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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.

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?

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.

•https://www.youtube.

com/watch?v=uXZ895F

Use slide show for activities 1, 2 and 3 because pictures are animated and overlap.

MzZ8

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

• 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.

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.

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

additional/challenging tasks for gifted and talented students.

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?

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

https://www.youtube.com/watch?v=uXZ895FMzZ8

https://quizizz.com/admin/quiz/59831c6e294b2f1000900d8f

Resources Attached:

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

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

Introduction to percentages clip:

https://www.youtube.com/watch?v=uXZ895FMzZ8

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.

https://quizizz.com/admin/quiz/59831c6e294b2f1000900d8f

Lesson Plan

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.

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?

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

• 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.

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

using google docs.

• 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.

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.

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?

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

https://www.youtube.com/watch?v=vUBIPl73doc

Resources Attached:

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

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

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

Answer: $4

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

Answer: $40

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

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.

Answer: $240

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.

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

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%

Answer: $24

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%

Answer: $15.4

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

Answer: $225

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

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?

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.

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?

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.

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?

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:

BUY MORE GET MORE

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

Leave all answers correct to one decimal place.

(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

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)

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

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

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

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

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

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.

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

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

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.

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

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

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:

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

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

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/

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

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