ICAN Certificate 1 Education and Skills Development Consolidate Spatial Skills

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Consolidate Spatial Skills

TAFE SA Code: Nominal Hours: Unit Descriptor:
The focus of this unit is to consolidate the learners skills in: interpreting, using and calculating time, estimating, measuring and calculating everyday quantities. It also focuses on interpreting plans, drawing and assembling shapes, interpreting and using position, location and maps to give and follow verbal and written directions.

CAAEZ 30

Application of Unit:
This unit applies to learners wanting to develop numeracy skills for self, employment, education and/or community participation. It will consolidate numeracy skills already gained. When delivered with Consolidate number skills, CAAFA ensure the learner has the necessary skills to achieve level 2 of the ACSF indicators of competence for numeracy. See Australian Core Skills framework levels of Performance for more detail. http://deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/ACSF/Pages/default.aspx The young persons readiness to start this unit of work can be assessed through numeracy assessment in their Flexible Learning Transition Plan. To enhance the outcomes for learners, it is recommended that this unit be taught concurrently with other units at this level, and that assessments include both integrated and stand alone tasks. To achieve competence in this unit the young people must be able to interpret, use and calculate with time in familiar situations, estimate, measure and calculate everyday quantities, interpret plans and draw and assemble shapes, interpret, and use position, location and maps to give and follow verbal and written directions

Young people need to demonstrate skills in:

Reading time Estimating measurements Use of metric system 2D and 3D shapes Diagrams, maps Language to describe position

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Critical aspects for assessment and evidence required to demonstrate competency in this unit:
This unit contains a range of opportunities to assist the young person to meet the performance criteria. (See Checklist) Competence can be demonstrated through holistic and simulated/real life tasks rather than specific individual assessment for each concept. Authentic opportunities may include: Studying and creating floor ,garden or house plans Following assembly and pattern instructions Reading maps and giving directions

Context of and specific resources for assessment:

A range of assessment strategies are required to demonstrate competency of this unit including direct observation group discussions worksheets self-assessment

Consistency of performance:
To ensure consistency of performance over the range statements and contexts, this unit of competency must be assessed over a period of time.

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Consolidate Spatial Skills

Certificate 1 Education and Skills Development
Compulsory Unit
Name: __________________________ TAFE ID Number: ___________________ Performance Criteria Date Assessed WPA Initial

Interpret, use and calculate with time in familiar situations

1.1 Use symbols and language related to time to communicate results of calculations involving time 1.2 Interpret and use numbers related to time in everyday documents or in familiar situations 1.3 Identify and use the relationship between units of time to convert between familiar texts 1.4 Read and use time measuring and/or recording devices

Estimate, measure and calculate everyday quantities

2.1 Make an initial estimate of measurement and perform correctly the measurement using appropriate instruments 2.2 Interpret, describe and use concepts and units of measurement using suitable language and symbols 2.3 Convert units of length, mass, volume and capacity within the metric system 2.4 Check reasonableness of results and interpret results in terms of original purpose

Interpret plans, drawing 2-D shapes and assembling 3-D shapes

3.1 Identify and describe common two- dimensional shapes using the language of shape as well as being represented by diagrams 3.2 Identify and describe common three dimensional shapes using the language of shape and represented by diagrams as well as models assembled from given instructions 3.3 Read and interpret plans and diagrams representing familiar objects to see if they are representative of the original object and vice versa

Interpret and use position, location and maps to give and follow verbal and written directions
4.1 Read, interpret and use indexes, keys and symbols in maps and directories to locate particular places of interest 4.2 Use scale indicators on maps to estimate and/or calculate distances. Interpret the results in terms of approximate travelling time 4.3 Create sketch maps and use verbal and written directions to give and follow directions, checking on the effectiveness of the given directions 4.4 Use a range of formal and informal language of position Result: achieved / not yet achieved Date Completed: _____________________ Student Signature:_____________________________ Assessor Name:_______________________ Signature:____________________________________
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Consolidate Spatial Skills

This unit of work is in 2 sections. The first section is about skills building, where you can find a whole range of learning activities and information. This is a great place to either learn some new things or review some maths concepts that you might have forgotten. Your facilitator will help you choose the tasks to focus on and work through this section, as depending on your knowledge, you may spend either a lot of time in this section, or not much time at all. Topic covered include: Time Measurement Estimating Calculating Units of measurement 2D and 3D shapes Diagrams, maps Indexes, keys and symbols Scale indicators Verbal and written directions Language to describe position The second section is the project work. This is where you get to put your skills and knowledge into action. There are a whole range of different mini projects to choose from. You will need to keep all your work and clearly show every stage of the mini projects so that your facilitator can see the skills you have used. If you cant find some mini-projects that interest you, have a chat with your facilitator and design your own. Its OK if you want to do this work with a partner just make sure you both keep the evidence of your work!! All maths definitions taken from: http://www.mathsisfun.com/definitions/letter-a.html

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Time
Time is the ongoing sequence of events taking place: the past, present and future. We measure time using seconds, minutes, hours, days, weeks, months and years. Clocks measure time.

