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Assignment One
Rees Wilson
18563476
Table of Contents
Item A Unit Plan: MS-F4 Investments and Loans ................................................................................. 1
Item B Lesson Plan ............................................................................................................................... 3
Item B.2 Lesson Resource: Warm-up Questions.............................................................................. 6
Item B.3 Worksheet ......................................................................................................................... 7
Worksheet Acknowledgement of Questions ................................................................................ 10
Item C.1 Exam Assessment Task ........................................................................................................ 11
Item C.1.a Investment and Loans Topic Test ................................................................................. 11
Exam Acknowledgement of Questions ......................................................................................... 16
Item C.1.b Marking Guidelines....................................................................................................... 17
Item C.2 Alternative Assessment Task ............................................................................................... 21
Item C.2.a Formative Task: Exploring the Australian Stock Exchange ........................................... 21
Item C.2.b Marking Rubric ............................................................................................................. 23
Item C.2.c Assessment Sample Solution ........................................................................................ 24
Item D Justification ............................................................................................................................ 26
Item A Unit Plan: MS-F4 Investments and Loans
Syllabus Outcomes
A student:
makes informed decisions about financial situations, including annuities and loan repayments (MS2-12-5)
chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to recognise appropriate times and methods
for such use (MS2-12-9)
uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others and justifying a response (MS2-12-10)
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Lesson Syllabus Content Class Activities
Students calculate the depreciation of an asset using the declining-balance method, as an application of the compound Stock exchange,
W2, L2
interest formula group exercises.
Students solve practical problems involving reducing balance loans, for example determining the total loan amount and Realty website,
W2, L3
monthly repayments (ACMGM098) group activities.
Students recognise credit cards as an example of a reducing balance loan and solve practical problems relating to credit Case studies as
cards class and groups.
W2, L4
identify the various fees and charges associated with credit card usage
compare credit card interest rates with interest rates for other loan types
Students recognise credit cards as an example of a reducing balance loan and solve practical problems relating to credit Class discussion,
cards group activities
W2, L5
interpret credit card statements, recognising the implications of only making the minimum payment
understand what is meant by an interest-free period
Students work with shares and calculate the appreciated value of items, for example, antiques (ACMEM170) Assessment Due:
W3, L1 record and graph the price of a share over time Students present
calculate the dividend paid on a portfolio of shares, and the dividend yield (excluding franked dividends) (ACMGM008) their work
Students recognise credit cards as an example of a reducing balance loan and solve practical problems relating to credit Excel graphing,
cards class discussion
W3, L2
calculate the compounding interest charged on a retail purchase, transaction or the outstanding balance for a given
number of days, using digital technology or otherwise
W3, L3 All content in unit examined Topic Test
W3, L4 Revision of problem content from topic test Review Topic Test
W3, L5
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Item B Lesson Plan
Topic Area: Investments and Stage of Learner: 6 Syllabus Pages: 67
Loans
Lesson Time: W1, L2 Location Booked: N/A Lesson Number: 2/15
Time: 50 minutes Total Number of Students: 28 Printing/Preparation:
Resources: Warm-up
Questions.
3
Teaching and Learning Centred
Time Organisation 8-Ways
Actions T/S
Body Clarify learning goals: Teacher: (Before T Learning maps:
A dot-point summary of the lesson) Write learning students see
2 mins key points in this lesson are goal checklist on board. the plan for
highlighted. They are: (Now) Quickly point out the lesson.
Examine Compound the learning goals to
Interest Formula the class.
o Class discussion
o GeoGebra Student: Listen to
Apply our knowledge learning goals, share
any concerns.
Resources: GeoGebra
resource found here:
https://www.geogebra.
org/m/gNCxmGvN
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Teaching and Learning Centred
Time Organisation 8-Ways
Actions T/S
10-15 mins Individual questions: Teacher: Give question S Deconstruct/
Students work on question sheet to class. Walk Reconstruct:
sheets individually. around class, helping Now that
students who are stuck students have
on worksheet. examined the
Compound
Student: Work through Interest
questions formula
individually,
Resources: Question they apply this
Sheet knowledge.
5
Item B.2 Lesson Resource: Warm-up Questions
6
Item B.3 Worksheet
1. How long will it take to earn $500 simple interest, investing $8500 at 4.25% p.a.?
2. Below is a screenshot from the ANZ website. Andrew has an Online Saver and Progress Saver
account. If he invests $700 for one month, which is the best account to use, and how much more will
he earn from it?
