Maths Assessment 1

Secondary Curriculum 1
Mathematics: Assignment One

Rees Wilson - 18563476
Table of Contents
Lesson Plan 1
Lesson 1 Resources
Lesson 1 First Five Slide
Worksheet 1
Worksheet 2
Worksheet 3
Worksheet 4
Worksheet 5
Agree/Disagree Statements
Lesson Plan 2
Lesson 2 Resources
Textbook Scans
4x4 Squaresaw
3x3 Squaresaw
3x3 Empty Squaresaw
Lesson Plan 3
Lesson 3 Resources
Instructions
Coupons.
Justification
References
Rees Wilson Rees Wilson 2/35

Lesson Plan 1
Topic area: Fractions, Decimals Stage of Learner: Stage 4, Year 8 Syllabus Pages:264
and Percentages
(Percentages only)
Find percentages of quantities and

express one quantity as a
percentage of another, with and
without the use of digital
technologies.
(ACMNA158)
Date: 28/09/16 Location Booked: N/A Lesson Number: 1/9
Time: 60mins Total Number of Students: 28 Printing/preparation:

- Worksheets
- Agree/Disagree
Statements Sheet
Outcomes Assessment Students learn about: Students learn to:
Communicates and connects Group success at First principles Calculate percentages

mathematical ideas using worksheets. method of calculating of quantities.
appropriate terminology, diagrams percentages.
and symbols (MA4-1WM) Student responses to
the Agree/Disagree
Applies appropriate mathematical exercise with show of
techniques to solve problems hands and
(MA4-2WM) justification of
answers.
Recognises and explains
mathematical relationships using
reasoning (MA4-3WM)
Operates with fractions, decimals

and percentages (MA4-5NA)
(Percentages only)
Cross Curriculum priorities & General capabilities: Explicit subject specific concepts and
- Information and communication technology skills:
capability.
- Literacy Conceptual understanding of percentages
- Numeracy through multiple problems, which gradually
- Personal and social capability expand on knowledge. Also introducing
percentages greater than 100% and
percentages including decimals, such as
2.2%.

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 1.2 Deep understanding 1.5 Metalanguage
understanding of important, substantive concepts, 1.3 Problematic 1.6 Substantive
skills and ideas. Such pedagogy treats knowledge as knowledge communication
something that requires active construction and
requires students to engage in higher-order thinking
and to communicate substantively about what they
are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms criteria 2.5 Students self
where students and teachers work productively in an 2.2 Engagement regulation
environment clearly focused on learning. Such 2.3 High Expectations 2.6 Student direction
pedagogy sets high and 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 knowledge 3.5 Connectedness
more meaningful and important to students. Such 3.2 Cultural knowledge 3.6 Narrative
pedagogy draws clear connections with students 3.3 Knowledge
prior knowledge and identities, with contexts outside integration
of the classroom, and with multiple ways of knowing
all cultural perspective.
How are the quality teaching elements you have identified achieved within the lesson?
Teaching element Indicators of presence in the lesson
1.2, 1.4 First-Principles
1.6, 3.4 Group work and justification of answers.
2.3 Students encouraged to experiment.
2.5 Groups pace themselves

Time Teaching and learning activities Organisation Centred
T/S
Intro First Five activity (Gerver & Sgroi, 2011). Teacher: Walk around room, giving hints if S
5-10mins Students begin work on the questions when needed, guide discussion.
they enter the room. They must complete
one to begin the next. Students: Work through questions then share.
These are then explained as class, and Resources: Lesson 1 First Five Slide
students are called upon to share answers
and their process.
Body Percentages Brainstorm. Students asked Teacher: Guide and connecting student input. S
5mins to brainstorm about percentages - what are (mostly)
they, how do they work, etc.. Students: Sharing and whiteboard writing.
Resources: Whiteboard.
5-10mins Teacher introduces percentages. Using Teacher: Define percentage. Do examples. T

brainstorm, define that percentage is means
out of every 100. Students: Listen, contribute with examples 2
Do question: What is the 2% of 300, then and 3.
5% of 200 and 6% of 500 (Following
example working on Worksheet 1). Resources: Whiteboard, Worksheet 1.
Students do worksheet 1, then discussion.
25-30mins Students work through worksheets. Teacher: Form groups, give out worksheets, S
Teacher forms groups of 3-4 members, help students.
numbering students 1-8, then grouping
same numbers. Students: Do activities.
Groups self-regulate worksheet Resources: Worksheets.

