UNIT OUTLINE

Subject: Maths Course: Number of Weeks

Unit title: Earning and Year 11 8 Lessons ( 60 minutes)
managing money 2 weeks
Key Concepts/ Big Ideas The importance of this learning
The principal focus of this subtopic is to calculate The students can able to understand the importance of the study of financial mathematics
manage earnings, wages, and taxation. for their future life.Students learn the skill of managing their own income in terms of
Students develop an ability to justify various earning and managing money, tax income, tax deduction, government loans, medicare
types of financial decisions which will affect their levy and many more financial matter required for leading successful life.
life now and into the future.Within this subtopic,
schools have the opportunity to identify areas of
Stage 5 content which may need to be reviewed
to meet the needs of students.
The unit context within Scope and Syllabus Outcomes
Sequence/Purpose
. A student:› represents information in symbolic, graphical and tabular form MS11-2
MS-F1 › models relevant financial situations using appropriate tools MS11-5
› makes predictions about everyday situations based on simple mathematical models
MS11-6
› uses appropriate technology to investigate, organise and interpret information in a range
of contexts MS11-9
› justifies a response to a given problem using appropriate mathematical terminology
and/or calculations MS11-10
Literacy Focus Numeracy Focus ICT Focus Differentiation
Vocabulary chart is The students apply Students create a Scaffolded are provided in the warm-up worksheet and
maintained that support numeracy skills such as spreadsheet, play vocabulary chart is maintained to support students
students with lower addition, subtraction, videogames from web with lower literacy skills and also supports other
literacy skills. multiplication and division resources, watch video on students to remember the concept.
Explanation and students and percentage of the money matter to Student choice is provided during a discussion in the
communication during number in solving understand the class in defining vocabulary words.
class and group discussion problems and students importance of the study of
supports all students solve problems using this topic.
literacy skills. formula.

Week Syllabus Teaching and Learning Strategies including assessment for learning. Resources
/ Content
Sequ
ence
 calculate  Activity: Teacher introduces the topic earning and managing money.Students list their wants
Lesso monthly, and needs in the life and review their list by answering the question provided in the https://tinyurl
n1 fortnightly, worksheet. Teacher displays the posters on money to engage students on money matter. .com/yap7qzu
weekly, daily  Think -pair strategy: Students Teacher ask students to discuss in a pair the importance of 3
or hourly pay managing money and design strategies that save money and discuss in a pair to share their
rates from a view before discussing with the class.Class discussion: Students watch video on the Worksheet 1
given salary, Need and want
importance of the study of financial mathematics for young children and discuss with the
wages
involving teacher and peers. Warm -up
hourly rates  Warm -up:Students solve problems that they learnt in stage 5 class on the addition and Worksheet 2
and penalty subtraction of decimal numbers with different decimal places, multiplication and division of
rates, including decimal numbers, difference in time and days, conversion of different unit of time, PMI templates
situations percentage of a quantity and express one amount as a percentage of another.This support
involving Powerpoint
students to recollect previous stage 5 lessons which are essential for this topic.
overtime and slide 1
other special  The teacher provides examples and problems for students to calculate monthly, fortnightly,
allowances, weekly, daily or hourly rate from a given salary.Spreadsheet activity: Teacher explains how Vocabulary
 and earnings to create a spreadsheet using the data from solved problems. chart: Annual
based on  Homework: Students need to complete the problem and check the answer using a income
commission spreadsheet. Reflection: Students write feedback in PMI template. Fortnight rate
(including Monthly rate
commission  Students play the game ‘Road trip to savings’ for ten minutes which can be downloaded on Weekly rate
Lesso based on a their tablets.This game provides students virtual trip to make a decision about income and Hourly rate
n2 sliding scale), savings.Teacher review the previous class lesson by posing question randomly to students
piecework or and some questions from homework that promote students to complete their homework
royalties ◊ promptly.Homework solution is provided to the students that help students to identify their
mistake in solving the problem.This saves teacher time.
– calculate  Students calculate annual income from an hourly rate, wages involving hourly rate and
annual leave calculate how many hours the people work and their weekly income or fortnight. Students
loading
will check the answers in the spreadsheet that is displayed in the smart board and teacher
– calculate Road trip game
explain briefly about how to create a spreadsheet.Teacher maintain the vocabulary chart in
payments https://tinyurl
based on the class. The vocabulary words are defined and mention in the chart. This support students .com/y9cdz6t
government of lower literacy skills and also indicate topic learned in the lesson as a learning map. w
allowances  Reflection: Student Reflect and self-assess on learning using template. Powerpoint
and pensions slide 2
(ACMGM003) Literacy:
Lesso Vocabulary
 Students take the quiz to review previous lesson and teacher grade the quiz by asking
n3 use technology chart
students to hold their answer sheet.Teacher introduces the topics overtime such as time and
to perform  Wages
a half and double time, bonus, annual leave loading in the pay and provide examples on this
financial  Salary
topic for better understanding. Students add these words to vocabulary chart.
computations,
 Group activity: Teacher provides students problems, encourage them to calculate the salary  Per
for example
including bonuses, overtime, annual leave loading and students work in a group. annum
calculating
percentage  Teacher inform students to create a spreadsheet for these problems and support students in
Template:
change, need to create one.Students in group work individually and then discuss in the group and
 calculating tax check their answer by creating spreadsheet before share answer to the class. Reflect Then
payable and  The teacher provides feedback and required support to enhance students learning and Self-Assess
preparing a discuss the solutions.Reflection: Student reflection on the spreadsheet activity. Students
wage-sheet
write about their level of understanding on the creation of spreadsheet and How technology Powerpoint
supports to solve financial problems. slide 3
Vocabulary
chart

