© All Rights Reserved

26 vues

© All Rights Reserved

- copy of anguianojuan resume
- Comparison of Planning Theories
- Teaching Science
- Math Stars Grade 4
- Role Play Experience Final 100504
- Connecting the Ethnomathematics of Carpet Layers With School Learning
- epdf.tips_peer-instruction-a-users-manual.pdf
- 1576857120
- Bird
- California - Competencies in Mathematics Expected for College - June 1997
- Career Strategies Workbook - 2016 PDF.pdf
- Kumar Kumaresan
- thing 14
- Math Logic on the Chessboard
- Domino Addition Lesson Plan
- Problem Solving Model
- Excel.01
- rachel ann marcelo
- 01
- wbl employability skills checklist

Vous êtes sur la page 1sur 27

Assignment 1

SID: 19058173

1

Contents

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

Reflection ……………………………………………............……...........………............... 24

References ………………………………………………....……...........……...................... 26

2

UNIT OUTLINE

Topic: Financial Mathematics (MS-F1 Course: Standard Mathematics Number of

Money Matters) Lessons: 8

Unit title: Interest and Depreciation

(F1.1)

increases and ability to justify various types of financial decisions that will affect

decreases their life now and into the future. Some of these aspects include

Calculating and calculating investments, GST, repayments with interest, borrowing

graphing simple and money, understanding the costs associated with banking and

compound interest financial institutions, and determining how the value of an asset

Calculating the changes over time, such as the salvage value of a car.

depreciation of an

asset

Unit context within Scope Syllabus Outcomes

and Sequence/Purpose

form MS11-2

models relevant financial situations using appropriate tools

MS11-5

makes predictions about everyday situations based on simple

mathematical models MS11-6

uses appropriate technology to investigate, organise and

interpret information in a range of contexts MS11-9

justifies a response to a given problem using appropriate

mathematical terminology and/or calculations MS11-10

Differentiation

Mathematical terminology Excel spreadsheets used to: Differentiated worksheets with

such as: simple interest, compare simple enrichment questions for gifted

compound interest, rate, interest graphs for and talented students

period, depreciation, different rates and Class wide discussion of

salvage value, percentage periods important terminology to

increase, percentage calculate and graph account for students struggling

decrease compound interest with the English language

as a recurrence

relation involving

repeated

applications of

simple interest.

3

Lesson/ Syllabus Content Teaching and Learning Strategies Resources

Sequence including assessment for learning.

Apply Introductory square saw activity Square saw

percentage (matching percentages of worksheets

values) Scissors (for

increase or

Discuss what percentage square saws)

decrease in

increases and decreases are with

various the class and how they apply to

contexts, e.g. the real-world (e.g. discounts,

calculating the mark-ups, GST)

goods and Show the class two examples on

1

services tax the board: one of calculating a

percentage increase and one

(GST) payable

percentage decrease

on a range of Give them some questions to

goods and attempt themselves (3 of each

services type) and ask students to

volunteer their answers

Discuss GST with the class and

do some GST-specific questions

Calculating Discuss what the terms profit, Worksheets

profit or loss loss and percentage change (with

mean with the class enrichment

in
absolute

Demonstrate how to calculate questions)

and

these on the board

2 percentage Hand students a worksheet to

terms attempt some questions (10).

Have enrichment questions on

the worksheet for gifted

students.

Calculate Discuss what simple interest is Laptop

simple and how it applies to the real- Projector

interest for world with the class via PowerPoint

different rates PowerPoint presentation presentation on

and periods Introduce the simple interest using the simple

formula and explain how it interest formula

3

works

Demonstrate questions

involving the simple interest

formula and give students some

problem-based questions to

answer using the formula

Use Show the class examples of some Laptop

technology or simple interest graphs in Excel Projector

and discuss the features and Excel

otherwise to

changes of each graph with them spreadsheet

compare

Give students the chance to play sample

simple around with this spreadsheet Access to

interest themselves by changing the computers with

graphs for principal, rate and period to see excel (if

4

different rates what happens to the graph (if possible, else

and periods they have access to computers demonstrate)

with internet and Excel, else

simply demonstrate on projector

for them)

Students answer questions that

involve comparing simple

interest graphs for different

4

rates and periods

depreciation students a website such as Projector

carsales.com or eBay and Internet access

of an asset

browse through comparing new Group problem

using the items and used items to convey worksheets

straight-line how assets can depreciate in

method as an value over time

application of Present the salvage value

the simple formula and show students how

interest straight-line depreciation works

5

by demonstrating how to solve

formula

1-2 real-world problems

Use the Divide students into groups of 2-

salvage 3 and assign real-world

formula problems to each group and ask

them to solve these using the

formula

Students present their solutions

Teacher facilitates conclusive

discussion about depreciation

Use a Review of simple interest with Laptop

spreadsheet to quick starter problem Projector

calculate and Class discussion on how Excel

compound interest can be seen spreadsheet

graph

as ‘interest on interest’ sample

compound Teacher presentation and Access to

interest as a demonstration of sample computers with

recurrence Microsoft Excel spreadsheet excel (if

relation used to calculate and graph possible, else

involving compound interest as a demonstrate)

recurrence relation involving Group problem

repeated

repeated applications of simple worksheets

6 applications of interest

simple Group activity: divide class into

interest groups of 3-4 where they are

each assigned a problem on the

worksheet and work together on

Microsoft Excel to display and

solve the problem

Groups present their solutions

Class discussion: ask students to

consider how compound interest

can be found in a simpler way

via the formula

Calculate Recap previous lesson and Laptop

compound discuss how compound interest Projector

can be found using the PowerPoint

interest

compound interest formula presentation

7 Teacher demonstration on how

to implement the formula in 1-2

questions on the board

Teacher presents a range of 2-4

similar questions via PowerPoint

5

and students attempt these as

the teacher monitors progress

Unit review This lesson can be used to revisit Unit review

problem areas for students in worksheets

the unit or simply recap the

entire unit thus far

Students are provided

8 worksheets to attempt with a

range of questions from all

different content in the unit.

Questions that students are

struggling with can be

demonstrated on the board.

Assessment Details Outcome

1. Investigation-style assessment represents information in symbolic, graphical and

tabular form MS11-2

models relevant financial situations using appropriate

tools MS11-5

makes predictions about everyday situations based on

simple mathematical models MS11-6

uses appropriate technology to investigate, organise

and interpret information in a range of
contexts

MS11-9

justifies a response to a given problem using

appropriate mathematical terminology

and/or
calculations MS11-10

2. Examination represents information in symbolic, graphical and

tabular form MS11-2 (symbolic only)

makes predictions about everyday situations based on

simple mathematical models MS11-6

justifies a response to a given problem using

appropriate mathematical terminology

and/or
calculations MS11-10

Evaluation of the Learning and

Teaching

N/A

6

Lesson Plan

Compound Interest Stage 6 (Standard Mathematics) Standard Mathematics (p39-40)

Date: N/A Location Booked: N/A Lesson Number: 6/8

- Have a sample Microsoft Excel

spreadsheet ready and accessible

to all students

- Ensuring students have access to

computers with Microsoft Excel

- Print off 10x ‘Group Problem

Worksheet’ found in the resources

attached section of this lesson plan

Syllabus outcomes Lesson assessment The connection Calculate and

represents information in involves students between simple graph compound

symbolic, graphical and raising their hands and interest and interest as a

tabular form MS11-2 having meaningful compound interest. recurrence

models relevant financial discussions about the Calculating and relation involving

situations using graphing compound repeated

learning material. It

appropriate tools MS11-5 interest. applications of

also involves students

uses appropriate simple interest.

demonstrating their Use Microsoft

technology to

investigate, organise and

understanding of the Excel.

interpret information in a material by having the Work

range of contexts MS11- teacher monitor the collaboratively.

9 progress of groups as

they work on their

Other outcomes Microsoft Excel

students use some of the spreadsheet

capabilities of Microsoft documents.

Excel

students work

collaboratively in groups

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Use of appropriate technology Students should be able to utilise their

Communicating understanding of how simple interest works

Problem solving to see how compound interest works via a

Reasoning recurrence relation.