completion.
Conclusion Consolidate as Class. Teacher asks Teacher: Choose students and ask questions. S
10-15mins students to do and explain one activity (mostly)
from each sheet for class. Students: Share with class.
Resources: Whiteboard.
(if time) Agree/Disagree Statements: Students Teacher: Ask students for answers, create S
5-10mins work through the statements individually discussion.
(Keeley & Tobey, 2011).
Students: Answer then defend answer.
Show of hands with answers and students
defend answers. Resources: Agree/Disagree Statements Sheet.

Reflection
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
Calculate percentages Group answers to worksheets. Agree/Disagree Statement justifications.
Other considerations
Complete the table below by inserting the AITSL graduate standards that you are demonstrating and indicates
the evidence from this lesson that should comply with the standard.
Graduate Standards Evidence within this lesson
1.2, 4.1 Group learning focus.
1.5 Ungraded, self-paced groups.
2.2, 3.2, 3.3 Lesson sequence - diagnostic questions, body and conclusion.
5.1, 5.2 Diagnostic and formative assessments.
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?
None.
References (In APA)

You must list all references that you have used for the content and resources of this lesson in this space.
Gerver, R., & Sgroi, R. (2011) Fortifying the First Five. Retrieved August 14, 2016, from Cengage
Learning, http://www.cengagesites.com/academic/assets/sites/FortifyingtheFirstFive2011.pdf
Keeley, P. D., & Tobey, C. R. (2011). Mathematics formative assessment. Thousand Oaks, CA: Corwin
Press.
Resources Attached:
You must list all the resources that you have created or found in this space.
- Lesson 1 First Five Slide

- Worksheets
- Agree/Disagree Statements Sheet

-
Lesson 1 Resources

Worksheet 1
These following worksheets are adapted from the MCTP worksheets:
First Principles Percentage (n.d.). . In MCTP (pp. 161168). Canberra.
Example: Find 2% of $300.

3% means 2 for every 100.
300
100 2
100 2
100 2
6
Answer is $6.
Exercises:
Complete the following, filling in the gaps like the example.
1. Find 6% of $500 2. Find 12% of $400

6% means __ for every ___. 12% means __ for every ___.
500 400
100
100
100
100
100
3. Find 5% of $800 4. Find 8% of $1100.

6% means _____________.
800

Worksheet 2
Solve the following in pairs, without a calculator.
1. Find 4% of $250. 2. Find 10% of $550.

4% means __ for every 100 10% means __ for every ___
and __ for every 50. and __ for every ___.
250 550
100 100
100 100
50 100
100
100
50
The answer is $10.
3. Find 5% of $350. 4. Find 25% of $850.

3% means __ for every 100
and __ for every 50.
5. Find 4% of $825. 6. Find 8% of $375.

2.5% means __ for every 100
and __ for every 50.

Worksheet 3
1. Find 200% of $300. 2. Find 300% of $400.

200% means ___ for every 100.
300
100
100
100
The answer is $600.
3. Find 150% of $350. 4. Find 250% of $550.
5. Find 125% of $300. 6. Find 375% of $250.

Worksheet 4
1. Find 2.5% of $500. 2. Find 12.5% of $400.

2.5% means __ for every 100.
500
100
100
100
100
100
The answer is $12.50.
3. Find 1.5% of $350. 4. Find 2.5% of $550.
5. Find 1.25% of $300. 6. Find 3.75% of $250.

Worksheet 5
You can use a calculator this time.
Write down what you type in to get the answers. Also, remember that percent means for
every 100. How could you represent this in your calculator?
1. Find 2.5% of $515. 2. Find 1.6% of $12.50.