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3. Colin invests $5000 for 5 years at 5.25% p.a. How much more would he collect at the end of the 5-
year period if the money invested is compounding monthly rather than compounding annually?
She is inclined to choose the 6% p.a. simple interest because this is a higher value. Is this a wise
choice? Explain your answer.
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5. Evelyn invests $600 compounding monthly at 3% pa. To come to the same final value of the
investment with an interest rate of 4% pa, compounding yearly, how much money would she need
to invest?
6. You have two options for investing your money. Both compound monthly, however the first at a
rate of 3% pa, and the second at a rate of 3.5% pa. If you were to invest all your money for 5 years,
which account would give the greatest final value, and by how much more, as a percentage of the
initial investment?
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Worksheet Acknowledgement of Questions
Reference:
MathsQuest 12A. (2017) (1st ed., pp. Workseet 1.2). Queensland. Retrieved from
http://www.jaconline.com.au/mathsquestqld/year12a/worksheets-ans/MQA-01-WS-2.doc
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Item C.1 Exam Assessment Task
Item C.1.a Investment and Loans Topic Test
Mathematics Standard
Investment and Loans Topic Test
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Section 1: Multiple Choice (5 marks)
a. b.
Investment Price
Time
Time
Investment Price
d.
c.
Investment Price
Investment Price
Time
Time
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4. Using the graph, was the value of this stock on February 28th?
Graph from:
http://www.asx.com.au/prices/charting/index.html?code=XAO&compareCode=&chartType=line&priceMov
ingAverage1=0&priceMovingAverage2=0&volumeIndicator=Bar&volumeMovingAverage=0&timeframe=
5. I have a credit card with a start date of 3rd March. It has an interest free period of 20 days. If I
make a purchase of $300 on the 15th March, from what day will I be charged interest?
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Section II: Worked Solutions (15 marks)
6. Leonidas bought a car for $6700. Every year the car depreciates by 20%. How much is the car
worth after 7 years?
7. Jessica has bought a flat for $500,000. The annual interest rate is 6% and monthly repayments of
$6000 are made on the house.
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8. Ananya has a credit card with an interest rate of 17.5% per annum. She has borrowed $750 for a
period of thirty days. How much interest will Ananya be charged?
9. Esha has borrowed $700 on a credit card which charges an interest rate of 12% per annum. She
has the option of paying just the minimum payment of 10% every month or $100 every month.
Which method will save Esha more money and by how much?
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Exam Acknowledgement of Questions
The following questions were based on questions from HSC General Mathematics: Exam Questions
and Worked Answers (D'Angelo, 2002).
Reference:
D'Angelo, B. (2002). HSC general mathematics: Exam Questions and Worked Answers (1st ed.).
Double Bay, N.S.W.: Aaron Butler Publishing.
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Item C.1.b Marking Guidelines
Section I
Question Answer
1 A
2 A
3 C
4 C
5 D
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Section II
Question 6
Criteria Marks
Provides correct solution 2
Attempts to use the declining balance method 1
Sample answer:
= 0 (1 )
= 6700(1 0.2)7
= $1405.09
Question 7 (a)
Criteria Marks
Provides correct answer 3
Makes significant progress towards the answer 2
Finds monthly interest rate 1
Sample answer:
= = . %
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Question 7 (b)
Criteria Marks
Provides correct answer 3
Makes significant progress towards answer 2
Calculates interest paid in first 3 months 1
Sample answer:
= $12,324.11
Question 8
Criteria Marks
Provides correct answer 2
Finds interest rate paid 1
Sample answer:
30
Interest rate paid = 17.5 365 = 1.44%
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Question 9
Criteria Marks
Provides correct answer 4
Makes significant progress towards answer 3
Works out amount paid with either option 2
Says that $100/month is better option 1
Sample answer:
Paying $100/month
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Item C.2 Alternative Assessment Task
Item C.2.a Formative Task: Exploring the Australian Stock Exchange
Task Description
This in-class task is split into two stages, each performed at least one week apart. In the first
stage, students nominate a collection of Stocks on the Australian Stock Exchange which they want
to follow. In the second stage, students perform a range of activities, including calculating their
dividend made from their stocks, and graphing the change in price of each stock over the previous
week.