Fact Sheets and information:

BBC Skillwise http://www.bbc.co.uk/skillswise/topic/time-and-date/resources/e3 Time: Summary Reading and recording dates Spelling the days of the week, months and seasons Ordering and comparing dates Putting times in order (using 12 hour format) Using a calendar Using a digital clock Using an analogue clock: quarters and halves Time monsters.com http://www.timemonsters.com/ Reading Timetables Reading timetables

Worksheets:
BBC Skillwise http://www.bbc.co.uk/skillswise/topic/time-and-date/resources/e3 Months of the year Using a calendar TV programmes Time monsters (Click on worksheets, set the tasks then print) http://www.timemonsters.com/ Time for time.com http://www.time-for-time.com/worksheets.htm Converting 12-24 hr Time
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Converting 12 24 hr time. Teaching ideas UK website http://www.teachingideas.co.uk/maths/contents_time.htm Teaching resources UK website http://www.primaryresources.co.uk/maths/mathsE2.htm Telling the Time Telling the Time.

Interactive games:
Hours and minutes game http://www.bbc.co.uk/skillswise/game/ma25time-game-hours-vs-minutes 24-hour snap game http://www.bbc.co.uk/skillswise/game/ma25time-game-24-hour-snap Journey planner: quickest route 3 http://www.scootle.edu.au/ec/viewing/L1111/index.html Help two children travel around town. Look at a map, then check bus and train timetables. Choose the fastest route. Notice that you may need to change between train or bus lines to achieve the best result. This learning object is the third in a series of four objects that progressively increase in difficulty. Time Tools http://www.scootle.edu.au/ec/viewing/L9645/index.html Use this tool to explore time by adjusting the controls to change and match times on analogue and digital clocks. Explore the features of 12-hour and 24-hour clocks and the passing of time from am to pm. This learning object is one in a series of twelve learning objects. Timetable music festival http://www.scootle.edu.au/ec/viewing/L7841/index.html Work out a program for a Sydney music festival. Find the flight times and other travel details for acts coming from different parts of Australia and New Zealand. Calculate the earliest and latest times they can perform. Check for extra information, like changes in time zones or Stage 1 bookings. Place each act into a timetable slot that allows for their set-up time, act length and any special needs. Create the final program for the festival. This learning object is the third in a series of seven objects.

Media Clips
Tell the time, Expressing Time,

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Measurement
Measurement is finding a number that shows the size or amount of something. Usually the number is in reference to some standard measurement, such as a metre or kilogram.

Fact Sheets and information:

BBC Skillwise Length and Distance http://www.bbc.co.uk/skillswise/topic/length-and-distance/resources/e3 Using different measuring equipment Measuring lengths in non-standard units Choosing millimetres, centimetres or metres Reading measurements Measuring lengths: revision notes Measuring lengths in standard metric units BBC Skillwise Capacity http://www.bbc.co.uk/skillswise/topic/capacity/resources/e3 Labels What is capacity? Instruments for measuring capacity Non-standard measures of capacity Reading scales when measuring capacity BBC Skillwise Weight http://www.bbc.co.uk/skillswise/topic/weight/resources/e3 Non-standard units for measuring weight Choosing grams or kilograms Standard metric units of measure Setting your scales to zero Weight: summary sheet Equipment for measuring weight

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BBC Skillwise Temperature http://www.bbc.co.uk/skillswise/topic/temperature/resources/e3 Types of thermometers Reading thermometers Units of measurement Units of Measurement