2.5% means ___ for every 100.
The answer is $12.875 or $12.90 to

nearest coin.
3. Find 1.5% of $372. 4. Find 2.5% of $1235.
5. Find 1.25% of $317. 6. Find 3.75% of $221.25.
Explain to your partner how you got the answers to these questions.
Check your understanding by seeing if you get the same answer using the calculator as what
youve already got for the other worksheet questions.

Agree/Disagree Statements
Statements (Circle your answer) Explain why
1. 3% of 750 is 23.
Agree Disagree Not sure It depends
2. You cannot have a percentage over 100%.
3. 5% means 5 for every 100.
4. 12 % of 200 is 24.

Lesson Plan 2
Topic area: Fractions, Decimals Stage of Learner: Stage 4, Year 8 Syllabus Pages:265
and Percentages
Connect fractions, decimals and

percentages and carry out simple
conversions (ACMNA157)
Time: 60mins Total Number of Students: 28 Printing/preparation:

- Squaresaws
Outcomes Assessment Students learn about: Students learn to:
Communicates and Student answers during - Conversion between - Convert percentages

connects mathematical class discussion. percentages, fractions to fractions and
ideas using appropriate and decimals. decimals
terminology, diagrams Student success at (terminating and
and symbols (MA4- squaresaw. recurring)
1WM) - Convert fractions to
percentages
Applies appropriate - Convert terminating
mathematical techniques decimals to
to solve problems (MA4- percentages
2WM)

mathematical
relationships using
reasoning (MA4-3WM)
Operates with fractions,

decimals and percentages
(MA4-5NA)
Cross Curriculum priorities & General Explicit subject specific concepts and skills:
capabilities:
- Numeracy Understanding the equivalent forms of percentages,
decimals and fractions.


are learning.


1.1, 3.1 Connection of fractions and decimals with percentages.
2.1 Examples on board display quality criteria for work.
3.4 A range of students are asked to share with the class.

T/S
Intro First Five activity. Explained in Lesson 1. As in Lesson 1. S

10-15mins
Lesson 2 First Five
Slide
Body Teaching-learning Segment 1. Teacher poses question

on board and completes it. Another is done using same
10-15mins layout by a student. A third is given as individual
exercise and then a student shares. This is followed by
a few problems to do individually (Ley, 2014).
Q1: Write 12% as a fraction.

Remind that percentage means for every
100, we replace this with 100.
So, as 12% means 12 for every 100, it
12
becomes 12100 or . Which is Teacher: Teach T and S
100
method, then guide
simplified.
student examples and
provide help in
Q2,3: 150% and 5%.
individual exercise
time, walking around
Problems: 1.afg, 2.af, 3.a
room.
5-10mins Teaching-learning Segment 2.
Students: Write
Q1: Write 12% as a decimal. exercise 3 in book. Do
So, 12% means 12100. How do we solve questions.
this? Thats right, we move the number 2
places to the right. And we get 0.12. Resources: Student
Textbooks.
Q2,3: 150% and 5%.
Problems: 4.aj, 5.aj.
5-10mins Teaching-learning Segment 3.
3
Q1: Write as a percentage.
25
What did we do to write a percentage as a
fraction?Yes, we divided by 100. So we do the
opposite now. We write
3 3 100 300
100 = = =12 .
25 25 1 25
Q2: 1.5 as percentage.
Similar process: 1.5 100 =150 .

7
Q3: as percentage.
5

Problems: 6.afkp, 7.ae
Conclusion Squaresaw: Students put the squaresaw together, Teacher: Walk around S
matching percentages, fractions and decimals which room, answer
10-15mins are equivalent. (4x4 if 15 mins, 3x3 if less) questions.
Then they create their own. Students: Do

squaresaws.
Resources:
Squaresaws.
Reflection
Convert between fractions, Student answers to Q2 and 3s. Squaresaw ability.

decimals and percentages.
1.1, 1.2 Splitting teaching elements up to reduce cognitive load.
2.2, 3.2, 3.3 Lesson sequence with starter, diagnostic questions, then body
and then conclusion to assess learning.
3.4 Use of textbook and squaresaws.
WHS
None.
References (In APA)

Ley, J., Hughes, S., & Fuller, M. (2014). Insight Mathematics: Australian Curriculum for NSW. Sydney,
Australia: Oxford University Press.

Resources Attached:

- Textbook Scans (for reference)
- Squaresaws

-
Lesson 2 Resources

Textbook Scans
Students would only do those specified by the teacher.
Ley, J., Hughes, S., & Fuller, M. (2014). Insight Mathematics: Australian Curriculum for NSW. Sydney,
Australia: Oxford University Press.

4x4 Squaresaw
Instructions: Cut the squares out. Now match the squares to make another 4x4 of squares
where each touching side matches.

3x3 Squaresaw
Instructions: Cut the squares out. Now match the squares to make another 4x4 of squares
where each touching side matches. Note, this is just a subset of the 4x4 so could be given if
there is not enough time to complete the 4x4.

3x3 Empty Squaresaw
Instructions: Make your own squaresaw which matches fractions, decimals and percentages,
then cut it out and have someone else put it together.

Lesson Plan 3
Topic area: Fractions, Decimals and Percentages Stage of Learner: Stage Syllabus Pages:265
(Percentages only) 4, Year 8
Solve problems involving the use of percentages,

including percentage increases and decreases, with
and without the use of digital technologies
(ACMNA187)
Find percentages of quantities and express one

quantity as a percentage of another, with and
without the use of digital technologies
(ACMNA158)
Time: 60mins Total Number of Printing/preparation:

Students: 28 - Instruction Sheet
- Coupon Sheet
- Collect A3 pages,
glue and scissors.
Outcomes Assessment Students learn Students learn to:

about:
Communicates and connects Student report at - The use of - Solve a variety of

mathematical ideas using end of lesson. percentages in real-life problems
appropriate terminology, diagrams relation to involving
and symbols (MA4-1WM) money and sales. percentages,
including percentage
Applies appropriate mathematical composition
techniques to solve problems problems and
(MA4-2WM) problems involving
money.
mathematical relationships using
reasoning (MA4-3WM)
Operates with fractions, decimals

and percentages (MA4-5NA)
(Percentages only)
Cross Curriculum priorities & General capabilities: Explicit subject specific concepts and skills:
- Critical and creative thinking
- Information and communication technology Understanding of percentage increase and
capability decrease within word problems, giving a
- Literacy contextual understanding of the place of
- Numeracy percentages in everyday life.
- Personal and social capability
- Work and enterprise


are learning.


1.2 Relations between percentage change, original and final prices.
1.4 Students try many options to complete research.
1.6, 2.4, 2.5, 2.6 Emphasis on student-led group work.
2.1, 2.3 Instruction sheet detailing expectations.
3.1, 3.5 Task set in everyday context.

T/S
Intro First Five activity. As explained in As in Lesson 1. S

5-10mins Lesson 1.
Body Catalogue Investigation. Teacher: Divide groups, give S

Students line up in height order then equipment, monitor group progress and
35-45mins are given numbers 1-8, and then group answer questions.
with same-numbered students.
Students: Perform their role and work
Each group elects a Manager who with their group to complete task.
collects equipment, Speaker who
communicates with teacher and Resources: Catalogues, A3 pages,
Director who keeps the group on task. textas, glue, scissors, Instruction Sheet
(Roles based on suggestions by Ley and Coupons Sheet.
(2016)).
Each group is given a magazine,

instruction sheet and coupon sheet.
They must choose an animal to buy
food and furniture for, while
calculating original price, percentage
change and final price. They are
aiming to be as close to $150 total as
possible.
They must also display this on an A3

page to be presented to the class.
10-15mins Extra Challenge. If a group finishes S

the investigation quickly, challenge
them to do it again, spending as little as
they can.
Conclusion Presentations. Each group has a turn Teacher: Ask students questions Mainly S
presenting their solutions, and
10-15 mins explaining why they used certain Students: Present findings and answer
coupons where. questions.
Teacher asks members of the group Resources: The Student Report

further questions to assess Posters.
understanding.

