Secondary Curriculum 1A: Mathematics

Assignment 1

Name: Tony Dimrajian

SID: 19058173
Contents

Contents …………………………………………………...........................………………... 2

Lesson Plan 1 ………………............……………………………………………………….. 3

Lesson Plan 1 Attached Resources ..........………………… …………………………....….. 8

Lesson Plan 2 ………………............…………………………………………………….... 14

Lesson Plan 2 Attached Resources ..........………………… …………………………........ 19

Lesson Plan 3 ………………............…………………………………………………….... 21

Lesson Plan 3 Attached Resources ..........………………… …………………………........ 26

Justification ……………………………………………....................……………............... 29

References ……………………………………………………………………..................... 32
 Lesson Plan 1

Topic area: Stage of Learner: Syllabus Pages: N/A

NA Fractions, Decimals And Stage 4 (Year 7)
Percentages (Percentages
component only)
Date: N/A Location Booked: N/A Lesson Number: 6/9

Time: 60 minutes Total Number of students: 30 Printing/preparation:

16x Worksheet
Ensure that the classroom you use
has a projector to be connected to a
computer so the class can see the
screen.

Outcomes Assessment Students learn Students learn to

Syllabus outcomes
 Communicates and connects
mathematical ideas using
appropriate terminology,
diagrams and symbols (MA4-
1WM) (Focus on
communicating ideas)
 Applies appropriate
mathematical techniques to
solve problems (MA4-2WM)
 Recognises and explains
mathematical relationships
using reasoning (MA4-3WM)
 Operates with fractions,
decimals and percentages
(MA4-5NA) (Percentages only)
 Find percentages of quantities
and express one quantity as a
percentage of another, with
and without the use of digital
technologies (ACMNA158)
(Find percentages of quantities
only)
Other outcomes
 Working productively and
collaboratively in pairs.
Cross Curriculum themes & General capabilities
 Literacy
 Communicating
 Problem solving
 Reasoning
about
Lesson assessment  The concept  Articulate the
involves students of percentages underlying
raising their hands at a first logic behind
and having effective principle level. the concept of
discussions with both  Finding the percentages.
the teacher and their percentage of  Calculate
fellow peers about an amount. percentages of
the learning material. quantities
Observational using mental
assessment of such and written
discussions is the methods.
priority in this lesson,  Work
as being able to collaboratively
explain the concept is
more valuable than
getting the correct
answers here.
Explicit subject specific concepts and
skills
Understanding that percent means ‘per
one hundred’. Developing a conceptual
understanding of what a percentage is
  Group work and how percentages can be used in a
meaningful way. There is a focus on
students being able to verbalise and
explain their solutions to the activity.
Working with others is another skill
valued in this lesson.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as understanding 1.6 Substantive
something that requires active construction and requires students to engage in 1.3 Problematic communication
higher-order thinking and to communicate substantively about what they are knowledge
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self
productively in an environment clearly focused on learning. Such pedagogy sets 2.2 Engagement regulation
high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations 2.6 Student direction
and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important knowledge 3.5 Connectedness
to students. Such pedagogy draws clear connections with students’ prior 3.2 Cultural knowledge 3.6 Narrative
knowledge and identities, with contexts outside of the classroom, and with 3.3 Knowledge
multiple ways of knowing all cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1 Focus and worksheet is aimed at improving conceptual understanding of percentages.
1.4 The lesson starter invites students to think outside the box.
1.5 Students discuss what the term ‘percent’ means.
1.6 Class discussion and feedback from questions.
2.4 Students work in pairs to face the questions together.

3.1 Class discussion invites students to talk about prior knowledge of percentages.
3.4 All students are paired up to do the worksheet task.
3.5 The worksheet provides practical examples of solving basic percentage problems.
 Time Teaching and learning actions Organisation Centred
T/S
Lesson starter: Match fish Teacher: Draw up the question on
Intro Show students 8 matchsticks arranged to depict a the board. S
fish swimming to the right. Ask them to move 3
5-10 mins matchsticks so that the fish is now swimming to the Student: Work on the solution.
left. The original fish is depicted as shown below:
Resources: N/A

