102087 Assignment 1

Lesson Plan One

Topic area: Stage of Learner: Syllabus Pages:

NA Fractions, Decimals and Stage 4 year 8
Percentages
Percentages Only Students have completed
outcomes ACMNA 152, 153, 154
Find percentages of quantities and 155
and express one quantity as a
percentage of another, with and
without the use of digital
technologies (ACMNA158)
Date: Location Booked: Lesson Number: 1 / 8

Time: 60 minutes Total Number of students Printing/preparation

Number of envelopes that each
contains nine green cards and one
blue card

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Self-exercise after First Principles Understand the
the teaching percentage and substantive meaning of
communicates and activities. calculation based on the percentage, and perform
connects mathematical First Principles calculation of
ideas using appropriate percentages of quantities
terminology, diagrams based one the First
and symbols MA4- Principles
1WM

applies appropriate
mathematical
techniques to solve
problems MA4-2WM

recognises and explains

mathematical
relationships using
reasoning MA4-3WM

operates with fractions,

decimals and
percentages MA4-5NA
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
According to the First Principles, percentage means
the amount of something in every 100.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

102087 Assignment 1
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

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

Teaching Indicators of presence in the lesson

element
1.2 Use example to make students understand the First Principle percentage
1.5 Describe percentage as the amount in every 100
1.6 Have students discussion and communication with the concept of First Principle percentage
2.2 Classroom activity and exercise that involves every student
2.3 Develop students understanding of the First Principle percentage from 100s to 10s and 1s.
2.5 Have students do the self-exercise
3.4 Assist students who have difficulties in doing the self-exercise
 102087 Assignment 1

Time Teaching and learning actions Organisation Centred

T/S
Intro Introducing Percentages Teacher: Hand out T and S
Every student pick up one envelope that contains envelopes, card, and
nine green cards and one blue card when entering introducing the %
the classroom. Ask students how many blue card
they have? Then describe it as in every 10 cards you Student: count the
5 mins have 1 blue card. number of blue cards
Select ten students and ask them to put their cards
together. Pick up the 10 blue cards with the help of Resources: cards,
students, ask students to count the number of blue envelopes
cards. Then tell them in every 100 cards, we have 10
blue cards.
Then introduce the terminology 10%, and describe
to students that it means 10 for every 100.
Body Emphasis the First Principle percentages by a couple Teacher: emphasis the T
of example. Such as 3% means 3 in every 100. first principle to
consolidate students
5 mins understanding

Student:

Resources:
Recall the card game, ask students guess how much Teacher: Demonstrate T and S
blue cards we have in every 200 cards. Then perform 10% of 200 cards is 20
the calculation of 10% of 200 cards according to cards, to build the
the First Principle. concept of treating 100
10% means 10 in every 100 as a whole quantity.
5-10 mins 200
100 10 Student: Exercise
100 10 based on teachers
20 instruction

Ask students to repeat for 10% of 300 Resources:

Introducing 10s in percentage calculation. Teacher Teacher: Demonstrate T and S
describe 10 cards as one tenth of 100 cards, then 10% of 150 cards is 15
demonstrate 10% of 150 cards. cards, to build the
10% means 10 in every 100 concept of treating 10
150 as one tenth of the
100 10 whole quantity 100.
10-15 One tenth of 100 is 10 1 is one tenth of 10
mins 10 1 Student: Exercise
10 1 based on teachers
10 1 instruction
10 1
15
Resurces:
Ask students to repeat for 10% of 240
Develop the idea of decimal percentage use the Teacher: explain the T and S
example of money. First explain that 2.5% of $100 meaning of decimal
means 2 dollars and 50 cents per 100 dollars. Then percentages,
demonstrate 2.5% of $200 using the previous demonstrate 2.5% of
 102087 Assignment 1
5-10 mins method. Then ask students to repeat for 2.5% of 200
$300.
Student: Exercise
based on teachers
instruction

Resources:
Provide three self-exercise questions for students to Teacher: Write the S
consolidate their understanding of the First Principle exercise questions one
percentages. The three questions are: the board, hang
1. 3.6% of $450 around to assist
2. 12% of $250 students, check their
10-15 3. 10% of $384 answer and provide
mins feedback

Student: do the
exercise questions

Resources:
Conclusion Students discuss about the First principle Teacher: listen to
percentages and the self-exercise questions. students discussion,
5 mins provide suggestion
that 1 is one
hundredth of 100
regarding the third
exercise questions

Student: discuss with

teacher and peers

Resources:

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

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Understand the First Principle Students performance in the self-exercise questions and
percentages discussion in the conclusion
102087 Assignment 1
Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.1 3.5 4.1 Listen to students discussion
1.2 2.2 3.2 Increase difficulty of teaching content step by step
1.5 Assist students who have difficulties in doing the self-exercise
2.1 Teach percentage calculation by the First Principles
2.3 5.1 Assess students understanding through the self-exercise
2.5 Develop students numeracy language in percentage
5.2 Check students answer and give them hints in the self-exercise

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?
None

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.
102087 Assignment 1

Lesson Plan Two

Topic area: Stage of Learner: Syllabus Pages:

NA Fractions, Decimals and
Percentages
Connect fractions, decimals and
percentages and carry out simple
conversions (ACMNA157)
Find percentages of quantities
and express one quantity as a
percentage of another, with and
without the use of digital
technologies (ACMNA158)
Date:
Stage 4 year 8
Students have completed
outcomes ACMNA 152, 153, 154
and 155, and have studied the
previous two lesson about
converting percentage to decimals
or fractions
Location Booked: Lesson Number: 4 / 8

Time: 60 minutes Total Number of students Printing/preparation

Print the Square Saw game sheet,
cut and shuffle them for students
before the lesson.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Listen to students Percentage Calculation Calculate percentage
discussion that using different methods problems by converting
communicates and showing their the percentage into
connects mathematical understanding decimals and fractions.
ideas using appropriate about each
terminology, diagrams method
and symbols MA4-
1WM

applies appropriate
mathematical
techniques to solve
problems MA4-2WM

recognises and explains

mathematical
relationships using
reasoning MA4-3WM

operates with fractions,

decimals and
percentages MA4-5NA
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Percentages, decimals and fractions are convertible,
sometimes the calculation could be easier after
102087 Assignment 1
converting one to another.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

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

Teaching Indicators of presence in the lesson

element
1.2 Use example to make students understand each method
1.4 Have students evaluate each method
1.6 Have students discuss about their opinion about each method
2.2 Classroom activity and exercise that involves every student
2.3 Ask students to make their own decision about the choice of method
2.5 Have students do the self-exercise
3.1 Recall students background knowledge about percentages, decimals and fractions
conversion
3.3 Using percentages, decimals and fractions conversion strategy to solve percentage
problems
3.4 Adjust teaching activity according to students performance in Square Saw game
 102087 Assignment 1

Time Teaching and learning actions Organisation Centred

Intro Square Saw Game
Students are provided with 9 pieces of
squares. In every piece, there is a number
or an expression that involves indices on
each boundary. Students should put the
5-10 mins boundaries with the same value from
different pieces together. When all the 9
pieces are connected, it should be a
completed square.
T/S
Teacher: Hand out the cut and S
shuffled Square Saw game sheet
to every student, check
students answer when they
finish, and record the most
common mistakes they made in
the game.
Student: Play the game, hands-
up when finished.

Resources: Cut and shuffled

Square Saw game sheet
Body Revision of percentages, decimals and Teacher: ask questions about T and S
fractions conversion. Spend more time on percentages, decimals and
some aspects if students performance is fractions conversion
5-10 mins weak is Square Saw game.
Student: answer teachers
questions

