Contemporary Teacher

Leadership

Assignment 1

By: Sheenal Chand

16188655
Abstract

The following report focuses on improvements to Stage 5, Year 10 Mathematics Unit:

Financial Mathematics. The unit was originally designed for a mixed ability Year 10 class,

which included a several students from a Language Background other than English (LBOTE).

Although these students did not require English as an additional Language or Dialect help

(EALD), constant struggles were noted with respect to their language barrier while delivering

the unit. With this in mind, this report proposes recommendations to the unit outline for

improved suitability to teach a comprehensive mixed ability class with various learning

needs.

To effectively achieve this, the unit has been reconstructed using Understanding by Design

(UbD) framework to improve suitability and ensure successful learning of all students in the

class. The resulting unit outline reflects an improvement in the sequencing of learning,

alignment of learning goals to assessments with a strong emphasis on student engagement

and focus on general capabilities such as literacy, numeracy and critical thinking.
Table of Contents:

Contemporary Teacher Leadership ............................................................................................ 1

Abstract ...................................................................................................................................... 2
Table of Contents: ...................................................................................................................... 4
Executive Summary ................................................................................................................... 5
Objective and Context............................................................................................................ 5
Goals: ..................................................................................................................................... 6
Recommendations: ................................................................................................................. 7
Background information on unit being evaluated ...................................................................... 8
Comparative Table ................................................................................................................... 10
Recommendations: ................................................................................................................... 16
Reference List: ......................................................................................................................... 21
Reconstructed Unit Outline...................................................................................................... 23
Concept Map for the Reconstructed Unit: ............................................................................... 34
Appendices:.............................................................................................................................. 36
Appendix 1 - Scope and Sequence 5.2................................................................................. 37
Appendix 2: Concept Map ................................................................................................... 38
Appendix 3 – Original Unit Outline .................................................................................... 39
Appendix 4: Assessment Task ............................................................................................. 43
Executive Summary

Objective and Context

This report is designed for the Mathematics faculty at Moorebank High School, which is a 7-

12 coeducational selective and comprehensive school situated in South-west Sydney. The

school has a diverse population of students with 72 percent of the students being from a

Language background other than English (LBOTE) and 2 percent of students identifying as

either indigenous or Torres Strait Islander. (ACARA, 2018). Majority of the school’s population

are from the low socio-economic group, with approximately 58% of students coming from

middle to lower SES background. (ACARA, 2018) The school is funded on the Smarter School

National Partnership - Low SES program, which allows provision for additional staffing to

support the school’s mission to provide outstanding learning experiences which supports

student’s personal excellence. The teachers at the school have undertaken significant

professional training to support the learning of Gifted and Talented students, ensuring they

are challenged and engaged in a stimulating learning environment. (ACARA, 2018)

Source: (ACARA, 2018)

Goals:

The goals of this report are:

 To evaluate and redesign the Unit using the Understanding by design (UbD)

framework.

 Cater for the different learning needs of a diverse classroom by incorporating

effective differentiation strategies in the unit.

 Address the literacy and numeracy concerns through the learning in the unit by

incorporating further strategies.

  Improve the sequencing of learning to ensure effective learning progression which

promotes deep knowledge and understanding of the unit.

 Incorporate Inquiry-based learning in most of the teaching and learning activities of

the Unit to enhance problem solving skills and promote critical thinking.

 Align learning goals with assessment outcomes whilst providing students with

flexibility to demonstrate learning through a variety of means

Recommendations:

The following recommendations are made for a mid-stream, mixed ability Year 10

Mathematics class. The class consists of students with LBOTE, Gifted and Talented students

as well as students from various socio-economic backgrounds. Therefore, the

recommendations will focus on differentiation, literacy and numeracy concerns as well as

sequencing of learning to ensure meaningful learning of the targeted unit.

- Improve differentiation accommodation to ensure all students in the class have

opportunities to engage with the learning and succeed.

- Improve the explicit instruction of Literacy to ensure that students are scaffolded

through learning. Start each new unit with a mind-map to link students’ previous

knowledge with the new contents being taught. Further enhance literacy by

providing a word bank and definitions relevant to the unit, which doubles as a

scaffold for students with LBOTE or other academic challenges.

- Incorporate inquiry-based questions to stimulate critical and creative thinking.

This can be achieved by including Problem-based learning activities and collaborative

learning processes in lessons.