Walk around and check the progress of the students

to help those who do not understand the question;
but do not give anyone the answer. After a few
minutes, either show the class the solution or ask
someone who has solved it to come to the front and
explain the answer to the class.
Class discussion. Teacher: Facilitate discussion.
Body Ask students what they believe a percentage is and T and S
where they may have seen them used before. Student: Communicate what they
5 mins Discuss what a percentage is with the class. think a percentage is.
Explain that the term “percent” (or per cent) means
“per one hundred”. Resources: N/A
Shaded grids Teacher: Show examples using the
15-20 mins Show a grid with 100 squares. Next show the grid shaded grids and provide focus T and S,
with a number of squares shaded (e.g. 7) and explain questions to promote a conceptual Mostly T
that this directly tells us that 7% of the squares are understanding.
shaded. Show some more examples of finding
percentages using the 100-square grid and ask Student: Communicate what they
students if they know the answers. Include 10%, think the answers are.
50%, 100% and 0%.
Next show other grids with 4 and 16 squares but of Resources: Images of partially
the same size as the 100-square grid. Show how shaded grid ready to show on a
these grids compare to the 100-square grids. Show a projector.
comparison of the 50% shaded grids to promote the
understanding that it doesn’t just matter how many
squares are shaded, but rather how much is shaded
with respect to the whole.
Paired worksheet questions 1-5 Teacher: Provide example and
10-15 mins Hand out worksheets. Give one worksheet per two discussion. T and S,
students and tell them that they are to work in pairs. Mostly S
Show the students an example of how to do these Student: Work through the
types of questions. worksheet questions and ask the
Ask students to work through questions 1-5 on the teacher if they have any questions.
worksheet in pairs. Ask them to read out their
working out to the person they are paired with to Resources: Worksheet
reinforce their understanding. Encourage them to
ask questions if they do not understand. Walk
around and assist students with the worksheet.
Paired worksheet questions 6-18 Teacher: Provide example and
10-20 mins Show the students how to do these types of discussion. T and S,
questions. Mostly S
Ask students to work through questions 6-18 on the Student: Work through the
worksheet. Encourage them to ask questions if they worksheet questions and ask the
 do not understand. Walk around and assist students teacher if they have any questions.
with the worksheet.
Resources: Worksheet
Ask students to discuss what they have learned Teacher: Facilitate discussion.
Conclusion about percentages. T and S
Student: Communicate what they
5 mins have learned.

Resources: N/A
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In preparing this lesson I have learned that pairing up the students is a great way of allowing all of
the students to verbalise their working out to another person.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Articulate the underlying logic
behind the concept of percentages.
Articulate the underlying logic
behind the concept of percentages.
Calculate percentages of quantities
using mental and written methods.
Work collaboratively.
Students working through and verbalising working
out performed in the worksheet.
Class discussion.
Student ability to work through the worksheet.
Observe student interactions and participation in
groups.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.1, 1.2, 2.1 Discuss terminology and provide conceptual understanding of percentages.
1.5, 3.1, 5.1 Multiple questions provided with gradually increasing difficulty.
1.6, 4.1 Students work in pairs.
2.2, 3.2, 3.3, Discussion and demonstration are done before students attempt questions.
3.5, 4.2, 5.3
2.5 Numeracy skills in addition and multiplication operations on worksheet.
2.6, 3.4 Use of projector to show images of partially shaded grids.
5.2 Feedback is provided as the teacher assists students with the worksheet.
7.1 The professional manner in which the lesson is presented.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
Schoolbags tucked away, electrical cords out of the way and appropriate space between
tables to allow the teacher to move through the classroom easily without tripping over. This
is also important for fire safety and emergency evacuation routines so that students are also
able to exit the classroom promptly in the case of such events.

References (In APA)

 Software, T. (2017). Problem Solving Lesson Starters and Online Activities. Transum.org.
Retrieved 2 August 2017, from
http://www.transum.org/Software/SW/Starter_of_the_day/Similar.asp?ID_Topic=31

Resources Attached:
Worksheet
 WORKSHEET

Gandalf, Aragorn, Boromir, Gimli, Legolas, Merry, Pippin, Frodo and Sam are all big fans of
the Yu-Gi-Oh card game. They like to duel each other and fight for the chance to become
the ultimate duellist. For the following questions, we will consider each of their card
collections.