Reflection
Understanding everyday use Student reports to class and answers to questions.

of percentages.
1.1, 1.2 Focus on students learning constructively in groups.
1.5 Groups not organised by ability.
2.5 Students creating Poster combining words and numbers.
3.1 Open-ended exploration question.
3.4 Use of posters and catalogues.
4.1 Students given individual roles in groups. Group members are

randomised.
WHS
None.
References (In APA)

Ley, J. (2016). 102087 Week 6 Lecture.
Victorian Department of Education. Fractions and Decimals: Online Interview Classroom Activities.
Retrieved August 23, 2016, from https://vuws.westernsydney.edu.au/bbcswebdav/pid-2358658-dt-
content-rid-20590028_1/courses/102087_102088_102089_maths_2016_2h/fracdecactivities.pdf
Resources Attached:

- Instruction Sheet
- Coupon Sheet

-
Lesson 3 Resources
Note: Question 5 is from
Victorian Department of Education. Fractions and Decimals: Online Interview Classroom Activities.
Retrieved August 23, 2016, from https://vuws.westernsydney.edu.au/bbcswebdav/pid-2358658-dt-
content-rid-20590028_1/courses/102087_102088_102089_maths_2016_2h/fracdecactivities.pdf

Instructions
Scenario:
Your parents just bought you your first pet! Congratulations. It was either a dog or cat (your
group chooses).
But now you have to look after it. Theyve also given you $150 to buy food and furniture.
You have to buy enough food to last 3 weeks.
The task:
As a group, work out what you will buy with the money. But theres more. Youve also been
given 4 coupons. You MUST use them all, and you can only use them on one item each.
Your teacher will give each group a catalogue. You can also find this catalogue online if you
go here: http://www.mypetwarehouse.com.au/catalogue .
Each person will be assigned a role (in order of shortest member to tallest - ie. the manager
is the shortest person in your group):
- Manager: This person collects the magazine, scissors and A3 page.
- Speaker: Person who asks the teacher when help is needed.
- Director: Person responsible for keeping the group on task.
- (If your group has 4 people), Recorder: This person is responsible for putting
everything on the A3 page.
Report:
As a group you will report back to the class about what you will buy. To do this, you need to
cut out pictures of the things you will buy, record their original price, percentage change (if
there is no change, this is 0%) and their final price. You must display all of this on the A3
poster.
You will also need to work out the total price before discounts, total percentage change and
total final price.
You will be asked to explain your answer to the class.
Try to get as close to the $150 final price as possible!

Good luck. You have 30 minutes.
Original Price = $94.99 +

$15 = $109.99
Percentage change = 86%
New Price = $94.99

Example:

Coupons.
Cut out these coupons. You MUST use all of them. You can choose which item to use each of
them on, and they can ONLY BE USED ONCE.
Stick these beside the items they are used on on your poster.

Justification
An essential element in guiding student learning is the strategic sequencing displayed in a
lesson plan. This essay examines three lesson plans and justifies the activities chosen within
them. The lesson plans are the first (L1), second (L2) and fourth (L4) lessons used in teaching
a year eight mathematics class about percentages. These lessons are structured such that L1
allows students to build a conceptual understanding of calculating percentages followed by
L2 which develops student ability to manipulate percentages and convert them to equivalent
forms which aid in calculation. The third lesson is omitted but introduces students to
percentage changes (ACMNA158) which is then expanded upon in L4 where students
investigate percentage change in shopping catalogues. Each lesson follows the same structure
of introduction, body and conclusion, with each segment fulfilling an important role.
As teachers must provide learning which is at a suitable stage for students, each lesson begins
with an introductory quiz which acts as a diagnostic assessment and warm up activity. This
quiz, called the First Five (FF), is based upon Gerver and Sgrois Quiz Policy (2011, p.3) and
Leys Five Focus Questions (2014, p.2). It is a set of five questions which the students are
expected to begin as soon as they enter the classroom. The first four questions act as a
diagnostic assessment (Gerver et.al, 2011, p.4) highlighting gaps in student understanding
which is relevant to the remainder of the lesson. For example, in L2, the FF include questions
on fraction and decimal conversion and percentage calculation, which underlie the planned
study of the conversion of percentages. These questions also give students feedback as to
their progress and allow them to identify areas of weakness. Furthermore, the fifth question in
each FF quiz is open-ended and prompts student thinking about the concepts related to the
lesson. This is achieved as in L1, students grapple with a visual representation related to
percentage, in L2, students consider division of decimals which is needed to convert