Lesso  Student-led -review session:(Game- Pick-one)The teacher set a game where the student Literacy:
n4 needs to define one of the terms in the vocabulary chart and explain the method of Vocabulary
calculation and need to pick another student to explain one topic of student choice and the chart
method of calculation.Group activity: Topics commission, piecework, and royalties are
introduced and ask students to research and explain with an example where they come Powerpoint
across and share with the class. Students add terms to the vocabulary chart. slide 4
 Think-pair strategy: Teacher provides examples and problems for students to promote
understanding on the topic. Students work individually and then discuss in a pair before
share their answers to the class.Weekend homework project: Students are informed to
make their own multiple choice quiz on the topic of their choice that they learned in the
lessons and the students need to provide four multiple choice answers for every 5 questions
and also provide correct answers to the questions.Reflection: Student reflects on what they KLW template:
know, what they learned and what they wanted to know in KWL template.

Lesso  Exam: Teacher conducts an exam for 25 minutes. It consists of Variety of problems based Powerpoint
n5 on the topic learned and questions set for students of mixed ability.Students complete their slide 5
exam and focus on the lesson.Group activity: Investigation: Teacher introduces the topic https://www.h
government allowances and pensions and inform students to research in the Australian umanservices.
government website for various government allowances and pensions to create awareness. gov.au/organis
 Students discuss on the purpose of government allowances and pension and how these
 payments are made?The teacher provides an example and problems on the calculation of ations/about-
youth allowance, pensions where students need to get information from Youth allowance us/publication
rate, students and Australian apprentices personal income test and from another report to s-and-
solve problems.The topic words are added to the chart this support students to remember
resources/guid
the concept.Homework: problems based on the topic.Reflection: Students need to reflect
on the performance of the exam. such as topic I did my best, topics I need to improve and a e-australian-
topic I found easy.what went well in the exam and what went wrong?, How can I improve government-
my performance? payments.
Vocabulary
chart