Group work

7

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.

element

1.1 Students first consider the concept of compound interest as ‘interest on interest’.

1.2 Students demonstrate their understanding of compound interest via excel spreadsheets.

1.4 Students must think carefully about how they will interpret and solve a given problem.

1.5 Students learn about what ‘compound interest’ means and associated terminology.

1.6 Classroom discussions at the start and end of the lesson.

2.2 Microsoft Excel is used in groups to engage all students in the task.

2.4 Group work on the provided worksheets encourages social support.

3.1 Simple interest is reviewed at the start of the lesson.

3.3 The excel spreadsheet exercise connects compound interest and simple interest.

3.4 All students are encouraged to work in groups on the worksheet tasks.

3.5 The group problem worksheet links the topic to sample real world scenarios.

8

Time Teaching and learning actions Organisation Centred

T/S

Lesson starter: Review of simple interest Teacher: Display question (either on

Intro whiteboard or projector). S

Draw up a quick problem question involving simple

5 mins interest to test the ability of students to recount Student: Work on the solution.

how to calculate simple interest.

Resources: Projector (to display

Walk around and check the progress of the students. question).

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: Introduction to compound interest Teacher: Facilitate discussion.

Body T and S

Talk with the class about how compound interest Student: Participate in discussion.

5 mins works and provide an understanding of how

compound interest can be viewed as interest on Resources: N/A

interest.

Teacher presentation and demonstration of sample Teacher: Present sample spreadsheet

10-15 mins Microsoft Excel spreadsheet used to calculate and and respond to student questions. T and S,

graph compound interest as a recurrence relation Mostly T

involving repeated applications of simple interest. Student: Observe spreadsheet and ask

questions for clarification.

Shown at the bottom of this lesson plan is a

screenshot of the sample Excel spreadsheet. Resources: Microsoft Excel

spreadsheet sample, Projector (to

display it).

Group activity: Microsoft Excel spreadsheet Teacher: Assign groups, monitor group

20-25 mins progress and assist students. T and S,

Divide the class into groups of 3-4 (dependent on Mostly S

number of computers available) and hand out a Student: Work in groups to solve the

‘Group Problem Worksheet’ to each group. Each problem.

group is told to work on a different problem scenario

from the worksheet to solve the problem using Resources: Computers with Microsoft

excel. Tell students they can download a copy of the Excel, student access to sample

sample excel spreadsheet if possible, otherwise they spreadsheet, ‘Group Problem

should create their own spreadsheet from scratch in Worksheet’ (10x printed) for each

the same format. Students work collaboratively on group.

their respective problem questions whilst the

teacher walks around to monitor and help students.

Groups that fly through quickly can attempt solve

other problem questions on the worksheet.

If there is time for it, groups may present their Teacher: Provides feedback to the

5-10 mins solutions and conclusions from their work on the findings of groups. T and S,

spreadsheet. Mostly S

Student: Present findings and

conclusions.

Resources: N/A

Class discussion: Ask students to have a close look at Teacher: Facilitate discussion.

Conclusion the recurrence relation to identify that compound T and S

interest is in fact interest on interest. From here, Student: Participate in discussion.

5-10 mins conclude by hinting at how there is a way to

effectively find compound interest faster using a Resources: N/A

formula that makes use of this recurrence relation.

Leave students to consider how the formula might

work.

9

Reflection

What have I learned about the teaching and learning process when preparing this lesson?

In preparing this lesson I have learned how useful Microsoft Excel spreadsheets can be in

assisting student learning, particularly in financial mathematics.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Students represent information in symbolic, Student ability to utilise symbols, tables and

graphical and tabular form (MS11-2). graphs in excel spreadsheets.

Students model relevant financial situations Student ability to use Microsoft Excel to

using appropriate tools (MS11-5). model the given problem scenario.

Students use appropriate technology to Student ability to use computers with

investigate, organise and interpret Microsoft Excel to explore how compound

information in a range of
contexts (MS11- interest works.

9).

Students use some of the capabilities of Observe how well students use Excel in

Microsoft Excel. relation to correctness and efficiency.

Students work collaboratively in groups. 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, 5.3, Hearing solutions and feedback from students and groups.

5.4

1.2, 2.2, 2.3, Microsoft Excel spreadsheets demonstrate students have understood and

3.1, 3.2, 3.4 effectively attempted the problem question.

1.6, 4.1 Students work collaboratively in groups.

2.1, 3.3, 3.5, Demonstrations and discussions about compound interest.

5.3

2.6 Use of Microsoft Excel spreadsheets.

4.2, 4.3, 4.4, Teacher monitors students as they work in groups and ensures students are

4.5 on task and behaving safely.

5.2 Feedback is provided as the teacher assists students with Excel

spreadsheets and after students present their 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.

Resources Attached:

- Microsoft Excel Spreadsheet Sample (screenshot)

10

- Group Problem Worksheet

Microsoft Excel Spreadsheet Sample: Compound Interest

sample for the class to investigate compound interest as a recurrence relation

involving repeated applications of simple interest.