Worked Example 1:

Gandalf has 500 cards. 2% of them are rare. How many rare cards does he have?
Total number of cards = 500
= 100 × 5
We have 5 hundreds.
Remember, percent means “per 100”.
2% means there are 2 rare cards for every 100

500
100 2
100 2
100 2
100 2
100 2
10

Therefore, the number of rare cards = 2 × 5

= 10

Questions:

1. Aragorn has 200 cards. 5% of them are rare. How many rare cards does he have?
Total number of cards = ___
= 100 × ___
We have ___ hundreds.
Remember, percent means “per 100”.
5% means there are ___ rare cards for every ___

200
100
100

Therefore, the number of rare cards = 5 × ___

=
2. Boromir has 600 cards. 25% of them are rare. How many rare cards does he have?
Total number of cards = ___
= 100 × ___
We have ___ hundreds.
Remember, percent means “per 100”.
25% means there are ___ rare cards for every ___

600
100
100
100
100
100
100

Therefore, the number of rare cards = 25 × ___

=

3. Gimli has 300 cards. 16% of them are rare. How many rare cards does he have?
Total number of cards = ___
= 100 × ___
We have ___ hundreds.
Remember, percent means “per 100”.
16% means there are ___ rare cards for every ___

300
100
100
100

Therefore, the number of rare cards = 16 × ___

=
4. Legolas has 1000 cards. 30% of them are rare. How many rare cards does he have?
Total number of cards = ___
= 100 × ___
We have ___ hundreds.
Remember, percent means “per 100”.
30% means there are ___ rare cards for every ___

1000

Therefore, the number of rare cards = 30 × ___

=

5. Merry has 700 cards. 13% of them are rare. How many rare cards does he have?
Total number of cards = ___
= 100 × ___
We have ___ hundreds.
Remember, percent means “per 100”.
13% means there are ___ rare cards for every ___

700

Therefore, the number of rare cards = 13 × ___

=
Worked Example 2:

Pippin has 350 cards. 6% of them are rare. How many rare cards does he have?
Total number of cards = 350
= ( 100 × 3 ) + ( 50 × 1 )
We have 3 hundreds, and 1 fifty (half-hundreds).
Remember, percent means “per 100”.
6% means there are 6 rare cards for every 100. There are 3 for every 50.

350
100 6
100 6
100 6
50 3
21

Therefore, the number of rare cards = 21

Questions:

6. Frodo has 250 cards. 5% of them are rare. How many rare cards does he have?
Total number of cards = ___
= ( 100 × ___ ) + ( 50 × ___ )
We have ___ hundreds, and ___ fifty (half-hundreds).
Remember, percent means “per 100”.
5% means there are ___ rare cards for every 100. There are ___ for every 50.

250
100
100
50

Therefore, the number of rare cards = ___

7. Sam has 950 cards. 12% of them are rare. How many rare cards does he have?
Total number of cards = ___
= ( 100 × ___ ) + ( 50 × ___ )
We have ___ hundreds, and ___ fifty (half-hundreds).
Remember, percent means “per 100”.
12% means there are ___ rare cards for every 100. There are ___ for every 50.

950
100
100
100
100
100
100
100
100
100
50

Therefore, the number of rare cards = ___

Using the same technique from the questions above, complete the following:

8. Find 20% of $700.

9. Find 2% of $250.

10. Find 50% of $300.

11. Find 10% of $450.

12. Find 12.5% of $800.

13. Find 3.5% of $1100.

14. Find 10% of $350.

15. Find 1.5% of $200.

Extra Questions:

16. Find 100% of $2670.

17. Benjamin is sitting an exam tomorrow. His aim is to get 80% and the exam is out of
200 marks. How many marks does Benjamin need to reach his goal?

18. Bob has 250 books on his bookshelf. He has already 6% of the books. How many
books has Bob read from his bookshelf?
 Lesson Plan 2

Topic area: Stage of Learner: Syllabus Pages: N/A

NA Fractions, Decimals And Stage 4 (Year 7)
Percentages
Date: N/A Location Booked: N/A Lesson Number: 7/9

