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Contemporary Teacher Leadership Assessment 1

Name: Hareecha Kaur Thandi

Student ID: 18403507

Unit number: 102098

1
Content Page

Executive summary 3

Background 5

Comparative table 6

Recommendation 9

Reconstructed unit 12

Scope and sequence 12

Concept map 13

Assessment task and marking criteria 14

Redesigned unit outline 36

References 43

Appendix 44

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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.

The recommendations are as shown below:


 Incorporating real-life situations
 Building on the usage of literacy in the unit
 Understanding the bigger picture of the unit

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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.

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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).

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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

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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-

efficiency towards such situations (Kanbay & Okanlı, 2017).

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.

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Reconstructed unit

a. Scope and sequence

12
Concept map

Fractions, Decimals, Percentages and Financial Mathematics

Fractions Improper fractions Decimals Percentages

Adding Subtracting Adding Subtracting ‘out of’

Multiply Multiply Divide


Diagrams
Divide

Place values
Reciprocal
Rounding

Diagrams Recurring
Decimals

Terminating
Decimals

13
c. Assessment task on Measurement and Geometry and Equations
Student Name:

2019 Level Year

1 8
Mathematics
Assessment Task
Suggested Time: 50 Minutes

General Instructions:
 Write using black or blue pen only. Black pen is preferred.

 Show all relevant mathematical reasoning and/or calculations

 Attempt all questions in any order.

 You may use NESA approved calculators only

 A formula and data sheet will be provided

Marking:

14
Section Topic Marks

Measurement and Pythagoras’ Theorem /6


E
Equations /6

Measurement and Pythagoras’ Theorem /6


D
Equations /6

Measurement and Pythagoras’ Theorem /6


C
Equations /6

Total: / 36

15
16
Measurement and Pythagoras’ Theorem E Marks

Multiple Choice - Circle the correct answer


1. 10:38 p.m. in 24-hour time is: 1
(A) 1038 (B) 2038

(C) 2238 (D) 2438

2. 3 minutes and 28 seconds is equivalent to: 1


(A) 180 seconds (B) 190 seconds

(C) 208 seconds (D) 260 seconds

Short Answer – Completely answer questions showing all relevant working


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

6. Calculate the volume of the prism shown. 1

Equations E Marks

Multiple Choice - Circle the correct answer


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

Short Answer – Completely answer questions showing all relevant working


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

4. Solve the following equations.


a) 𝑐 + 3 = 12 1

b) 𝑑 − 7 = 9 1

19
End of Section E

Measurement and Pythagoras’ Theorem D Marks

Multiple Choice - Circle the correct answer


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

(C) 14 hours and 19 minutes (D) 15 hours and 41 minutes

Short Answer – Completely answer questions showing all relevant working


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

2. Heidi is ℎ years old. In 4 years’ time her age will be: 1


(A) 4ℎ (B) 8

(C) ℎ − 4 (D) ℎ + 4

Short Answer – Completely answer questions showing all relevant working


3. Solve the following equations.
a) 5𝑒 + 11 = 36 2

b) 𝑥 + 3 = 7 2
6

22
End of Section D

Measurement and Pythagoras’ Theorem C Marks

Short Answer – Completely answer questions showing all relevant working

1. 400 cm3 = __________ mL 1

2. 9000 L = __________ m3 1

3. A cross-country race involves running two laps around a field. 2


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. Find the value of x, correct to 1 decimal place. 2

23
Equations C Marks

Multiple Choice - Circle the correct answer


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

Short Answer – Completely answer questions showing all relevant working


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

Measurement and Pythagoras’ Theorem E Marks

Multiple Choice - Circle the correct answer


1. 10:38 p.m. in 24-hour time is: 1
(A) 1038 (B) 2038

25
(C) 2238 (D) 2438

2. 3 minutes and 28 seconds is equivalent to: 1


(A) 180 seconds (B) 190 seconds

(C) 208 seconds (D) 260 seconds

Short Answer – Completely answer questions showing all relevant working


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

4. 7000 mL = 7 L 1

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

26
triangle

6. Calculate the volume of the prism shown. 1

𝑽 = 𝑨𝒉
= 𝟏𝟒 × 𝟏𝟎
= 𝟏𝟒𝟎 cm3

½ mark: correct formula and substitution


½ mark: correct answer

Topic 2: EQUATIONS - E Marks

Multiple Choice - Circle the 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

