18508550 Maths 2A

Table of Contents
1. Unit outline
2. Lesson plan
a) Power point Presentation
b) Activity worksheet
3. Assessment Task 1
4. Assessment Task 2
5. Justification

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Unit Outline
Stage 6 Year 11 Preliminary Mathematics General Strand: Algebra and Modelling

Duration: 4 weeks based on 5* 50 min classes in a week.

AM1 Algebraic Manipulation AM2 Interpreting Linear relationships

Duration: 2 weeks in Term 1: Week 7 to Week 8 Duration 2 weeks in Term 2: from Week 2 to week 4
Total lessons: 9 Total lessons : 12
Content Covered Content Covered
Lesson 1: Adding and subtracting like terms Lesson 1 :Graphing linear Equations

Lesson 2: Multiplication and division of algebraic terms Lesson 2: Gradient and intercept

Lesson 3: Expanding Algebraic expressions Lesson 3 :Gradient and Intercept formula

Lesson 4: Factorising algebraic expressions and Substitution Lesson 4 :Gradient and Intercept Formula

Lesson 5: Linear equations Lesson 5:Formative assessment (Assessment Task 1)

Lesson 6: Equations with fraction Lesson 6: Simultaneous Equations

Lesson 7: Using Formulas Lesson 7:Linear functions as models

Lesson 8: Formative Assessment Lesson 8 & 9: Assessment task 2

Two classes taken continuously.
Lesson 9: Summarising and Feedback Lesson 10: Summarising and Feedback
Outcomes : MGP-1, MGP-2,MGP-3,MGP-9,MGP-10
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Lesson Plan
PART A: PREPARATION AND STRATEGIES
Year: 11 Syllabus section: Algebra and Modelling techniques
Stage 6

Unit Name: Lesson:2/10

Interpreting Linear relationships AM
Lesson Topic: Duration:
Gradient and Intercept 50 minutes

Prior knowledge/skills required Resources

Students should be able to graph linear Projector

functions from a table of values.
Class roll
Students should be able to graph linear
Smart board
functions with the use of graphic calculator and
technology. Internet
Notebooks
Rulers
Pencils
Graphs
Worksheets
Power point presentation slides

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Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
2.QualityLearning Environment 3. Significance
2.1 Explicit quality criteria 3.1 Background knowledge
2.2 Engagement 3.2 Cultural knowledge
2.3 High Expectations 3.3 Knowledge integration
2.4 Social Support 3.4 Inclusivity
2.5 Students self regulation 3.5 Connectedness
2.6 Student direction 3.6 Narrative

How are Quality Teaching (QT) elements achieved in the lesson?

QT element Indicators of presence in lesson

1.1 Deep knowledge Significant lesson content has been presented to students where it contains lot of visuals and brainstorming activities to
1.2 Deep Understanding refresh students prior knowledge and to engage them in an environment that focuses on student centred learning.
2.2 Engagement Students have been provided an opportunity to demonstrate their deep understanding through worksheet activity, where they
3.3 Knowledge integration practise the content taught and develop solutions for those problems.

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes:

1. MGP-2 represents information in symbolic, graphical and tabular form

2. MGP-3 represents the relationships between changing quantities in algebraic and graphical form

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Content Outcomes

Students graph the gradient of a straight line from graph

Students find the gradient and y-intercept from two points

Students would be able to identify independent and dependent variables in practical contexts

Timing Lesson content Teacher activity Student activity

5 Roll Teachers would settle the class and Students would get settled in their seats.
conduct roll call Students respond to their name on roll.

Teacher starts the lesson by telling the Students will participate in brainstorming and gain understanding of
students that they are going to learn what they are going to learn in this lesson.
5 min about finding the gradient of line and
continues by brainstorming about the Thereafter, students will listen to concepts and participate in the
terms gradient, slope, vertical rise, activities designed to maximise and demonstrate their learning.
horizontal run, positive gradient and
negative gradient?
Brainstorming might include asking
questions like,
what does gradient mean?
Is slope and gradient same?
Why do they need to learn about
calculating gradient? Which means
real life applications.