This spreadsheet has been carefully created so that one can simply change the data

in the information and all of the subsequent data in the table and graph will readjust

for the new data.

11

Group Problem Worksheet

Scenario 1. Adrian invested $50,000 for 1 year at 10% p.a. compounding monthly.

What is the final value of his investment after 1 year?

What is the final value of her investment after the 7 years?

quarterly. What is the final value of her investment after the 4 years?

What is the final value of her investment after the 10 years?

quarterly. What is the final value of her investment after the 3 years?

How much more interest is earned for the scenario when interest is compounded

compared with simple interest for the same principal, rate and time period?

12

Standard Mathematics

Examination

(Including marking guidelines)

General Instructions

Time allowed - 20 minutes

Write using black or blue pen.

Calculators may be used.

Total Marks – 20

13

For the following questions, place your answers in the space provided.

Question 1

Bob received an invoice for his gym membership of $320. In addition, he was required

...............................................................................................................................

...............................................................................................................................

Criteria Marks

1

Provides correct answer

Sample answer:

= $32

...............................................................................................................................

(b) What was the total cost of Bob’s gym membership including the GST? [1 mark]

Criteria Marks

1

Provides correct answer

Sample answer:

= $352

14

Question 2

An electrical appliances store is offering a 20% discount for customers who pay with

cash. Carly wants a fridge marked at $900. How much will she pay if she is paying with

cash? [2 marks]

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

Criteria Marks

2

Provides correct answer

1

Makes significant progress towards the answer

Sample answer:

= $180

Cash cost = $900 − $180

= $720

.............................................................................................................................................

Question 3

A bed was purchased for a cost price of $550 and marked up to a retail price of $660.

What is the percentage mark-up from the cost price to the retail price? [2 marks]

15

Criteria Marks

2

Provides correct answer

1

Makes significant progress towards the answer

Sample answer:

= $110

Percentage mark-up = 110 ÷ 550

= 20%

Question 4

Using the graph below, what is the interest after 5 years? (Let ‘n’ be the number of

Criteria Marks

1

Provides correct answer

Sample answer:

Interest = $300

16

............................................................................................................................................

Question 5

(a) What is the simple interest on Sandra’s investment after the 5 years? [2 marks]

Criteria Marks

2

Provides correct answer

1

Makes significant progress towards the answer

Sample answer:

= $1200 × 0.04 × 5

= $240

...............................................................................................................................

(b) What will be the final value of the Sandra’s investment mentioned in part (a) after the

5 years? [1 mark]

Criteria Marks

1

Provides correct answer

Sample answer:

= $1200 + $240

= $1440

...............................................................................................................................

17

Question 6

What is the simple interest rate if $8,000 increases to $8,600 over 3 years? [2 marks]

Criteria Marks

2

Provides correct answer

1

Makes significant progress towards the answer

Sample answer:

= $600

Simple interest = Principal × Rate × Period

$600 = $8000 × Rate × 3

Rate = 600 ÷ 24000

= 0.025

= 2.5% p.a.

.............................................................................................................................................

Question 7

Gary pays $4,500 for a used car. It depreciates $480 each year. What will be the value

Criteria Marks

1

Provides correct answer

Sample answer:

= $4500 – $480 × 4

18

= $2580

.............................................................................................................................................

Question 8

Ron purchased a van three years ago. It has a salvage value of $23,000 and depreciated

$3,200 each year. How much did Ron pay for the van? [2 marks]

Criteria Marks

2

Provides correct answer

1

Makes significant progress towards the answer

Sample answer:

$23000 = Purchase price – $3200 × 3

Purchase price = $23000 + 9600

= $32600

.............................................................................................................................................

Question 9

Brett borrows $5,000 at 8% p.a. interest compounding annually. What is the amount he

Criteria Marks

19

2

Provides correct answer

1

Makes significant progress towards the answer

Sample answer:

Amount = P (1 + r)𝑛

= $5000 (1 + 0.08)4

= $6802.44

.............................................................................................................................................

