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How are the quality teaching elements you have identified achieved within the lesson?
I definitely cannot say that lesson planning is easy. This is the second time that I prepare a
lesson plan and it literally took me 10 hours to do it. For every set of activities, I imagined
myself in the class, as a teacher and as a student to time the activities and check if the
activities are useful. It is very hard to think of all the details and yet some activities might not
work. For example, having five to six students in a group can be challenging and might not
work in every class. In this class, students are used to work collaboratively.
Reflection will be made after the lesson to evaluate every activity and what can be done to
improve the lesson plan and my teaching strategies to cater for the needs of students with
different abilities.
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.
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?
Emeleus, M. (2014, October 22). Introduction to percentages [video file]. Retrieved from
https://www.youtube.com/watch?v=uXZ895FMzZ8
https://quizizz.com/admin/quiz/59831c6e294b2f1000900d8f
Resources Attached:
You must list all the resources that you have created or found in this space.
How are the quality teaching elements you have identified achieved within the lesson?
10 min Students work in pairs for the rest of the sets. They will be correcting to each other.
Move around the class to check on student’s progress and help or guide where S
necessary.
Conclusion • Pick some students and ask them to find a percentage of a quantity mentally. (Pick
students who still struggle and give them easier questions, more capable students
5 min give them more challenging questions).
T/S
• Ask students to write a feedback on today’s lesson, what they liked and did not like
using google docs.
• Homework: complete the rest of the worksheets.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Before planning this lesson, I wanted to include more content. I thought that I could do
“express quantity as a percentage”, however, I noticed that I will cause a cognitive overload
on students’ brain. Mental calculation is not easy so I thought of giving it plenty of time,
especially that students will use percentages in their daily life: using the phone’s calculator is
not an option, they have to be able to do these calculations.
Reflection will be made after the lesson to evaluate every aspect of the lesson for
improvement.
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.
Dodds, C. (2012, March 8). Percentages (Math song) [video file]. Retrieved from
https://www.youtube.com/watch?v=vUBIPl73doc
Resources Attached:
You must list all the resources that you have created or found in this space.
Worksheets
1.
Find mentally 1% of a quantity
Set one:
Find 1% of $400
1
What does 1% mean? 1% =
Convert to fraction 100
1 400
× 400 = =4 Write how you know how
100 100
to solve it
Answer: $4
1 400
× 400 = = 40
10 10
Answer: $40
7. Find 10% of 450 tonnes 8. Find 10% of 785 tonnes 9. Find 10% of 642 tonnes
1 1200
× 1200 = = 600
2 2
Students directly will
Answer: $600 think of finding the half
7. Find 50% of 244 tonnes 8. Find 50% of 120 tonnes 9. Find 50% of 682 tonnes
Answer: $240
1. Find 30% of 600 kg 2. Find 80% of $440 3. Find 40% of 320 tonnes
To find mentally 20%, 30%, 40%, 60%, 70%, 80%, or 90% of a quantity:
First, find …% of quantity
Second, multiply by 2, 3, 4, 6, 7, 8, or 9.
7. Find 90% of 150 tonnes 8. Find 30% of 90 tonnes 9. Find 60% of 20 tonnes
Answer: $24
1. Find 13% of $120 2. Find 12% of $300 3. Find 14% of $600 4. Find 11% of $210
Set six
Mental maths tricks
Find 22% of $70
20% of $70 is $14 22% is 20% and 2%, so use
1% of $70 is $0.7 the 20% and the 1% to find
1% of $70 is $0.7 22%
Answer: $15.4
1. Find 23% of $300 2. Find 32% of $400 3. Find 2% of $65 4. Find 61% of $70
Set seven
Mental maths tricks
Find 90% of $250
10% of $250 is $25 Find 10% then subtract the
250 – 25 = 225 result from the quantity
Answer: $225
1. Find 90% of $340 2. Find 90% of $430 3. Find 90% of $90 4. Find 90% of $60
Set eight
A bottle contains 1L of tropical juice. The juice consists of 10% of pineapple juice, 20% of mango juice and the rest is
passion fruit juice. Find how many litres of each juice went into the 1L bottle of tropical juice.