 - Improve the sequencing of learning to ensure that there is a coherence between

units, and that the learning within the unit of work has a clear progression to assist

in the development of skills.

- Improve the alignment of learning goal to formative assessment by replacing the

topic test with an Assessment for Learning task that operates as a key component in

the learning.

- Clearly detail the learning intention and goals at the beginning of each lesson as per

the Understanding by Design framework in order to stimulate students thought

process and initiate recognition of the learning outcomes.

Background information on unit being evaluated

This unit of “Financial Mathematics (Investing Money)” was allocated a teaching period of

three weeks. This unit aims to educate students about money matters such as earning

money, taxation, applying simple and compound interest formulas and buying terms via

problem solving. According to the scope and sequence provided for teaching, the unit was

scheduled to be taught after the Unit of “Equation”, which sets a good foundation for

students as they are learn to rearrange and solve equations. This prepares students to not

only solve the various formulas in the “Financial Mathematics” but also use this knowledge

to solve application style problem-solving questions.

The unit outline provided was a direct copy and paste of the syllabus dot points with no details

of teaching strategies or activities. Upon observation, it was noted that teachers used New

Century Maths 10 for the Australian Curriculum NSW Stage 5.1/5.2 (Bootsma et.al, 2014) as

the only resource to teach this unit. As such, the reconstructed unit will have a considerable
amount of resources, activities and strategy added to it while very little could be taken off the

as the unit included direct dot points from the syllabus.

There was no concept map provided for original unit taught, however the prescribed

textbook provided some threshold concepts which was reviewed in conjunction with the

Stage 5 Mathematics Syllabus to get a clear understanding of the concepts relevant to this

unit.

A summative assessment for the unit was in the form of an examination which included very

limited questions to assess the outcomes of the unit. The results and outcomes from this

assessment were used to draft half-yearly reports for the students.

Comparative Table

Area of Strengths of the Concerns of the area of Suggested Changes to Research support for the
consideration area of consideration counteract concerns changes suggested.
consideration

Being a Although literacy is included Literacy can be incorporated Incorporation of literacy

mathematics unit, in some aspects of the unit, it throughout the unit by: strategies every classroom is an
Literacy there is some focus is very limited. LBOTE - Start each new unit essential part of Australian
on literacy and students in the class have with a mind-map to link Curriculum (ACARA, 2018) and
language used in the displayed difficulty in students’ previous Australian Professional
unit rather than understanding the type of knowledge with the standard for teachers ( AITSL,
focusing numeracy questioning and by new contents being 2011).
solely. Literacy is incorporating further taught. This will
incorporated in the scaffolding in terms of promote deep In mathematics, new
problem style literacy will assist them with knowledge and knowledge is generated via
questioning posed in understanding same and understanding proof and justification, using
the unit. maximise their learning. - Defining finance related laws of mathematics and logic
language at the which is supported by literacy
beginning of each topic (Draper, 2010; Moje, 2008
to help student to cited Adams & Pegg, 2012) , .
better understand and Hence, Literacy is an important
interpret the language aspect of mathematics as
of the unit. students need to understand
- When solving financial written problems, common
problems, encourage words in mathematics context
students to write a few as well as metaphorical
key words on the left- language uses to represent
hand side of the equals concepts. It further extends to
 sign to identify what is interpretation of visual text
being found in each such as graphs, tables and
step of their working, other representations.
and to conclude with a Students are expected to
statement in words. communicate mathematical
Therefore, encouraging reasoning in written form as
them to use literacy to well as be able to explain it
describe mathematical verbally through descriptions
reasoning and explanations. (board of
Studies, 2012)

A focus on Literacy strategies

further assists teachers to
differentiate teaching and
learning experiences and
provide a more tailored
learning support to students as
per their learning needs.
(Board of Studies, 2012)