Short Answer – Completely answer questions showing all relevant working


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

4. Solve the following equations.


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

Measurement and Pythagoras’ Theorem D Marks

Multiple Choice - Circle the correct answer


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

(C) 14 hours and 19 minutes (D) 15 hours and 41 minutes

Short Answer – Completely answer questions showing all relevant working


3. Calculate the volume of the prism shown. 2

29
𝑽 = 𝑨𝒉
𝟏
= ×𝟑×𝟐×𝟕
𝟐
= 𝟐𝟏 cm3

1 mark: correct cross-sectional area


1 mark: correct volume

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


shown.

𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
𝟐𝟒𝟐 + 𝟕𝟐 = 𝒄𝟐
𝟔𝟐𝟓 = 𝒄𝟐
𝒄 = √𝟔𝟐𝟓
𝒄 = 𝟐𝟓

½ mark: Pythagoras’ Theorem correctly stated


½ mark: correct substitution
½ mark: correct value for c2
½ mark: correct answer

Topic 2: EQUATIONS - D Marks

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

2. Heidi is ℎ years old. In 4 years’ time her age will be: 1


(A) 4ℎ (B) 8

(C) ℎ − 4 (D) ℎ + 4

Short Answer – Completely answer questions showing all relevant working


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

Measurement and Pythagoras’ Theorem C Marks

Short Answer – Completely answer questions showing all relevant working


1. 400 cm3 = 400 mL 1

2. 9000 L = 9 m3 1

3. A cross-country race involves running two laps around a field. 2


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)

4. Find the value of x, correct to 1 decimal place. 2

𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
𝒙𝟐 + 𝟓𝟐 = 𝟏𝟐𝟐
𝒙𝟐 = 𝟏𝟐𝟐 − 𝟓𝟐
= 𝟏𝟏𝟗
𝒙 = √𝟏𝟏𝟗
𝒙 = 𝟏𝟎. 𝟗

½ mark: Pythagoras’ Theorem correctly stated


½ mark: correct substitution
½ mark: correct value for x2
½ mark: correct answer

Topic 2: EQUATIONS - C Marks

Multiple Choice - Circle the 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

(C) 167 cm (D) 328 cm

Short Answer – Completely answer questions showing all relevant working


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

Literacy Personal and Social Capability


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)

Additional extension/enrichment material for talented students:


Provided in respective Weeks
Investigation (An integrated teaching, learning and assessment activity)

Section B: Computation with fractions (REVISION)


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

Section D: Computation with decimals (REVISION)


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

Teaching  Mathsstarters.net- bingo game


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.

Assessment as learning: Students were told to mark their answers


after completing assigned work

Assessment of learning: Half-yearly test was given to students on


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,

Emu Plains, NSW. Retrieved from https://www.myschool.edu.au/school/41816

Australian Curriculum. (2019). General Capabilities. Retrieved form https://www.australiancurriculum.edu.au/f-10-

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,

74(1), 13-19. Retrieved from https://search-proquest-com.ezproxy.uws.edu.au/docview/2034281980?accountid=36155

Kanbay, Y., & Okanlı, A. (2017). The effect of critical thinking education on nursing students’ problem-solving skills. Contemporary

Nurse, 53(3), 313-321. DOI: 10.1080/10376178.2017.1339567

Wiggins, P.G., & McTighe, J. (2005). Understanding by design. ASCD.

Wiggins, P.G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. ASCD

Yurtseven, N., & Altun, S. (2017). Understanding by design (ubd) in efl teaching: Teachers’ professional development and students’

achievement. Educational Sciences: Theory and Practice, 17(2), 437-461. Retrieved from https://eric.ed.gov/?id=EJ1147498

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)

Additional extension/enrichment material for talented students:

Investigation (An integrated teaching, learning and assessment activity)

Section A: Equivalent fractions (REVISION)


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

Section B: Computation with fractions (REVISION)


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

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


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

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


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

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


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

Section G: Finding a percentage and expressing as a percentage


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

Section I: The Goods and Services Tax (GST)


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

Section J: Calculating percentage change, profit and loss


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

Register to be completed by the class teacher


Teacher’s reflection and Assessment Additional resources used:
evaluation of the unit and strategies
suggestions for changes to used:
the program:

54