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After listening to the students

responses the teacher gets a clear idea Students listen and take notes of the concepts and clarifies any
of what students know and builds that questions they have with the teacher.
10 min knowledge by introducing the
concepts of Gradient and intercept.
Starts with what is a slope and show
them different types of slopes.
Explains in detail about what is slope
and how to calculate the gradient.
Gradient (or m) = vertical rise /
Horizontal run
Teacher concentrates on terms of
positive gradient and negative
gradient.

10min
Teacher then explains how to Students listen to the teachers explanations and note down the
calculate the gradient of a line concepts.
through two points through an
example;

m=(Y2-Y1)/(X2-X1)
note:
(Y2-Y1) = vertical rise
(X2-X1) = horizontal rise
Teacher also plays a short video on
how to calculate the gradient of a line
to meet the needs of students with
divers learning needs.

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15 min Teacher then continues the lesson by Students work on their given worksheet of problems at their seats
doing in class practice of problems. and asks teacher for any assistance. Once they have finished solving
Teacher gives student a worksheet of the problems they write their solutions on the board for one problem.
problem for students to solve. Once
they complete the teacher asks the
students to come and present their
solution on the white board for on of
the given problems.
Note: Teachers will be facilitating
students when they are on their
worksheet of problems.

5 min Teacher goes through the answers on Students finish their worksheets and listens to the feedback of the
the board and provides students teacher. Students handover their worksheets at the end of the class.
feedback for the students and guides
them. Teacher asks students to
handover the worksheets and finishes
the class.

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
MGP-2 represents information in symbolic, graphical tabular form

MGP-3 represents the relationships between changing quantities in Students are given worksheets where they find the gradient of a line through
two points or through rise and run form and present it in graphical form.

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algebraic and graphical form

Links to next lesson

In this lesson plan students have learnt how to graph the gradient of line through two points and through rise/run form. The next lesson would continue
with finding the vertical intercept and representing the linear equation in gradient intercept formula.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
2.2.1 organise content into an effective learning and teaching sequence The lesson plan has organised the content in a meaningful and implemented
1.5.1Differnetiate knowledge and understanding of strategies for visual strategies to satisfy the diverse learning needs of students.
differentiated teaching to meet the specific learning needs of students
across the full range of students.
3.3 Include a range of teaching strategies in teaching

WHS considerations
Students are away from power-points/cords.
Unobstructed walkways in between tables and exit doors

Reflection: The lesson plan has focussed on teaching students how to find the slope of the line from the graph and from two points. The lesson plan has
incorporated visual images for visual learners and brainstorming activity for students to refresh their prior knowledge. However, the duration of time
required to complete this lesson might not be enough and necessary care should be taken.

References

Board of Studies, NSW. (2012).: Stage 6 Preliminary Mathematics General Syllabus / Board of Studies. Sydney, Australia: Author.

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Cavanaugh, M & Prescott, A. (2015). Your Professional Experience Handbook. Pearson: Australia.

Department of Education & Training. (2013) Work health and safety (WHS) policy. Retrieved from

https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?level=Schools&categories=Schools|school+administrati

on+%26+management|work+health+%26+safety

Lyons, G., Ford, M., & Slee, J. (2013). Classroom management: Creating positive learning environments (4th ed.). South Melbourne, Australia: Cengage

Learning.

Marsh, C; Clarke, M, & Pittaway S. (2014) Becoming a Teacher. (6th ed.). Pearson: Australia.