Information, The original unit There has been missed There are various ways in In Mathematics, ICT can be
Communication follows the contents opportunities where this unit which ICT can support the effectively and appropriately
and Technology and activity could have further learning outcomes of a lesson. used when investigating,
suggestion detailed incorporated ICT to enhance Various ICT based activities to creating and communicating
in the prescribed the learning of the key consider for this unit include ideas and information as well
textbook, as a result concepts. interactive quizzes, use of MS as representing mathematics in
of which, there has Excel spreadsheet to solve a variety of ways to aid
been some problems, YouTube videos and understanding. (BOSTES, 2012)
access to information aimed
 incorporation of ICT to scaffold the learning The redesigned unit
skills in the unit. outcomes of the lesson. incorporates use of ICT as it is
increasingly becoming a
popular tool for teaching- not
only is ICT skills are becoming
one of the most sought
employments skill. (Tobia, 2017
As an integral part of the day-
to-day learning of young adults,
ICT tends to positively engage
with ICT tasks and therefore
produces better learning
outcomes. (Condie and Munro,
2007; Luu and Freeman, 2011)
Access to ICT devices gives
room for self-directed learning
which encourages students to
view the task from a different
perspective and be creative
with their own learning – hence
promoting engagement.

The unit focuses on Although there is some Critical and creative thinking Critical and creative thinking is
Critical and some problem- problem-based questioning can be incorporated using effective in promoting deep
Creative based learning which promotes critical and inquiry-based learning and understanding and knowledge
Thinking activities (from the creative thinking, the unit project-based learning which amongst students. It prompts
textbook) lacks variety of activities prompts students to link their student-directed learning
throughout the unit which links the topic concept prior knowledge to the which allows students to
which promotes outside the box to gain a concepts being taught and explore and control their own
critical and creative real-life context. Incorporation leaning. teaching strategies.
 better understanding of real-
life contexts.
of in class collaborative
learning can also support
critical and creative thinking.
The increase in student-
direction and engagement
(Ladwig and Gore, 2003) which
subsequently fosters creative
thinking in the classroom
(Wegner, Bentrup & Ohlberger
2015) By seeking and
researching new information
and linking it to their existing
knowledge, students can
expand their understanding
(Kuhn & Shaughnessy, 2018).
collaborative learning also
stimulates critical and creative
thinking. (Fung, To, & Leung,
2016; Tobia, 2017)

The original unit There isn’t much variety in The reconstructed unit outline Incorporation of activities
Personal and followed the the inclusion of personal and will incorporate more activities which promote personal and
Social textbook activities, social capabilities. Being such which promote personal and social capabilities doesn’t only
Capabilities which has some a technical unit, students can social capabilities, such as promote social skills, but also
group-based feel a little overwhelmed paired work, group work, class increases student direction and
activities with the formulas and discussion and informal class engagement which lead to
incorporated calculations involved – presentations. better learning opportunities in
throughout the unit therefore social support via the classroom (Ladwig & Gore
which aim to group-based activities will 2003). Development of
enhance personal help students support each personal and social capabilities
and social other’s understanding of the establishes positive
capabilities. concepts relationships, assists students
to make responsible decisions,

Understanding The unit clearly lists Although the unit outline
by Design and follows the thoroughly follows the
learning outcomes syllabus dot points to plan
from the syllabus, the unit, it focuses more on
hence utilising the the traditional design method
principles of of coverage and activity-
Understanding by oriented design.
Design to map Furthermore, unit relies
backwards from the heavily on textbook
outcomes to resources – hence limiting
accommodate the variety of learning
student learning. resources and student
direction. The lack of
resources further limits the
alignment of learning goals to
learning activities and
assessments.
To ensure an improvement
alignment of the unit to
learning outcomes, expand
resources to engage students
and allow student more
inquiry-based, self-directed
learning. Incorporation inquiry-
based learning will prompt
students to link their prior
knowledge to the new
concepts taught by the unit.
Furthermore, the student’s
responses to inquiry-based
question will allow teachers to
assess student’s understanding
of the concepts being taught.
Further align the learning
outcomes for the unit or work
to the assessment task
allowing student to explore
and control their own learning.
work effectively in teams, and
handle challenging situations
constructively. (BOSTES, 2012)
The use of “backward
mapping” supported by
Understanding by Design
framework ensures teaching
and learning activities are
mapped around the learning
outcomes and success criteria.
Understanding by design
framework is implemented
through the use of inquiry-
based questioning through the
unit and for the formative
assessment. (McTighe and
Wiggins, 2012)
Whilst use of Syllabus dot
points as the starting and
ending points, ensures full
coverage of the learning
outcomes, the use of textbook
as a resource is acceptable but
not as the only resource.
(McTighe & Wiggins, 2012;
Wiggins & McTighe, 2011)
Recommendations:

This unit of work has been evaluated and reconstructed using the Understanding by

Design framework which focuses on mapping backwards from desired learning outcome to

design learning programs. (Wiggins and McTighe, 2011) This has been achieved by

incorporating inquiry-based learning activities within the unit in order to promote deep

knowledge and understanding of the concepts being taught. Together with this, a focus on

developing general capabilities will be used to highlight the key concepts in teaching of the

unit.