Resources:
Percentage calculation by converting Teacher: demonstrate 20% of T and S
percentage to decimal. 300 by converting 20% to 0.2
Teacher demonstrate 20% of 300 by
5-10 mins converting 20% to 0.2, then 0.2 of 300 is Student: Practice follow
300*0.2=60. teachers instruction
Ask students to repeat for 25% of 400
Resources:
Percentage calculation by converting Teacher: demonstrate 20% of T and S
percentage to decimal. 20
300 by converting 20% to 100,
Teacher demonstrate 20% of 300 by 1
5-10 mins 20 1 and then to 5.
converting 20% to , and then to . Work
100 5
1
out 5 of 300 is equivalent to 3005-60. Student: Practice follow
Ask students to repeat for 25% of 400 teachers instruction

Resurces:
Ask students to repeat the calculation of Teacher: briefly recall the First S
25% of 400 using the First Principle. principle

Student: calculate using the

5 mins First Principle

Resources:
Have students discuss about the three Teacher: lead their discussion to S
methods of percentage calculation the consideration of efficiency
5-10 mins regarding the efficiency and ease of use. and ease of use.
Student: communicate with
other about their opinion
Resources:
 102087 Assignment 1
Conclusion Two challenge questions that can lead Teacher: Write the two S
students to re-consider their opinion about questions on the board
5-10 mins the efficiency and ease of use of the Student: solve the questions
different method in different using any method, and re-
circumstances. consider about each method
1. 14% of 500
2. 25% of 424 Resources:

Then hand out the take-home work sheet,

and ask them to do it at home without
calculator.

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

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Students understanding Listen to students discussion that showing their
about each method understanding about each method

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.1 3.5 4.1 Listen to students discussion
1.5 Differentiate teaching according to students background knowledge about
indices
2.1 Teach percentage calculation by the converting to decimals and fraction, as
students already learnt decimal and fraction calculation
2.2 3.2 Introduce the two new methods then compare with the original method
2.3 5.1 Assess students understanding through discussion and use the self-
exercise to have them re-consider their previous opinions
2.5 Develop students numeracy skill by comparing between different methods
5.2 Check students answer in Square Saw game
102087 Assignment 1
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?
None

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.
102087 Assignment 1
102087 Assignment 1
102087 Assignment 1
102087 Assignment 1
Lesson Plan Three

Topic area: Stage of Learner: Syllabus Pages:

NA Fractions, Decimals and Stage 4 year 8
Percentages
Students have completed
Solve problems involving the use outcomes ACMNA 152, 153, 154,
of percentages, including 155, 157 and 158
percentage increases and
decreases, with and without the
use of digital technologies
(ACMNA187)
Date: Location Booked: Lesson Number: 7 / 8

Time: 60 minutes Total Number of students Printing/preparation

Two cards for the Only One Left
game
Printed nutrition information table

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Listen and Understanding the Calculate with
feedback to meaning of percentages percentages that are
communicates and students greater than 100 greater than 100, and
connects mathematical presentation in interpret their meanings
ideas using appropriate their healthy diet in real life
terminology, diagrams case study.
and symbols MA4-
1WM

applies appropriate
mathematical
techniques to solve
problems MA4-2WM

recognises and explains

mathematical
relationships using
reasoning MA4-3WM

operates with fractions,

decimals and
percentages MA4-5NA
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
The nutrition information and healthy diet Percentages greater 100 means greater than the
problem is connected with content in PDHPE, and original quantity
help students develop the concept of healthy diet
in daily life.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
102087 Assignment 1
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

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

Teaching Indicators of presence in the lesson

element
1.2 Develop students percentage knowledge from percentages less than 100 to greater than
100
1.3 Use percentage knowledge to solve real life problem
1.4 Students choice of different method and evaluation of their result in the case study
1.5 Distinguish between increase by and increase to
1.6 Have students discussion within group and present to the class with their understanding in
percentage
2.2 Starter game, group work and presentation that involves every student
2.3 Students are expected to solve real life problem using mathematics knowledge
2.4 Group work and presentation to develop students social communication skills
2.5 Students work in groups
2.6 Students choose their own method and interpret their own results
3.1 Students background knowledge in percentage calculation
3.3 The real life problem involves many aspects of percentage knowledge and PDHPE
knowledge
3.4 Students with lower abilities can learning from other students in the group work, and get
teachers assist when needed
3.5 Connect math knowledge with PDHPE knowledge and real life problem
 102087 Assignment 1