Worksheets:
BBC Skillwise Length and Distance http://www.bbc.co.uk/skillswise/topic/length-and-distance/resources/e3 Estimating heights and lengths Estimating and measuring lengths Working out lengths Working out postal charges Making tangram shapes Reading and writing lengths BBC Skillwise Capacity http://www.bbc.co.uk/skillswise/topic/capacity/resources/e3 Reading scales to measure volume Choosing litres or millilitres Spot the mistake Matching exercise BBC Skillwise Weight http://www.bbc.co.uk/skillswise/topic/weight/resources/e3 Match the weight Estimating weight Estimating weights of packages BBC Skillwise Temperature http://www.bbc.co.uk/skillswise/topic/temperature/resources/e3 Understanding temperature Practising thermometer readings Teaching ideas UK website http://www.teachingideas.co.uk/maths/contents_measure.htm Teaching resources UK website http://www.primaryresources.co.uk/maths/mathsE1.htm
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Interactive games:
Build a Shed Game http://www.bbc.co.uk/skillswise/game/ma22leng-game-build-a-shed Taking Measures game http://www.bbc.co.uk/skillswise/game/ma23capa-game-taking-measures-capacity http://www.bbc.co.uk/skillswise/game/ma24weig-game-taking-measures-weight Balance the Blobs http://www.scootle.edu.au/ec/viewing/L5980/index.html Balance scales by using blobs. Using non-unit ratios, such as 3:2, 4:5 or 5:2, explore how many black blobs and white blobs balance each other. Discover the rule that balances the scales with the correct number and type of blobs. For example, 3 black blobs balance 2 white blobs. Find out how many black blobs balance 4 white blobs. Build a number pattern. Then use the rule to solve a problem by moving blobs to make the scales balance. Go on to balancing scales with black, white and grey blobs. This learning object is the second in a series of three learning objects. Measures Volume http://www.scootle.edu.au/ec/viewing/L2316/index.html Compare the volumes of a range of rectangular prisms when scaling up (enlarging) side lengths by different ratios. Notice that the rectangular prisms are not similar in the mathematical sense, but it is possible to predict the effect on the volume produced by the scaling of the sides. Identify and describe the relationship between side lengths and volume when scaling up prisms. This learning object is the last in a series of eight objects that progressively increase in difficulty. Skateboard Survey http://www.scootle.edu.au/ec/viewing/L2394/index.html Explore how the height of skateboard ramps is related to kids' heights. Choose questions to ask in a survey. Choose a sample size to suit a budget and margin of error. Examine a table of results. Sort the data and use it to answer questions. Display the results using a boxplot. Identify conclusions supported by the evidence. Write a report based on the survey results.

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2D and 3D shapes
2D - A shape that only has two dimensions (such as width and height) and no thickness. Squares, Circles, Triangles, etc are two dimensional objects

3D - An object that has height, width and depth, like any object in the real world. Example: your body is three-dimensional

Fact Sheets and information:

BBC Skillwise 2D Shapes http://www.bbc.co.uk/skillswise/topic/2-d-shapes/resources/e3 Symmetry Two-dimensional shapes BBC Skillwise 3D Shapes http://www.bbc.co.uk/skillswise/topic/3-d-shapes/resources/e3 Understanding three-dimensional shapes Properties of 2D and 3D shapes properties of 2 D and 3D shapes Shape Shape Shape Detectives Shape detectives
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Math League.com
http://www.mathleague.com/help/geometry/geometry.htm

BBC Bitesize http://www.bbc.co.uk/schools/ks3bitesize/maths/shape_space/

Worksheets:
BBC Skillwise 2 D Shapes http://www.bbc.co.uk/skillswise/topic/2-d-shapes/resources/e3 Symmetry in everyday shapes BBC Skillwise 3 D Shapes http://www.bbc.co.uk/skillswise/topic/3-d-shapes/resources/e3 Properties of shapes Sorting everyday shapes Teaching ideas UK website http://www.teachingideas.co.uk/maths/contents_shape.htm (2D) http://www.teachingideas.co.uk/maths/contents_shape3d.htm (3D) Teaching resources UK website http://www.primaryresources.co.uk/maths/mathsE3.htm Shape Properties Match Shape properties match Matching nets Matching Nets