Pappas, E., Pierrakos, O., & Nagel, R. (2013). Using Bloom's Taxonomy to teach sustainability in multiple contexts. (Report). Journal of Cleaner

Production, 48, 54

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Power Point Presentation

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Worksheet 1 for Lesson 1

Name_____________ Date___________________

1.Find the gradient of the following lines

a) Line 1

Line 2

Gradient of Line 1 ____________________

Gradient of Line 2__________________ 19

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Line 3

b)

Line 4

Gradient of Line 1 ____________________

Gradient of Line 2__________________

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2)Find the gradient of the line that joint these points?

a) (0,1) and (2,5)

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b) (1,1) and (3,4)

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c) (2, -1) and (4, -2)

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d) (1,4) and (1, -3)

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e) (1,5) and (3,7)

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f) (-2,1) and (0,4)

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Stage6 General Mathematics

Assessment 1: AM2 Interpreting Linear Relationships (Term2 Week2 Lesson 5)
Graphing Linear Equations Project

This is a preliminary general mathematics assessment task. Students are given a project where they have to graph linear equations and have completed
necessary learning in this area prior to the task.
Outcomes Assessed:
MGP-2: Students represent information in symbolic, graphical and tabular form.
MGP-3: Students represent the relationships between changing quantities in algebraic and graphical form.
MGP-10: Student justifies a response to a given problem using appropriate mathematical terminology.

Task (50 marks)

Students are required to find how the graph of the line and the slope intercept form are related when there are different values of m and b.
Instructions
STEP 1: Students will pair with their clock buddies, and will form three original linear equations which are different. (3marks)
STEP 2: The equations should be formed based on the following criteria. (6 marks)
The value of m and b should be less than five

The first equation should have values (m & b) as positive numbers.

The second equation should have m as positive number and b as negative number

The third equation should have m as negative number and b as positive number.
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One of the value of m should be at least a fractional number for any of the equations.

The value of the gradient and y intercept should be less than or equal to five.

STEP 3: Once you have finished creating all the three equations, identify and describe the type of slope and the y intercept of the graph in words. (6 marks)
STEP 4: Sketch the functions on the graph paper. (6 marks)
STEP 5: Students have to join with an other pair and graph totally six equations on the field. (3 of one group+ 3 of another group). (24 marks)
Note: No three equations should be the same as others groups equations.
Students should graph each function on the field where one student represents the y intercept and the other student will walk of the slope.

Marking criteria should be handed out to the teacher prior to the task.

Students have to explain briefly to the teacher about the the affects in graph when the variables are changed.

Students might be asked questions by the teacher regarding the graphing.

STEP 6: Students should provide a brief description in words about what they have learned through this field activity.

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Marking Guidelines for Assessment 1:

Name____________________

Criteria Marks Awarded Marks Received Comments

Forming three original 1 marks for each equation
equations.

Were the equations 2 marks for each equation that

created according to the met the criteria.
given criteria?

Appropriate description 2 marks each for each equation

of slope and intercept

Appropriate graphing of 2 marks for each graph

the equations

Appropriate explanation 4 marks for explaining each

of the graph on the field equation briefly
2 marks for each equation
explained a bit vaguely but
correct representation.

Provides a brief 5 marks for clear description

description in words
about what they have 3 marks for some what clear
learned through this field description
activity.
2 marks for vague description

Total marks Overall Outcome:

/50

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Stage6 General Mathematics

Assessment 2
Syllabus AM1 Algebraic Manipulation, AM2 Interpreting Linear Relationships

Task Name: Reviewing Sample HSC Questions

Marks 25 marks
Date Conducted Term 2 : Week 3 Lesson 8 and lesson 9

Outcomes addressed:
Student uses mathematics and statistics to compare alternative solutions to contextual problems (MGP-1)
Student represents information in symbolic, graphical and tabular form (MGP-2)
Student represents the relationship between changing quantities in algebraic and graphical form (MGP-3)
Justifies a response to a given problem using appropriate mathematical terminology (MGP-10)
Resources
Graph paper, addition plain paper , stationary
Instructions
Students should show valid mathematical working in order to score marks.