Lesson Plan
How are the quality teaching elements you have identified achieved within the lesson?
1.6- 2.4 Students of different abilities work the same group. Students have to present their work in a
written and oral form (justifications).
3.3-3.5 Real-life problem: students will connect their understanding of percentages and knowledge
to solve the problem.
3.4 Students are encouraged to participate in all the activities. Help is offered when needed.
Time Teaching and learning actions Resources Centred
T/S
Intro Lesson starter: Kahoot game. • Kahoot
Tell students that today they are going to solve real-life problems using
T/S
5 min percentages and be assessed. Show them the student progress paper so they • Cards
understand how they will be assessed.
Body Activity 1: • Activity sheet
Introduce the activity: “You need to paint your house and buy a fridge and a
microwave. However, you need to find the least expensive items and thus, pay • Worksheet
the least amount. There are 6 shops in total, 3 sell the paint and 3 sell the
appliances. Every shop has a special deal on its products. You will form groups of 5 • Students’ stationary
25 min and each group will be given a card of the prices and deals. You will move around
all the shops (groups) to get the prices and you will do your calculations. You have • Notebooks
to pretend you are in a real shop so make sure you ask nicely about the deals. You
need to buy 15L of white paint, 7L of grey paint, 2L of pink paint, a fridge and a • Whiteboard
microwave.” S
Form groups (6): Mixed abilities. Give each group a card and an activity sheet to • Tablets + internet
fill. access
Move around the room to make sure students stay on task.
Whole class discussion about everything in the activity sheet, the answers, how • Assessment papers
and why they chose an option instead of another. Discuss about marketing
strategies for pricing an item, for example $899 instead of $900. Also when • Student progress
shopping, if the price is higher in one place than another, after discount it might sheet
get cheaper.
Conclusion • Take papers from students. Ask them if they enjoyed surfing the internet for
items (small discussion). Tell them that tomorrow you will give them back the
5 min feedback.
S
• Ask students for a feedback using google docs. What did they learn today? Use a
happy emoticon if you feel more confident in finding percentages, a neutral face if
you could use more practice, a sad face if you are still struggling with the concept.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
I really enjoyed planning this lesson because it connects to our life. The first activity
might be challenging and noisy, especially that students will choose their team
members, but very beneficial. Students can learn a lot from this lesson and after this
lesson, I am sure that students will pay attention more to discounts and compare
prices. Reflection after the lesson will be made for improvement (how well wee the
discussions, participation rates, which activities need adjustments, were all students
engaged, what would I change if I had to repeat the lesson.
How am I measuring the outcomes of this lesson?
Students will develop Teamwork most of the lesson, teacher will be observing
social skills and learn how students are talking to each other when asking for
about a bargain. the prices and deals- Questioning and discussion why
shops use $1999 instead of $2000.
MA4-1WM Use of percentages, %, increase when discussing all the
problems.
MA4-2WM- MA4-3WM- Students will check their answers after the activity and
MA4-5NA- ACMNA187 discuss their results-
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.
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?
Resources Attached:
You must list all the resources that you have created or found in this space.
• Kahoot
• Cards
• Activity sheet
• Assessment sheet
• Student progress sheet
Kahoot:
Cards:
Activity sheet:
Activity sheet
Items needed:
• 15 litres of white paint
• 7 litres of grey paint
• 2 litres of pink paint
• a fridge
• a microwave
Paint World Original price Price after sale Amount to pay for
(per litre) (per litre) items needed
White paint
Grey paint
Pink paint
2nds World Original price Price after sale Amount to pay for
items needed
Fridge
Microwave
Bing Lee Original price Price after sale Amount to pay for
items needed
Fridge
Microwave
Buy Smarte Original price Price after sale Amount to pay for
items needed
Fridge
Microwave
1) If you could buy the paints from only one shop. Which shop would be the cheapest?
…………………………………………………………………………………….........................................................................
2) If you could buy the paints from different shops. How would you spend the least amount?
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
3) Where would you buy your fridge and microwave if you want to spend the least amount?
………………………………………………………………………………………………………………………………………………………
4) List an advantage and a disadvantage from buying your paints at one shop.
………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
Assessment
You have $500 to spend today! Using the internet, pick out items you would like to purchase (minimum
items: 10) without going over budget.
1) List the items you picked, the price of each item and where you located the item from (what store,
webpage, etc)
to NSW syllabus. The activities of the lessons develop students’ understanding of the
in their daily life. The first and third lessons are constructivist lessons whereas the
All lessons start with a starter that can have many purposes. The first starter
serves as a review of previous chapters, in particular fractions. This was chosen because
in the following lessons, students will connect percentages and fractions. The second
starter is based on five questions that increases in difficulty. Students are able to review
what was done during previous lessons and the teacher is able to provide them a
feedback on their progress (Ley, 2014). The last starter is an online game to check
students’ prior knowledge while at the same time, students are engaged, which makes
The first lesson plan focus on relational instruction and understanding. The activities
are designed so that the students understand the concept of percentages not just learn
how to calculate percentages of quantities, which according to Skemp (1996), has more
benefits on the long-term. The activities require the teacher to present the problem,
question students, show them two examples (pattern) and then let them try to solve
other examples. According to Ley (2016), this can cause some issues because students
will only remember the last example when trying to do the exercises, and the first
exercise is usually related to the first example. However, in this lesson all the activities
are based on the same concept but only increase in difficulty. Therefore, students should
percentages. However, the teacher is telling students what to do and how to do instead
of letting them discover and construct their knowledge. This what makes the
instrumental instruction an easy and a quick way to teach (Skemp, 1976). Therefore,
the rules for finding percentages of quantities in a mental method are given by the
teacher. Although an instrumental lesson does not focus on the ‘why’ (Skemp, 1976),
activities in this lesson answer the ‘why’ but is more likely answered by the teacher and
The third lesson plan is a constructivist lesson. During the activities, students have the
opportunity to interact with others and discuss different point of views, all of which are
based on constructivism (Ellerton & Clements, 1996). For example, during the whole
class discussion, students will try to make sense of each other’s opinions and
explanations, which also facilitates “rich mathematical learning” (Ellerton & Clements,
1996). Instruction is scaffolded so that students learn how to learn and move beyond
their ‘zone of proximal development’ (Vygotsky, 1996 as cited in Goos, M., Stillman,
G., & Vale, C. 2007, p.29). Examples of scaffolding in the lessons are questioning and
giving hints.
learning, progress and achievement are maximised. Some ways of differentiation stated
by Bartlett (2016) are by grouping, by support and by task. Activity four in the first
students can work on their pace whereas gifted and talented students can work on the
additional challenging questions. Differentiation by support is for instance assisting less
capable students in all the lessons which is integrated in all the activities.
Information and Communication Technology (ICT) resources are integrated in all the
lessons. Although most of them are in control of the teacher, they are still beneficial for
the students. As argued by Callow and Orlando (2015), an effective use of ICT
learning and engagement. Some examples of the ICT resources used are the videos in
the first and the second lesson that replace the traditional way of recalling information.
Quizizz at the end of the first lesson is used to summarise what has been done in the
lesson in a very engaging way. It also provides an instant feedback on student progress
which enables the teacher to reflect upon to plan the following lessons. Moreover,
students can design their own games and may be used in the class. Furthermore,
PowerPoint slides save time and are animated which makes a process easier to visualise.
Google docs is an effective tool for students to write their reflection instead of writing
it on a paper and for the teacher since it saves time collecting the papers.
Its goal is to provide a feedback for the students to improve their learning and for the
All lessons include a closure which is a very important aspect of a lesson plan. Students
are required to write a small reflection for example, in lesson three, students write about
what they learnt and insert an emoticon with regard to their level of confidence.
Reflections provide a feedback for the teacher on the lesson in general and on student
with different abilities and thus, to use differentiated instruction in order to achieve
Bartlett, J. (2016). Outstanding differentiation for learning in the classroom (pp. 5-11).
Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: Framework of student
Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics:
Research and practice for the 21st century. Crows Nest, NSW: Allen & Unwin.
Ley, J. (2014). Too much content too little time. Reflections, 39(1). Retrieved from
https://vuws.westernsydney.edu.au/
https://vuws.westernsydney.edu.au/