Interactive games:
Shape Games http://www.mangahigh.com/en_au/maths_games/shape Visualising 2D and 3D http://www.scootle.edu.au/ec/viewing/R11084/index.html This collection comprises 24 digital curriculum resources, including learning objects from the series 'Shape sorter', 'Face painter', 'Geoboard', 'Photo hunt', 'Viewfinder' and 'Shape maker'. There are three categories: exploring two-dimensional shapes; visualising threedimensional shapes; and making three-dimensional shapes from two-dimensional shapes. Students can sort, visualise and manipulate shapes. Assessment tools for 'Shape maker' are included.
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Measures scaling up http://www.scootle.edu.au/ec/viewing/L2310/index.html Compare the areas of squares, rectangles and triangles before and after being scaled up (enlarged). Notice that 'similar shapes' in the mathematical sense have the same shape but different areas. Explore the relationship between side-length enlargement and area enlargement when scaling up shapes. This learning object is the second in a series of eight objects that progressively increase in difficulty. Viewfinder http://www.scootle.edu.au/ec/viewing/L6245/index.html Explore visual perspectives of solids such as cylinders, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the objects on a base grid until the view matches the original photo. Progress through four levels. This learning object is a combination of four objects in the same series.

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Diagrams, maps
A map is a visual representation / diagram of a place. Usually showing features like roads, rivers and cities.

Fact Sheets and information:

BBC Skillwise http://www.bbc.co.uk/skillswise/topic/maps-and-plans/resources/e3 Diagrams and maps Plans: garden example Wikipedia http://en.wikipedia.org/wiki/Diagram

Worksheets:
BBC Skillwise http://www.bbc.co.uk/skillswise/topic/maps-and-plans/resources/e3 Maps exercise Reading a simple plan Room or building plans Teaching ideas UK website http://www.teachingideas.co.uk/geography/contents.htm (Maps) http://www.teachingideas.co.uk/maths/contents_datahandling.htm (Diagrams) Teaching resources UK website http://www.primaryresources.co.uk/maths/mathsE6.htm (Position and Direction) Ordnance Survey http://www.ordnancesurvey.co.uk/oswebsite/education-and-research/teachingresources/index.html Following Directions Following Directions
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Parts of Map Parts of Map Using Scale Using Scale Map Activity 1 Map Activity 1

Interactive games:
Scale Matters http://www.scootle.edu.au/ec/fav/shared/view?id=196504&from=L2VjL2Zhdi9zaGFyZWQv ZmluZD9xPXNjYWxlK21hdHRlcnMmZmllbGQ9bmFtZQ Explore the use of scale on a number line. Select a ruler displaying a helpful scale such as tens. Look at a pair of numbers such as 90 and 120 marked on a number line. Identify the number corresponding to another point. Or locate another point on the number line to complete a series of three numbers. Apply a marked scale to help estimate the relative distances. This learning object is one in a series of seven objects. Some objects in the series are also packaged as a combined learning object. Design Your Own School http://www.scootle.edu.au/ec/viewing/L128/index.html Help a town planner to design a site plan for a school. Using a 10x10 grid, design areas for two regions (playgrounds and classrooms) based on the percentages given. Assign the area for an additional six regions, using percentages of your choice. Observe the number line displaying equivalent fractions for the percentages used. This learning object is one in a series of two objects. The series is also packaged as a combined learning object. Design a City http://www.scootle.edu.au/ec/viewing/L123/index.html Help a town planner to design a site plan for a city. Using a 10x20 grid, design areas for two regions (schools and terraces) based on the percentages given. Assign the area for an additional six regions, using percentages of your choice. Observe the number line displaying equivalent fractions and decimals for the percentages used. This learning object is one in a series of three objects combined as 'Neighbourhood fractions'. National Geographic http://www.mywonderfulworld.org/toolsforadventure/games/index.html

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Consolidate Spatial Skills

Record of On-Line Learning
Name:___________________________________ TAFESA ID Number:________________

On-line Learning Task

Date

Signed

* PLEASE KEEP A PRINTED COPY OF ALL COMPLETED WORKSHEETS

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On-line Learning Task

Date

Signed

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Consolidate Spatial Skills

Projects
Well done!! You are now ready to put all your learning into action in the PROJECT section. This is where you get to put your skills and knowledge into action. There are a whole range of different mini projects to choose from. You will need to keep all your work and clearly show every stage of the mini projects so that your facilitator can see the skills you have used. If you cant find some projects that interest you, have a chat with your facilitator and design your own. Its OK if you want to do this work with a partner just make sure you both keep the evidence of your work!! The details: You need to do at least 4 projects for this unit of work. Each project needs to contain loads of information and should take at least 3-4 hours or more of work The ideas are a guide only and you will need to add to this information. Keep a record of all the work you have done including your calculations and the processes you used to determine the answers. Think about how you want to present your work. This can be paper based (report, poster, brochure etc) or you might want to use some technology (eg PowerPoint, podcast, media clip etc). There is an assessment process which includes a self-assessment that needs to be done at the end of every project.