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Section1: Objective response Questions (5 marks)

1) Simplify the following equation. (1 mark each question)

a) 6xy-4xy-xy

A 2xy B 3xy C 1xy D xy

b) 6 8 4

A 192x 2 B 48 2 C 96 2 D 48x

c) 12xy + 7- 4xy- 6
A 8xy+1 B 9xy-1 C 8xy-1 D 6xy-2

2) A straight line has the equation of y = -6x + 4. What is the y- intercept? (1 mark)

A -6 B4 C4 D 10

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3) A bus is travelling at a constant speed. It travels 60km per hour in 4 hours. This solution is described by the linear equation d= mt.
What is the value of m? (1 mark)

A1 B 15 C 20 D 60

4) Solve the equation 12b 8 = 32. (1 mark)

A 103 B 42/13 C C 11/16 D 26/7

5) Find the gradient of the line in the graph. (1 mark)

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Section 2: Short answer questions

6) Factorise these expressions (3 marks)

a) 8x + 24 b) 12x + 27y C) 12X 15 y + 9

7) Find the gradient of the line that joins these points. (3 marks)

a) (1,7) and (3, 6) b) (-3,1) and (0,5) c) ( -3, -1) and (1, -12)

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8) Graph the linear equations on a graph paper and find the gradient and Y-intercept. (3 marks)

a) y = 3x + 1 b) y = -4x + 5 C) y= 7x + 2

9) One Australian Dollar (AUD) is converted into 51 Indian Rupees (INR). (4 marks)

a) Build a table that has values of 0, 5, 10,15,20,25, 30,35,40, 45, 50 as values for Australian dollar and calculate the INR using the
above conversion.
b) Sketch a graph of the AUD against INR.

10) The price of hiring a party place is giving by the formula c = 30t + 100 where c is the cost in dollars and t is the number of hours
for which the party place is hired. (2 marks)

a) change t to the subject of equation

b) Find t when c = $780

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Section 3: Long Answer questions

11) A car is purchased by a grocery store for $ 30,000. The value of the car gets depreciated every month using the table below (5 marks)

Dollars (1000) 30000 24000 18000 6000

TIME (months) 0 12 24 48

a) Draw a graph representing the table of values.

b) Calculate the value of the car after 18 months.
c) Represent the line of equation in terms of v, t.
d) Find out when does the line predict that the motor vehicle has no value and write briefly the reason.
e) Calculate by how much does the car depreciate value in each month.

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Marking Guidelines for Assessment 2

Criteria Marks Awarded Marks Received Comments
Section 1 (1 to 5) 1 mark for each equation
Simplifying each question and
providing the correct answer
Section 2 (6) 1 mark for each correct factorising.
Factorising
Section 2 (7) 1 mark for each equation if they sketch the graph and
Graphing linear equations find the y intercept.
Half mark for graphing correctly or finding the intercept.

Section 2 (8) 1 mark for graphing correctly.

Gradient of the line Half mark for plotting the points

Section 2 (9) 2 marks for building table of values and graphing as

Conversions mentioned.
1 marks for either correct table of values or the graph.

Section 2 (10) 1mark for deriving the equation

Deriving equation 1 mark for calculating cost.
Section 3 (11) I mark for graphing correctly the table
1 mark for calculating the depreciation
1 mark for representing the line of equation
1 mark for for predicting the time that the value
depreciates
1 mark for calculating each month.
Total marks Overall Outcome:
/25

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Justification
Student engagement is essential for learning and it it of high importance when it comes to learning mathematics. Studies from research has shown that
disengagement of students in learning lead to underachievement and high drop out rates in that particular subject or whole school (Skinner, Furrer, Marchand
& Kindermann, 2008). However, engagement in students can occur, when teachers develop effective teaching practices that focusses on students learning.
Teachers need to develop pedagogical practices that suits diverse learning styles of students, as one size teaching does not fit all (Ayres, Sawyer & Dinham,
2003). Establishing engagement for students in learning mathematics can be a challenge when the pedagogy is focused on only teacher centered models or
on particular pedagogy style (Tirosh & Graeber, 2003). Therefore, throughout my lesson plan and assessment tasks I have integrated a mix of pedagogical
styles that reflect constructivists and student centered models of teaching and learning to develop quality teaching practices that focusses on enhancing
student learning in mathematics.

