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Lesson Plan

Outcomes Assessment Content

Syllabus outcomes • Discussion and • Learn about the concept of
MA4-1WM: Communicates questioning throughout percentages
mathematical ideas using the lesson.
appropriate terminology and • Calculate percentages of quantities
symbols. • Students present their greater or equal to 100 using written
MA4-3WM: Recognises and work on the board. method
explains mathematical 
relationships using reasoning • Checking students’
MA4-5NA: Operates with progress when moving
decimals and percentages around the room.
ACMNA158: Find
percentages of quantities • Quizizz game at the end
without the use of digital of the lesson which gives
technologies. instant feedback.

Cross Curriculum themes & General capabilities

Personal and social capability/Intercultural understanding: students will be working in teams which
helps them engage with students from different cultures, learn to respect other students and
establish positive relationships. Students will be working independently or collaboratively and
communicating their findings improves their personal and social capabilities.
Literacy: “per” means “for every”. Numeracy skills- ICT resources to enhance student learning
In the previous lesson, students discussed where they have seen percentages in their life, learnt
about a percentage of a quantity using diagrams, squares, slices…
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 understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

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

Teaching Indicators of presence in the lesson

element
Time Teaching and learning actions Resources Centred
T/S
Intro Use the PowerPoint file in conjunction with this lesson plan. • Presentation 1
Slides 1-2 (PowerPoint)
5 min • Slide 1- Lesson starter (tell students to use fractions) http://resourcespamela T/S
• Slide 2- List the outcomes of today’s lesson .weebly.com/maths-7-
Play the first 1.25 minutes of the video to recall the information from the previous 10.html
lesson.
com/watch?v=uXZ895F
Use slide show for activities 1, 2 and 3 because pictures are animated and overlap.
MzZ8

Body Activity 1: Slides 3-4 • Students’ stationary

Between every animation, teacher should ask the following questions (which
can also be found in the file in the comment boxes when not using slide show) • Notebooks
• Slide 3- Display the 2%.
Ask: Who can read what is on the board?- What does CENT mean? Why is it for • Projector
5 min every ONE hundred and not TWO hundred?- What does PER mean?- If we have a
S
box of 100 squares, how many squares should we colour? • Whiteboard
Same with 30%.
•Slide 4- Students do 8% and 25% while you move around the class to check on •https://quizizz.com/ad
them and help the less capable. When done, pick a student who will explain how min/quiz/59831c6e294
he found the answers. Show the solution (explain again if necessary). b2f1000900d8f

Activity 2: Slides 5-6 • Tablets + internet

• Slide 5- How can we find 2% of 300? If none of the students were able to give an access
answer, give a hint: think of decomposing 300 and display the three big squares.
Display the coloured illustrations after the students give an answer with its
8 min justification. Repeat the same problem but with dollars for students to see the T/S
table and so the pattern. mostly S
Same with 30% of 200.
•Slide 6- Students have 90 seconds to complete 8% of \$500 and 8% of \$200 using
the table. Check on every student. The ones that finish earlier do 4% of \$1000.
Pick three students to demonstrate their work on the board.
Activity 3: Slides 7-8
•Slide 7- Let students work in pairs to find 4% of \$150. Walk around the class to
make sure that everyone is working and assist less capable students.
Pick 2 students, preferably one with the wrong answer and one with the right
answer. Students present their work and results on the board. Whole class
12 min discussion: Which answer do you think is right? WHY?
S
Show the right answer again from the slide and let them solve the other two
individually. Pick any two volunteers to check the answers. Show the answers
with an explanation (2 methods: ratio and half).
• Slide 8- students solve the first two problems individually while you move
around the class. Fast learners do all of them. Picks students to present their work
with an explanation.
Activity 4: Slide 9
• Slide 9- Group students according to their abilities, 5-6 in each group.
Students are required to solve the problems from slide 9. Additional questions are
available for the ones that finish early. Check on groups the whole time and guide
S
20 min them when necessary.
Whole class discussion: pick students to show and explain how they got their
answers. Let students share their results, compare them and discuss why a
group’s answers might be wrong or right.
Conclusion • Slide 10- Quizizz game to revise what has been done today: give code to
students to enter the game.
S
10 min • Ask students to write in google docs what they learnt today and their level of
confidence in calculating percentages.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

I definitely cannot say that lesson planning is easy. This is the second time that I prepare a
lesson plan and it literally took me 10 hours to do it. For every set of activities, I imagined
myself in the class, as a teacher and as a student to time the activities and check if the
activities are useful. It is very hard to think of all the details and yet some activities might not
work. For example, having five to six students in a group can be challenging and might not
work in every class. In this class, students are used to work collaboratively.
Reflection will be made after the lesson to evaluate every activity and what can be done to
improve the lesson plan and my teaching strategies to cater for the needs of students with
different abilities.