Question 10

Criteria Marks

3

Provides correct answer to the nearest cent

Jasmine invested $12,000 over 5 years at 4% p.a. interest compounding quarterly. How

much interest does she make after the 5 years? (Answer to the nearest cent) [3 marks]

20

2

Provides correct answer

1

Makes significant progress towards the answer

Sample answer:

Amount = P (1 + r)𝑛

0.04 20

= $12000 (1 + )

4

= $14642.28

Interest = Amount – Principal

= $14642.28 - $12000

= $2642.28

END OF EXAMINATION

Task

(Including marking rubric)

21

Outcomes assessed

represents information in symbolic, graphical and tabular form MS11-2

models relevant financial situations using appropriate tools MS11-5

makes predictions about everyday situations based on simple mathematical models

MS11-6

uses appropriate technology to investigate, organise and interpret information in a

range of
contexts MS11-9

justifies a response to a given problem using appropriate mathematical terminology

and/or
calculations MS11-10

This assignment involves the use of spreadsheets and graphing technologies to solve

real world problems. All parts of the task are to be completed individually. When

working during class time, students can access all class notes and practice questions.

Students will need to access digital technologies during class time.

Marking criteria

You will be assessed on how well you:

accurately solve the problem given the different scenarios to consider

select and use appropriate mathematical processes, technologies and language to

investigate, organise and interpret graphs and relationships

provide reasoning and justification related to the problem

Feedback provided

The teacher will provide feedback outlining strengths and areas for improvement to

build on knowledge, understanding and skills for future learning.

Context

For this assignment, consider the following scenario. You have $100,000,000 and

would like to invest it in such a way that the interest (and interest alone) earned from

your investment would be enough for you to purchase a luxury yacht priced at

$32,000,000. The following four banks each provide different investment options:

Bank A offers you a simple interest rate of 5% p.a.

Bank B offers you interest of 4.5% p.a. compounding annually.

Bank C offers you interest of 4.5% p.a. compounding quarterly.

Bank D offers you interest of 4.5% p.a. compounding monthly.

Your task

22

Using spreadsheets and graphing technologies (e.g. Microsoft Excel), present each of

the four options in a different table showing how the investment changes over each

and every incremental period. You should have columns for ‘Period’ (n), ‘Principal’

(P), ‘Interest’ (I), and ‘Principal + Interest’ (P+I). Each of the scenarios should also be

accompanied by a line graph showing the growth of the investment over time.

Once you have determined the final values of the investment in each of the four

scenarios via the spreadsheet, use the simple interest formula and compound interest

formula to confirm these solutions. Finally, decide which of the four banks is offering

you the best and fastest investment option, and that will allow you to purchase your

luxury yacht as soon as possible.

Total marks – 20

Marking Rubric

Marks

Criteria

0 1 2 3 4

Constructs No correct One table is Two tables are Three tables All four tables

correct tables tables. correct and correct and are correct are correct

within a shows enough show enough and show and show

digital time periods for time periods enough time enough time

spreadsheet to interest to reach for interest to periods for periods for

accurately goal. reach goal. interest to interest to

represent each reach goal. reach goal.

of the four

scenarios.

Constructs No correct One line graph Two line Three line All four line

correct line line graphs. is correct and graphs are graphs are graphs are

graphs within shows enough correct and correct and correct and

23

a digital time periods for show enough show enough show enough

spreadsheet to interest to reach time periods time periods time periods

accurately goal. for interest to for interest to for interest to

represent each reach goal. reach goal. reach goal.

of the four

scenarios.

Correctly uses No formulae Formula is used Formula is Formula is Formula is

the simple and used correctly. correctly for used correctly used correctly used correctly

compound one scenario to for two for three for all four

interest confirm the scenarios to scenarios to scenarios to

formulae to data in the confirm the confirm the confirm the

make spreadsheet. data in the data in the data in the

calculations spreadsheet. spreadsheet. spreadsheet.

for each of the

four scenarios.

Makes correct Makes no Provides an Provides a Provides a Provides a

conclusion for conclusion. incorrect correct correct correct

the problem solution to the solution to the solution to the solution to the

and provides problem but problem problem with problem with

clear and uses some without any vague or clear and

accurate reasoning. reasoning. uncertain accurate

reasoning. reasoning. reasoning.