Time: 60 minutes Total Number of students: 30 Printing/preparation

30x Worksheet

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson  Connecting and  Classify fractions,
 Communicates and assessment converting decimals and
connects mathematical involves students between percentages as
ideas using appropriate demonstrating fractions, rational numbers.
terminology, diagrams their ability to decimals and  Convert fractions to
and symbols (MA4- convert between percentages. decimals
1WM) (Focus on fractions, decimals (terminating only)
connecting ideas) and percentages and percentages.
 Applies appropriate to the teacher.  Convert terminating
mathematical techniques This can be decimals to fractions
to solve problems (MA4- observed through and percentages.
2WM) means of groups  Convert percentages
 Recognises and explains presenting their to fractions and
mathematical solutions to the decimals
relationships using ordering problem. (terminating only).
reasoning (MA4-3WM) Observational  Order fractions,
 Operates with fractions, assessment of decimals and
decimals and their relational percentages.
percentages (MA4-5NA) understanding of  Work
 Connect fractions, the learning collaboratively.
decimals material is key.
and percentages and
carry out simple
conversions
(ACMNA157)
Other outcomes
 Working productively
and collaboratively in
groups.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Literacy Understanding the connection between
 Communicating fractions, decimals and percentages. There is a
 Problem solving focus on students being able to verbalise and
 Reasoning explain their solutions to the activity. Working
 Group work with others is another skill valued in this lesson.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as understanding 1.6 Substantive
something that requires active construction and requires students to engage in 1.3 Problematic communication
higher-order thinking and to communicate substantively about what they are knowledge
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self
productively in an environment clearly focused on learning. Such pedagogy sets 2.2 Engagement regulation
high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations 2.6 Student direction
and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important knowledge 3.5 Connectedness
to students. Such pedagogy draws clear connections with students’ prior 3.2 Cultural knowledge 3.6 Narrative
knowledge and identities, with contexts outside of the classroom, and with 3.3 Knowledge
multiple ways of knowing all cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Students demonstrate learning by applying strategies to solve group task.
1.4 Students think about how they will make the numbers of the same form in the group task.
1.6 Class discussion and feedback from questions.
2.3 Set 3 on the worksheet contains more challenging questions for students.
2.4 Group work on the ordering numbers activity encourages social support.
2.5 Student input for the shaded shapes section.
3.1 Class discussion asks students of prior knowledge of fractions, decimals and percentages.
3.4 All students are encouraged to work in groups on the ordering numbers task.
 Time Teaching and learning actions Organisation Centred
T/S
Lesson starter: Broken clock Teacher: Draw up the
Intro Show students a standard clock face. Tell them that the clock question on the board. S
broke into two pieces and that the numbers on each of the
5-10 mins pieces add up to the same total. Ask them to draw a diagram to Student: Work on the
show how the clock cracked. solution.
Walk around and check the progress of the students to help
those who do not understand the question; but do not give Resources: N/A
anyone the answer. After a few minutes, either show the class
the solution or ask someone who has solved it to come to the
front and explain the answer to the class.
Class discussion. Teacher: Facilitate
Body Ask students what they think the difference is between discussion. T and S
fractions, decimals and percentages. Also ask them what types
5 mins of different things they are used for (e.g. ½ cup of milk, 30% off Student: Communicate
sale, $52.95) and which of the three they think is most common. and reason.
Explain to that all three are connected and any of them can be
expressed in the form of the other two. Resources: N/A
Shaded shapes. Teacher: Show examples
5-10 mins Provide visual examples of how the three are connected by using the shaded shapes T and S,
using shapes divided into equal parts (e.g. square grids, pie and provide focus Mostly T
graphs, bar graphs, etc). Colour a number of parts in each of questions to promote a
these shapes and demonstrate how to express the shaded conceptual understanding.
portions as fractions, decimals and percentages by considering
the shape as a whole. Student: Communicate
Ask students for their input by telling them to raise their hands what they think the
and say what they think the fraction, decimal or percentage of answers are.
the shaded portion of a shape is and to explain why.
Resources: N/A
Worksheet questions: Set 1 Teacher: Provide example
5-10 mins Hand out worksheets to the students. and discussion. T and S,
Provide an example to show the students how to do the simple Mostly S
conversions between fractions, decimals and percentages shown Student: Work through the
in set 1. worksheet questions and
Ask students to work through set 1 on the worksheet. Encourage ask the teacher if they
them to ask questions if they do not understand. Walk around have any questions.
and assist students.
Resources: Worksheet
Worksheet questions: Sets 2 and 3 Teacher: Provide example
5-10 mins Provide an example to show the students how to do the trickier and discussion. T and S,
conversions between fractions, decimals and percentages shown Mostly S
in sets 2 and 3. Student: Work through the
Ask students to work through set 2 on the worksheet and once worksheet questions and
completing that, to move on to set 3. Encourage them to ask ask the teacher if they
questions if they do not understand. Walk around and assist have any questions.
students. Those who have not completed set 1 yet can continue
to work on as many as they can. Resources: Worksheet
Group activity: Ordering numbers. Teacher: Assign groups,
10-15 mins Divide the class into groups of 4 or 5. Do this by lining them up monitor group progress T and S,
at the front of the class in order of date of birth, and then and assist students. Mostly S
assigning them an appropriate group number.
Assign each group a group leader whose task is to ensure the Student: Work in groups
group is on task and everyone is participating. The group should to order the numbers.
also have a scribe to write down their final solution to the
problem. Resources: N/A

Show the class the following set of numbers:

 1 3 1
0.325 21% 0.001 70% 0.9
6 4 2

Ask them in their groups to use a strategy to arrange the set of

numbers in order from lowest to highest. Walk around, monitor
their progress and provide some assistance.
After giving them some time, invite a group up to show the class
their solution and the strategy they used. Once completed, ask
other groups if they have anything to add or any corrections to
the solution presented.
Ask students what they have learned in this lesson. Ask by show Teacher: Facilitate
Conclusion of hand whether they prefer the use of fractions, decimals or discussion. T and S
percentages.
5 mins Student: Communicate
what they have learned.