Learning Outcome Method of measurement and recording

Concept of percentages Questioning, comparing results and discussion
throughout the lesson.
Calculate percentages of Multiple examples- Students reveal their answers by
quantities explaining how they got them- Questioning throughout
the lesson- Teacher walking around the room to check on
students- Quizizz at the end of the lesson which gives an
instant feedback.
MA4-1WM Students use “percentages” and the symbol % throughout
the lesson (discussion).
MA4-3WM Students will be recognising and explaining why 3% of 200
for example is 6 and not 9. How did they get the answer.
MA4-5NA Students will be operating with decimals and percentages
such as find 3.5% of 200. Teacher will be checking on
every student. Questioning- Discussions.
ACMNA158 Students will learn to find percentages of quantities using
reasoning and share their results by explaining.

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
1.2, 2.1, 5.1, Making students understand the concept of percentages instead of just giving them
5.2 formulas. Different teaching and learning strategies are used: teamwork,
independent work and whole class discussion- additional or challenging tasks for
capable students. Questioning, discussions and a game at the end of the lesson are
used to assess student learning.
1.1, 3.5, 4.1 Listening to students’ answers and comments, students are encouraged to
participate in discussions.
2.2, 2.3, 3.2 The activities in the lesson plan are designed according to the curriculum in order
to meet the outcomes. They are organised according to their difficulty.
1.5 Teacher helping less capable students throughout the activities and giving
2.5, 2.6 At the beginning of the lesson, time is spent on focusing on the meaning of
percent. Numeracy skills throughout the lesson. Use of online video, PowerPoint
slides- Online game
3.1 Challenging but achievable goals are set for all students.
3.4 An introduction using a clip and an online game at the end of the lesson engage
students and promote student learning.
4.2 Activities are clear and the teacher will be walking around the class when students
are working independently or in groups to make sure all students are on the tasks.

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?

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Emeleus, M. (2014, October 22). Introduction to percentages [video file]. Retrieved from

Quizizz Inc. (2017). Percentages1 [Flash game]. Retrieved from

Resources Attached:
You must list all the resources that you have created or found in this space.

 PowerPoint Presentation1, download the file from

http://resourcespamela.weebly.com/maths-7-10.html
 Introduction to percentages clip:
 Quizizz: you can see the questions in this link, however, if you want to play: click on
play live/ skip (no need to create an account)/ proceed/ a code will appear, you can
join from any phone, laptop or IPad.
Lesson Plan

Outcomes Assessment Content

Syllabus outcomes • Questioning throughout • Calculate percentages of quantities
MA4-1WM: Communicates the lesson. using mental method
and connects mathematical
ideas using appropriate • Lesson starter to test • Strategies to calculate mentally 20%,
terminology and symbols. student’s prior knowledge 30% and so on
MA4-2WM: applies
appropriate mathematical
techniques to solve
problems
MA4-5NA: Operates with
fractions and percentages
ACMNA158: Find
percentages of quantities
without the use of digital
technologies.

Cross Curriculum themes & General capabilities

Personal and social capability/Intercultural understanding: students will be working in pairs which
helps them engage with students from different cultures, learn to respect other students and
establish positive relationships. Students will be working independently or collaboratively and
communicating their findings improves their personal and social capabilities.
Literacy: “of” means to multiply. Numeracy skills- ICT resources to enhance student learning
In previous lessons, students learnt to connect fractions, decimals and percentages and carry out
conversions. They also learnt to order (ascending and descending).
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 understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

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

Teaching Indicators of presence in the lesson

element
1.1 Students learn step by step how to calculate percentages of quantities using mental
method.
1.2 Patterns use to understand concept
2.3 Calculators are not allowed, students are required to mentally find percentages of
quantities.
2.5 Encouraging autonomy and develop time managing skills. Teacher assists with the resources
3.4 Activities require all students to work. Teacher check answers picking different students
after set of questions. Activities require all students to work. Teacher check answers picking
different students after set of questions.
Time Teaching and learning actions Resources Centred
T/S
Intro Use the PowerPoint file in conjunction with this lesson plan. • Presentation 2
Slides 1-2 (PowerPoint)
7 min • Slide 1- Lesson starter (five questions) http://resourcespame T/S
• Slide 2- List the outcomes of today’s lesson la.weebly.com/maths
Play video (song) to recall the information from previous lessons. -7-10.html