Presents work Work is very Work is Work is partly Work is Work is well

neatly and unstructured. unstructured. structured. structured. structured.

professionally. Spreadsheets Spreadsheets Spreadsheets Spreadsheets Spreadsheets

are messy and are set out in an are set out in a are set out in a are set out in a

hard to untidy manner. fair manner. fair manner. tidy manner.

decode. Graphs are Graphs Graphs have Graphs have

Graphs are incomplete. missing titles either titles or titles and axis

very Calculations and axis axis labels. labels.

incomplete. are labels. Calculations Calculations

Calculations comprehendible Calculations are presented are presented

are messy and but terminology are reasonably quite neatly very neatly

difficult to is used neat. and and

follow. incorrectly. appropriate appropriate

terminology is terminology is

used correctly. used correctly.

Grade

TOTAL

E D C B A

20 0-4 5-8 9-12 13-16 17-20

Reflection

This assignment has helped me to better gauge the amount of work that goes into

developing unit plans, lesson plans, assignments and examinations and how these are

linked to the Australian Professional Standards for Teachers (APST) and the NSW

Quality Teaching (QT) model. In creating these various pieces, I have been forced to

consider how they all interrelate. With updated syllabuses for mathematics being

24

introduced, I have come to understand the importance for teachers to share a strong

In creating a unit plan for ‘Interest and Depreciation’ (MS-F1.1), I have come to

better understand how knowledge of the content and how to teach it (APST Standard

2) can guide a teacher in appropriately scheduling lessons for a topic area. By having

an idea of which focus areas will require more teaching time, a teacher is better able

to plan for and implement effective teaching and learning for the unit (APST Standard

3). I have seen how unit plans assist in the distribution of teaching content and in

depicting a clear plan of what will be taught in each lesson and what resources are

needed to guide the teacher from week to week, thus helping teachers to present

students with explicit quality criteria (QT 2.1) for each lesson. However, I also

understand that a unit plan is not a fixed plan and flexibility to changes in the

classroom. Additionally a unit plan outlines the outcomes that will be addressed in

each of the assignments for a unit, which helps in the selection of assignments that

In creating a lesson plan for this assignment, I have a more accurate picture of how

lesson plans tie in with the unit outline. It also allows a teacher to identify the ways

that lesson work can be differentiated for diverse students, thus paving the way for

social support (QT 2.4) and inclusivity (QT 3.4). For example, in my lesson plan

worksheet, I included an enrichment question for gifted students who finish the group

students is also important to especially account for those students struggling with

25

speaking English (QT 3.6). Furthermore, I have seen particularly how well ICT can

be utilised for learning (APST Standard 2.6) to encourage higher-order thinking (QT

1.4) and engagement (QT 2.2). Microsoft Excel is a very useful tool for students to

use in the study of financial mathematics. In my lesson plan, students work in groups

involving repeated applications of simple interest; a direct piece of content from the

syllabus. Learning about how to use spreadsheets and graphing technologies like

Excel is substantially beneficial for students who might consider Excel for future uses

In writing up one examination, one investigation task and the marking guidelines for

each of these assessments, I have gained a deeper understanding of how to set out

such tasks in a formal and presentable manner (APST Standard 5.1). For the

examination, I based my formatting on the style that the HSC is written in as well as

the accompanying criteria. I drew inspiration from the questions in the Cambridge

I presented students with a problem scenario and asked them to use spreadsheets and

some room for student direction (QT 2.6) as they produce their own spreadsheets,

calculations and conclusions about the problem task. I struggled partly when it came

to dividing the rubric but broke the task down as best as I could and determined that

students should be assessed on the correctness of their solutions as well as the neat

and professional presentation of their work. By dividing the rubric into grades (A-E)

and clearly stating what work will produce each grade, I found that the students could

26

find the rubric highly useful in completing the assignment by considering it as a

checklist to ensure they have finished the task entirely (Andrade, 2005).

Overall, this assignment has taught me about the careful planning involved in creating

unit plans, lesson plans and assessment tasks and the pedagogic choices that can be

References

Andrade, H. (2005). Teaching With Rubrics: The Good, the Bad, and the Ugly.