Time Teaching and learning actions Organisation Centred

T/S
Intro Only One Left game Teacher: explain the rule and T and S,
Prepare 2 cards with smallest value and draw cards mostly
greatest value on them respectively. S
Ask students to stand up and write down any Student: compare values
one percentage, decimal or fraction with the using their own method
5-10 mins value between 0 and 1. Randomly draw one
card and show it to students. Then students Resources: Two cards
walk around in classroom to compare their
own values with values of others. The student
with the smallest or largest value according to
teachers card and the students who have the
equal value with others have to sit down and
exit the game.
Repeat until only one student left or all of the
remaining students exit due to the same
value.
Body Introducing percentages greater 100. Teacher: introduce the T and S
Interpret 150% by converting it to decimal concept of percentages
and fraction. greater than 100
5-10 mins 1. 150% = 1.5, which is 1.5 multiplier
1 Student: practice based one
2. 150% = 150/100 = 3/2 = 1 2, which is
one and a half. teachers instruction
Ask volunteers to interpret 125%.
Resources:
Provide two exercise question involve Teacher: write the problems S
percentages greater than 100. on the broad, hang around to
5 mins 1. 125% of $200 assist students
2. 350% of 420g
Student: solve the problem
use their own methods

Resources:
Healthy Diet Case Study Teacher: form groups, S
Divide the whole class into three groups. handout material and give
Each group is given the same nutrition instruction at the beginning.
information table for one serve of 10 different Hang around to assist
raw food. The nutrition information is written students when needed
20-25 as percentage to recommended daily intake.
mins Students are advised to design three meal of a Student: discuss with group
day, with energy and fat intake no more than
daily intake, and protein no less than daily Resources: nutrition
intake. Only whole number of serves are information table
considered in this case study.
Conclusion Students presentation Teacher: listen to students S
Each group has about 4 mins to present their presentation, provide advice
10-15 choice of three meals. only if the suggested meals
mins Students have free discussion about does not satisfy the daily
percentages or the meals of different groups intake constraints

Student: present their result,

102087 Assignment 1
and discuss with others

Resources:

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

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Understand the real life Listen to students presentation
meaning and application of
percentages

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
1.1 3.5 4.1 Listen to students presentation and discussion
1.2 2.2 3.2 Lead students to real life application about the knowledge after providing
sufficient background knowledge
1.5 Assist students who have difficulties, provide group work for students to
learn from each other
2.1 Help students understand percentage by leading them to real life problem
2.3 5.2 Provide feedback if students demonstrate a misunderstanding in the group
work and presentation
2.5 Develop students numeracy problem solving skills and literacy
communication skills

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?
None
102087 Assignment 1

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.
102087 Assignment 1

Justification
The lesson plans are designed for Stage 4 year 8 mathematics students according to
the syllabus outcome MA4-1WM, MA4-2WMMA4-3WM, and MA4-5NA, and the
content ACMNA 157, 158 and 187. The teaching activities are designed based on the
idea that teachers play a role of scaffolding, and structure students to develop
knowledge by themselves. When designing the teaching sequences, I considered the
mathematical teaching theories and students learning theories from Sullivan book
(2011). Also the Quality Teaching Elements and the Professional Teachers Standards
(ACARA, 2011) are involved in the design of lessons.

There totally 8 designed lessons in the topic of percentages, the chosen three lesson
plans are the lesson 1, 4 and 7. The 8 sequential lessons are designed according to the
Stage 4 decimals, fractions and percentages syllabus and one external resource about
the First Principle of percentages. The first lesson introduce percentages through the
First Principles. The first 6 lessons will develop students conceptual understanding
and skills in percentage calculations. Although the First Principle is not prescribed in
the syllabus, it is the substantive way to interpret and understand percentages, thus I
use it as the introduction of this topic. In lesson 2 and 3, students will learn and
practice to convert between percentages, decimals and fractions. Lesson 4 is skill-
based lesson that make students learn to converting percentage calculations to decimal
are fraction calculations. Lesson 5 will be an extension to lesson 4 that students are
expected to express one quantity as a percentage of another. Lesson 6 is a conceptual
lesson about increasing or decreasing a quantity by a percentage. The last two lesson
are about the real life application and complex problem involving percentages,
students are expected to make their own decision of strategies. The reason for
designing such a sequence is that students should have a conceptual understanding,
follow by being fluency with the procedure, then have the strategic competence in
mathematics learning, according to Sullivan (2011).