Body Activity 1: Slides 3-4 •https://www.youtub

• Slide 3- Find 1% of \$200. Tell students how to do it step by step although they e.com/watch?v=vUBI
already know how to solve it from previous lessons. Give another example 1% of Pl73doc
\$300. Let them copy the examples on their notebooks.
Give students the first worksheet. Tell them to complete 1, 2 and 3 from set one • Worksheets
10 min exactly like the example. Ask them what did they notice?
•Slide 4- Give them the rule to mentally find 1\$ of a quantity. Remind them how to • Students’ stationary
divide by 100. Let them complete set one at least the first 6, capable students will
complete all the questions. Move around the room and assist less capable students. • Notebooks
Pick students to check answers and ask how they got the answers.
• Projector
Activity 2: Slides 5-6
• Slide 5- Give the second worksheet. Find 10% of \$200. Tell students that it is the • Whiteboard
8 min same procedure but during the first step, simplify 10/100 and so they will get 1/10.
Let them copy the examples. Let them complete set two 1,2 and 3. Ask them what • Internet access
did they notice? T/S
•Slide 6- Give them the rule to mentally find 10% of a quantity. Let at least the first 6, • Tablets Mostly T
capable students will complete all the questions. Move around the room, help where
necessary. Check answers by questioning.

Activity 3: Slides 7-8

8 min Give the third worksheet. Find 50% of \$200. Follow the same steps as in activities 1
and 2.
Activity 4: Slide 9
Tell students to fill the table from the slide using calculations. Ask them for the
12 min answers. Same thing for the second table. Ask them what did they notice? Explain
the concept of finding 20%, 30% and so on: we find 10% of the quantity (that means
we divide the quantity by 10) then we multiply it by 2 and 3 if we want to find 20%
and 30% respectively. Give them the rule and the example.
Give them the fourth worksheet. Let them complete at least the first 9. Capable
students complete the whole set. Move around the room to check on students’
progress and help where necessary. Check answers by questioning.

10 min Students work in pairs for the rest of the sets. They will be correcting to each other.
Move around the class to check on student’s progress and help or guide where S
necessary.
Conclusion • Pick some students and ask them to find a percentage of a quantity mentally. (Pick
students who still struggle and give them easier questions, more capable students
5 min give them more challenging questions).
T/S
• Ask students to write a feedback on today’s lesson, what they liked and did not like
• Homework: complete the rest of the worksheets.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Before planning this lesson, I wanted to include more content. I thought that I could do
“express quantity as a percentage”, however, I noticed that I will cause a cognitive overload
on students’ brain. Mental calculation is not easy so I thought of giving it plenty of time,
especially that students will use percentages in their daily life: using the phone’s calculator is
not an option, they have to be able to do these calculations.
Reflection will be made after the lesson to evaluate every aspect of the lesson for
improvement.

Learning Outcome Method of measurement and recording

Calculate mentally Teacher move around the room whenever students are
percentages of quantities- completing the worksheets. Then, teacher questions
Use the techniques of mental students (how did you get this answer).
maths
MA4-1WM Students will be using the term “percentages” and its
symbol throughout the lesson.
MA4-2WM Students will learn to mentally calculate percentages of
quantities. For every rule, there are exercises that
students need to complete- Questioning throughout the
lesson- Game at the end of the lesson.
MA4-5NA Students will be operating with fractions and percentages
to find the rules. This is more directed by the teacher.
ACMNA158 Many exercises- Questioning- Checking answers

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, 3.5, 4.1 Listening to students’ answers and comments, students are encouraged to
participate in discussion.
1.2 Instrumental instruction: this is how you do it- explanation is repeated multiple
times
1.5 Teacher helping less capable students throughout the activities- additional tasks for
more capable students
2.2, 2.3, 3.2 Content organised according to the syllabus and in a sequenced way
2.5 Focus on literacy and numeracy skills throughout the lesson.
3.1 Calculate mentally percentages of quantities is a challenging goal, however,
activities are organised in a way to meet this goal.
4.1, 4.2, 5.1, Clear directions for every activity and discussion after each activity. Feedback from
5.2 students at the end of the lesson
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?

