FORWARD PLANNING DOCUMENT

TERM/WEEKS: S1,W6 YEAR LEVEL: 7 LEARNING AREA/TOPIC:

1. Linear & non-linear relationships,
2. Mean, median, mode, range
3. Fractions, decimals, percentages

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

Maths proficiencies
Understanding Problem solving Reasoning

Notes about device access in the classroom:

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

1 Given coordinates, Determining the values of all required Intro/Motivation - https://www.youtube.com/w

plot points on the integers for a given linear formula, Checks - Preload video to make sure there is no delay, Display 8 QR codes atch?v=kGDMtU6z1uU
Cartesian plane, and within a two-way table. around the classroom (already printed out and checked to work before class
find coordinates for starts)
a given point Recognising any simple patterns within  Students are welcomed into class and asked the following
(ACMNA178) this table, such as any points that lays question "What is linear and how does linear impact us"?
on the linear line  Allow a few minutes for teacher student discussion and create
some options for students to inform each other, use this to
evaluate any prior knowledge.
 After a few minutes show students the YouTube video ' linear
programming real life' Board work/examples

Diagnostic Main body -

By reviewing their  Write down a basic linear formula on the white board, and
process and method, request the students to fill out a table ranging from X= -5 to X= 5
the teacher can
determine any issues (Example as back up, Y= 0.5X+2).
early on, or if they  While students calculate, Teacher is to draft up a table required
have enough prior with X and Y being the two variables.
knowledge, and to  After a couple of minutes have passed, ask the students to fill in
what extent. the table on the board with their answer.
 Students are then asked how would we plot this on a Cartesian
Diagnostic Use a touch projector to
Teacher to further plane?, allow students to talk to each other/talk to the person next
help students plot onto a
evaluate students to them, after a few minutes ask them to outline how they would graph template, if available.
prior knowledge by do this on the board (after the first 2-3 plots have been done, ask
their ability to another student to do the next plot and then the next plot).
generate variables.
QR CODES
 At this point ask the students to pair up, and request that at least
one student has access to the QR read code app on their tablet or
Formative
Students will generate use their camera on their laptops to redirect them to the required
Make sure the 8 QR pages
a greater site. are hang up around the
understanding by  Students are required to answer/attempt at least 5 questions, and room.
completing each have the ability to get out of their seats to retrieve the questions,
question. then return to their original location (4 questions are table
orientated, 4 questions are plotting questions).
 Leave completed question up on board, so students can use if
 they need additional reflection.
 After 5-10 minutes, ask students if they have completed 5
questions, if they have then proceed to the next section, if not
then allow a few extra minutes.

ANSWER GARDEN
 At this point number each student from 1 to 8, ask all the 1's to
Diagnostic group up, then all the 2's, all the way through to 8's.
Teachers review of  If they are in group 1, then they will answer the left most situated
students QR question, if you were group 8, they will answer the right Have answer garden link
understanding in the most situated QR question, and the rest will correspond projected onto the board in
posted coordinates. a word document, so
according, depending on their group number.
students can use it to reach
 Ask 1 person to use a computer in each group, reach the site the required site.
listed on the board and ask them to type out the answer to the
following, If they were doing a table question, please tell me the
coordinate when X= 0, and if they were doing a plot questions,
please tell me the coordinate when Y=0.
 They are to discuss it in a group and work together, once they
have determined their answer, they will enter it into answer
garden

 After this students are to return to their original partners (groups

of 2 students) and are to generate/create a linear formula of their
own.
 After they have created their own formula, they will then switch
it with their partner and continue to create a table, and plot it on
the Cartesian plane.