31

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

teachers/standards/list

Ladwig, J., & Gore, J. (2003). A Guide to NSW Quality Teaching Framework. Ryde:

stage6/

27

- copy of anguianojuan resumeTransféré parapi-461241980
- Comparison of Planning TheoriesTransféré parWahyu Kunto Wibowo
- Teaching ScienceTransféré parJudy Carolina Anacona
- Math Stars Grade 4Transféré parClaudia Sibila
- Role Play Experience Final 100504Transféré pardocnito
- Connecting the Ethnomathematics of Carpet Layers With School LearningTransféré parroulapa
- epdf.tips_peer-instruction-a-users-manual.pdfTransféré parAndrés A's
- 1576857120Transféré parAmrin Virk
- BirdTransféré parHoai Nt
- California - Competencies in Mathematics Expected for College - June 1997Transféré parDennis Ashendorf
- Career Strategies Workbook - 2016 PDF.pdfTransféré parRay Wang
- Kumar KumaresanTransféré par임경준
- thing 14Transféré parapi-367699021
- Math Logic on the ChessboardTransféré parmicha
- Domino Addition Lesson PlanTransféré parAnonymous TkeaAWG
- Problem Solving ModelTransféré parKerrnaz Panthaki
- Excel.01Transféré parAmit
- rachel ann marceloTransféré parapi-420125082
- 01Transféré parkie
- wbl employability skills checklistTransféré parapi-307849917
- problemsolvinganatomy-110110112157-phpapp01Transféré parpafinou
- Gathering Information_Nominal Group Process .docxTransféré parZsuzsanna Toldi
- IX2D-GMBasicTutorialTransféré parM Ramadana
- advan.00040.2011Transféré parSinisa Ristic
- Teaching MathsTransféré parSharvin Raj
- directingTransféré parPatziedawn Gonzalvo
- Learn Excel 08Transféré parmhussain
- n1Transféré parouifou
- nets technology checklist 3 8 16 finalTransféré parapi-317489254
- 4 RPS Geo Dasar-PGMIPAU.docxTransféré parArdhi Prabowo

- 102096 rtl1 assess 2Transféré parapi-357541830
- 19058173 102098 2h2018assessment1Transféré parapi-357541830
- 1a assess 1Transféré parapi-357541830
- 102083 part bTransféré parapi-357541830
- 19058173 102085 2h2018assessment1option2Transféré parapi-357541830
- ie essayTransféré parapi-357541830
- 19058173 102097 2h2018assessment1Transféré parapi-357541830
- sc1b assess 2Transféré parapi-357541830
- sc2b assess2Transféré parapi-357541830
- pp1 reportTransféré parapi-357541830
- pp2 reportTransféré parapi-357541830
- pple assess1 reportTransféré parapi-357541830
- personal reflectionTransféré parapi-357541830
- 102086 assignment 2Transféré parapi-357541830

- Chapter 27 - Fundamentals of Corporate Finance 9th Edition - Test BankTransféré parKellyGibbons
- exampleTransféré parBastianFery
- Inventory Management of NtpcTransféré parMayank Thakur
- ISM Group Presentation Template SXI - ArchieTransféré parArchie Lazaro
- Balance Sheet m&mTransféré parPrateek Jain
- 1. NGO CHiRAG Ratio AnalysisTransféré parShrinkhala Jain
- Airthread Connections Case (Work Sheet)Transféré parbachandas
- Test Bank for Foundations of Financial Management 15th Edition BlockTransféré para583496645
- Hollow Block MakingTransféré parsirrhouge
- m Com Regulation Css 201011Transféré parMadhavasadasivan Pothiyil
- Organization StudyTransféré parMithun Das
- 2016_6!10!104_KB1- Business Financial Reporting June 2016_englishTransféré parShankha
- 123Transféré parUmair Ashraf
- i b.com (It) 215a - Financial AccountingTransféré parASIF
- 0844207306_0844207292_business.epubTransféré parvictorwei
- Chapter 12 - Test BankTransféré parJohn Diaz
- Topic 4_LectureSlides_S1 2016_Solution.pptxTransféré parBenjamin See Thor
- ACCT 2301 Class NotesTransféré parJoshua Franklin
- Annual Report 2009.pdfTransféré parRanaNoraizAliKhan
- Oracle R12 UpgradeTransféré parKnighty Ridery
- AC557 W5 HW Questions/AnswersTransféré parDominickdad
- Difference Between Provision and ReserveTransféré parŚáńtőśh Mőkáśhí
- Board of Certified Public Acct. Shane OjtTransféré parPaul Espinosa
- Week 2 Managerial FinanceTransféré parCalista Elvina Jesslyn
- Factors Affecting SelectionTransféré parRed Orange
- Tax WorldwideTransféré parbreeH20
- Tax Final Outline (1)Transféré parJustinGrimske
- 5-year-financial-plan.xlsxTransféré parrina
- Consolidated FsTransféré parfreyawonderland
- Tire City - WorksheetTransféré parBach Cao