See the structure
How can a growing formation become an algebraic rule?
Stages, tables, simplified expressions and tested rules.
Year 8 Mathematics · 4 weeks · 16 lessons
The Choreography Code
A KSHS WSIM learning sequence in which students turn growing dance formations into algebra, graphs, equations, transformations, timing plans and a written mathematical proposal.
12 core lessons4 numeracy games1 written proposal
Unit pathway
See it, generalise it, test it, justify it
Connect representations
What do gradient, intercept and transformations tell a choreographer?
Linear graphs, line comparisons and precise movement descriptions.
Solve and test
Will the dancer count, timing and stage dimensions all work together?
Equations, rates, Pythagoras and an audited prototype.
Design, test and write
Can a proposal be justified with connected mathematical evidence?
A written formation proposal, corrections and transfer.
Assessment
Dance Formation Proposal — written assessment
Developed individually across Lessons 13–15; submitted in Lesson 15 · 40 marks
- A. Pattern design — 8 marks: assumptions and constraints 2; accurate Stages 1–4 4; constant growth explained 2.
- B. Mathematical model — 14 marks: table 2; simplified rule and variables 4; two checks and Stage 10 3; 33-dancer test 2; graph 3.
- C. Performance constraints — 12 marks: allowed crew equation 3; stage fit and Pythagoras 3; translation, reflection and rotation 3; 240-beat timeline 3.
- D. Explanation — 6 marks: connected justification 3; checking, limitation or revision 2; notation and labels 1.
40-mark evidence profile
1Diagrams, table, expression and graph represent the same linear formation.
2Algebra is simplified, equations are verified and contextual conclusions use valid whole-number stages.
3Stage fit, diagonal movement, transformations and timing satisfy the stated constraints.
4The written response connects evidence to decisions and acknowledges an assumption or limitation.
Planning notes
The unit uses the revised SCSA Western Australian Curriculum: Mathematics for implementation in 2026. It is mapped by strand, sub-strand and content description rather than legacy ACMNA/ACMSP codes.
The image’s rule D = 4n + 1 is used as a launch. The assessed Year 8 demand comes from simplifying and factorising expressions, connecting y = mx + c to a graph, comparing lines, solving equations, using rates and testing spatial constraints.
Ready, Set, OLNA © Mathematical Association of Western Australia 2025. The four Numeracy Interleaved Practice sets use new Choreography Code contexts and values informed by the support-lesson structures in the supplied resource. This attribution appears for teachers; student lesson titles do not use the resource name.