The developed lesson plans have focused on creating environments that reflect both teacher centered and student centered learning. Balance of both teacher
centered and student centered learning is believed to create pedagogical practices that enhance students learning (Cowley, 2009). Through the use of explicit
instructions and with visual aids, teachers centered model has been incorporated. However, this alone do not meet the needs of diverse students as it is not
very interactive and does not provide engaging learning environments. Hence, student centered learning environments has been created by integrating
constructivist models of learning. Brainstorming on the concepts of slope has been done in the beginning of the lesson plan to refresh students prior
knowledge by exposition, questioning and class room discussions. Furthermore, students have been presented with real life application for the learning
content slope, in order to make it relevant for their lives. Students can be engaged in learning when there is substantiate conversation about mathematical
concepts and their applications to life (Bell, 2006). Further more the lesson plan has focused on providing an environment that suits for different types of
learners. Lesson plan have incorporated visuals and videos for learning the content slope through power point presentations for visual learners and
auditory learners. It has enabled opportunity for kinesthetic learners to move around, by giving them a choice to represent their answers on board.

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In addition to the above models, an effort has been made in developing quality teaching elements by following the quality teaching model. The lesson plans
and assessment have focused on developing content that provides deep knowledge, deep understanding, high order thinking, engagement and knowledge
integration. In order to develop deep knowledge for students, the lesson has been present with significant contents. The lesson plan has focused on reviewing
students prior knowledge through brainstorming at the beginning of the lesson to address deep knowledge. Further more, in order to demonstrate students
deep understanding of the content an assessment task has been designed where they have to represent the slope of the line in the field. This particular task is
also created for developing high order thinking in students. Representing the gradient of a line on a graph paper may create shallow knowledge and does not
allow the teacher to understand whether the student have developed deep understanding. Students tend to develop high order thinking when they have to
physically represent the slope of line and explain how the relation changes when the variables changes. This activity also enables collaboratively learning in
students, as they have to work together to physically represent the change in slopes to change in values of variables. Developing rich environments where
students have opportunities for developing deep understanding, high order thinking, collaborative learning have an active role in students learning (Keengwe
& Onchwari, 2011).

Lastly, the assessment tasks have been designed to assesse students learning by following Blooms Taxonomy framework as it allows to focus on higher order
thinking and provide constructive feedback (Eber & Parker, 2007). The assessment tasks have focused on incorporating, objective questions, short answer
questions and extended answers questions in order to meet the needs of low ability students and high ability students. Both the assessment tasks have focused
on objective questions where it asks students to simplify, identify or list by which their knowledge can be assessed. The short answer questions have focused
on asking students to expand, demonstrate or calculate the given problem where it can measure the comprehension and application levels. Long answer
questions include keywords like justify, analyze in order to measuring analyzing and synthesis cognitive objectives. On overall, the designed lesson plans
and assessment task have been designed to develop effective teaching practices that strengthen student learning in mathematics.

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References
Ayres, P., Sawyer, W., & Dinham, S. (2004). Effective teaching in the context of a Grade 12 high-stakes external examination in New South Wales,

Australia. British Educational Research Journal, 30(1), 141-165. doi: 10.1080/01411920310001630008

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43.

Cowley, S. (2009). How to survive your first of year teaching? London: Continuum

Eber, P. A., & Parker, T. S. (2007). Assessing Student Learning: Applying Bloom's Taxonomy. Human Service Education, 27(1).

Keengwe, J., & Onchwari, G. (2011). Fostering meaningful student learning through constructivist pedagogy and technology integration. International

Journal of Information and Communication Technology Education, 7(4), 1-10.

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?

Journal of Educational Psychology, 100(4), 765.

Tirosh, D., & Graeber, A. O. (2003). Challenging and changing mathematics teaching classroom practices. In Second international handbook of mathematics

education (pp. 643-687). Springer Netherlands.

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