percentages to decimals and finally in L4, students consider percentage change in a real-
world scenario. In each case, the final question allows students to begin to consider concepts
related to that lesson in an easy way.
Following the introductory section, each lesson plan contains a body of learning where
students wrestle with new ideas and hopefully achieve the learning goals. The body of L1
begins with a brainstorm of current student knowledge of percentage to enhance student
learning and connections between ideas (Fang, 2013, p.13). This is important as percentages
has not yet been taught in Stage 4. The remainder of the body is based around a series of
worksheets which are adapted from MCTP (n.d.). The same method of answering questions is
followed in the adapted worksheets but some guidance is removed to allow students to learn
in a more constructive way. Furthermore, the content is condensed to fit the lesson length and
adapted to include percentages greater than one hundred, as an understanding of this is
important for L4. Hence, following the brainstorm, the teacher introduces the process of
calculating percentages using first principles. The teacher performs one example based on the
method in the worksheets, which is followed by another question to be completed by a
student where only the numbers are changed. A third question is given and students work
individually on it and then the answer is discussed as a class. This method reflects the
Teaching-Learning model by Ley (2014, p.2) and aims to scaffold learning for the students.
Following this students work on the first worksheet individually and are then divided into
mixed-ability groups so that they may share and learn from each other (Boaler, 2009, p.54).
Students complete the remaining worksheets as a group at their own pace and are encouraged
to find shortcuts. During this time, the teacher moves through the room to monitor student
progress and give hints where needed (Goos, Stillman & Vale, 2007, p.137).
In contrast, L2 takes a different approach to teaching because of the skills-based nature of the
content to be learnt. L2 is made up of three Teaching-Learning segments similar to the one in

L1. Each segment introduces students to a new process, such as converting percentages to
decimals or fractions. Through the Teaching-Learning segments, the teacher can scaffold the
learning. Following each segment, the students work on a series of exercises which are
similar in form and difficulty to the examples performed. During this the teacher walks
around the room as in L1 and for the same reason; to monitor student understanding.
Finally, the body of L4 leads students in a constructivist investigation of the place of
percentages in the world around them. The investigation is based upon an open-ended
question and as such caters to students of all abilities and provides a broader potential for
learning (Judy, Peter & Zevenbergen, n.d., p.467). The groups are chosen by the teacher to
ensure that they are all mixed ability, and the members are all assigned roles to enable
effective teamwork and avoid the potential weakness of cooperative learning identified by
Anderson, Reder and Simon (1999, p.9) of unequal participation by members. Furthermore,
an additional question is given to further differentiate learning (Judy, et.al., n.d., p.468) if
some students finish first.
Finally, all lessons end with a conclusion section which provides feedback of learning to the
teacher, enabling them to cover problem content again and know which content students
understood. Because of the importance of assessing that students have learnt the content, if
time is running short, the body activities will be stopped and the conclusion will be done. The
conclusion has two activities in L1. Firstly, following the group work, the teacher leads a
discussion about the problems. As they monitored progress, the teacher is able to choose
students who understood the questions to share their method used in answering them.
Secondly, the use of Agree/Disagree Statements (Keeley & Tobey, 2011) gives the teacher an
understanding of student knowledge. In L2, Squaresaws which are based on Grid Games
(Gerver, et.al., 2011, p.30) are use to confirm that students understood the content in an
engaging way. Finally, in L4, student presentations to the class display their understanding of

percentage increase and the teacher is able to ask individual students questions to clarify their
understanding.
As such, each lesson follows a clear and strategic sequence of events and aids in student
understanding of percentages. The tasks include diagnostic and formative assessment, varied
learning tasks and a mixture of skills-based and constructivist learning.