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Dodds, C. (2012, March 8). Percentages (Math song) [video file]. Retrieved from

Resources Attached:
You must list all the resources that you have created or found in this space.

 PowerPoint Presentation2, download the file from:

http://resourcespamela.weebly.com/maths-7-10.html

 Percentages song (video): https://www.youtube.com/watch?v=uXZ895FMzZ8

 Worksheets
1.
Find mentally 1% of a quantity
Set one:

Find 1% of \$400
1
What does 1% mean? 1% =
Convert to fraction 100

1 400
× 400 = =4 Write how you know how
100 100
to solve it

7. Find 1% of 8 tonnes 8. Find 1% of 7 tonnes 9. Find 1% of 5 tonnes

2.
Find mentally 10% of a quantity
Set two:
Find 10% of \$400
10 1
10% = = A simplification: 10 out of 100 is
100 10 equal to 1 out of 10

1 400
× 400 = = 40
10 10

4. Find 10% of 450 kg 5. Find 10% of 785 kg 6. Find 10% of 642 kg

7. Find 10% of 450 tonnes 8. Find 10% of 785 tonnes 9. Find 10% of 642 tonnes

3.
Find mentally 50% of a quantity
Set three
Find 50% of \$1200
50 1
50% = = A simplification: 50 out of 100 is
100 2 equal to 1 out of 2, which is half

1 1200
× 1200 = = 600
2 2
Students directly will
Answer: \$600 think of finding the half

4. Find 50% of 350 kg 5. Find 50% of 240 kg 6. Find 50% of 250 kg

7. Find 50% of 244 tonnes 8. Find 50% of 120 tonnes 9. Find 50% of 682 tonnes

4.
Find mentally 20%, 30%, 40%, 60%, 70%, 80% and 90% of a quantity
Set four
Find 20% of \$1200
It is easier to find 10% of the
10% of 1200: 120 quantity then multiply than to find
20% and simplify then multiply
120 × 2 = 240 again.

1. Find 30% of 600 kg 2. Find 80% of \$440 3. Find 40% of 320 tonnes

To find mentally 20%, 30%, 40%, 60%, 70%, 80%, or 90% of a quantity:
First, find …% of quantity
Second, multiply by 2, 3, 4, 6, 7, 8, or 9.

4. Find 60% of 420 kg 5. Find 70% of 240 kg 6. Find 40% of 260 kg

7. Find 90% of 150 tonnes 8. Find 30% of 90 tonnes 9. Find 60% of 20 tonnes

10. Find 20% of 54 L 11. Find 30% of 17 L 12. Find 40% of 26 L

5.
Set five
Mental maths tricks
Find 12% of \$200
10% of \$200 is \$20 12% is 10% and 2%, so use
1% of \$200 is \$2 the 10% and the 1% to find
1% of \$200 is \$2 12%

1. Find 13% of \$120 2. Find 12% of \$300 3. Find 14% of \$600 4. Find 11% of \$210

Set six
Mental maths tricks
Find 22% of \$70
20% of \$70 is \$14 22% is 20% and 2%, so use
1% of \$70 is \$0.7 the 20% and the 1% to find
1% of \$70 is \$0.7 22%

1. Find 23% of \$300 2. Find 32% of \$400 3. Find 2% of \$65 4. Find 61% of \$70

Set seven
Mental maths tricks
Find 90% of \$250
10% of \$250 is \$25 Find 10% then subtract the
250 – 25 = 225 result from the quantity

1. Find 90% of \$340 2. Find 90% of \$430 3. Find 90% of \$90 4. Find 90% of \$60

Set eight
A bottle contains 1L of tropical juice. The juice consists of 10% of pineapple juice, 20% of mango juice and the rest is
passion fruit juice. Find how many litres of each juice went into the 1L bottle of tropical juice.
Lesson Plan