Conclusion -

 Students are to talk in their pairs and discuss 2 things that they
like about today's lesson, either content or activity, 2 ways linear
could be used externally, and 2 areas they still don't feel
confident about, in relation to linear
 Calculate mean, understanding that summarising data by SPECIFIC LESSON Intro/Motivation - RESO
2 median, mode and calculating measures of centre and OBJEC Checks - are any students allergic to chocolate? teacher to prepare cups
range for sets of spread can help make sense of the data and fill M&Ms into cups, have link to online excel doc on a word
data. Interpret these document open on laptop, have Padlet link ready on another word doc,
statistics in the Rubber ball.
context of data Cups/bag of M&M, laptop
(ACMSP171)  Teacher to invite students into class and ask that students group open to word doc with link/
up into parties of 4, ask that each group has 1 active computer as online excel spreadsheet.
they will need it on while they are doing their work.
 After they have been allocated into groups ask them, "so what's
everyone's favourite coloured M&M?" & "what colour is the
most common in this pack of M&M's" (hold up the M&M
packet)
 have a group discussion while teacher pours out ample M&M's
into each cup

Main Body -
Have word doc with link
 Remind students that they must not eat the M&M as that will
Diagnostic open for students to see.
Ability to review their alter the data they're about to analyse.
understanding of  After each cup is handed out, ask students to choose colours in
complete data the cup to could, 1st person does colour A, 2nd does colour B,
collection 3rd does colour C, 4th does colour D, then back to 1st that does
colour E and continue till all colours are allocated.
 The students are then required to count how many of each
allocated M&M there are of each colour and write down the
answer on a group worksheet (any scrap paper they have in their
file)

 After they have counted and tallied each colour, ask them to
copy the link on the word document, which should take them to
an online excel spreadsheet, ask them to go to the required tab
that represent their group and input their data as to the total tally
they had for each number.

GOOGLE DOC,ONLINE SPREADSHEET

 After all groups have input there data, open up the 'teacher' tab Have online excel
Formative and this will show the total count for each colour spreadsheet ready to open.
Ability to review any
 Now ask students to determine what the mean, median, mode
prior knowledge
relating to mean, and range is within their groups, they are allowed to determine
median, mode and the definitions by referring to their text book or discussion but
range, teacher to walk are not allowed to Google it at the current time
around and listen to  After they think that have these key points, ask them to enter it in
group discussions their group tab, after each group has entered it, open each
individual tab and review the numbers input by each group

PADLET
Diagnostic
Ability to review
students Conclusion -
understanding in
relation to definition,
and usage of data
analysis.
 If any number are dramatically different, ask the group to
elaborate as to how they got their answer.
 Ask them to represent their individual group data in the form of a
pie chart (can be done on the online excel class document),
advise the students to use the same colours in the pie graph as the
colour it is representing.
 while they do this, the teacher must do the same with the totals.
Open word doc showing
 Once each group has generate their own pie graph, ask them to padlet link
take a screen shot of their pie graph and post it on the padlet link
Have the padlet open after
provided on the board each group has posted their
 After each group has posted, post the total amount pie graph at image
the bottom, while it loads have a chat with the class and ask them
"so what colour do you think was the most popular in the data
pool we just evaluated?", "was anyone surprised by the results?"
 After the images have been uploaded, ask them to then edit their
images, and in the 'write something' section, outline the mean,
median, mode and range of their data, and also title it with a
group name of their choosing, as long as it's appropriate
 At this point get them to discuss with their group members where
this type of data analysis could be used in an external
environment, not just in a school scenario, after 3-4 minutes open
it up into an entire class discussion, where the groups have to
advise the teacher where they think this type of analysis would
serve a purpose in the open world.
Rubber ball
 Ask students to arrange themselves in one big circle around the
desks and prepare themselves to play silent ball, that is, only the
person with the ball may speak.
 when a student has the ball they must given an example of where
data analysis can occur, and what a benefit would be for
performing an evaluation on the data, after they have given an
answer, ask then to gentle throw the ball to another student, and
get that student to answer the same question, without using the
same answer, if they cannot answer this, they can define what
mean, median, mode and range is, but once it is defined, students
must refer to original question
  Intro/motivation -
3 Connect fractions,  understanding that quantities can be Formative Checks - Preload kahoot in background, have text book examples ready, Open kahoot quiz in laptop
decimals and represented by different number types Students will interact prize, word document with kahoot login number, rubber ball. background
percentages and and calculated using various operations, with each other and
carry out simple and that choices need to be made about teacher, this will  Ask students to entry and sit down quietly, after they are
conversions (ACM each engage them and prepared and seated, ask the students "does anyone know the
NA157) evaluate their prior difference between decimals, percentages and fractions?"
knowledge White board marker, write
 If no one replies, write a percentage on the board (20%), then a 20%, 0.2 and 2/10 onto the
fraction next to it (2/10) and then a decimal next to that (0.2), board
after you do this, ask the students "can anyone tell me what these
3 numbers represent?", students are asked to discuss this question
with the person next to them for a minute.
 After a few minutes, tell students that today there will be an
online quiz, and that the winner will receive a prize, the topic
will be decimals, fractions, and percentages.