Mathematics curriculum is usually taught through expository pedagogies which

presents the subject as an abstract, pre-determined truth. Due to this, students usually fail

to recognise the value of this learning and are often unable to connect the utility of same to

their experience. (Attard, 2011; McPhan, Morony, Pegg, Cooksey, & Lynch, 2008 cited Makar

et.al, 2018). Research suggests that mathematical inquiry-based problems provides students

opportunities to reconnect mathematical content to life, and adapt their mathematical

knowledge to address everyday problems. (Makar et. Al, 2018) Mathematical inquiry is the

process of solving complex , ambiguous problems by negotiation and mathematical evidence

which gives room for open ended and open- method: not a pre-determined single answer.

(Makar, 2010 cited Makar et.al, 2018) accordingly, the stage 5 Financial Mathematics unit has

been reconstructed to include inquiry-based activities which requires students to recall their

prior knowledge and link it with the new concepts learnt and employ different approaches to

solve problems. This not only increases student engagement but also allows them to connect

their learning to real-life context; hence recognise the importance of their mathematical

learning. (Ladwig & Gore, 2003)

 Incorporating literacy in every classroom has become a fundamental part of Australian

Curriculum (ACARA, 2011) and Australian Professional standard for teachers ( AITSL, 2011)

as research supports that this is essential to improve overall literacy of students. (Fang and

Wei, 2010) Literacy is an important aspect of mathematics as students need to understand

written problems, common words in mathematics context as well as metaphorical language

uses to represent concepts. (BOSTES, 2012). In mathematics, new knowledge is generated

via proof and justification using laws of mathematics and logic which is supported by literacy

(Draper, 2010; Moje, 2008 cited Adams & Pegg, 2012) . Literacy general capabilities further

extends to interpretation of visual text such as graphs, tables and other representations.

Additionally, students are expected to communicate mathematical reasoning in written form

as well as be able to explain it verbally through descriptions and explanations. (Board of

Studies, 2012). A focus on Literacy strategies further assists teachers to differentiate teaching

and learning experiences and provide a more tailored learning support to students as per

their learning needs. (BOSTES, 2012) The original unit, which relied heavily on the mentioned

textbook resources, included some literacy aspects such as defining mathematical terms and

application style word problems but was lacking in any other forms of literacy enhancement.

As a result of this, various LBOTE students found it difficult to understand the underlying

concepts of the unit. the reconstructed unit includes a variety of tasks and activities which

requires students to reads and analyse investigation type questions in order to calculate

responses and evaluations. these activities not only addresses students learning but also

prompts students to employ their prior knowledge of the content to enhance their

engagement and literacy. (Gaston et al., 2016) Further to this, the inclusion of collaborative

learning activities , which is evident in the redesigned unit, is also an effective strategy which

supports literacy learning. (Gaston et.al, 2016)

 The redesigned unit incorporates use of ICT as it is increasingly becoming a popular

tool for teaching- not only is ICT an excellent tool to keep students engaged but it is also

becoming one of the most sought employments skill. (Tobia, 2017) Redesigned activities

include interactive quizzes, use of MS Excel spreadsheet to solve problems, YouTube videos

and access to information aimed to scaffold the learning outcomes of the lesson. ICT , being

an integral part of the day-to-day learning of young adults tends to positively engage with

ICT tasks and therefore produces better learning outcomes. (Condie and Munro, 2007; Luu

and Freeman, 2011) Access to ICT devices in classrooms also gives room for self-directed

learning as students are given an opportunity to review online materials and regulate their

own learning. This encourages them to view the task from a different perspective and be

creative with their own learning. Research suggest that providing students’ control over their

learning will increase their willingness to engage in tasks and therefore can result in higher

learning outcomes. (Kuh et.al, 2005)

Critical and creative thinking is another key general capability which was considered

while reconstructing the unit. There is often a disconnect between mathematics teaching

and the student’s perception of these learning and its application to real life context. (Makar

et.al, 2018) by incorporation activities which promote critical and creative thinking, is it

possible to bridge this gap in understanding and assist students to recognise the relevance of