Resources: N/A
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In preparing this lesson I have learned how worksheets can be created in such a way to account for
both struggling and gifted students by careful progression of difficulty.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Classify fractions, decimals and percentages
as rational numbers.
Convert between fractions, decimals and
percentages.
Convert between fractions, decimals and
percentages.
Order fractions, decimals and percentages.
Work collaboratively.
Class discussion.
Student response to the methods shown.
Student ability to work through the
worksheet.
Group discussions and presentations.
Observe student interactions and
participation in groups.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.1, 5.1, 5.4 Hearing solutions and feedback from students and groups.
1.2, 2.1 Shaded shapes demonstration helps students to learn visually.
1.6, 4.1 Students work in groups.
2.2, 3.2, 3.3, Lesson starter, discussion and demonstration introduce the lesson.
3.5, 4.2, 5.3
2.5 Numeracy skills in converting between fractions, decimals and percentages.
5.2 Feedback is provided as the teacher assists students with the worksheet.
7.1 The professional manner in which the lesson is presented.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
Schoolbags tucked away, electrical cords out of the way and appropriate space between
tables to allow the teacher to move through the classroom easily without tripping over. This
is also important for fire safety and emergency evacuation routines so that students are also
able to exit the classroom promptly in the case of such events.

References (In APA)

 Software, T. (2017). Problem Solving Lesson Starters and Online Activities. Transum.org.
Retrieved 2 August 2017, from
http://www.transum.org/Software/SW/Starter_of_the_day/Similar.asp?ID_Topic=31

Resources Attached:
Worksheet
 WORKSHEET

Set 1:

Fraction Decimal Percent

12
0.12 12%
100

55
55%
100

21%

30
100

0.8

4%

172
100

Set 2:

Fraction Decimal Percent

9
0.9 90%
10

50%

75
100

5%

0.25

17
50

40%
Set 3:

Fraction Decimal Percent

1
10

0.1%

1
50

0.7%

0.03

7
20

400%

3
4

1.65

7500%
 Lesson Plan 3

Topic area: Stage of Learner: Syllabus Pages: N/A

NA Fractions, Decimals And Stage 4 (Year 7)
Percentages (Focus on
percentages component, but
fractions and decimals still used)
Date: N/A Location Booked: N/A Lesson Number: 8/9