References
Anderson, J. R., Reder, L. M., & Simon, H. A. (1999). Applications and

Misapplications of Cognitive Psychology to Mathematics Education.
Boaler, J. (2009). The elephant in the classroom: Helping children learn and Love
Maths. United Kingdom: Souvenir Press.
Fang, N. (2013). Increasing High School Students Interest in STEM Education
Through Collaborative Brainstorming with Yo-Yos. Journal of STEM Education:
Innovations and Research,14(4), 814.
Gerver, R., & Sgroi, R. (2011) Fortifying the First Five. Retrieved August 14, 2016,
from Cengage Learning,
http://www.cengagesites.com/academic/assets/sites/FortifyingtheFirstFive2011.pdf
Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics:
Research and practice for the 21st century. Australia: Allen & Unwin.
Judy, M., Peter, S., & Zevenbergen, R. (n.d.). Keeping All Students on the Learning
Path.
Keeley, P. D., & Tobey, C. R. (2011). Mathematics formative assessment. Thousand

Oaks, CA: Corwin Press.
Ley, J. (2014). Too much content Too little time. Reflections, 39(1), 14.

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Secondary Curriculum 1

Mathematics: Assignment One

Lesson 1 First Five Slide

Lesson 2 First Five Slide

3x3 Empty Squaresaw

Lesson 3 First Five Slide

Rees Wilson Rees Wilson 2/35

Find percentages of quantities and

Date: 28/09/16 Location Booked: N/A Lesson Number: 1/9

Time: 60mins Total Number of Students: 28 Printing/preparation:

Outcomes Assessment Students learn about: Students learn to:

Communicates and connects Group success at First principles Calculate percentages

Operates with fractions, decimals

Rees Wilson Rees Wilson 3/35

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching element Indicators of presence in the lesson

1.2, 1.4 First-Principles

1.6, 3.4 Group work and justification of answers.

2.3 Students encouraged to experiment.

2.5 Groups pace themselves

Rees Wilson Rees Wilson 4/35

5-10mins Teacher introduces percentages. Using Teacher: Define percentage. Do examples. T

Students do worksheet 1, then discussion.

Groups self-regulate worksheet Resources: Worksheets.

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Calculate percentages Group answers to worksheets. Agree/Disagree Statement justifications.

Graduate Standards Evidence within this lesson

1.2, 4.1 Group learning focus.

1.5 Ungraded, self-paced groups.

5.1, 5.2 Diagnostic and formative assessments.

References (In APA)

- Lesson 1 First Five Slide

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These following worksheets are adapted from the MCTP worksheets:

First Principles Percentage (n.d.). . In MCTP (pp. 161168). Canberra.

Example: Find 2% of $300.

1. Find 6% of $500 2. Find 12% of $400

3. Find 5% of $800 4. Find 8% of $1100.

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1. Find 4% of $250. 2. Find 10% of $550.

3. Find 5% of $350. 4. Find 25% of $850.

5. Find 4% of $825. 6. Find 8% of $375.

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1. Find 200% of $300. 2. Find 300% of $400.

The answer is $600.

3. Find 150% of $350. 4. Find 250% of $550.

5. Find 125% of $300. 6. Find 375% of $250.

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1. Find 2.5% of $500. 2. Find 12.5% of $400.

The answer is $12.50.

3. Find 1.5% of $350. 4. Find 2.5% of $550.

5. Find 1.25% of $300. 6. Find 3.75% of $250.

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1. Find 2.5% of $515. 2. Find 1.6% of $12.50.

The answer is $12.875 or $12.90 to

3. Find 1.5% of $372. 4. Find 2.5% of $1235.

5. Find 1.25% of $317. 6. Find 3.75% of $221.25.

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