Mathematical learning. Activities which prompt discussion, evaluation and reasoning are key

processes to which can enhance students’ critical and creative thinking. However, teachers

hold an important role to enact situations and scenarios for students to seek information,

expand thinking framework and make evidence-supported argument (Kuhn & Shaughnessy,

2018). Therefore, initiation of critical and creative thinking demands teaching resources

beyond the textbook. As such, the redesigned unit incorporates various inquiry-based and
application styles problem solving questions which provides students an opportunity to relate

their prior knowledge to the new concepts being learnt hence engage in creative and higher-

order thinking. The inclusion of collaborative learning activities also promotes critical and

creative thinking via thought provoking enquiries which lead to group decision making.

(Tobia, 2017)

Personal and social capabilities are essential skills which are vital in today’s world,

hence it is important to instil them in students to prepare them for the real world. The

modified unit plan, includes a lot more group work activities, as well as other communicative

activities such as presentations, debates and class participation activities which allows

students to practice enhancing these essential skills within their learning environment.

Collaborative learning, a recurring theme in the reconstructed unit, enhances social skills by

encouraging students to mingle with peers who are outside their social circle. (Tobia, 2017)

It further supports differentiation ,as students learn effectively through peer support and the

effectiveness of collaborative learning has been proven to improve students learning and

engagement through a great amount of evidence-based research. (Vygotsky, 1978) Allocating

students into mixed ability groups for activities allows the more capable learners of the group

to supplement the knowledge of the less capable learners. (Shabani et.al, 2010)

The above recommendations are made to better align unit outcomes with the learning

goals of the Syllabus based on the framework of UbD . Whilst the original unit was designed

around the syllabus with the learning activities focused heavily on the prescribed textbook,

the modified unit is more focussed on activities which support students’ learning. The

reconstructed unit ensures deep understanding of the unit contents by incorporating

strategies which prompt application of knowledge . These are the fundamental concepts of

Understanding by Design framework upon which this the unit has been reconstructed.
(McTighe and Wiggins, 2012). An important concern in terms of utilising the understanding

by design framework in a meaningful way arises in terms of assessments. The unit was

assessed as a part of half- yearly examination due to which the outcomes assessed were

limited by the number of questions included in the exam. Furthermore, there were no

ongoing formative assessments designed for this original unit. To overcome come this issue,

the reconstructed unit includes various summative tasks to keep a track of student learning.

To conclude, at first instance a unit may come across as complete as it aims to cover

all syllabus outcomes, however a more detailed evaluation of same is necessary to a ensure

that it is designed to meet the required learning outcomes. As such, a frequent review unit

outline is necessary to ensure that the contents are current and meeting their intended

purpose. To effectively administer this, all members of the teaching team need to collaborate

and commit to this process through informed practice. (Frost, 2013)

Reference List:
Adams, A., & Pegg, J. (2012). Teachers’ Enactment of Content Literacy Strategies in Secondary Science and Mathematics Classes. Journal of Adolescent &

Adult Literacy, 56(2), 151-161.

Australian Curriculum Assessment and Reporting Authority (2011). The Australian Curriculum; General Capabilities. Retrieved from;

http://docs.acara.edu.au/resources/General_Capabilities_2011.pdf

Australian Institute for Teaching and Learning. (2011). Australian Professional Standards for

Teachers. Victoria: The Education Council.

Condie, R., & Munro, R. (2007). The impact of ICT in schools: A landscape review. Strathclyde: University of Strathclyde.

Frost, D. (2013). Teacher-led development work: a methodology for building professional knowledge, HertsCam Occasional Papers April 2013. from HertsCam

Publications www.hertscam.org.uk

Gaston, A., Martinez, J., & Martin, E. P. (2016). Embedding Literacy Strategies in Social Studies for Eighth-Grade Students. Journal of Social Studies Education

Research, 7(1), 73-95.

Kuhn, D., & Shaughnessy, M. (2018). An Interview with Deanna Kuhn: Building a Better Future by Promoting Critical Thinking. North American Journal of

Psychology, 20(2), 311-314.

Ladwig, J., & Gore, J. (2003). Quality teaching in NSW public schools: A classroom practice guide. Ryde, NSW: State of NSW, Department of Education and

Training. Retrieved from http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

Luu, K. & Freeman,G.J. (2011). An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and

Australia. Computers & Education, 56(4), 1072-1082.