Time: 60 minutes Total Number of students: 30 Printing/preparation

8x Square Saw Worksheet
8x Group Scenario Worksheet
Scissors to hand out

Outcomes Assessment Students learn Students learn

about to
Syllabus outcomes Lesson  Finding the  Calculate
 Communicates and connects assessment percentage percentages
mathematical ideas using appropriate involves of an of
terminology, diagrams and symbols (MA4- students raising amount. quantities
1WM) their hands and  Finding a using
 Applies appropriate mathematical having effective percentage mental,
techniques to solve problems (MA4-2WM) discussions discount, written and
 Recognises and explains mathematical with both the profit or calculator
relationships using reasoning (MA4-3WM) teacher and loss. methods.
 Operates with fractions, decimals and their fellow  Calculate
percentages (MA4-5NA) (Focus on peers about the percentage
percentages, but fractions and decimals learning increases
still used) material. It also and
 Find percentages of quantities and express involves decreases.
one quantity as a percentage of another, demonstrating  Consider
with and without the use of digital their how
technologies (ACMNA158) (Finding understanding percentages
percentages of quantities only. Focus is on of the material are present
solving problems without using digital by means of and used in
technologies) their own real-world
 Solve problems involving the use of calculations scenarios.
percentages, including percentage and working  Work
increases and decreases, with and without methods. collaborativ
the use of digital technologies Monitoring ely
(ACMNA187) (Focus is on solving progress of the
problems without using digital groups allows
technologies) the teacher to
Other outcomes see if students
 Working productively and collaboratively understand the
in groups. content.
Cross Curriculum themes & General capabilities Explicit subject specific concepts
 Literacy and skills
  Communicating Students should be able to utilise
 Problem solving their ability to convert between
 Reasoning fractions, decimals and
 Group work percentages (as taught in the
previous lesson) to calculate
percentages of quantities and
solve problems about percentage
increases and decreases. They
should understand how to
interpret and calculate
percentages greater than 100
(e.g. increase from $2 to $5 is a
150% increase).
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as understanding 1.6 Substantive
something that requires active construction and requires students to engage in 1.3 Problematic communication
higher-order thinking and to communicate substantively about what they are knowledge
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self
productively in an environment clearly focused on learning. Such pedagogy sets 2.2 Engagement regulation
high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations 2.6 Student direction
and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important knowledge 3.5 Connectedness
to students. Such pedagogy draws clear connections with students’ prior 3.2 Cultural knowledge 3.6 Narrative
knowledge and identities, with contexts outside of the classroom, and with 3.3 Knowledge
multiple ways of knowing all cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1 Students first consider the concept of percentage increases and decreases.
1.4 The square saw activity opens students to solve a unique puzzle using their abilities.
1.5 Students learn about the terms ‘percentage increase’ and ‘percentage decrease’.
2.2 Square saw activity is an engaging task on percentages.
2.3 Square saw activity is a challenging task.
2.4 Group work on the provided worksheets encourages social support.
3.3 The square saw activity connects the topic of percentages with solving a 3x3 square puzzle.
3.4 All students are encouraged to work in groups on the worksheet tasks.
3.5 The group scenario worksheet links the topic to sample scenarios of the outside world.
 Time Teaching and learning actions Organisation Centred
T/S
Lesson starter: How many triangles? Teacher: Draw up the question on
Intro Ask students to count how many triangles there are the board. S
in the shape shown below:
5-10 mins Student: Work on the solution.

Resources: N/A

Walk around and check the progress of the students

to help those who do not understand the question;
but do not give anyone the answer. After a few
minutes, either show the class the solution or ask
someone who has solved it to come to the front and
explain the answer to the class.
Demonstrate finding percentages of quantities to Teacher: Provide example and
Body the class using the method of multiplying the discussion. T and S
quantity by the percent over 100 as a fraction (e.g.
10-15 mins 7% of 50 = 7/100 * 50). Discuss the method with the Student: Complete questions and
class. explain their solutions.
Provide 3-5 of the following questions on the board
for the students to complete: Resources: N/A
 Find 6% of $80.
 Find 12% of $500.
 Find 10% of $250.
 Find 20% of $1.
 Find 5% of $45.
Once completed, invite students to come to the
front and explain their solutions to the class.
Group activity 1: Square saw activity Teacher: Assign groups, monitor
10-15 mins Divide the class into groups of 5. Do this by asking group progress and assist students. T and S,
students to arrange themselves in order of height Mostly S
and assigning them each an appropriate group Student: Work in groups to solve
number. the problem.
Assign each group a group leader whose task is to
ensure the group is on task and everyone is Resources: Square Saw Worksheet,
participating. Also assign a ‘cutter’ whose job it is to Scissors
use the scissors to cut up the squares on the
worksheet.
Hand out one square saw activity worksheet to each
of the groups. Also hand out a pair of scissors if your
students don’t already have a pair and ask the
cutters to cut out the 9 squares on the sheet. Ask the
group to then work together to solve the 3x3 square
puzzle so that the sides touching each other are
equal.
Have a class discussion about where percentages are Teacher: Provide example and
10-15 mins often used and talk about the ideas of percentage discussion. T and S
increases and decreases by linking them to sales or
taxes. Student: Complete questions and
Demonstrate percentage decreases by taking the explain their solutions.
percentage of a value and subtracting it from the

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 original value (e.g. 20% off $50 = 50 – (20/100 * 50)). Resources: N/A
Demonstrate percentage increases by taking the
percentage of a value and adding it to the original
value (e.g. 20% increase of $50 = 50 + (20/100 * 50)).
Provide the following questions on the board for
students to complete:
 How much is a $180 suit worth if it
decreases in value by 20%?
 How much is a $55 shirt worth if it
decreases in value by 35%?
 How much is a $100 watch worth if it
increases in value by 10%?
 How much is a $6 pen worth if it increases
in value by 25%?
Once completed, invite students to come to the
front and explain their solutions to the class.
Group activity 2: Scenario worksheet Teacher: Monitor group progress
10-15 mins Ask students to keep their same groups for this and assist students. T and S,
activity. Hand out one group worksheet to each of Mostly S
the groups and ask the group leaders to choose Student: Work in groups to solve
someone in their group to be the scribe who writes the problems.
down the solution of the group. Ask students to
work together to find the solutions to both Resources: Group Worksheet
scenarios. Walk around, monitor their progress and
provide some assistance.
Once completed, either demonstrate the solutions
or ask groups to come forward and present their
solutions to the problems. Ask by show of hands to
see how many groups got the same correct
solutions.
Ask students to discuss what they have learned Teacher: Facilitate discussion.
Conclusion about percentages and specifically percentage T and S
increases and decreases. Student: Communicate what they
5 mins have learned.

