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1

Content Page

Executive summary 3

Background 5

Comparative table 6

Recommendation 9

Reconstructed unit 12

Concept map 13

References 43

Appendix 44

2

Executive summary

Objective and Context

This report features the redesigned Year 8 unit program in Stage 4 on the ‘Fractions, Decimals, Percentages and Financial

Mathematics’ topic in Nepean Creative and Performing Arts (CAPA) High School for students with low academic ability. This report

will also depict the recommendations for the reconstructed unit program with changes according to the General Capabilities of the

Australia Curriculum and Understanding by Design theory.

Nepean CAPA is a co-educational school that consists of more female students as compared to males. It also has a small number of

Indigenous students making up 7% of the school population and students whose Language background is other than English with 15%

accordingly. There are more female students as compared to the male students in this school and most of the parents come from the

bottom and middle quarter of socioeconomic background which is one of the reasons as to why most of the students’ ability to learn in

the classroom environment is impacted in a manner that differs in a high SES school.

3

Goals

Improve engagement in classroom with content related activities and critical thinking questions

Include more literacy work within the content

Increase the usage of Information and Communication Technology (ICT) within the classroom environment

Apply more real-life approaches to make the content more relevant to students lives and increase their interest in the subject.

Recommendations

The recommendations will be made to suit a diverse range of students with both high and low academic skills in the classroom. In

addition to that, the recommendations made is to increase students’ interest in the subject as well as increase the level of attendance

within the school as many students generally have no interest in the Mathematics subject. The changes would be focused around the

general capabilities and understanding by design framework.

Incorporating real-life situations

Building on the usage of literacy in the unit

Understanding the bigger picture of the unit

4

Background information to the unit being evaluated

The unit will be focusing around building on the prior content knowledge of Fractions, Decimals and Percentages that has been taught

in the previous years. It will build on understanding the methods that needs to be applied to add and subtract fractions with different

denominators, common denominators and decimals with different place values. The unit will showcase various methods used to

provide the knowledge to students with different learning skills with the usage of visual cues such as diagrams and written methods

that provides the relevant information for the understanding of each content for the topic. Furthermore, this unit focuses on ensuring

students can portray not only the frequently used percentages in the form of fractions and decimals, but all percentages without the use

of calculators. The content taught connects to several real-life applications such as calculating the total amount of food in order to stay

within the budget and understanding the concept of discounts when comparing two items in a shop. While these are two specific

examples, the activities can be adapted to other activities within the context of the topics being taught.

5

Comparative table

Area of consideration Strengths of the area Concerns of the area of Suggested Changes to Research support for

of consideration consideration counteract concerns the changes suggested.

Ensures that students Since the length of the Get students to state the

can take notes on the definition varies, students answers in written

Literacy rules and definitions of might not be able to train form.

the mathematical for longer written

terms. sentences.

Encourages students to Students might not Teachers are to always Clear instructions

interpret texts in remember the definition write down or present provide better results

Mathematical terms of the mathematical term and to speak the academically and

due to the lack of usage. definitions of the socially.

For example, the term mathematical terms

reciprocal should be clearly. Occasionally,

clarified even though the definitions might need

term has been introduced to be explained step by

in the previous learning step for further

years. understanding.

Students should be Due to the differences in Teaching strategies Transfer their

able to interpret learning skills, just such as visual and mathematical

Numeracy addition, subtraction, applying the information written methods would knowledge and skills to

multiplication and provided will not attain be able to cater for a contexts outside the

division of fractions the required positive diverse range of mathematics classroom

and decimal numbers results. students. (Forgasz, Lerder &

using specific methods Hall, 2017).

according to the rules

provided.

6

Students are able to If definitions are not Reminders of prior Able to build on their

apply proportional mentioned, students content to the current confidence of

reasoning to solve the would not be able to solve content such as numeracy skills

mathematical the mathematical percentage is out of 100 (Forgasz, Lerder &

questions within the questions and will be a and, therefore, is part of Hall, 2017)

lessons. For example, cause of concern when a fraction.

to be able to identify needing to proceed to the

that reciprocal occurs next content that relates to

when a fraction is the previous content.

asked to be divided.

the unit has a number No real-life context was Apply using real-life Builds on students’

Critical and Creative of contents that can provided in the unit contexts such as in the problem solving skills

Thinking encourage for the use program. Low ability shopping, eating or by giving students real-

of critical and creative students will not see the entertainment industry. life situations activities

thinking in terms of connections of learning (Kanbay & Okanlı,

real-life applications. the content if the content 2017)

is taught just using the

Mathematics textbook.

Having students think Unit might have not Providing questions for Students are able to

and interpret the given stressed on the students to compare and make decisions and

data before having a understanding of create their own build on their self-

teacher explain it to multiplying decimal conclusion of how efficiency (Kanbay &

them as the content numbers using the power multiplying decimals Okanlı, 2017)

has been taught of 10 or understanding of with a power of 10

previously. how fractions, decimals works.

and percentages are all Providing a worksheet

interconnected. that has 3 columns of

percentages, fractions

and decimals that are

partially filled as an

indicator for students to

think critically and use

prior knowledge on

7

fractions and decimals

to connect with

percentages.

Unable to find an

Ethical Understanding applicable part for this

unit program

Able to solve With weak background on Setting out lesson A few strategies that

percentages questions fractions and decimals, expectations during are used in order to

Understanding by Design using fractions and students will not be able each lesson and implement Ubd is

decimal numbers. to complete the providing tasks that teacher expectations

percentages questions. allows for them to self- and clear instructions to

assess themselves ensure students do not

throughout the unit. have a chance to avoid

the task given to them

(Wiggins & McTighe,

2011)

8

Recommendations

The original Year 8 Mathematics unit outline had limited information and structure on it that it was unclear as to how this unit

would be able to comply to students’ diverse range of learning as well as implement the general capabilities that is required to be

implemented in the new syllabus to ensure students are able to learn in a more developed manner. In order to achieve this, the

understanding by design (UbD) framework and the general capabilities was used to reconstruct the unit outline. With the changes

made, students would be able to achieve the outcomes that are required for their Half-yearly exams that will be their assessment of

learning.

UbD focuses on understanding the content that is being taught rather than of just knowing it which is crucial in every students’

learning development (Wiggins & McTighe, 2005). It is a three-step framework that consists of backward mapping that begins with

identifying the desired results, followed by determining the evidence and lastly, having a learning plan (Wiggins & McTighe, 2011).

The first step of identifying the desired results is essentially for students to see the end goal of what the content is about and how to

interrelate with other topics and curriculum (Yurtseven & Altun, 2017). The second stage, evidence, consists of the type of assessment

that will be given to assess students’ ability to achieve the specific outcomes and goals using a marking criteria, whereas, a learning

plan is the strategies and tools used to teach the content to students’ (Yurtseven & Altun).

9

In the unit program, the teacher will instill and reinforce the instructions and expectations to students to ensure they are able to

complete the task provided to them which is always implemented when students are required to write down the rules of the

mathematical methods into their workbook (Wiggins & McTighe, 2011). The structure of the scope and sequence shows a specific

allocation that should be achievable within the timeframe. This needs to be incorporated under the learning plans and therefore the

unit program should have the appropriate information to provide students with the understanding they need before they are assessed

formally. Furthermore, the activities within the lesson is differentiated to suit both low and high ability learners which engages in real-

life situations such as ordering food within the allocated budget. This falls under the assessment as learning format whereby students

can judge whether or not, they are able to remember how to calculate decimal numbers with different decimal places (Wiggins &

McTighe).

Moreover, the reconstructed unit is also modified according to the general capabilities that is under the Australian Curriculum

which entails of literacy, numeracy, ICT, critical and creative thinking, ethical understanding, personal and social capability, and

intercultural understanding that builds on students overall skills to live in this rapidly changing society (Australian Curriculum,

Assessment and Reporting Authority [ACARA], 2019). It is crucial to apply the usage of literacy especially in a Mathematics subject

as Jao and Hall (2018) states that by implementing writing in classrooms increases students’ level of engagement and thus increases

their ability to stay engage during the lesson (Jao & Hall, 2018). In this reconstructed Mathematics unit outline, the numeracy

capability focuses on being able to apply the mathematical knowledge learnt in the classroom to the society using deep understanding

10

of the mathematical knowledge and critical thinking (Forgasz, Lerder & Hall, 2017). Consequently, the unit outline was adapted to

include few real-life situations to build students’ critical and creative thinking. The situation of going to a café with a budget in hand

sets a situation such that students’ will need to learn how use their problem-solving skills as a team, as well as, build on their self-

To conclude, it is a necessity for unit outlines to be constantly updated to ensure students receive the most out of their

education and can gain more than just an academic skill when they leave school. To build a unit outline that focuses on such goals

requires backward mapping that is known as understanding by design as it allows teachers to see the broad spectrum of the teaching

content and resources that should be implemented to make it achievable. Also, applying the general capabilities from the Australian

Curriculum ensures that teachers can assist not only academically, but also, to expand on students’ other general skills that are

required to build a deep understanding on the subjects they are learning and how they would be applying it in the future.

11

Reconstructed unit

12

Concept map

Diagrams

Divide

Place values

Reciprocal

Rounding

Diagrams Recurring

Decimals

Terminating

Decimals

13

c. Assessment task on Measurement and Geometry and Equations

Student Name:

1 8

Mathematics

Assessment Task

Suggested Time: 50 Minutes

General Instructions:

Write using black or blue pen only. Black pen is preferred.

Marking:

14

Section Topic Marks

E

Equations /6

D

Equations /6

C

Equations /6

Total: / 36

15

16

Measurement and Pythagoras’ Theorem E Marks

1. 10:38 p.m. in 24-hour time is: 1

(A) 1038 (B) 2038

(A) 180 seconds (B) 190 seconds

3. Identify the hypotenuse in the right-angled triangle shown. 1

4. 7000 mL = __________ L 1

17

5. What is the shape of the cross-section in this prism? 1

Equations E Marks

1. Which of the following equations is false? 1

(A) 7 + 5 = 2 × 6 (B) 10 − 3 = 21 ÷ 3

(C) 3 × 5 = 9 + 6 (D) 12 ÷ 4 = 10 − 8

18

2. 7 more than the number 𝑘 is 12. An equation that represents this

1

is:

(A) 12𝑘 = 7 (B) 𝑘 + 7 = 12

(C) 7𝑘 = 12 (D) 𝑘 − 7 = 12

3. For each equation, find the result of applying the given operation to both sides.

a) 2𝑎 = 6 [ ÷ 2 ] 1

b) 𝑏 1

=4 [×3]

3

a) 𝑐 + 3 = 12 1

b) 𝑑 − 7 = 9 1

19

End of Section E

1. Which of the following are units for capacity? 1

(A) cm3 (B) m2

(C) kg (D) mL

2. What is the time difference between 7:45 a.m. and 10:04 p.m.? 1

(A) 2 hours and 19 minutes (B) 3 hours and 41 minutes

3. Calculate the volume of the prism shown. 2

20

4. Use Pythagoras’ Theorem to find the value of c on the triangle 2

shown.

Equations D Marks

21

Multiple Choice - Circle the correct answer

1. If 𝑦 = 3, which of the following equations is true? 1

(A) 3𝑦 − 3 = 𝑦 + 5 (B) 4y + 7 = 18

(C) 9 − 𝑦 = 6 (D) 2𝑦 = 23

(A) 4ℎ (B) 8

(C) ℎ − 4 (D) ℎ + 4

3. Solve the following equations.

a) 5𝑒 + 11 = 36 2

b) 𝑥 + 3 = 7 2

6

22

End of Section D

2. 9000 L = __________ m3 1

Hailee completed the first lap in 4 minutes 22 seconds and the second lap in 5

minutes 47 seconds.

How much time did the race take her in total?

23

Equations C Marks

1. Which of the following equations does NOT have the solution 𝑥 =

1

7?

(A) 8𝑥 = 56 (B) 𝑥 + 7 = 14

(C) 16 − 𝑥 = 9 (D) 𝑥 + 7 = 0

2. Joshua is 6 cm taller than Penny. If their total height is 322 cm, how tall is Penny? 1

(A) 158 cm (B) 164 cm

24

(C) 167 cm (D) 328 cm

3. Solve the equation 3(7𝑐 + 3) = 30. 2

.

4. A plumber charges $70 call-out fee and $90 per hour. On a particular job the 2

electrician charged $520. Calculate how many hours the plumber worked for.

End of Section C

Marking criteria

1. 10:38 p.m. in 24-hour time is: 1

(A) 1038 (B) 2038

25

(C) 2238 (D) 2438

(A) 180 seconds (B) 190 seconds

3. Identify the hypotenuse in the right-angled triangle shown. 1

4. 7000 mL = 7 L 1

26

triangle

𝑽 = 𝑨𝒉

= 𝟏𝟒 × 𝟏𝟎

= 𝟏𝟒𝟎 cm3

½ mark: correct answer

1. Which of the following equations is false? 1

(A) 7 + 5 = 2 × 6 (B) 10 − 3 = 21 ÷ 3

27

(C) 3 × 5 = 9 + 6 (D) 12 ÷ 4 = 10 − 8

2. 7 more than the number 𝑘 is12. An equation that represents this is: 1

(A) 12𝑘 = 7 (B) 𝑘 + 7 = 12

(C) 7𝑘 = 12 (D) 𝑘 − 7 = 12

3. For each equation, find the result of applying the given operation to both sides.

a) 2𝑎 = 6 [ ÷ 2 ] 1

𝑎 = 3

b) 𝑏 1

=4 [×3]

3

𝑏 = 12

a) 𝑐 + 3 = 12 1

𝑐 = 12 − 3

𝑐 = 9

b) 𝑑 − 7 = 9 1

𝑑 = 9+7

𝑑 = 16

28

End of Section E

1. Which of the following are units for capacity? 1

(A) cm3 (B) m2

(C) kg (D) mL

2. What is the time difference between 7:45 a.m. and 10:04 p.m.? 1

(A) 2 hours and 19 minutes (B) 3 hours and 41 minutes

3. Calculate the volume of the prism shown. 2

29

𝑽 = 𝑨𝒉

𝟏

= ×𝟑×𝟐×𝟕

𝟐

= 𝟐𝟏 cm3

1 mark: correct volume

shown.

𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐

𝟐𝟒𝟐 + 𝟕𝟐 = 𝒄𝟐

𝟔𝟐𝟓 = 𝒄𝟐

𝒄 = √𝟔𝟐𝟓

𝒄 = 𝟐𝟓

½ mark: correct substitution

½ mark: correct value for c2

½ mark: correct answer

30

Multiple Choice - Circle the correct answer

1. If 𝑦 = 3, which of the following equations is true? 1

(A) 3𝑦 − 3 = 𝑦 + 5 (B) 4y + 7 = 18

(C) 9 − 𝑦 = 6 (D) 2𝑦 = 23

(A) 4ℎ (B) 8

(C) ℎ − 4 (D) ℎ + 4

3. Solve the following equations.

a) 5𝑒 + 11 = 36 2

5𝑒 = 36 − 11

5𝑒 = 25

5𝑒 25

=

5 5

𝑒 = 5

b) 𝑥 + 3 = 7 2

6

𝑥

= 7−3

6

31

𝑥

= 4

6

𝑥

6× = 4×6

6

𝑥 = 24

End of Section D

1. 400 cm3 = 400 mL 1

2. 9000 L = 9 m3 1

Hailee completed the first lap in 4 minutes 22 seconds and the second lap in 5

minutes 47 seconds.

How much time did the race take her in total?

4 minutes 22 seconds

+ 5 minutes 47 seconds

10 minutes 9 seconds

32

1 mark: correct addition of seconds (22 s + 47 s = 69 s)

1 mark: correct addition of minutes (4 min + 5 min + 1 min = 10 min)

𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐

𝒙𝟐 + 𝟓𝟐 = 𝟏𝟐𝟐

𝒙𝟐 = 𝟏𝟐𝟐 − 𝟓𝟐

= 𝟏𝟏𝟗

𝒙 = √𝟏𝟏𝟗

𝒙 = 𝟏𝟎. 𝟗

½ mark: correct substitution

½ mark: correct value for x2

½ mark: correct answer

1. Which of the following equations does NOT have the solution 𝑥 =

1

7?

(A) 8𝑥 = 56 (B) 𝑥 + 7 = 14

33

(C) 16 − 𝑥 = 9 (D) 𝑥 + 7 = 0

2. Joshua is 6 cm taller than Penny. If their total height is 322 cm, how tall is Penny? 1

(A) 158 cm (B) 164 cm

3. Solve the equation 3(7𝑐 + 3) = 30. 2

3(7𝑐 + 3) = 30

21𝑐 + 9 = 30

21𝑐 = 30 − 9

21𝑐 = 21

21𝑐 21

=

21 21

𝑐 = 1

4. A plumber charges $70 call-out fee and $90 per hour. On a particular job the 2

electrician charged $520. Calculate how many hours the plumber worked for.

number of hours = (520 − 70) ÷ 90 = 5 ℎ𝑜𝑢𝑟𝑠

𝑜𝑟 90ℎ + 70 = 520

90ℎ = 520 − 70

34

90ℎ = 450

90ℎ 450

=

90 90

ℎ = 5 ℎ𝑜𝑢𝑟𝑠

End of Section C

35

d. Redesigned unit outline

Numeracy

Information and Communication Technology (ICT) capability General changes & changes related to UbD

Critical and Creative thinking

Unit Number: Unit Name: Fractions, decimals, percentages and financial mathematics

4

Estimated Key Ideas in Stage 4:

number Apply the four operations with fractions, including mixed numerals, and decimals

Convert between fractions, decimals and percentages

of lessons: Express one quantity as a fraction/percentage of another

Calculate fractions/percentages of quantities

Solve problems involving fractions, decimals and percentages

Perform calculations involving GST

Calculate discounts and ‘best buys’

Solve problems involving profit and loss

Unit Description:

In this unit, students will continue to develop a range of mental and written strategies to enhance their computational skills. They

will operate competently with fractions, decimals and percentages, and apply these in a range of practical contexts, including

problems related to GST, discounts and profit and loss.

Content Strand(s): Number and Algebra Measurement Statistics and Probability

and Geometry

2. Fractions and Decimals

(S3)

2. Fractions, Decimals,

Substrand(s):

Percentages (S4)

3. Financial Mathematics

(S4)

Working MA4-1WM communicates and connects mathematical ideas using appropriate terminology, diagrams and

Mathematically symbols

36

Outcomes: MA4-2WM applies appropriate mathematical techniques to solve problems

MA4-3WM recognises and explains mathematical relationships using reasoning

MA3-7NA compares, orders and calculates with fractions, decimals and percentages

Content

MA4-5NA operates with fractions, decimals and percentages

Outcome(s):

MA4-6NA solves financial problems involving purchasing goods

Teaching Pre-tests:

resources In class test as starter activity to observe the level students are currently on.

applicable to

the entire unit

of work

Literacy / Numeracy:

explain multiplication of a fraction by a fraction using a diagram to illustrate the process (Reasoning, Communicating)

explain why division by a fraction is equivalent to multiplication by its reciprocal (Reasoning, Communicating)

Recognise and explain incorrect operations with fractions eg explain why 32 14 7 (Applying Strategies, Reasoning,

3

Communicating)

question the reasonableness of statements in the media that quote fractions (Questioning)

solve a variety of real-life problems involving fractions (Applying Strategies)

use a number of strategies to solve unfamiliar problems, including:

- using a table

- looking for patterns

- simplifying the problem

- drawing a diagram

- taking out important information from worded questions

- working backwards

- guess and refine (Applying Strategies, Communicating)

question the reasonableness of statements in the media that quote decimals

eg ‘the number of children in the average family is 2.3’ (Questioning)

interpret a calculator display in formulating a solution to a problem, by appropriately rounding a decimal

(Communicating, Applying Strategies)

37

solve a variety of real-life problems involving decimals with and without using a calculator (Applying Strategies)

Provided in respective Weeks

Investigation (An integrated teaching, learning and assessment activity)

Stage Syllabu Concepts, Content, Text With Without technology

s pages Learning book technolog

y

3 213 Adding and subtracting

fractions. Multiplying by a

Equivalent and simple forms revision

whole number. 4B

worksheet

4 264 Adding and subtracting

265 Multiplying and dividing

Teaching Worksheet

resources

applicable to

this section

Lessons Instruct students to write down rules of adding and subtracting fractions/ improper fractions

Week 3 with same and different denominators.

Instruct students to write down the rules of adding and subtracting mixed numerals with same

and different denominators.

Revise method on adding and subtracting fractions with same denominators using numbers and

diagrams

Worksheet on adding and subtracting fractions with the same denominator

Adding and subtracting mixed numerals without using a calculator

Students are required to write down the rules of multiplying and dividing fractions

Multiplying and dividing

Section C: Decimal place value and fraction/decimal conversions (REVISION)

Stage Syllabu Concepts, Content, Text With technology Without technology

38

s pages Learning book

3 210 Place value in decimals

214-215 Converting simple https://www.mathsisf

un.com/converting-

decimals to fraction and

4C decimals-

vice versa

fractions.html

4 265 Converting decimals to

fraction and vice versa

Teaching https://www.mathsisfun.com/converting-decimals-fractions.html

resources

applicable to

this section

Week 4 Students’ are to participate in the mathsisfun link on the projector board and participate in Questions 1-

7

Converting fractions that has a denominator with a power of 10 into a decimal without a calculator

using place values: students are to attempt board question before teacher provides explanation

Converting fractions in to decimals by making denominator into a power of 10 without a calculator

Converting a decimal to a fraction

Stage Syllabu Concepts, Content, Text With Without technology

s pages Learning book technolog

y

3 214 Adding and subtracting

decimals Adding and subtracting decimals worksheet

4D

4 265 Adding and subtracting Café menu sheet

decimals

Teaching Worksheet

resources Menu sheet

applicable to

this section

Week 5 Adding and subtracting decimals with same decimal places

Adding and subtracting decimals with different decimal places

Half-Yearly

39

Exams Lesson activity: Set a $20 budget and students are to be seated in pairs. Using a café menu, get students

to calculate a main food, drink and dessert within the given budget without using a calculator.

Give students question 27.58 x 10 and 9.753 ÷ 10 to answer without using a calculator and to mention

their observation after calculating the answer.

Instruct students to write down rules of the multiplying and dividing decimals with a power of 10

Practice questions from textbook and worksheet

Section E: Terminating decimals, recurring decimals and rounding (REVISION)

Stage Syllabu Concepts, Content, Text book With technology Without technology

s pages Learning

3 214 Rounding off decimals

with 1, 2 or 3 decimal

places to the nearest whole

number

4 265 Multiplying and

dividing decimals

Terminating

4E Worksheets

decimals and

recurring decimals

Converting

fractions to

decimals

(terminating and

recurring)

Teaching Extra questions prepared for higher ability students from textbook or worksheet

resources

applicable to

this section

Week 6 Multiplying and dividing decimals using through written terms without using a calculator

Period 1 & Remind students that the mathematical term ‘and’ is used for multiplying. Provide example.

Period 2 Instruct students to write down the rules of multiplying and dividing decimal numbers

Revise on terminating, decimals

Revise on converting fractions into terminating and recurring decimals

40

Section F: Converting fractions, decimal and percentages (REVISION)

Stage Syllabu Concepts, Content, Text book With technology Without technology

s pages Learning

3 na na

4 265-266 Rounding decimals

to a given number

of decimal places

Workbook

Converting 4F Mathsstarters.net

Whiteboard

percentages to

fractions and

decimals

resources Differentiated questions for higher and lower ability students.

applicable to

this section

Week 7 Using website link as a lesson starter

Period 1 Rounding decimals into one or two decimal places using critical digits

Students are required to write down the rules of converting percentages to fractions and decimals

Converting percentages into fractions and decimals without a calculator

Section G: Finding a percentage and expressing as a percentage

Stage Syllabu Concepts, Content, Text book With technology Without technology

s pages Learning

3 215 Percentage of a quantity

(10%, 25%, 50%)

4 266 Percentage of a

quantity

4G calculator Worksheet

Expressing one

quantity as a

percentage of

another

41

Converting a

fraction to a

percentage

Converting units

Teaching Fractions, percentages and decimal worksheet (Partially filled)

resources Mathsstarter.net- converting fractions, decimals and percentages bingo

applicable to

this section

Week 7 Students are to complete the partially filled worksheet

Period 1-3 Converting fractions to percentages without a calculator

Rules are to be written down in workbooks

Understanding the mathematical term of ‘out of’ is to multiply and the numbers are to be written in

fraction forms

Converting units to a common unit before expressing as a percentage

Using a calculator to find the percentage

Solving questions with and without a calculator

Class activity: Bingo game to be completed by all students

Class activity: Discounted items cost (comparing two items on sale)

Register to be completed by the class teacher

Teacher’s reflection and evaluation of the unit and Assessment strategies used:

suggestions for changes to the program: Assessment for learning: Teacher observes students progress during

class activities and provides immediate feedback to students.

after completing assigned work

Week 5

Section A until G was taught during the Professional Practical Experience for this unit.

42

References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2019). Nepean Creative and Performing Arts High School,

curriculum/general-capabilities/

Forgasz, H.J., Leder, G., & Hall, J. (2017). Numeracy across the curriculum in australian schools: Teacher education students’ and

practicing teachers’ views and understanding of numeracy. Numeracy, 10(2), 1-20. DOI 10.5038/1936-4660.10.2.2

Jao, L., & Hall, J. (2018). The important things about writing in secondary mathematics classes. Australian Mathematics Teacher,

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43

Appendices

-original unit outline

Unit Number: Unit Name: Fractions, decimals percentages and financial mathematics

4

Estimated Key Ideas in Stage 3:

number Solve word problems and record the strategy used, including problems involving money

Select and apply efficient mental, written and calculator strategies to solve word problems and record the

of lessons: strategy used

Represent, compare and order fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12 and 100

Determine, generate and record equivalent fractions

Write fractions in their ‘simplest form’

Add and subtract fractions, included mixed numerals, with the same or related denominators

Multiply fractions by whole numbers

Find a simple fraction of a quantity

Use mental, written and calculator strategies to add and subtract decimals with up to three decimal places

Use mental, written and calculator strategies to multiply decimals by one- and two-digit whole numbers

Use mental, written and calculator strategies to divide decimals by one-digit whole numbers

Multiply and divide decimals by 10, 100 and 1000

Solve word problems involving fractions and decimals, including money problems

Make connections between equivalent percentages, fractions and decimals

Use mental, written and calculator strategies to calculate 10%, 25% and 50% of quantities, including as

discounts

Key Ideas in Stage 4:

Apply the four operations with fractions, including mixed numerals, and decimals

Convert between fractions, decimals and percentages

Express one quantity as a fraction/percentage of another

Calculate fractions/percentages of quantities

Solve problems involving fractions, decimals and percentages

Perform calculations involving GST

Calculate discounts and ‘best buys’

Solve problems involving profit and loss

44

Unit Description:

In this unit, students will continue to develop a range of mental and written strategies to enhance their computational skills. They

will operate competently with fractions, decimals and percentages, and apply these in a range of practical contexts, including

problems related to GST, discounts and profit and loss.

Content Strand(s): Number and Measurement Statistics and Probability

Algebra and Geometry

2. Fractions and

Decimals (S3)

2. Fractions,

Decimals,

Substrand(s):

Percentages (S4)

3. Financial

Mathematics

(S4)

MA4-1WM communicates and connects mathematical ideas using appropriate terminology, diagrams and

Working

symbols

Mathematically

MA4-2WM applies appropriate mathematical techniques to solve problems

Outcomes:

MA4-3WM recognises and explains mathematical relationships using reasoning

MA3-7NA compares, orders and calculates with fractions, decimals and percentages

Content

MA4-5NA operates with fractions, decimals and percentages

Outcome(s):

MA4-6NA solves financial problems involving purchasing goods

Pre-tests:

Teaching

Fractions decimal and percentages

resources

Topic tests:

applicable to

Test A and Test B

the entire unit

Other resources:

of work

<insert links here>

Literacy / Numeracy:

explain multiplication of a fraction by a fraction using a diagram to illustrate the process (Reasoning, Communicating)

explain why division by a fraction is equivalent to multiplication by its reciprocal (Reasoning, Communicating)

recognise and explain incorrect operations with fractions eg explain why 32 14 73 (Applying Strategies, Reasoning,

Communicating)

45

question the reasonableness of statements in the media that quote fractions (Questioning)

solve a variety of real-life problems involving fractions (Applying Strategies)

use a number of strategies to solve unfamiliar problems, including:

- using a table

- looking for patterns

- simplifying the problem

- drawing a diagram

- working backwards

- guess and refine (Applying Strategies, Communicating)

question the reasonableness of statements in the media that quote decimals

eg ‘the number of children in the average family is 2.3’ (Questioning)

interpret a calculator display in formulating a solution to a problem, by appropriately rounding a decimal (Communicating,

Applying Strategies)

solve a variety of real-life problems involving decimals (Applying Strategies)

use a number of strategies to solve unfamiliar problems, including:

- using a table

- looking for patterns

- simplifying the problem

- drawing a diagram

- working backwards

- guess and refine (Applying Strategies, Communicating)

Stage Syllabu Concepts, Content, Text With technology Without technology

46

s pages Learning boo

k

3 212-213 Equivalent fractions,

simplest form

4 264 HCF, LCM,

equivalent fractions,

4A

simplest form.

5.1 na na

5.2 na na

5.3 na na

Teaching ..\Resource_Library_7_9\Number\30_F_D_P

resources

applicable to ..\Mathwarp7\01 Teacher Mathswarp 7\08 Fractions\06 Simplifying (Reducing) Fractions.pub

this section ..\Mathwarp7\01 Teacher Mathswarp 7\08 Fractions\07 Equivalent and Comparing Fractions.pub

Notes

Stage Syllabu Concepts, Content, Text With technology Without technology

s pages Learning boo

k

3 213 Adding and

subtracting fractions.

Multiplying by a

whole number.

..\Mathwarp7\01 Teacher

4 264 Adding and

Mathswarp 7\08

265 subtracting 4B

Multiplying and Fractions\19 Mixed

dividing Operations Calculator.pub

5.1 na na

5.2 na na

5.3 na na

47

Teaching ..\Mathwarp7\01 Teacher Mathswarp 7\08 Fractions\09 Add Sub Same Denom.pub

resources ..\Mathwarp7\01 Teacher Mathswarp 7\08 Fractions\10 Add Sub Same Denom Mixed.pub

applicable to ..\Mathwarp7\01 Teacher Mathswarp 7\08 Fractions\11 Add Sub Diff Denom.pub

this section ..\Mathwarp7\01 Teacher Mathswarp 7\08 Fractions\12 Add Sub Diff Denom Mixed.pub

..\Mathwarp7\01 Teacher Mathswarp 7\08 Fractions\13 Multiplying Fractions.pub

..\Mathwarp7\01 Teacher Mathswarp 7\08 Fractions\14 Fraction of a Quantity.pub

..\Mathwarp7\01 Teacher Mathswarp 7\08 Fractions\17 Dividing Fractions and Reciprocal.pub

Notes

Stage Syllabu Concepts, Content, Text With technology Without technology

s pages Learning boo

k

3 210 Place value in

214-215 decimals

Converting simple

decimals to fraction

and vice versa

4 265 Converting decimals 4C

to fraction and vice

versa

5.1 na na

5.2 na na

5.3 na na

Teaching ..\Mathwarp7\01 Teacher Mathswarp 7\09 Decimals\01 Place Value of Decimals.pub

resources ..\Mathwarp7\01 Teacher Mathswarp 7\09 Decimals\08 Fractions to Decimals.pub

applicable to

this section

Notes

48

Section D: Computation with decimals (REVISION)

Stage Syllabu Concepts, Content, Text With technology Without technology

s pages Learning book

3 214 Adding and

subtracting decimals

4 265 Multiplying and

dividing decimals 4D

5.1 na na

5.2 na na

5.3 na na

Teaching ..\Mathwarp7\01 Teacher Mathswarp 7\09 Decimals\03 Addition of Decimals.pub

resources ..\Mathwarp7\01 Teacher Mathswarp 7\09 Decimals\04 Subtraction of Decimals.pub

applicable to ..\Mathwarp7\01 Teacher Mathswarp 7\09 Decimals\05 Mult & Divide 10 100 1000.pub

this section ..\Mathwarp7\01 Teacher Mathswarp 7\09 Decimals\06 Multiplication of Decimals.pub

..\Mathwarp7\01 Teacher Mathswarp 7\09 Decimals\07 Division of Decimals.pub

Notes

Stage Syllabu Concepts, Content, Text With technology Without technology

s pages Learning boo

k

3 214 Rounding off

decimals with 1, 2 or

3 decimal places to

the nearest whole

number

4E

4 265 Rounding decimals

to a given number of

decimal places

Terminating

decimals and

49

recurring decimals

Converting fractions

to decimals

(terminating and

recurring)

5.1 na na

5.2 na na

5.3 na na

Teaching ..\Mathwarp7\01 Teacher Mathswarp 7\09 Decimals\02 Rounding Decimals.pub

resources

applicable to

this section

Notes

Stage Syllabu Concepts, Content, Text With technology Without technology

s pages Learning boo

k

3 na na

4 265-266 Converting fractions

to percentages

Converting

terminating decimals

to percentages

Converting

4F

percentages to

fractions and

decimals

5.1 na na

5.2 na na

5.3 368 Extension:

Converting recurring

50

decimals to fractions

Teaching ..\Mathwarp7\01 Teacher Mathswarp 7\17 Percentages\05 Fractions Decimals Percentages.pub

resources

applicable to

this section

Notes

Stage Syllabu Concepts, Content, Text With technology Without technology

s pages Learning boo

k

3 215 Percentage of a

quantity (10%, 25%,

50%)

4 266 Percentage of a ..\Resource_Library_8_10\Y

quantity ear 8 program\Unit 4 -

Expressing one Fractions decimals

4G

quantity as a percentages and financial

percentage of maths\Percentages using a

another calculator.pdf

5.1 na na

5.2 na na

5.3 na na

Teaching ..\Resource_Library_7_9\Number\30_F_D_P

resources ..\Resource_Library_8_10\Year 8 program\Unit 4 - Fractions decimals percentages and financial

applicable to maths\percentage of a quantity.pdf

this section ..\Resource_Library_8_10\Year 8 program\Unit 4 - Fractions decimals percentages and financial

maths\percentage of a quantity 2.pdf

..\Resource_Library_8_10\Year 8 program\Unit 4 - Fractions decimals percentages and financial

maths\expressing a quantity as a percentage of another.pdf

Notes

51

Section H: Decreasing and increasing by a percentage

Stage Syllabu Concepts, Content, Text With technology Without technology

s pages Learning boo

k

3 215 Sale price of an item

after discount of

10%, 25% or 50%

4 266 Decrease and

increase by any 4H

percentage.

5.1 na na

5.2 na na

5.3 na na

Teaching ..\Resource_Library_7_9\Number\30_F_D_P

resources

applicable to

this section

Notes

Stage Syllabu Concepts, Content, Text With technology Without technology

s pages Learning boo

k

3 na na

4 268 Investigate and

calculate the GST

4I

5.1 na na

5.2 na na

5.3 na na

52

Teaching

resources

applicable to

this section

Notes

Stage Syllabu Concepts, Content, Text With technology Without technology

s pages Learning boo

k

3 na na

4 269 Problems involving

profit and loss

4J

5.1 na na

5.2 na na

5.3 na na

Teaching ..\Resource_Library_7_9\Number\30_F_D_P

resources

applicable to

this section

Notes

Section K: Solving percentage problems with the unitary method and equations

Stage Syllabu Concepts, Content, Text With technology Without technology

s pages Learning boo

k

3 na na

4 266 Solving problems

involving the use of 4K

the unitary method

or creating and

53

solving an equation

5.1 na na

5.2 na na

5.3 na na

Teaching ..\Resource_Library_7_9\Number\30_F_D_P

resources

applicable to Resources\Newmans Lesson - Year 8 Percentages.docx

this section

Notes

Teacher’s reflection and Assessment Additional resources used:

evaluation of the unit and strategies

suggestions for changes to used:

the program:

54

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