List of Projects:
Building Quilting Flight to Mars Shopping Centre Orienteering The Amazing Race Buying a pet Plan your Road Trip Shapes, Shapes and More Shapes

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Building
There is a huge amount of measuring in building. Design a building project to then make during woodwork lessons. Think about what you can build e.g. veggie patch, garden bench, raised garden bed, sand pit Research the materials you will need to make it Check OHS&W requirements to make sure you are building a safe product. Produce a scale diagram dont forget to show all your calculations Build the object and record every step of the way using a digital camera and present this information including all your diagrams and calculations in a presentation.

Quilting
Quilts can be a kaleidoscope of colour and shape that are carefully put together like one big tessellation. Research a range of quilts and quilt designs Think about the colours, materials and shapes you could use to make your quilt. A hexagon is a good shape to use. Design your quilt and produce a quilt pattern. Think carefully about how the shapes fit together (tessellate) so that there are no spaces. Actually make your quilt out of material or use coloured paper to make a replica of a quilt.

Flight to Mars
Space enthusiasts have been dreaming about a trip to Mars for years. Plan a trip to Mars (or another planet that interests you. You will need to research and think about: Distance from Earth and the distance from the sun The length of time it would take to travel there how would you work this out? The characteristics of Mars including average temperature, diameter of the planet, surface gravity etc Length of the days and years on the Red Planet. Develop a model to show the relative distance from Earth and other planets.

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Shopping Centre
Imagine having the chance to design your own youth friendly shopping centre. Research and survey young people to find out what they would like in a youth friendly shopping centre Think about shops, amusements, layout and design Research the requirements of shopping centres e.g. wheelchair access and amenities Design the shopping centre and produce a scale drawing or map of your design. Think about the dimensions of the shops, food court etc and ensure you include this information on your diagram.

Orienteering
Orienteering is a great way to keep fit and also a great way to practice your skills in map reading and directions. Research some places in your local area that would make a good orienteering course. Plan out your course and represent this visually on a map. Include map coordinates and clear directions for your course. Think about producing a variety of courses that would suit different fitness levels.

The Amazing Race

Design your own amazing race in your local area that uses public transport and takes you past some local points of interest. Research the public transport available in your area and some places of significant interest. Collect timetables dont forget these can be accessed on-line too. Design an amazing race adventure where you need to work out how long it will take to get from A to B, finding the most direct route and the times you need to get on and off the public transport. Represent this information on a map and also demonstrate clearly your ability to accurately read timetables.

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Paving
Paving an area takes a lot of knowledge about measurement and shape. Find an area that you would like to pave this can be real or imagined. Measure out the area of the space and draw a diagram of this information. Research which pavers would be appropriate for this particular space and work out how many pavers you would need to pave the area. To do a good paving job, you will need more than just paver research what else you need (e.g. sand) and work out the volume of sand you would need to purchase. Think about how you will cut the pavers to make sure they fit properly into the space with the minimum of waste.

Plan your road trip

Pack your bags you are going on a road trip! Research a place you would like to travel to in Australia. Work out the distance from where you live and think about how long it will take to get there. Plan your rest stops and also where you will spend the night on your trip. What are the sights you will want to stop and see along the way plan the time your trip will take and develop a detailed itinerary. How much petrol will you need for the trip? Present this information as an oral presentation or a report and include maps, tables and all your calculations.

Shapes, shapes and more shapes

Making 3D shapes can be quite tricky. Research a range of 3D shapes learn the names of the shapes and their properties. Go for a shape hunt and find all the different 3D shapes that are in your local environment record this info using a digital camera. Take apart some 3D shapes and flatten them out to see how they are made (making the net). Have a go at making your own 3D shapes you could even turn this into a shape mobile. Develop a series of instructions to teach other people about how to make the 3D shape and then try it out on someone to see how good you are at giving directions.

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Consolidate Spatial Skills

Project Assessment
Name:___________________________________ TAFESA ID Number:________________ Name of project: ___________________________________________________________________________ Brief description of project ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Checklist
Used a variety of maths skills from the Consolidate Spatial Skills unit Demonstrated estimation skills Accurately use time, measurement, shape and mapping concepts Used the 4 processes ( + - x ) Presented information clearly with all working out included Produced a clear and comprehensive final presentation

Date

Signed

Self Reflection
Things I learnt were:

Things I did well:

Things I could have done better:

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