Resources: N/A

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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In preparing this lesson I have learned how the square saw activity could be used in multiple
different topic areas.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
Calculate percentages of quantities using Student feedback and ability to work through
mental, written and calculator methods. the square saw activity worksheet.
Calculate percentage increases and Student response and explanations to related
decreases. questions.
Consider how percentages are present Student response to and progress on the group
and used in real-world scenarios. scenario worksheet.
Work collaboratively. Observe student interactions and participation
in groups.

Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
Graduate Evidence within this lesson
Standards
1.1, 5.1, 5.4 Hearing solutions and feedback from students and groups.
1.2, 2.2, 3.1, Square saw activity engages and challenges students in the first half.
3.2, 4.2
1.6, 4.1 Students work in groups.
2.1, 3.3, 3.5, Demonstrations and discussions about percentage increases and decreases.
5.3
2.5 Numeracy skills in finding percentages of quantities.
5.2 Feedback is provided as the teacher assists students with the worksheet
and after students present their scenario sheet solutions to the class.
7.1 The professional manner in which the lesson is presented.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
Schoolbags tucked away, electrical cords out of the way and appropriate space between
tables to allow the teacher to move through the classroom easily without tripping over. This
is also important for fire safety and emergency evacuation routines so that students are also
able to exit the classroom promptly in the case of such events. Another WHS consideration
in this lesson is the use of scissors for the square saw activity worksheet. Ensure that those
using the scissors to cut the sheet up are using them safely and responsibly.

References (In APA)

 Software, T. (2017). Problem Solving Lesson Starters and Online Activities. Transum.org.
Retrieved 2 August 2017, from
http://www.transum.org/Software/SW/Starter_of_the_day/Similar.asp?ID_Topic=31

Resources Attached:
Square Saw Activity Worksheet (with Solution Sheet) & Group Scenario Worksheet

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SQUARE SAW ACTIVITY

26
SQUARE SAW ACTIVITY (SOLUTION)

27
 GROUP SCENARIO WORKSHEET

SCENARIO 1:

Yellowbody Shoe Store is having a massive shoe sale. All Converse shoes are 20% off. All
Vans shoes are 15% off. All Nike shoes are 40% off. Is it cheaper to purchase a pair of Nike
Air Max that originally cost $145 or a black pair of Old Skool Vans that originally cost $110?

Working Out:

Answer:
____________________________________________

SCENARIO 2:

Salamanders Sunshop is selling stock fast and so it has decided to raise its prices on skincare
products. All Cetaphil products are 35% more expensive. All Nivea products are 40% more
expensive. All Cancer Council products are 25% more expensive. Is it cheaper to purchase a
Cetaphil 50SPF+ sunscreen that originally cost $17.95 or a Cancer Council Ultra Cooling
SPF50+ that originally cost $14.95?

Working Out:

Answer:
____________________________________________

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Justification

The three lesson plans I constructed were for consecutive sixty-minute lessons on the topic

area of Fractions, Decimals and Percentages at a Stage 4 level. These are the sixth, seventh

and eighth lessons out of nine for the topic area. The plans are mostly centred on the

percentages component with lesson one aimed at provided students with a conceptual

understanding of percentages and lesson three aimed at teaching students to calculate

percentages of quantities, percentage increases and decreases. Lesson two focuses on

connecting the three components by teaching students to convert between fractions, decimals

and percentages. These lessons each address various elements from the Australian

Professional Standards for Teachers (APST) (AITSL, 2017) and the NSW Quality Teaching

Model (QT Model) (Gore, 2007; Ludwig & Gore, 2003). Key learning theories were also

considered in the formulation of these lesson plans including the ideas about relational vs.

instrumental understanding (Skemp, 2016). As a whole, these three lessons aim to effectively

provide for the learning needs of different and diverse students.