Outcomes Assessment Content

Syllabus outcomes • Discussion and • Solve real-life problems involving
MA4-1WM: Communicates questioning throughout percentages and problems involving
mathematical ideas using the lesson. money
appropriate terminology and
symbols. • At the begin of the • Interpret calculator displays in
MA4-2WM: Applies lesson, assessing student formulating solutions to problems
appropriate mathematical prior knowledge involving percentages by appropriately
techniques to solve rounding decimals.
problems • Formative assessment:
MA4-3WM: Recognises and pair work • Students will develop social skills and
explains mathematical learn about a bargain.
relationships using reasoning
MA4-5NA: Operates with
fractions, decimals and
percentages
ACMNA187: Solve problems
involving the use of
percentages, including
percentage decreases, with
and without the use of
digital technologies
Life skills outcomes
MALS-9NA: represents and
operates with fractions or
percentages in everyday
contexts
Cross Curriculum themes & General capabilities
Personal and social capability/Intercultural understanding: students will be working in teams most
of the lesson so they will learn to respect each other and understand each other’s differences. This
lesson helps students develop personal and social capabilities as well as their intercultural
understanding.
Literacy: Take 50% off- save 50%- 50% off- ICT: use the internet to search for items online.-
calculator to find percentages of quantities-
In previous lessons, students learnt to calculate percentages of quantities using mental, written and
calculator methods. Increase and decrease a quantity by a given percentage and express one
quantity as a percentage of another. Recognise equivalences when calculating percentage
decreases. Interpret and calculate percentages greater than 100.
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 understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

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

Teaching Indicators of presence in the lesson

element
1.2-1.3 Students apply their understanding to a solve real-life problem.

1.6- 2.4 Students of different abilities work the same group. Students have to present their work in a
written and oral form (justifications).
3.3-3.5 Real-life problem: students will connect their understanding of percentages and knowledge
to solve the problem.
3.4 Students are encouraged to participate in all the activities. Help is offered when needed.
Time Teaching and learning actions Resources Centred
T/S
Intro Lesson starter: Kahoot game. • Kahoot
Tell students that today they are going to solve real-life problems using
T/S
5 min percentages and be assessed. Show them the student progress paper so they • Cards
understand how they will be assessed.
Body Activity 1: • Activity sheet
Introduce the activity: “You need to paint your house and buy a fridge and a
microwave. However, you need to find the least expensive items and thus, pay • Worksheet
the least amount. There are 6 shops in total, 3 sell the paint and 3 sell the
appliances. Every shop has a special deal on its products. You will form groups of 5 • Students’ stationary
25 min and each group will be given a card of the prices and deals. You will move around
all the shops (groups) to get the prices and you will do your calculations. You have • Notebooks
to pretend you are in a real shop so make sure you ask nicely about the deals. You
need to buy 15L of white paint, 7L of grey paint, 2L of pink paint, a fridge and a • Whiteboard
microwave.” S
Form groups (6): Mixed abilities. Give each group a card and an activity sheet to • Tablets + internet
fill. access
Move around the room to make sure students stay on task.
Whole class discussion about everything in the activity sheet, the answers, how • Assessment papers
and why they chose an option instead of another. Discuss about marketing
strategies for pricing an item, for example \$899 instead of \$900. Also when • Student progress
shopping, if the price is higher in one place than another, after discount it might sheet
get cheaper.

25 min Activity 2: Assessment: (formative)

Pair work: give the assessment sheet to students (1 per pair). Discuss what they
have to do and instructions can also be found on the paper.
Walk around the room and check on students, ask them questions. Fill the
student progress sheet- Take notes: who is struggling with finding the final price –
S
who does not know how to conduct a search on the internet- who does not know
how to find percentages of quantities with a calculator - who is forgetting to put
the symbol (\$)- Your notes will be used to provide feedback to students about
their learning the following day.

Conclusion • Take papers from students. Ask them if they enjoyed surfing the internet for
items (small discussion). Tell them that tomorrow you will give them back the
5 min feedback.
S
• Ask students for a feedback using google docs. What did they learn today? Use a
happy emoticon if you feel more confident in finding percentages, a neutral face if
you could use more practice, a sad face if you are still struggling with the concept.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

I really enjoyed planning this lesson because it connects to our life. The first activity
might be challenging and noisy, especially that students will choose their team
members, but very beneficial. Students can learn a lot from this lesson and after this
lesson, I am sure that students will pay attention more to discounts and compare
prices. Reflection after the lesson will be made for improvement (how well wee the
discussions, participation rates, which activities need adjustments, were all students
engaged, what would I change if I had to repeat the lesson.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Solve a variety of real-life Questioning, comparing results and discussion
problems involving
percentages and problems
involving money
Interpret calculator Students will have to round decimals when finding he
displays in formulating prices after he discounts, teacher and students will check
solutions to problems answers.
involving percentages by
appropriately rounding
decimals.