calculate  Students hand over the reflection to the teacher and teacher provide solutions sheet for the Video on
Lesso income tax ◊ students and inform students that the students can approach the teacher if the students income tax
n6 – identify have any doubts about the solutions later. https://tinyurl
allowable tax Class discussion: Teacher encourages students to discuss about income tax and the purpose .com/y73m2ar
deductions of tax deduction and students watch the video on the history of income tax and its purpose. g
– calculate  Teacher and students discuss the significance of the study of the income tax and calculation. Powerpoint
taxable income  Teacher pose question to students about gross income and net income and then define the slide 6
after allowable term and write the formula to calculate net income=gross income-deductions. Vocabulary
tax deductions  Think-pair strategy: Teacher provide problems to promote a better understanding of the chart
are taken from topic. The problem includes calculation of annual net income after deductions, the annual
gross pay premium for hospital cover and superannuation contributions. Look back
 Students think individually, discuss and work in a pair before share answer to the class.The template
terms are added to the chart. consist of what
 Home worksheet: Students need to create a spreadsheet for the problems they solved in I learned and
the class and for other problems provided in the home worksheet. how I learned
 Reflection: Students complete the look back template. it.
Lesso – calculate the  Students take the quiz to review the previous lesson.The teacher uses some of the questions https://www.y
n7 Medicare levy from the weekend project multiple choice questions. outube.com/w
(basic levy Class discussion: Video on Medicare levy and Medicare levy surcharge is showed to the atch?v=T4TcLv
only) students to create awareness about Medicare levy, Medicare levy surcharge, and Private ffbnQ
– calculate net health insurance.
pay following  Teacher discuss on taxable income and Medicare levy and provide problems to promote
deductions understanding. Powerpoint
from income  Teacher inform students to create a spreadsheet to calculate taxable income and Medicare slide 7
– calculate the levy using the data provided in the problems and check their answers.
amount of Pay  Teacher pose question students about Government loan and show video to create
As You Go awareness of types of study loan and financial support available from the government.
(PAYG) tax  The teacher provides students problem on study loan repayments to provide a better
payable per understanding.
fortnight or Students use 2017-18 repayment income thresholds and rates table to calculate.
week using
Lesso current tax Group activity: Students in the group are asked to match the topic of their choice they learn
n8 scales, and use https://youtu.
in this lessons with the real life and need to explain to the class.
this to be/_VCvlWZSs
determine if Individual task: Students calculate: zw
more tax is  Income tax on taxable income using the 2017-18 tax table.
payable or if a  Tax refund or balance payable is calculated using the formula
refund is = Total tax-Tax paid
owing after total tax =Medicare levy+ Income tax.
completing a Powerpoint
 Students use the PAYG payment summary to find and calculate Gross income, taxable
tax return. slide 8
income, Medicare levy, income tax, tax paid, tax refund or tax balance payable.
use technology  Assessment for learning: Group task :
to perform The group of three students needs to work on the task.The time allotted for the task is 25
financial minutes.Each student needs to contribute to the group work. The rubric is displayed on the
computations, smart board and explained to the students to clarify teacher expectation in the task and
for example Assessment worksheet is provided to each student in the group.Teacher discuss the answer
calculating after assessment task using the rubric and ask students to mark other group work and then
percentage
exchange the worksheet.The group needs to make sure they receive a correct grade and
change,
calculating tax teacher refer the marking before recording grade after the class.
payable and
preparing a
wage-sheet

Add more
rows for
additional
weeks as
needed
Assessment Details Outcomes
 Exam: Teacher  represents information in symbolic, graphical and tabular form MS11-2
conducts an  models relevant financial situations using appropriate tools MS11-5
exam for 25  makes predictions about everyday situations based on simple mathematical models MS11-6
minutes(
conducted in
lesson 5). It
consists of
Variety of
problems based
on the topic
learned and
questions set
for students of
mixed ability.

Assessment for
learning(takes place in  represents information in symbolic, graphical and tabular form MS11-2
Lesson 8)
 models relevant financial situations using appropriate tools MS11-5
Research the different
 makes predictions about everyday situations based on simple mathematical models MS11-6
types of educational
 uses appropriate technology to investigate, organise and interpret information in a range of
loan from the
contexts MS11-9
government and where
 justifies a response to a given problem using appropriate mathematical terminology and/or
does the money come
calculations MS11-10
to pay for these
educational loans?
Explain the criteria for
obtaining these loans
and repayment of
study loans. Justify by
calculating the extra
tax allocated to repay
the HELP and SFSS
debts of people with
the following taxable
income using ‘2017-
2018 repayment
income threshold and
rates’ table which can
be found in the website
of Australian Tax office.
a. $65,780
b. $78,950
c. $102,350

and Investigate by
creating a spreadsheet.
The students in the
group need to share
their work and
contribute to the task
and need to mention
their contribution.Time
allotted for this task is
25minutes.
Evaluation of the
Learning and Teaching

References:

1. Gobby, B., & Walker, Rebecca, editor. (2017). Powers of curriculum : Sociological perspectives on education.

2. Goos, M., Stillman, Gloria, & Vale, Colleen. (2007). Teaching secondary school mathematics: Research and practice for the 21st century. Crows Nest,

N.S.W.: Allen & Unwin.

