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SCHOOL OF EDUCATION, UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

TECHNOLOGY INTEGRATED MATHEMATICS LESSON PLAN 1

Teacher: Krystal Seecharan School: --------------

Date: ------ Class: Form 1 Time: 40 minutes
Unit: Consumer Arithmetic
Topic: Discount
Pre-knowledge: basic computation, marked price, percentages
OBJECTIVES: Learners will: Classification
1. Identify the characteristics of a Discount K
2. Define the term Discount AT
3. Discuss the appearance and importance of discount in everyday life. Aff
4. Identify the formula for computing the discounted price of an item given a discounted AT
amount in cash.
5. Use the formula for calculating the discounted price of an item given a discounted AT
amount in cash.

LEARNING OUTCOMES: By the end of this session learners will: Classification

1. List the characteristics of a discount from examples and nonexamples shown. AT
2. Define the term discount based on the characteristics identified in Learning Outcome
1. AT
3. Appreciate the use of discounts in everyday life by eliciting real-life examples from
students. Aff
4. Elicit the formula for computing the price of an item after a discount in cash is given
from students by using an example. AT
5. Calculate the discounted price of an item given a discounted amount in cash by using
the formula derived in Learning Outcome 4. AT

SET INDUCTION: (Time: 3 minutes) Resources

Students are shown a short video of an advertisement. Whiteboard
https://www.youtube.com/watch?v=IabPBX2rOKY Projector
(slide 1/page 85) Laptop

Students are asked to list observations made during video.

Teacher elicits the responses: the word “sale” and the person rewriting lower prices on
the board.
Teacher writes these 2 responses on board.
Students are asked to identify another common term used to replace the word “sale”
Teacher announces the topic for the session - Discount
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SECTION 1 (Time: 12 minutes)

Content: Associated Objective(s):
1. Characteristics of a discount 1
2. Definition of a discount 2
3. Discussion on appearance and importance of discount in everyday life 3

Teaching Points:
Characteristics of a discount
1. It is a reduction on the marked price of an item
2. It can be represented as a cash value
3. It can be represented as a percentage (slide 5/page 89)

Definition of a discount
A discount is a reduction on the marked price of an item and can be represented as either a cash value or as a
percentage. (slide 6/page 90)

Appearance and importance of discount in everyday life

1. Independent and small retail stores go through periods when daily sales receipts are down. Thus, a strategy
they implement to relieve this dilemma is to offer discounts on items to (i) increase sales, (ii) attract new
customers, and (iii) retain current customers.

2. From a customer’s perspective, discounts make items more affordable to a wider range of people with respect
to their financial status.

Method
Teaching Strategy Student Activity/Task Resources
Inductive Inquiry Students are shown examples and Laptop
nonexamples of a discount (slides 3- Projector
4/pages 87-88) and are asked to Whiteboard
identify the characteristics
individually.

Students are randomly called upon

and characteristics are listed on board.
Cooperative Learning –
Think
Students are asked to individually
derive a definition for the term
Discount using all of the
characteristics listed on board.
Pair
After 2 minutes, students are asked to
work in pairs to compare definitions,
merge, edit and revise if necessary.

Share
After 2 minutes, students are asked to
work in groups to compare
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definitions, merge, edit and revise if

necessary.

Random groups are called to read

aloud their definitions, whilst rest of
class ensures definitions contains all
the listed characteristics.

Group discussion Students are asked to work in groups

to identify where discounts are
present in everyday life and how is it
important.

Random groups are then called upon

to explain aloud their ideas.
Sectional Review (Assessment): (Time: 3 minutes) Associated Outcomes: 1, 2,3
Students are orally asked -
1. What is a discount?
2. What are the two ways a discount can be represented?
3. State one benefit of offering a discount.

SECTION 2 (Time: 4 minutes)

Content: Associated Objective(s):
Formula for computing the price of an item after a discount in cash 4

Teaching Points:
Discounted price = Cost of Item – Discount in $

Method
Teaching Strategy Student Activity/Task Resources
Guided discovery Students are presented with a cash Whiteboard
discount on an item and are asked to Laptop
derive a formula on how they projector
calculated the price of the item after
receiving the discount. (slide 10 -
11/pages 94-95)

Students are then encouraged to

determine the price of the item after
the discount is given in cash.
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Sectional Review (Assessment): (Time: 2 minutes) Associated Outcomes:4

In their books
Students are asked to identify the correct formula to determine the discounted price of an item after a cash
discount

Is it, option A
Discounted price = Cost of Item – Discount in $?

OR

Is it, Option B
% 𝑑𝑖𝑠𝑐𝑜𝑢𝑛𝑡
Discount in $ = × Cost of item (slide 12/page 96)
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SECTION 3 (Time: 6 minutes)
Content: Compute the price of an item after a discount is given in cash Associated Objective(s):5
Teaching Points:

Discounted price = Cost of item – Discount in $ (slide 13/page 97)

Method
Teaching Strategy Student Activity/Task Resources
Individual Practice Students are given 2 questions to Whiteboard
individually use the formula and Laptop
complete. Projector
(slide 14/ page 98) Notebooks

Sectional Review (Assessment): (Time: 2 minutes) Associated Outcomes: 5

In their books
Students are asked to determine the price of an item after given a discount in cash. (slide 15/ page 99)

CLOSURE: (Time: 3 minutes)

Students are orally asked (slide 16/ page 100)

1. What is discount?
2. What two ways can a discount be represented?
3. Where are discounts usually seen in our environs?
4. Why are discounts important?
5. What is the formula for computing the discounted price given a cash discount?
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FINAL ASSESSMENT TASK/ACTIVITY: (Time: 5 minutes)

NAME_____________________________

1. State True (T) or False (F) for the following statements:

i) A discounted amount is added onto the cost of an item. ______
ii) A discount can be represented as percentage and a cash amount. _______
iii) Interest is added onto a discount. ______
iv) Discount is the amount the cost of an item is reduced by. _______

2.

KS fashions has a grand sale today. For all cash

payments, you pay $18.25 less on each item. What
would I pay for a T-shirt that costs $137.50

3. State one benefit of discounts in everyday life.

____________________________________________________________________________

____________________________________________________________________________

Reasonable level of Achievement: Outcome(s)

1. 100% of students would be able to recall the characteristics and definition of a discount 1,2
and accurately state true or false for each statement.
2. 100% of students would be able to recall the formula for computing the discounted price 4,5
of an item given a cash discount and accurately apply formula to complete question.
3. 100% would be able to recall the appearance and importance of discounts in everyday life 3
and accurately state one benefit.

CONTINUOUS EVALUATION:

TEACHER EVALUATION OF THE LESSON:

TUTOR’S COMMENTS: