its properties (using language such
as edges, corners, equal length side and so on), and then count how
many of that shape you can find in the pattern.

AusVELS
Mathematics / Level 2 / Measurement and Geometry / Shape
Content description: Describe and draw two-dimensional shapes,
with and without digital technologies.
Elaboration: identifying key features of squares, rectangles,
triangles, kites, rhombuses and circles, such as straight lines or
curved lines, and counting the edges and corners.
Code: ACMMG042

Justification for change to the original question

State the modification you made to the original question:

Students are asked to not only identify one shape and describe its
properties, but also to calculate how many of that shape they can
identify within the tile pattern.
Why did you select this modification to make to the problem?
This modification will test their ability to see the shape beyond the
tile and look closer at the lines and edges formed by the grout,
creating new squares, diamonds and triangles. This will encourage
students to look deeper into the tile pattern and test whether they
can identify a 2-D shape based on its observable properties.

AusVELS - Cross-curriculum
Thinking Processes
Definition: As students work towards the achievement of Level 4
standards in Thinking Processes, they explore the community and
environment around them, and increasingly consider contexts and
information, which lie beyond their immediate experience.
Questions and wondering are encouraged, recorded and shared,
and become the basis for further learning. Students practise
ordering and sequencing their ideas. They begin to classify
concepts, objects and ideas using given criteria and describe,
compare and contrast these classifications. They use a variety of
thinking tools to assist with recognising patterns in surrounding
events and objects. When presented with simple problems, students
work with peers to develop a range of creative solutions and test
their effectiveness against given criteria. Prompted by questions,
they begin to reflect on their thinking processes.
This problem photo could be used as a way for students to engage
in thinking processes such as analysing and describing the patterns
within the photo and looking for similar patterns and shapes within
their own classroom and school environment. As they explore the
use of shape to create and develop various patterns they can ask
further questions to elicit higher order thinking (such as What will
happen to the pattern if I flip one of the shapes? How will the
pattern be altered or changed?). They can explore further by
drawing the pattern in the photo, and using the same shapes,
extend the pattern or create their own. All of these activities will
evoke students ability to use deeper thinking processes as they
analyse, describe and create patterns for themselves

Problem Picture 2

Grade level: 2
Question 2
There are 5 different Jelly Bean flavours in this jar: pink, yellow, blue,
orange and green. How could you collect, record and display data to
show which is the most popular Jelly Bean? Collect data from 6 other
students about their favourite Jelly Bean flavour, and using your
chosen method, show your answers.

AusVELS - Measurement and Geometry

Mathematics / Level 2 / Statistics and Probability / Data

representation and interpretation
Content description: Identify a question of interest based on one
categorical variable. Gather data relevant to the question.
Code: ACMSP048

Enabling Prompt

There are 5 different coloured Jelly Beans in this jar pink, yellow,
blue, orange and green. What is the most popular flavour Jelly Bean
on your table out of these 5 flavours? Explain or illustrate how you
found your answer.

AusVELS

Mathematics / Level 1 / Statistics and Probability / Data

representation and interpretation
Content description: Choose simple questions and gather responses
Elaborations: Determining which questions will gather appropriate
responses for a simple investigation.
Code: ACMSP262

Justification for change to the original question

State the modification you made to the original question:
This question asks students to identify the most popular flavour Jelly
Bean from the students on their table and then show their answer in
either written form or in an illustration.
Why did you select this modification to make to the problem?
AusVELS Level 1 Statistics and Probability encourages students to
use simple questions and collect responses for that investigation.
Using students from their own table as their resource of data means
that it will be quick and simple for them to collect all they need and
then they have a choice of how they present their findings.

Extending Prompt
There are 5 different Jelly Bean flavours in this jar: pink, yellow, blue,
orange and green. How could you collect, record and display data so
we know which flavour is our grades favourite Jelly Bean? Collect
data from the whole class on their favourite flavour out of these 5
Jelly Beans, and show your working using your chosen method.

AusVELS

Mathematics / Level 3 / Statistics and Probability / Data

representation and interpretation
Content description: Identify questions or issues for categorical
variables. Identify data sources and plan methods of data collection
and recording
Elaborations: refining questions and planning investigations that
involve collecting data, and carrying out the investigation (for
example narrowing the focus of a question such as which is the
most popular breakfast cereal? to which is the most popular
breakfast cereal among Level 3 students in our class?).
Code: ACMSP068

Justification for change to the original question

State the modification you made to the original question:
According to AusVELS, Level 3 for Statistics and Probability
encourages students to refine their questions with a more narrow
focus than at Level 2. Therefore, by changing the amount or
students asked, there is a wider range of data collected, aiming to
give a more specific answer; eg what is the favourite flavour Jelly
Bean for the entire class, rather than just 5 or 6 students.
Why did you select this modification to make to the problem?
This modification was selected for students who may want to be
challenged further, or those who wish to have a larger pool to draw
their data from. A larger number of students to question will require

careful calculation, extended understanding of data display (such as

using a bar graph or pictograph) and provide further analysis
opportunities (eg: what percentage of the class preferred green over
blue? etc).