3. Gerver.R & Sgroi.R , Fortifying the first five (n.d).Retrieved March 20, 2018 from

http://www.cengagesites.com/academic/assets/sites/FortifyingtheFirstFive2011.pdf

4. Mckenzie, J. (2000). Scaffolding for success. Beyond Technology, Questioning, Research, and the Information Literate School Community.Retrieved

from http://fno.org/dec99/scaffold.html

5. NSW Syllabus of the Australian Curriculum. (2017).Mathematics Standard: Stage 6 Syllabus.Retrieved from
 https://syllabus.nesa.nsw.edu.au/assets/mathematics_standard/mathematics-standard-stage-6-syllabus-2017.pdf

6. http://www.evidencebasedteaching.org.au/crash-course-evidence-based-teaching/explicit-teaching/

7.https://www.moneysmart.gov.au

8 Ley, J., & Fuller, M. (2018). Oxford insight mathematics standard (year 11) student book obook assess. South Melbourne, Vic.: Oxford University

Press.
 Lesson Plan

Topic area: Earning and Stage of Learner: Year 11 Syllabus Pages:41

managing money

Date: Location Booked: Lesson Number: 1 /8

Time: 60 minutes Total Number of students Printing/preparation

24 Worksheet 1 and 2

Outcomes Assessment Students learn about Students learn to

Lesson assessment The significance of Calculate annual income,

Syllabus earning and managing monthly, weekly,
Activity money through activity, fortnightly and hourly rate
outcomes discussion and watching of pay.
represents information in
Discussion
the video.
symbolic, graphical Create spreadsheet.
and tabular form
MS11-2
› models relevant
financial situations
using appropriate
tools MS11-5
› makes predictions
about everyday
situations based on
simple
mathematical
models MS11-6
› uses appropriate
technology to
investigate,
organise and
interpret
information in a
range of
contexts MS11-9
Cross Curriculum themes & General capabilities Explicit subject-specific concepts and skills

Earning and saving money and calculation skills and

creation of spreadsheet that can be used to manage
money, budgeting.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking

Intellectual Quality
This refers to pedagogy focused on producing a deep 1.2 Deep understanding 1.5 Metalanguage
understanding of important, substantive concepts, skills and
1.3 Problematic 1.6 Substantive
ideas. Such pedagogy treats knowledge as something that
knowledge communication
requires active construction and requires students to engage
in higher-order thinking and to communicate substantively
about what they are learning.

2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
This refers to pedagogy that creates classrooms where 2.2 Engagement 2.5 Students’ self-
students and teachers work productively in an environment regulation
2.3 High Expectations
clearly focused on learning. Such pedagogy sets high and
2.6 Student direction
explicit expectations and develops positive relationships
between teacher and students and among students.

3.1 Background knowledge 3.4 Inclusivity

Significance
This refers to pedagogy that helps make learning more 3.2 Cultural knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy draws
3.3 Knowledge integration 3.6 Narrative
clear connections with students’ prior knowledge and
identities, with contexts outside of the classroom, and with
multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching element Indicators of presence in the lesson

1.2 Student solve problems by applying the concept. They create spreadsheet and check
their answers.

2.2 Students engage in the group discussion and activity wants and needs to share their
view. They learn to create spreadsheets.
 Time Teaching and learning actions Organisation Centered

T/S

Intro  Teacher introduces the topic earning Teacher: Teacher takes roll call. Students
and managing money.
Student: Students answer to
 Teacher asks students to list their wants
the roll call and complete the
5min and needs in the life and review their list
worksheet
by answering the open ended question
provided in the worksheet.

Resources: Power point slide

Worksheet 1: wants and need

Body  Class discussion: Teacher displays the Teacher: Listen to the students Students
posters on money to engage students on and facilitate the discussion.
8 min
money matter.
 Think -pair strategy:
 Teacher asks students to discuss in a pair Student: Share their views
the importance of managing money and
design strategies that save money and
discuss in a pair to share their view
Resources:
before discussing with the class.
 Students watch video on the importance https://tinyurl.com/yap7qzu3
of the study of financial mathematics for
young children. and discuss with the
teacher and peers.

 Teacher asks students to work on warm-
up questions individually and discuss in a
8min
group of 4 to correct their answers.
 Warm -up questions:
 Students solve problems that they
learned in stage 5 class on the addition
and subtraction of decimal numbers
with different decimal places,
multiplication and division of decimal
numbers, the difference in time and
days, conversion of different unit of
time, the percentage of a quantity and
express one amount as a percentage of
Teacher: Move around the Students
classroom to make sure
students are on task and
provide necessary feedback to
the students to accomplish the
task.
Student: Work on problems
individually and discuss in the
group to provide support or
receive support from the group
to check their answers.
 another.
 This support students to recollect
previous stage 5 lessons which are
essential for this topic.
 The teacher provides examples and
15min problems for students to calculate
monthly, fortnightly, weekly, daily or
hourly rate from a given salary and ask
students about the application and
importance of learning this calculation.
 Students listen to the teacher
explanation and work on problems for
better understanding.Warm up
questions make students work on
problems easier.
 Class discussion: Students discuss with
peers and teacher.
 The teacher explains how to create a
spreadsheet for this problems and
20min explain the importance of spreadsheet.
Conclusion  Teacher asks students to complete PMI
template and hand over the Home
4min worksheet to students and inform to verify
the answer using a spreadsheet.
Resources:
Powerpoint slide
Scaffolded
Warm-up questions worksheet
2
Teacher: Explain the problem Teacher
with examples and provide
students problem to promote
better understanding.
Student: Work on solutions and
engage in class discussion.
Resources:
Power point slide
Vocabulary chart: Annual
income
Fortnight rate
Monthly rate
Weekly rate
Hourly rate
Teacher: Demonstrate how to
create a spreadsheet using
example problems.
Student: Work on creating a
spreadsheet by listening to the
instruction.
Resources: Spreadsheet
Teacher: Hand over the home
worksheet and PMI template
to the students.
Student: Students write their
feedback in PMI template and
collect the homework sheet.
Resources: Home worksheet
and PMI template.
Reflection

What have I learned about the teaching and learning process when preparing this lesson?

I have learned to create an activity to engage students in the learning and also to create awareness
about the importance of saving money and also learned to use posters to hook students to the topic.

Students feedback during discussion

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Students can able to define Students feedback during the discussion

the terms involved in the
topic.

A student can able to Group discussion

understand the importance of
the study of money matter. Wants and need activity worksheet 1

Students solve problems and Warm-up worksheet 2

present their solution in the
tabular column. Students note book

Students use technology to Spreadsheet activity

investigate the concepts.

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

Students watch the video in the classroom and create a spreadsheet using their tablets.Need
to make sure students uses the internet ethically.
 References:

1. Ley, J., & Fuller, M. (2018). Oxford insight mathematics standard (year 11) student
book obook assess. South Melbourne, Vic.: Oxford University Press.

2. Mckenzie, J. (2000). Scaffolding for success. Beyond Technology,Questioning,

Research, and the Information Literate School Community.Retrieved from

http://fno.org/dec99/scaffold.html

3. NSW Syllabus of the Australian Curriculum. (2017).Mathematics Standard: Stage 6

Syllabus.Retrieved from

4. Goos, M., Stillman, Gloria, & Vale, Colleen. (2007). Teaching secondary school

mathematics: Research and practice for the 21st century. Crows Nest, N.S.W.: Allen

& Unwin.
 Worksheet 1
Earning and managing money

First list Review list

Needs Wants Needs Wants

Questions:

1. What is my long-term goal?

2. What is my short-term goal?

3. Do I really need it?

4. Do I really want all I listed?

5. How do I earn money?

6. How do I save money?

 Worksheet 2
 Add the following decimal numbers.
Note: Arrange the decimal number and then add
9231.305
235.564
+ 43.21

a) 389.925+78.5+4030.2

b) 4297.30+28456.3030+13450.1120

 Subtract the following decimal numbers.

a) 568.890-367.32

b) 4563.59-973.890

 Is there any change in the process of addition and

subtraction of decimal numbers? Explain.
 Solve the problems and check your answers using the
calculator.

