Jill

 **Visualising Maths Summary:** Students are required to make a decision about an area of maths that they can explore and make a short film about. They research, summarize, draw conclusions, and present their findings to the class in the form of a short film or animation. As a culminating activity, students reflect on their film to determine how successful they have been in getting a mathematical message across in an engaging manner.

How can media help me understand? How can a film communicate a concept? How can we work together to make a film? How can making a film develop knowlege in an area? How can media techniques demonstrate concepts in our world? How is media used to conveyed new ideas and concepts? Where can film media be used effectively to reach a specific audience?
 * Essential Question:**
 * Unit Questions:**
 * Content Questions:**

**VELS Standards Covered:** Interpersonal Development - Working in teams (levels 4, 5 & 6) English - Writing (levels 4, 5 & 6) Communication - Presenting (levels 4, 5 & 6)
 * Grade Level:** Years 5 - 12

I plan to use the visual ranking tool to get students to focus on the production process - This is the description for the visual ranking activity: //Making a film requires a number of people to work together in a collaborative way. While there are discrete roles in the film-making process, all parts of a film production are important. What part of the production process do you think is the most important in relation to the final product? Students will use the visual ranking tool to rank which parts of the film making process they feel are the most important. By completing this activity students may be self-selecting into a specific role in the production process.//

And the prompt is: //Before a film can be made people need to decide which part of the production process they will be involved in. Rank roles in the production process (below) from what you believe to be most important to least important.//