AusVELS - Cross-curriculum
Science / Level 2 / Science Inquiry Skills / Questioning and predicting
Content description: Respond to and pose questions, and make
predictions about familiar objects and events
Elaborations: using the senses to explore the local environment to
pose interesting questions, make inferences and predictions thinking
about What will happen if...? type questions about everyday
objects and events
Code: ACSIS037
This problem photo can be used as a way of linking the
mathematical area of statistics and data with a science lesson
encouraging students to use inquiry skills such as questioning and
predicting. By looking at the photo and having further information
given to them (eg knowing the number of Jelly beans there are for
each colour represented), students can being making predictions
about various things. For example, students may ask questions such
as, What will happen if I take out three jelly beans without looking?
What is the most likely Jelly Bean colour to be picked? Which is the
least likely to be picked? What will happen if each student is allowed
to pick their favourite flavor Jelly Bean from the jar, but told they are
not allowed to eat it for a whole day? How many will not eat their
Jelly Bean?. There are numerous inquiry questions students could
come up with in relation to this problem picture encouraging their
use of prediction and questioning.

Problem Picture 3

Grade level: 2
Question 3

There are 8 people and only 3 crackers. How could these crackers
be shared/divided so that everyone gets a taste? Does everyone get
the same amount? Explain and illustrate your answer.

AusVELS - Statistics and Probability

Mathematics / Level 2 / Number and Algebra / Fractions and
decimals
Content description: Recognise and interpret common uses of
halves, quarters and eighths of shapes and collections
Elaborations: recognising that sets of objects can be partitioned in
different ways to demonstrate fractions relating the number of parts
to the size of a fraction
Code: ACMNA033

Enabling Prompt
There are 2 people and 3 crackers. How could these crackers be
shared/divided so that everyone gets an equal amount? Explain and
illustrate your answer.

AusVELS

Mathematics / Level 1 / Number and Algebra / Fractions and

decimals
Content description: Recognise and describe one-half as one of two
equal parts of a whole.
Elaborations: sharing a collection of readily available materials into
two equal portions splitting an object into two equal pieces and
describing how the pieces are equal
Code: ACMNA016

Justification for change to the original question

State the modification you made to the original question:

The number of people wanting to share the crackers was decreased
so that students would only need to divide the crackers in half. Each
person would also receive an equal share, with no left overs or odd
amounts.

Why did you select this modification to make to the problem?

By decreasing the number of people wanting to share the crackers,
it means that students only have to work by halves. This aligns with
AusVELS Level 2 for Number & Algebra looking at fractions, with a
focus on students recognising and describing one-half and being
able to divide into equal portions.

Extending Prompt
There are 5 people and only 3 crackers. How could these crackers
be shared/divided so that everyone gets a taste? Explain and
illustrate your answer

AusVELS

Mathematics / Level 3 / Number and Algebra / Fractions and

decimals
Content description: Model and represent unit fractions including
1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole
Elaborations: partitioning areas, lengths and collections to create
halves, thirds, quarters and fifths, such as folding the same sized
sheets of paper to illustrate different unit fractions and comparing
the number of parts with their sizes.
Recognising that in English the term one third is used (order:
numerator, denominator) but that in other languages this concept
may be expressed as three parts, one of them (order: denominator,
numerator) for example Japanese
Code: ACMNA058

Justification for change to the original question

State the modification you made to the original question:
The number of people sharing the crackers has decreased from the
original question, however it is now an amount that no longer splits
evenly between 3.
Why did you select this modification to make to the problem?
At Level 3 for Number and Algebra in AusVELS, students should be
working on representing unit fractions including , , 1/3 and 1/5.
The modification to the original question allows for students to
engage with such unit fractions in order to find their answer.

AusVELS - Cross-curriculum
Personal Learning
Definition: As students work towards the achievement of Level 4
standards in Personal Learning, they participate in a wide range of
learning experiences, which involve a variety of learning styles and
approaches to learning. With teacher support, they reflect on those
approaches which they believe help them learn most effectively.
Students begin to record their feelings and understanding about
their learning, responding to prompts, which help them
acknowledge their successes, noting where improvements could be
made and reflecting on the effort they put into particular tasks.
After completing their task, students can reflect on how effective
they felt the problem photo was as a prompt, as well as how
effectively they engaged with the set task. Questions that students
may answer could include: Was having a visual representation
helpful in their understanding of the maths equation? Why/why not?
Can they think of other problems, using that picture as a prompt
and test them on their classmates? Was the lesson
enjoyable/memorable? Why/Why not? Was it easy or hard to stay
focused? Explain. Was the lesson too challenging, easy or just right?
By engaging in reflection such as this, students begin to understand
how they learn, what part they have to play in that learning and
what areas they can improve in. It is also a helpful source of
feedback for teachers to gage where students are at and how they
are finding lessons.