 Note:21.50x0.20=4.3000=4.3
a) 34.28x0.9

b) 208.812x 5.2

 Fill in the blanks.

 Note 1year=52 weeks=26 fortnight=12 month
 1hour=60 minutes=60 seconds
a) 2year= _____ minutes.
b) Fortnight=____ weeks=____
c) 6hour=___ seconds.
d) 4year=_____ months.
e) 8 weeks=_____ fortnight=____ days.
f) 5400 seconds=____ minutes=___ hour.

 Calculate the time difference between the following.

Note: Subtract from hour to hour and minute to minute.
You may need to convert hour to minute or minute to
hour to do the calculations.

a) 10am to 5pm=______ hours.

b) 4.25pm to 10.45pm=____ hours.

c) 8.30am to 3.30pm=____ hours.

 d) 11.15am to 11.55am=____ minutes.

 Calculate the percentage of the following.

Note: 30%=30/100, 30% of 150 =30/100 x150=45

a) 35% of 120

b) 78% of 80

c) 20% of 6000
 Exam Total marks=20
 Match the following defnitions.

a. Bonus e. A fixed regular payment

earned for work usually
based on an hourly rate and
paid daily, weekly ,or
fortnightly.

b. Commission f. Payment based on a

percentage of the continuing
sales of a product that some
one has made or created.
c. Royalties g. Payment based on the
percentage of the total price
of the goods sold.
d. Wages h.Extra payment paid as an
incentive to employees who
work hard.

 Multiple choice questions:

1. Jessica earns $4850 per fortnights. What is her annual

income?
a) $126,100
b) $120,200
c) $200,00
 d) $175,00

2. Olivia sold a car valued at $35,000. What is her

commission if the rate of commission is 5%.
a) $2100
b) $1780
c) $1750
d) $1850

3. Sophia makes toys and sells each toys at $24.How much

she earns if she sells 25 toys to the shop?
a) $550
b) $620
c) $600
d) $710
4. If the author receives a royality of $3680 for the sales
$46000,what is the percentage of royalty author
received?

a) 4%
b) 6%
c) 7%
d) 8%

5. Who earn lowest pay in the group?

a. Elizabeth earns $6800 per annum.
b. John earns $ 880 per week.
c. Eva earns $45 per hour and works 5 hour per day.
d. Jordan earn $1850 per fortnight.
6. Jack earns $24.50 an hour. He works 30 hour per week, 7
hours at time-and-a-half, and 5 hours at double time.
What is his weekly wage?

7. Eva work as a cleaner earns $22.60 per hour. She works 6

hours per day for 3 days. She receives an allowances of
$21per day for cleaning toilets. She cleans toilets for two
days. What is her three days wage?

8. Jordan normal pay is $700 per week.When he was in

holiday,he was paid 4 weeks holiday pay and 17.5%
holiday loading. What is his total holiday pay?
 Exam Marking Guidelines
Total marks=20
 Match the following defnitions.

Criteria Marks
Each correct answer 1
Total 4
Solution:

e. Bonus h. Extra payment paid as an

incentive to employees who
work hard.
f. Commission g. Payment based on the
percentage of the total price
of the goods sold.
g. Royalties f. Payment based on a
percentage of the continuing
sales of a product that some
one has made or created.

h. Wages i. A fixed regular payment

earned for work usually
based on an hourly rate
and paid daily ,weekly
,or fortnightly.
 Solutions for multiple choice questions 1-4

2.Jessica earns $4850 per fortnights. What is her annual

income?
Criteria Marks
Provide correct answer 1
Solutions:
1 year=26 fortnights
4850x26=$126,100

3.Olivia sold a car valued at $35,000. What is her

commission if the rate of commission is 5%.
Solution:
Commission=5/100x35000=$1750

4.Sophia makes toys and sells each toys at $24.How

much she earns if she sells 25 toys to the shop?
Solution:
Sophia earns=25x24=$600

5.If the author receives a royality of $3680 for the sales

$46000,what is the percentage of royalty author received?
 Solution:
Percentage of royalty=3680/46000x100=8%
 Calculate the lowest pay in the group?
Criteria Marks
Provide correct answer 2
Progress towards answer 1
e. Elizabeth earns $6800 per annum.
f. John earns $ 880 per week.
g. Eva earns $4500 per month.
h. Jordan earn $1850 per fortnight.
Solutions:
John=880x52=$45760 per annum.
Eva=4500x12=$54000 per annum.
Jordan=1850x26=$48100 per annum.
John receives lowest pay.

6.Jack earns $24.50 an hour. He works 30 hour per week,

7 hours at time-and-a-half, and 5 hours at double time.
What is his weekly wage?
Criteria Marks
Provide correct answer 3
Progress towards answer 1 for each step
 Solutions:
 Normal pay
=30-12=18hour
=18x24.50=$441
 Overtime: time -and -a half
=7x1.5x24.50=$257.25
 Double time
=5x2x24.50=$245
Weekly wage=$441+$257.25+$245=$943.25

7.Eva work as a cleaner earns $22.60 per hour. She

works 6 hours per day for 3 days. She receives an
allowances of $21per day for cleaning toilets. She cleans
toilets for two days.Calculate her three days wage?
Criteria Marks
Provide correct answer 3
Progress towards answer 1
Solutions:
Total hour work=6x3=18hour.
Normal pay=18x22.60=$406.80
Allowances=2x21=$42
Total wages=$406.80+$42=$448.80
 8.Jordan normal pay is $700 per week.When he was in
holiday,he was paid 4 weeks holiday pay and 17.5%
holiday loading. What is his holiday pay?
Criteria Marks
Provide correct answer 3
Progress towards answer 1

Solution: 4 weeks pay=4x700=$2800

Holiday loading=17.5% of $2800
=17.5/100x2800
Holiday loading=$490
Jordan holiday pay=$2800+$490=$3290
I strongly believe the Curriculum provides students a lived experience in a learning

environment as suggested by Marsh &Willis ( as cited in Gobby& Walker,2017). The stage 6

Mathematics standard new syllabus supports senior students to build a strong foundation of

literacy and numeracy skills which is required for further study, employment and active

engagement in society( NSW Syllabus,2018 ).In the unit of work, vocabulary chart is

maintained throughout the unit to support students with lower literacy skills. In addition,

students give feedback during group and class discussion supports students of non-English

backgrounds to develop confidence in communication. As this unit of work is mathematics,

numeracy skills are embedded in the content and warm up questions are provided to the

students at the beginning of this unit to make an explicit link of stage 5 numeracy skills

which are the basic foundation for learning new skills in this unit.Furthermore, Information

and communication technology (ICT) components such as creating a spreadsheet, research

using the internet, playing educational web game and watching video on the topic promote

student motivation and engagement in the learning. In addition, ICT support students to

connect their learning to the real world.

The syllabus explores the intellectual, creativity, ethical and social development of senior

students by incorporating knowledge, understanding, developing skills, values, and attitudes

in the mathematics content. In order to develop this skills, values, and attitudes, the unit of

work is designed to promote an inclusive learning environment in a diverse school setting.

According to Vygotsky social-cultural theory, the social interaction among peers is essential

as the students learn through interaction by sharing their ideas (Kristinsdottir, 2003 ). Hence,

the lessons are embedded with collaborative group work and think-pair strategies to promote

social interaction and social support among diverse learner. In this unit of work, the pedagogy

is designed in such a way that the students play an active role in the learning environment and

the teacher facilitates student learning which is evident in the group and class discussion.
The activities are designed to promote the students to become independent learners, problem

solvers, and decision-makers, and work collaboratively with the others, which is essential for

a diverse cultural country Australia.Activities such as research, investigation on the topics

develop creativity, evaluation, analysis on the topic by applying their understanding helps

students to remember the concept. Thus, this unit of work followed bloom taxonomy of 21 st

century and incorporated inquiry-based mathematics that includes modeling mathematical

thinking, during discussion teacher ask questions that scaffolded students thinking and

connecting students developing ideas to mathematical language and symbolism (Goos ,

Stillman, Gloria, & Vale, Colleen.,2007).

As a preservice teacher, I believe that all students can learn and become engaged in learning

regardless of diverse background (Gobby& Walker,2017). Keeping in mind the Zone of

proximal development of children in Vygotsky social-cultural theory, the scaffold is provided

in the home worksheets, worksheets and in the exam in order to facilitate learners

development to accomplish the task (Mackenzi, 2000).

I found more interesting and challenging in designing unit of work in inquiry-based learning

as this unit deals with a money matter.I also found it hard to incorporate games as a lesson

starter but managed to include one video game that relates to the topic and hence, in the

student-led review the game is created among students named as pick one which supports

active engagement of students in the learning.

The students take control of their own learning in the research and investigation where the

teacher is the facilitator to make the student constructive knowledge meaningful. The self-

assessment and reflection of students at the end of each lesson allow teachers to register

students understanding, student needs and it also helps students to understand their strengths

and weaknesses in the topics. At the end of lesson 4 weekend home project is given to
students where they need to prepare multiple choice questions for the topic covered. This

helps the students to prepare for the exam which is planned for the next class. These multiple

choice questions are used in future class to review the topics that promote students motivation

and engagement in the class as their work being identified and recognised and they feel proud

to own their learning. Furthermore, in teacher-led the review, the questions are taken some

from homework promote students motivation and engagement in completing homework.

The unit of work is designed incorporating intent of the syllabus and curriculum area and

applied Vygotsky social-cultural theory and bloom taxonomy 21st century to develop

pedagogy to carry out inquiry-based mathematics for senior mathematics students.

References

1. Gobby, B., & Walker, Rebecca, editor. (2017). Powers of curriculum : Sociological perspectives

on education.

2. Goos, M., Stillman, Gloria, & Vale, Colleen. (2007). Teaching secondary school mathematics:

Research and practice for the 21st century. Crows Nest, N.S.W.: Allen & Unwin.

3. Mckenzie, J. (2000). Scaffolding for success. Beyond Technology, Questioning, Research, and

the Information Literate School Community.Retrieved from http://fno.org/dec99/scaffold.html

4. NSW Syllabus of the Australian Curriculum. (2017).Mathematics Standard: Stage 6

Syllabus.Retrieved from

https://syllabus.nesa.nsw.edu.au/assets/mathematics_standard/mathematics-

standard-stage-6-syllabus-2017.pdf

5. https://tadahgroup.wordpress.com/vygotskys-theory-2/
 Criteria A B C D E
A student can able to Student show Student show Student address Student address some A student is not
research and present sustained focus on a sustained focus on a significant concept but key concept but only at addressed the
information and key concept by key concept by not shown sustained a superficial level. key concept.
explain the concept. conducting research conducting research focus on the key
and presenting and presenting concept.
information with clear information.
articulation.
Students can able to Students can able to Students can able to Students can able to Students can able to Students can not
justify by applying solve problems correct solve most of the solve a significant solve only a few able to solve
information from the by applying problems correct by number of problems problems correct by problems.
table to solve problems information to solve applying information correct but not not applying correct
using the formula. the problems using and use the formula applying correct information and uses
formula. information constantly the formula.
but uses the formula.

Students can able to Students provide Students provide a Students provide deep Student provides a Student provides
give a reason for the information, substantial part of the and shallow shallow understanding shallow
extended questions. arguments or information, understanding at with one or minor understanding.
reasoning that arguments or different points. exceptions
demonstrates deep reasoning that
understanding. demonstrates a deep
understanding
A student can able to Student able to create A student can able to A student can able to Students created only Students not able
investigate the data by a spreadsheet to create a spreadsheet create a significant parts of the to create a
creating a spreadsheet. interpret the and interpret part of the spreadsheet and can spreadsheet.
information obtained substantial part of the spreadsheet and able not able to interpret
from the calculation information. to interpret some information.
information.