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Secondary Curriculum 2A: Mathematics

Assignment 1

Name: Tony Dimrajian

SID: 19058173

1
Contents

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

Unit Plan ……………….........……………………………………………………...........….. 3

Lesson Plan ..........…………..........................................………………............………....….. 7

Examination (with marking guidelines) ……………………………….…...........……….... 13

Investigation Task (with marking guidelines) ..........……......……………...........……........ 21

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)

Key Concepts/ Big Ideas The importance of this learning

 Applying percentage It has applications to real-life aspects so that students develop an


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

Entire unit  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

Literacy Focus ICT Focus


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

 Calculate the  Introduce depreciation: show  Laptop


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

Topic area: Stage of Learner: Yr 11 Syllabus Pages:


Compound Interest Stage 6 (Standard Mathematics) Standard Mathematics (p39-40)
Date: N/A Location Booked: N/A Lesson Number: 6/8

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


- 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

Outcomes Assessment Students learn about Students learn to


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.

Teaching Indicators of presence in 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

The following is a screenshot of the Microsoft Excel spreadsheet to be used as a


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?

Scenario 2. Liana invested $11,500 over 7 years at 7% p.a. compounding quarterly.


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

Scenario 3. Barbara invested $70,000 for 4 years at 6.5% p.a. compounding


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

Scenario 4. George invested $4,500 over 10 years at 9% p.a. compounding annually.


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

Scenario 5. Barbara invested $35,000 for 3 years at 4.5% p.a. compounding


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

Enrichment question: (applies to all scenarios)

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)

Unit: Interest and Depreciation (MS-F1.1)

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

to pay a 10% GST.

(a) How much GST is payable? [1 mark]

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

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

Criteria Marks

1
 Provides correct answer
Sample answer:

GST payable = $320 × 0.1


= $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:

Total cost including GST = $320 + $32


= $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:

Discount = $900 × 0.2


= $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:

Mark-up = $660 − $550


= $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

years and ‘I’ be the interest earned) [1 mark]

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

Criteria Marks

1
 Provides correct answer
Sample answer:

Interest = $300

16
............................................................................................................................................

Question 5

Sandra invests $1,200 at 4% p.a. for 5 years.

(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:

Simple interest = Principal × Rate × Period


= $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:

Final value = Principal + Interest


= $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:

Interest = $8600 - $8000


= $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

of the car after 4 years? [1 mark]

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

Criteria Marks

1
 Provides correct answer
Sample answer:

Salvage value = Purchase price – Depreciation amount × Number of time periods


= $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:

Salvage value = Purchase price – Depreciation amount × Number of time periods


$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

will owe after 4 years? (Answer to the nearest cent) [2 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

Standard Mathematics Investigation


Task
(Including marking rubric)

Unit: Interest and Depreciation (MS-F1.1)

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

Nature of the task


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

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

and ongoing relationship with the syllabus.

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

sequencing of lessons should be considered in order to adjust to the students of 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

cover all syllabus outcomes and that are different in nature.

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

problem quickly. A focus on literacy by discussing mathematical terminology with

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

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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

on spreadsheets that calculate and graph compound interest as a recurrence relation

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 the outside world (QT 3.5).

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

Preliminary Mathematics General textbook by G K Powers. For the investigation task,

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

graphing technologies to develop a solution. This style of assessment task leaves

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

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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

made to engage, cater for and support stage 6 learners.

References

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

College Teaching, 53(1), 27-31. http://dx.doi.org/10.3200/ctch.53.1.27-

31

Australian Professional Standards for Teachers. Retrieved from

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:

State of NSW, Department of Education and Training Professional

Support and Curriculum Directorate.

NSW, B. (2018). Mathematics Standard Stage 6. Syllabus.nesa.nsw.edu.au.

Retrieved from http://syllabus.nesa.nsw.edu.au/mathematics-standard-

stage6/

Powers, G. (2013). Cambridge preliminary mathematics general (2nd ed.).

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