Stage One:
In stage one, students access the Australian Stock Exchange
(http://www.asx.com.au/asx/research/listedCompanies.do) and choose a collection of companies
which they will select stocks from (note: students do not spend money on the stocks). In electing
their stocks, students must adhere to the following conditions:
1. Each student must invest $2000 (give or take $100).
2. Each student must spit their shares between 3 to 8 companies.
Students must then fill in a table with the following details for each company they invest in:
- Full company name
- ASX code
- Price during stage 1
- Number of shares bought
- Total amount spent on company
Students also write a 150-word justification, explaining why the collection of stocks was chosen.
At the end of the lesson, students are to submit the completed table as either a Microsoft Word
or Excel document to the class Dropbox, along with the justification.
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Stage Two:
In stage two (which occurs at least a week following stage one), students again access the
Australian Stock Exchange. This time, they check the companies which they were following and
add the following details to their tables:
- Price during stage 2
- Change in share price
- Total change on initial investment (for company)
- Overall total change in investment
This stage will also include a 10-minute discussion in groups and as a class as to the changes in the
stock prices and change in class investments.
Students also complete a 150-word reflection about what they have learnt from this assessment
about investment and the ASX.
The final copy of the table, as well as the reflection are to be submitted to the class Dropbox at
the end of the lesson.
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Item C.2.b Marking Rubric
Following are the Marking Rubric and associated Ways to Improve table. Each element in the rubric (except exemplary) is aligned with ideas for improving
in the Ideas for Improvement table.
Marking Rubric
Not achieved Developing Satisfactory Exemplary
Initial Justification Not provided. Non-mathematical Some use of mathematical Highly mathematical
(MS2-12-5) reasoning for choices. reasoning given. reasons are given.
Table and Stock Not provided. Information is incomplete Table contains all relevant Simple, logical layout of
Information or table is poorly designed. information, may be table and correct
(MS2-12-9) confusing. information.
Not provided. Simply recounts events, and Evidence of minimal critical Highly critical reflection,
Reflection Task
does not critically reflect. reflection. considering own choices
(MS2-12-10)
and nature of stock trading.
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Item C.2.c Assessment Sample Solution
The following is a sample solution which is exemplary in each of the criteria found in the Marking Rubric.
Table of Investments
Change in Change in
Company Name ASX Code Stage 1 Price No. of Shares Total Stage 2 Price
Share Price Investment
Quest Investments Limited QST $0.270 1,851 $499.770 $0.270 $0.000 $0.000
Reliance Worldwide
RWC $2.900 86 $249.400 $2.850 - $0.050 - $4.300
Corporation Limited
Valor Resources Limited VAL $0.014 71,428 $999.992 $0.014 $0.000 $0.000
Dragon Mining Limited DRA $0.320 782 $250.240 $0.310 - $0.010 - $7.82
Total
$1,999.402 - $12.12
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Stage 1 Justification
The companies chosen have all shown an increase of share price for recent periods of time. As such, they seemed like logical choices to invest the money in.
Each company changed as follows:
As VAL has seen a huge growth in share prices, half of the money was invested here. Following this, the recent growth in QST shares meant that one quarter
was placed here. As the other two have seen changes of gradual growth, they were each chosen for an eighth of the total investment. Hopefully the shares
will continue to grow in the same way they have been in the past months.
Stage 2 Reflection
Overall, my investment lost $12. This surprised me as I thought that by investing in companies which had seen growth in previous periods of time, that I
would have an overall increase in stocks, even if some dropped in price. The stocks which fell were fortunately not the ones which I invested the majority of
my money in, however this could easily have not been the way. It is obvious that investing on the Australian Stock Exchange should be done carefully, and
that it was wise to split the investment over multiple companies, as you will lose less if stocks fall. As such, I think it would be a good idea to split the money
over even more companies. I also wonder whether leaving the money which was invested in these stocks for the following month may see an increase like I
expected to see.