The first lesson introduces percentages to students through the First Principles. The
First Principles is not only the substantive meaning of percentages, but also an
approach of percentage calculations. In this lesson, the teacher emphasis the meaning
of 10% is 10 in every 100 from the beginning, in order to facilitate students
understanding of consolidate students memory about percentages. After that, teacher
can lead students to percentage calculations. When considering the problem 10% of
200, the teacher will make students think that 10% means 10 in every 100, and 200
have two 100s, then 10% of 200 means two 10s. Then the teacher increase the
difficulty to the next level, introduce that 10 in every 100 means 1 in every 10, so
that students can solve the problems involving 10s. In the self-exercise, students are
provided with harder problem that develop the concept of First Principles to 1s.
Students have this opportunity to develop knowledge on their own, and further
understand the concept of the First Principle through discussion.

The second lesson is a skill-based lesson that develop students fluency in percentage
calculations. Students are assumed to have knowledge about convert percentages to
decimals and fractions, which are taught and practiced in the previous two lessons.
The lesson starter, Square Saw game helps students revise their background
knowledge. In the teaching activities, two methods that integrate students
102087 Assignment 1
background knowledge are introduced. The new methods convert percentage
calculations to decimal or fraction calculations, which are the knowledge that students
already have. This is also the one of the ideas in mathematical thinking and working.
Then students are asked to recall the First Principles of percentages, and compare the
three learnt methods. The discussion after that will make students guess which
method is more efficient and easier to use. Furthermore, the two challenge problems
and the final discussion will provide students with the idea that they should adopt
different methods according to the scenarios. The sequence of this lesson will build
students with skills in solving percentage problem by the following procedure: know
the methods, practice the methods, evaluate the methods, and then develop strategic
competence. At the end of this lesson, a take-home work sheet is provided to practice
the skills that are built to students. As claimed by Cooper, Robinson and Patall
(2006), homework plays a role in assist students learnings. The questions in the work
sheet are generally from easy to hard and from basic to complex, where the last
question assess students proficiency in percentage calculation by making the choice
their own method according to the scenario.

The third lesson is a constructivist lesson that develop students mathematical

knowledge in percentages to the real life applications. The game at the beginning of
the lesson not only build an enjoyable learning environment, but also reinforce
students knowledge about value comparison involving percentages, which is one of
the basic skills to be used in the case study. Although it is a little bit rush, there are
still two reason for introducing percentages that are greater than 100. First, this
concept is prescribed by the syllabus; second, this concept is required in the case
study. After having the background knowledge built, the case study of healthy diet is
provided to students. This case study assist students learning in 4 aspects. First, it
integrates students knowledge in the topic of percentages. Second, the complex real
life application will consolidate students understanding in the mathematical concepts.
Third, it is linked with PDHPE content, which develop students cross-curriculum
learning abilities. Fourth, the students will not only choose the raw food according to
the nutrition information, but also design their own three meals from the chosen raw
food, so that the group discuss will be more relaxing and enjoyable as it may involves
students hobbies in some food.
102087 Assignment 1

References
Australian Institue for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers, published by the Australian Institute for
Teaching and School Leadership (AITSL).
Cooper, H., Robinson, J. C. & Pattal, E. A. (2006). Does Homework Improve
Academic Achievement? A Synthesis of Research, 1987-2003. Review of
Educational Research, 76, 1-62.
Sullivan, P. (2011). Teaching Mathematics: Using research-informed strategies.
Australia: ACER Press.
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