Students will develop Teamwork most of the lesson, teacher will be observing
social skills and learn how students are talking to each other when asking for
about a bargain. the prices and deals- Questioning and discussion why
shops use \$1999 instead of \$2000.
MA4-1WM Use of percentages, %, increase when discussing all the
problems.
MA4-2WM- MA4-3WM- Students will check their answers after the activity and
MA4-5NA- ACMNA187 discuss their results-

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
1.2, 2.1, 5.1, Students are solving-real life problems. Different teaching and learning strategies
5.2 are used: teamwork and pair work. Formative assessment.
1.1, 3.5, 4.1 Listening to students’ answers and explanations, students are encouraged to
participate in discussions.
2.2, 2.3, 3.2 The activities in the lesson plan are designed according to the curriculum in order
to meet the outcomes. They are organised according to their difficulty.
2.5 Take 50% off- save 50\$- discount-
3.1 Challenging but achievable goals are set for all students.
3.4- 4.5 Online game at the beginning of the lesson- Second activity requires a search on
the internet.
4.2 Activities are clear and the teacher will be walking around the class when students
are working independently or in groups to make sure all students are on the tasks.
5.5 Assessment student progress sheet.

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?

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.
• Kahoot
• Cards
• Activity sheet
• Assessment sheet
• Student progress sheet
Kahoot:

 Cards:

Bunnings Paint World Porter’s Paints

BUY MORE GET MORE

White paint: \$10/L White paint: \$9/L White paint: \$12.40/L

NOW 30% OFF + 10% FREE + 1 FREE
Grey paint: \$14.7/L Grey paint: \$15/L Grey paint: \$26/L
NOW 15% OFF + 20% FREE + 1 FREE
Pink paint: \$20.20/L Pink paint: \$22.60/L Pink paint: \$30/L
NOW 40% OFF + 50% FREE + 1 FREE
BUY ONE GET ONE FREE
2nds World Bing Lee Buy Smarte
Fridge: \$899 Fridge AND Microwave: \$999 Fridge: \$1199
NOW 25% OFF + 10% OFF + FREE Microwave
Microwave: \$250 BUY ONE Fridge GET
NOW 20% OFF ONE FREE MICROWAVE

 Activity sheet:
Activity sheet

Items needed:
• 15 litres of white paint
• 7 litres of grey paint
• 2 litres of pink paint
• a fridge
• a microwave

Fill the tables and answer the questions below:

Leave all answers correct to one decimal place.

Bunnings Original price Price after sale Amount to pay for

(per litre) (per litre) items needed
White paint
Grey paint
Pink paint

Paint World Original price Price after sale Amount to pay for
(per litre) (per litre) items needed
White paint
Grey paint
Pink paint

Porter’s Original price Price after sale Amount to pay for

Paint (per litre) (per litre) items needed
White paint
Grey paint
Pink paint

2nds World Original price Price after sale Amount to pay for
items needed
Fridge
Microwave

Bing Lee Original price Price after sale Amount to pay for
items needed
Fridge
Microwave

Buy Smarte Original price Price after sale Amount to pay for
items needed
Fridge
Microwave

1) If you could buy the paints from only one shop. Which shop would be the cheapest?

…………………………………………………………………………………….........................................................................

2) If you could buy the paints from different shops. How would you spend the least amount?

………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………

3) Where would you buy your fridge and microwave if you want to spend the least amount?

………………………………………………………………………………………………………………………………………………………

4) List an advantage and a disadvantage from buying your paints at one shop.

………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
Assessment

You have \$500 to spend today! Using the internet, pick out items you would like to purchase (minimum
items: 10) without going over budget.
1) List the items you picked, the price of each item and where you located the item from (what store,
webpage, etc)

Item Price Where did you find the item?

Student progress sheet
Justification:
The three lesson plans are aimed at stage 4, covering ‘Percentages’ with regard

to NSW syllabus. The activities of the lessons develop students’ understanding of the

concept of percentages, ultimately leading students to be able to deal with percentages

in their daily life. The first and third lessons are constructivist lessons whereas the

second is a skill-based lesson.

All lessons start with a starter that can have many purposes. The first starter

serves as a review of previous chapters, in particular fractions. This was chosen because

in the following lessons, students will connect percentages and fractions. The second

starter is based on five questions that increases in difficulty. Students are able to review

what was done during previous lessons and the teacher is able to provide them a

feedback on their progress (Ley, 2014). The last starter is an online game to check

students’ prior knowledge while at the same time, students are engaged, which makes

an effective starter (Anthony & Walshaw, 2009).

The first lesson plan focus on relational instruction and understanding. The activities

are designed so that the students understand the concept of percentages not just learn

how to calculate percentages of quantities, which according to Skemp (1996), has more

benefits on the long-term. The activities require the teacher to present the problem,

question students, show them two examples (pattern) and then let them try to solve

other examples. According to Ley (2016), this can cause some issues because students

will only remember the last example when trying to do the exercises, and the first

exercise is usually related to the first example. However, in this lesson all the activities

are based on the same concept but only increase in difficulty. Therefore, students should

be able gain a deep understanding of percentages.

The second lesson plan is a procedural lesson which also focuses on the concept of

percentages. However, the teacher is telling students what to do and how to do instead

of letting them discover and construct their knowledge. This what makes the

instrumental instruction an easy and a quick way to teach (Skemp, 1976). Therefore,

the rules for finding percentages of quantities in a mental method are given by the

teacher. Although an instrumental lesson does not focus on the ‘why’ (Skemp, 1976),

activities in this lesson answer the ‘why’ but is more likely answered by the teacher and

not the students.

The third lesson plan is a constructivist lesson. During the activities, students have the

opportunity to interact with others and discuss different point of views, all of which are

based on constructivism (Ellerton & Clements, 1996). For example, during the whole

class discussion, students will try to make sense of each other’s opinions and

explanations, which also facilitates “rich mathematical learning” (Ellerton & Clements,

1996). Instruction is scaffolded so that students learn how to learn and move beyond

their ‘zone of proximal development’ (Vygotsky, 1996 as cited in Goos, M., Stillman,

G., & Vale, C. 2007, p.29). Examples of scaffolding in the lessons are questioning and

giving hints.

(Fitzgerald, 2016). This means to accommodate students’ differences so that their

learning, progress and achievement are maximised. Some ways of differentiation stated

by Bartlett (2016) are by grouping, by support and by task. Activity four in the first

lesson plan is an example of differentiation by grouping and by task. Less capable

students can work on their pace whereas gifted and talented students can work on the
additional challenging questions. Differentiation by support is for instance assisting less

capable students in all the lessons which is integrated in all the activities.

Information and Communication Technology (ICT) resources are integrated in all the

lessons. Although most of them are in control of the teacher, they are still beneficial for

the students. As argued by Callow and Orlando (2015), an effective use of ICT

resources has a positive influence on student achievement and enhances student

learning and engagement. Some examples of the ICT resources used are the videos in

the first and the second lesson that replace the traditional way of recalling information.

Quizizz at the end of the first lesson is used to summarise what has been done in the

lesson in a very engaging way. It also provides an instant feedback on student progress

which enables the teacher to reflect upon to plan the following lessons. Moreover,

students can design their own games and may be used in the class. Furthermore,

PowerPoint slides save time and are animated which makes a process easier to visualise.

Google docs is an effective tool for students to write their reflection instead of writing

it on a paper and for the teacher since it saves time collecting the papers.

A formative assessment is implemented in the third lesson to assess student progress.

Its goal is to provide a feedback for the students to improve their learning and for the

teacher to improve his/her teaching strategies (Anthony & Walshaw, 2009).

All lessons include a closure which is a very important aspect of a lesson plan. Students

are required to write a small reflection for example, in lesson three, students write about

what they learnt and insert an emoticon with regard to their level of confidence.

Reflections provide a feedback for the teacher on the lesson in general and on student

progress (J. Ley, personal communication, July 17, 2017).

In conclusion, it is the teacher’s responsibility to cater for the needs of students

with different abilities and thus, to use differentiated instruction in order to achieve

References:

Practices Series, 19. Retrieve from https://vuws.westernsydney.edu.au/

Bartlett, J. (2016). Outstanding differentiation for learning in the classroom (pp. 5-11).

New York, NY: Routledge.

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: Framework of student

Literacy Learning: The Middle Years, 24 (2), 17-25.

Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics:

Research and practice for the 21st century. Crows Nest, NSW: Allen & Unwin.

Ley, J. (2014). Too much content too little time. Reflections, 39(1). Retrieved from

https://vuws.westernsydney.edu.au/