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Item D Justification
Enhancing the outcomes of students requires the use of effective teaching resources. This package
includes a range of resources, from a Unit Plan to a sample lesson and two assessment items. As a
collection, this package provides ideas for teaching the required content and engaging a range of
students in the activities. The Lesson Plan is carefully sequenced to include formative aspects which
enable changes to the teaching if required. The first assessment takes a traditional, test layout and
assesses the content of the whole unit, while the alternative task seeks to build student understanding
develop a clear and concise unit plan. The Unit Plan provided in this package seeks to teach the
content from subtopic MS-F4 in the HSC Standard 2 Mathematics course ("Mathematics Standard
Stage 6 : Course Content", 2017). As each subtopic contains a similar amount of content to be
covered, a period of three lessons was chosen for the length of the unit. As seen in the Unit Plan, the
unit also includes two assessments and the final two lessons are left to allow for reflection on the
In addition to a well-written Unit Plan, it is vital that lessons are planned in a way which best supports
student learning. The provided Lesson Plan is sequenced specifically to have an opening task which
enables students to work from the moment they enter the room, while also acting as formative
assessment for the teacher (Gerver & Sgroi, n.d). This use of formative assessment is also seen in the
concluding Exit Ticket activity, which highlights whether students correctly learnt the content (Exit
Ticket, 2013). Furthermore, the Lesson Plan makes use of 8 Ways pedagogy (8 Ways, 2014) to
cater to Aboriginal and Torres Strait Islander students in the classroom. In addition to this, all the
activities found in this lesson reinforce the central understanding of the effect of varying elements of
the compound interest formula. This includes the worksheet, where the first questions revise
previously learnt content, the final questions see students manipulating elements of the formula.
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Following the inclusion of the Unit and Lesson Plans, the package also includes two assessments, the
first of which is a traditional, exam-style assessment. As seen in the Unit Plan, the assessment is to be
taken in the third last lesson, and returned in the following one. This prompt feedback will enhance
the quality of the test as a learning experience (Jacobs, 2004). The test would be returned without
marks written, and only mistakes highlighted. This seeks to make the test experience more formative
and increase student learning (Teaching Channel, 2015). The marks would be returned in the final
lesson. The exam closely follows a HSC exam layout, with both multiple-choice and short-answer
questions. This was chosen to help prepare students for the final HSC exam.
The final element which is included in this package is the alternative assessment which focuses on
giving students an experience of the Australian Stock Exchange. The assessment adopts a project
based learning approach, seeing students develop understanding through the activity (Holmes &
Hwang, 2016) Heavily influenced by the benefit of Lank Links for the learning of Aboriginal and
Torres Strait Islander students (8 Ways, n.d.), the assessment is based on the Australian, and not
another countrys, stock exchange. The assessment acts simply as a formative learning opportunity for
students, and does not count towards their overall mark for the course. As such, it is to be checked
against a marking rubric which maps each element to an outcome that is to be assessed in this unit.
Hence, in completing this assessment, students are enabled to achieve the standards (PASS-UT,
2007). Students are also provided with specific feedback in the form of the Ideas for Improvement
section which maps to elements of the Marking Rubric. This will help students work towards the
expected level of work, as well as reflect on ways to improve their work after it is completed and
assessed (AAMT, 2008; Andrade, 2005). Further, the written element in the assessment seeks to
improve the outcomes for all students (8 Ways, n.d.; Adesope, Lavin, Thompson & Ungerleider,
2011). As a result of the context, Marking Rubric and mapped Ideas for Improvement and the written
task, the alternative assessment provides students with an effective way to learn the content of the
course.
As a collection of resources which inform teaching practice and student interactions with the learning,
this package is a valuable tool to be used when teaching the mentioned subtopic. The different
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elements all seek to improve student achievement and learning, which is greatly enabled by the
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References:
Adesope, O., Lavin, T., Thompson, T., & Ungerleider, C. (2011). Pedagogical strategies for teaching
literacy to ESL immigrant students: A meta-analysis. British Journal Of Educational
Psychology, 81(4), 629-653.
Andrade, H. (2005). Teaching With Rubrics: The Good, the Bad, and the Ugly. College Teaching,
53(1), 27-31.
Exit Ticket. (2013) The Teacher Toolkit. Retrieved 20 March 2017, from
http://www.theteachertoolkit.com/index.php/tool/exit-ticket
Gerver, R., & Sgroi, R. Fortifying the First Five. New York. Retrieved from
http://www.cengagesites.com/academic/assets/sites/FortifyingtheFirstFive2011.pdf
Holmes, V., & Hwang, Y. (2016). Exploring the effects of project-based learning in secondary
http://dx.doi.org/10.1080/00220671.2014.979911
Jacobs, L. (2004). How to Write Better Tests: A Handbook for Improving Test Construction Skills (1st
ed.). Indiana: Indiana University.
Mathematics Standard Stage 6 : Course Content. (2017). NESA NSW Syllabuses. Retrieved 17 March
2017, from http://syllabus.nesa.nsw.edu.au/mathematics-standard-stage6/content/
PASS-IT,. (2007). Good Practice Guide in Question and Test Design. Scotland.
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