Makar, Ali, & Fry. (2018). Narrative and inquiry as a basis for a design framework to reconnect mathematics curriculum with students. International Journal

of Educational Research, 92, 188-198.

McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework. In. Alexandria, VA: ASCD.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional

Development. English Language Teaching, 3(4), English Language Teaching, 11/16/2010, Vol.3(4)

Tobia, J. (2017). Effective teaching strategies to promote college and career readiness in high school special education). ProQuest Dissertations & Theses

Global. Retrieved from: https://searchproquest.com.ezproxy.uws.edu.au/docview/1898175548?accountid=36155

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman Eds.).

Cambridge: Harvard University Press.

Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA, USA: ASCD.
Reconstructed Unit Outline

Key:
Part of the unit that was taught unit in black
Part of the unit that was omitted from the original unit
Part of the unit that was added on to the original unit
Part of the unit that was not taught because practical did not commence
Part of unit was taught at a different time to improve sequencing

Financial Mathematics (Investing Money)

Summary/Topic Duration
Simple interest is commonly used for short-term investments or loans. Calculations can involve an annual simple interest rate with a time 3 Weeks
period given in months or even days.

Internet sites may be used to find commercial interest rates for home loans and to provide 'home loan calculators'.

Language
When solving financial problems, students should be encouraged to write a few key words on the left-hand side of the equals sign to identify what is being found in
each step of their working, and to conclude with a statement in words.

Outcomes
MA5.1-4NA solves financial problems involving earning, spending and investing money
MA5.2-4NA solves financial problems involving compound interest
MA5.2‐1WM selects appropriate notations and conventions to communicate mathematical ideas and solutions
MA5.2‐2WM interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems
Content Notes/Resources
Students:
Solve Review of 5.1 concepts – “Earning Money”
problems previously taught
involving
earning Solve problems involving earning money (Stage
money 5.1)
(Stage 5.1)
 calculate earnings from wages for various
time periods, given an hourly rate of pay,
including penalty rates for overtime and
special rates for Sundays and public
holidays
 wage sources, including commission and
piecework
 calculate weekly, fortnightly, monthly and
yearly earnings
 calculate leave loading as 17.5% of normal
pay for up to four weeks
 use published tables or online calculators
to determine the weekly, fortnightly or
monthly tax to be deducted from a
worker's pay under the Australian 'pay-as-
you-go' (PAYG) taxation system
 determine annual taxable income by
subtracting allowable deductions and use
current tax rates to calculate the amount
of tax payable for the financial year
 calculate net earnings after deductions
and taxation are taken into account
Working Mathematically
 determine a worker's tax
refund or liability by
comparing the tax payable for
a financial year with the tax
already paid under the
Australian PAYG system
(Problem Solving)
Teaching and Learning Strategies Completed
Lesson 1  10-4
Focus: Review of Financial Mathematics  10-5
prior content
Introduction:
Teacher initiates a mind map on the board
and asks students to contribute their
understanding of Financial Mathematics
and what they think the unit encompasses.
Key terms emphasised Hourly Rate,
Weekly rate, Monthly rate, penalty rates,
PAYG Tax, simple interest, compound
interest, term payments, leave loading,
commission, contract, taxable income,
deductions, net earnings
Lesson focuses on reviewing the following:
 earnings from wages and non-
wage source
 Calculation of various types of
income
 Calculation of earnings over
different period of times i.e.
Weekly, fortnightly, monthly and
yearly
 Research and use published PAYG
table to calculate tax to be
deducted from worker’s pay
Think Pair and Share:
 Resources: Bootsma , K., Badger, D., Skene, C.,
Adams, D., Yen, R. (2014). New Century Maths 10
for the Australian Curriculum NSW Stage 5.1/5.2
NelsonNetbook.
 Calculate simple interest using the
• Solve formula I=PRN where I is the interest, P is
25problem the principal, R is the interest rate per
involving time period (expressed as a fraction or
simple decimal) and N is the number of time
interest periods
(ACMNA21
1)  apply the simple interest formula to solve
problems related to investing money at
simple interest rates
 find the total value of a
simple interest investment
after a given time period
(Problem
Solving)
 amount of interest, given the
simple interest rate (Problem
Solving)
Students to pair up with a buddy and
complete a Scenario based problem-
solving question based on information
provided. Students are required to work
collaboratively and recall their prior
learning from financial mathematics to
complete this activity. The activity aims to
achieve holistic revision of previously
learnt content of this unit- therefore
assists students to recall prior knowledge.
Lesson 2  10-4
 10-5
Focus:
Revision of Simple interest formula and
calculations:
Activities:
- Start of lesson with a brainstorm
on: Why borrow?
List student responses on board,
prompt students to give example
of situation where one would
borrow.
- Identify the simple interest
formula and clearly label and
identify its components.- Prompt
student to assist in labelling
components as this is revision.
- Students to complete online quiz
on simple interest calculation:
https://www.mathopolis.com/questions/q
.html?id=1702&t=mif&qs=1702_1703_170

 calculate the cost of buying expensive
items by paying an initial deposit and
making regular repayments that include
simple interest
 investigate fees and charges
related to 'buy today, no
more to pay until ...'
promotions (Problem Solving)
 compare the total cost of
buying on terms to paying by
cash (Problem Solving)
 recognise that repossession
does not remove financial
debt (Reasoning)
4_1705_3749_3750_3751_1706_1707_17
08&site=1&ref=2f6d6f6e65792f696e74657
26573742e68746d6c&title=496e74726f64
756374696f6e20746f20496e74657265737
4
Differentiation: give access to link
(project on board) to
https://www.mathsisfun.com/money/inte
rest.html
which provides a more scaffolded
explanation to simple interest for students
who need further assistance in
understanding or recalling Simple Interest
and the calculation of same.
Lesson 3  10-4
 10-5
Focus: Buying on term vs Cash
Activity:
Groupwork:
 Use the internet to search for a
promotion which offers 'buy today, no
more to pay until ...'. In groups
calculate the total cost of the item
purchased through this promotion.
o Show full working out for
total cost by clearly
listing fees charges,
payment terms.
 o What is the cash price for
this item?
o In your groups discuss
and list advantages and
disentangles
o Present your finding to
the class in group.
(teacher to ensure all
team members are
allocated equal
responsibilities)

Collaborative work will ensure the

students who are struggling to
understand the concept are supported
by their capable peers.

 Students to individually complete an

exercise on buying on terms vs cash.

 Class debate:
Teacher educates students on financial
debt which arises as a result of items
bought on term.
Class is divided in 2 teams to debate the
following:
“When a person has failed to pay for
goods as per the payment terms, should
repossession of item remove financial
debt?” Student to argue for and against
with reasonable explanations.
• Connect calculate compound interest for two or three years  connect the calculation of the
the using repetition of the formula for simple interest total value of a compound
compound interest investment to
interest repeated multiplication using
formula to a calculator, e.g. a rate of 5%
repeated per annum leads to repeated
application multiplication by 1.05
s of simple (Communicating)
interest  compare simple interest with
using compound interest in
appropriat practical situations, e.g. to
e digital determine the most beneficial
technologi investment or loan
es (Communicating, Reasoning)
(ACMNA22  compare simple interest with
9) compound interest on an
investment over various time
periods using tables, graphs
or spreadsheets
(Communicating, Reasoning)
Lesson 4  10-4
Focus: Simple interest vs repeated  10-5
percentage method: Compound Interest
Activities:
- students watch video on Simple
interest vs Compound interest
and take notes on simple vs
compound interest.
https://www.youtube.com/watch?v=gyiiq
UQgEeA
- Teacher explains the link between
simple interest and compound
interest using the following site
and visual diagrams:
https://www.mathsisfun.com/money/
compound-interest.html
- This explanation to be followed
by worked a worked example
depicting each step to the class.
- Paired work- students are given a
comparative case study style
question which requires them to
calculate the simple and repeated
percentages method for
calculating compound interest for
various investment/loan and
graph both investment/loan
 option on a graph and compare
the growth/reduction.
Furthermore, they have to discuss
and record their observations and
pick the most beneficial option
giving reasons for same. Pairs to
team up with another pair and
discuss their answers.

Connect  calculate and compare Lesson 5:  10-4

the investments for different
compound compounding periods, e.g. Focus: Compound interest formula and  10-5
interest calculate and compare the calculations
formula to value of an investment of
repeated $3000 at an interest rate of Activities:
application 6% per annum after 5 years
s of simple when the interest is - Students watch Video , “ the
interest • establish and use the formula to find compound compounded annually, as Power of Compound Interest” as
using interest: opposed to the interest being an introduction to “Compound
appropriat compounded monthly Interest”
e digital (Problem Solving)
A=P(1+R)n where A is the total amount, P is the
technologi
principal, R is the interest rate per compounding https://www.youtube.com/watch?v=8NC_
es - calculate the principal or
period as a decimal, and n is the number of OHBgV2Q
(ACMNA22 interest rate needed to obtain
compounding periods
9 a particular total amount for a
- Identify the compound interest
compound interest
formula and clearly label and
investment (Problem Solving)
identify its components.- Prompt
- use a 'guess and refine'
student to assist in labelling
strategy to determine the
components.
number of time periods
Class discussion: to explain the
required to obtain a particular
treatment of interest rate based
total amount for a compound
on different compounding period
interest investment (Problem
Solving)
- Problem solving/ group task
- compare the total amounts
Student to individually working on
obtained for a particular
solving interest related problems
 investment when the interest
is calculated as compound
interest and as simple
interest, e.g. compare the
total amount obtained when
$10,000 is invested at an
interest rate of 6% per annum
compounded monthly for 5
years, with the total amount
obtained when the interest is
calculated as simple interest
(Problem Solving)
 use a spreadsheet to graph
the value of an investment of
a particular amount at various
compound interest rates over
time (Problem Solving)
and application of compound
interest formulas. Once
completed, answers to be
discussed with allocated group.
Each group then comes and
presents a solution on the board
for the class.
-
Lesson 6:  10-4
Focus: Use ICT to solve compound interest  10-5
problems
Activities:
- ICT task: problem solving
question- use a spreadsheet to
graph the value of an investment
of a particular amount at various
compound interest rates over
time (Problem Solving)
- Students to enter data in
spreadsheets with relevant
formulas and then ,manipulate
the resulting spreadsheet in
forms of tables and graphs for
comparison
- Student to interpret the
spreadsheet, tables and graphs

 use a 'guess and refine'
strategy to determine the
number of time periods
required to obtain a particular
total amount for a compound
interest investment (Problem
Solving)
solve problems involving compound interest
 use the compound interest formula to
calculate depreciation
and write an explanation for
comparisons observed
Lesson 7  10-4
Focus: Guess and refine method  10-5
Activities:
- Class discussion: as a class
brainstorm and discuss how
different components of the
compound interest formula was
solve by simply rearranging the
formula. Prompt students to
recognise the difficult in solving
for “n” being number of time
period.
- Worked example on guess and
refine method with class
- Groupwork: students to be
allocated different questions to
solve in groups using guess and
refine method. The solutions
need to be presented to class
explaining strategies utilised by
the group to solve the question.
-
Lesson 8  10-4
Focus: use the compound interest formula  10-5
to calculate depreciation
Activities:

- In pairs – think of items which

depreciate in vale. Teacher to
draft a list on the board.

- Class discussion - Brainstorm: “what is

Depreciations and where is it used?”
Teacher to prompt students for answers.
Class discussion on concept of
depreciation.

Prompt students to recognise The

Depreciation formula is similar
to compound interest except that the
‘interest’ is subtracted, thus reducing the
value.

V =P(1−R)n

The compound interest formula can be

adapted for these calculations as follows.
V = P(1 − R)n
where V is the depreciated value, P is
original value, R is the rate of depreciation
per year and n is the number of years.

Clearly label the components of the

formula for students.
Evaluation and Completion of unit:
Concept Map for the Reconstructed Unit:

There was no concept map provided for original unit taught. The following concept map has been constructed based on the Stage 5
Mathematics Syllabus (BOSTES, 2012) and the New Century Maths textbook used by the Mathematics teachers at Moorebank High School for
Mathematics 5.2 streamed Year 10 students. For completeness sake, the concept map is prepared for the entire Unit of Work, including part
of the unit which was not taught during the practicum.
Appendices:
Appendix 1 - Scope and Sequence 5.2
Appendix 2: Concept Map

There was no concept map provided for original unit taught. A concept map has been constructed for redesigned Unit Outline. Please refer to
same.
Appendix 3 – Original Unit Outline
Appendix 4: Assessment Task