The lessons are ordered in such a way to build on one another in accordance with the syllabus

outcomes. For example, one outcome included is ‘communicates and connects mathematical

ideas using appropriate terminology, diagrams and symbols’ (MA4-1WM). It is found in all

three plans, but lesson one only looks at communicating mathematical ideas, whilst lesson

two looks at connecting ideas and lesson three addresses both aspects. All three plans also

address the non-syllabus outcome of ‘working productively and collaboratively in pairs’.

There is at least one paired or group activity in each lesson that strives to address this

outcome and to meet some of the elements outlined in the APST and QT model. Each group

is assigned a group leader whose task is to ensure the group is on task and everyone is

29
participating, thus addressing elements 2.4 (social support) and 3.4 (inclusivity) from the QT

Model. One limitation of group work may be for students who are more gifted and feel held

back by others, as there is a substantial amount of group work in these lessons. However,

even if a gifted and talented student is working with a struggling student, not only is the

struggling student able to learn from the gifted one, but the talented student may also

reinforce his or her own understanding of the content by teaching it to others.

The lesson plans also have a great balance of teacher-centred and student-centred activities.

This positively allows for more meaningful activities that are not all as simple as the students

sitting down and having the teacher dictate everything to them. Nevertheless, creating

interesting tasks is not enough, as they must also be appropriately sequenced (Sullivan,

2011). The plans share some similar features pertaining to lesson structure. Every lesson

begins with a lesson starter and ends with a conclusion phase. The starters aim to engage

students from the moment they walk in by pitching them a curiously challenging problem.

Unlike the other two lesson starters, the starter for lesson two is not only intended to get the

students thinking out of the box. It is somewhat more relevant to the content of the lesson as

it involves looking at breaking a clock into two separate portions. The theme of looking at

shapes broken down into portions is one of the key focal points of the lesson, thus making

this lesson starter quite a suitable one for this particular lesson. The conclusion stage of the

lesson is included to facilitate discussion and receive different student feedback about their

learning, thus adhering to graduate standards 5.1 (assess student learning) and 5.4 (interpret

student data) of the APST.

Class discussions and demonstrations are utilised in each of the plans in a bid to encourage

interaction between the students and the teacher by inviting them to ask questions and discuss

30
the content. These demonstrations can also effectively utilise information and communication

technology (ICT) to convey ideas to the class. For example, in the first lesson there is a

demonstration that takes a look at various partially shaded 100-square grids to help deliver a

conceptual understanding of percentages. Drawing these grids up manually would

unnecessarily eat up precious time, when using a projector to show these would be much

faster and also adheres to the standard 2.6 (ICT) of the APST. Paired and group work on

worksheet questions and activities, such as the square saw activity in lesson three, provide

some interactivity and engagement in the lesson in accordance with element 2.2

(engagement) of the QT Model. The first lesson includes a uniquely designed pairs worksheet

on the first principles of percentages to assist students with their conceptual understanding.

After all, it is the communicator of mathematical ideas and not the recipient who needs to

know the first principles of learning mathematics most (Skemp, 2016). The diversity and

engagement levels of the types of activities included in these lesson plans helps to account for

the different types of learners in the classroom. Some students may be visual learners who

benefit more from watching the teacher demonstrate how to solve examples on the board,

whilst others are able to better grasp an understanding of the content through open

discussions, by completing worksheets or working collaboratively with others.

Overall, in creating these three lesson plans I have gained a deepened understanding of the

importance of assisting students with a conceptual understanding before teaching them

standard skills and techniques. I have learned about how worksheets can be created in such a

way to account for both struggling and gifted students by careful progression of difficulty,

thus providing for different and diverse learners’ needs. The various key elements from the

APST and QT Model have also acted as a guide and helped me to distinguish the various

aspects of teaching that I am successfully accounting for in the lesson plans, and those

31
aspects that can be improved on. As best put by Allan Leslie White, “Teaching is a process of

continual striving for excellence, a quest for the perfect lesson and an understanding that it

can never be achieved. There is always something, upon reflection, that could be improved to

meet the individual needs of the students.”

References

Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a

difference: Challenges for teachers, teaching, and teacher education (pp. 15-33).

Rotterdam, Netherlands: Sense Publishers.

Skemp, R. (2016). Mathematics in the primary school. London: Routledge.

Sullivan, P. (2011). Teaching mathematics. Camberwell, Vic.: ACER Press.

White, A. L. (2011). School mathematics teachers are super heroes. South East Asia

Mathematics Education Journal, 1(1), 3-17. AITSL. (2017).

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