Main body -
Percentages
 First of all outline what a percentage is, and ask students to Text book for examples if
represent 20% of each number between 10 and 20 (20% of 10 = required
Z, 20% of 11 = B, 20% of Z = C etc)
 Ask if any students are going after 3 minutes, then to switch their
sheets with their partner, once the answers have been called out,
the student marking must make up 5 questions and they must
consist of a percentage and it must be multiplied by a whole
number between 100 and 200 (i.e. 32% of 120 etc)
 Once they have created 5 questions and it was passed back, the
student should attempt to answer the question.
 After everyone has answered the question, ask them to pass it
back and get the students to try and evaluate the answer, at this
point the teacher should ask, "does anyone have a questions their
not sure is right and would like me to go over it on the board?"
 When someone does ask for help, write it on the board then ask
"so does anyone in the class think they know a method to
approaching this question?" get the students to guide the
Formative students, and ask them "how did you get to that?","what's your
Prior knowledge reasoning for doing this?"
evaluation  try to get at least 2 and leave them on the left side of the board.

Decimals
 Ask students "how do we convert a percentage to a decimal?" Text book for examples if
required
and ask them to interact with the person next to them to see if
they can determine a process to converting a percentage into a
decimal
  Once they have attempted to explain, ask the students to
explain the difference between the 20% and the 0.2 that is
written at the top of the board
 If they cannot explain write the following questions on the
board, 1. 20% X 100, and 2. 0.2 x 100, and ask is any students
would like to answer these 2 questions, advise them that they
are allowed to bring up their calculators if they need it
 Once the students can see that 20% and 0.2 represent that
same number (if they done write more questions on the board)
as them, "how would be convert it to a fractions?"

Fractions
 Ask the class "what is the difference between 20%, 0.2 and
2/10?" if there is no answer, change 2/10 into 20/100 and ask
the same question
 Get students to ask their partner if they think 20/100 is related
to 20% and 0.2, once a few minutes have passed ask the
students to express their opinions
 If they have not got an understanding, write an addition
question on the board (20/100 X 100) and ask a student to come
up and answer the question, advise a calculator is accepted for
this question if it is needed
 Once this is answered as the students to review questions on
page 42 and 43 of their maths book, and attempt questions 10-
26, and either complete every odd number question or every
even number question
 At this point allow the students to work in their pairs and Get kahoot quiz ready
completed the required questions, after enough time has
passed go through the answers by asking "so who answered
question 10?" and "what did you get for that answer?" if there
are any different answers or incorrect answered, write the
question on the board and go through it, once this is done ask
the students to take out their laptops and prepare for their
online quiz

KAHOOT QUIZ
Formative  Ask students to use their real names and to prepare themselves
Teacher will be able Rubber ball
to review test results while we wait for people to log on.
to evaluate learning  The quiz will give 30 seconds to answer each question, and
there are 10 questions.
 After this, students canl create their own kahoot, and use this
 test in a group situation or in pairs (1 kahoot creator, multiple
Summative kahoot users)
Evaluation of student
 After the quiz is done, hand out the prize and get the students
learning by reviewing
quiz results to pack up and spread out in a circle around the desk.

Conclusion -
 Tell the students that we will play silent ball but a little
modified, the teacher will say a percentage, decimal or fraction
and the student with the ball must reply with one of the other 2
alternatives.
 for examples, the teacher says 40%, the students can say
40/100, 4/10 or 0.4 etc