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Secondary Curriculum 2 Mathematics

1714.1 Master of Teaching (Secondary)

Assignment 1: Professional Task Stage 6

Part a: Unit Plan

HSC Mathematics Standard 2 Topic: Financial Mathematics

Stage 6
Focus study: Investments and Duration: 3 weeks (12 lessons ×
loans 50 minutes each
Key Concepts: Students develop an ability to make informed financial
decisions. This includes the application of knowledge, skills and understanding of
numbers to earning, spending, investing, saving and borrowing money.

Importance of this learning: Students develop understanding of theory to

enhance their ability to make informed financial decisions, both present and into
the future, justifying their thought mathematically.

Targeted Syllabus Outcomes:

A student:
MS2-16-5 makes informed decisions about financial situations, including annuities
and loan repayments
MS2-16-9 chooses and uses appropriate technology effectively in a range of
contexts, and applies critical thinking to recognise appropriate times and methods
for such use
MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions,
communicating a position clearly to others and justifying a response
Life Skills outcomes
A student:
MALS6-5 demonstrates understanding of money
MALS6-6 explores money management and financial decision-making
MALS6-13 engages with mathematical skills and techniques, including
technology, to investigate, explain and organise information
MALS6-14 communicates mathematical ideas and relationships using a variety of
strategies
Assessments:
 In class test on Investments and loans (40 minutes)
 Group assignment task on comparing loans (1 week)

Lesson Integrated teaching, learning and Outcomes

structure Recourse
assessment activities s

F4.1: Investments (2 lessons)

Students will learn to
 Calculate the future value or present
value and the interest rate of a compound HSC
Cambridge
interest investment using the formula
n
Mathematics
FV =PV ( 1+r ) General
 Solve practical problems involving textbook
compound interest
Excel HSC
 Calculate the credit card interest with Mathematics
interest-free period and minimum amount General 2
need to be paid work book
F4.2: Depreciation and loans (3 lessons) MS2-12-5
Week 1 Students will learn to MS2-12-9
5 lessons  Calculate the depreciation of an asset MS2-12-10
(50 minutes using declining-balance method, as an MALS6-5
each) application of the compound interest MALS6-13
formula MALS6-14
 Recognise credit cards as an example of
a reducing balance loan and solve
problems relating to credit cards
- Identify the various fees and
charges associated with credit
card usage
- Interpret credit card statements,
recognising the implications of
only making the minimum
payment

F4.2: Depreciation and loan (Continue 2 lessons)

Students will learn to Spread
 Solve practical problems involving sheet used
reducing balance loans for table of
 Compare credit card interest rates and home loan
other types of loan interest rates repayments
Week 2
MS2-12-5
5 lessons Revision lesson on investment topic (1 lesson)
MS2-12-9
(50 minutes  Key points and formulas on investment MS2-12-10
each)  Work exercises MALS6-5 Past HSC
exam papers
In class test during the lesson (40 minutes) Past HSC
trial papers
Assessment report and feedback lesson (1
lesson) HSC
- Summarise common mistakes Cambridge
- Provide work solutions Mathematics
General
textbook
Week 3 MS2-12-5
2 lessons MS2-12-9
Assessment presentation lesson (1 lesson) MS2-12-10
(50 minutes - 4 groups of student will present their MALS6-5 HSC
each) assessment task in front of classroom MALS6-6 Cambridge
- 5-10 minutes for each group including MALS6-13 Mathematic
students’ feedback MALS6-14 s General
textbook
Revision lesson on whole unit of Investments and
loans (1 Lesson) Past HSC
exam
 - Key points and formulas papers
- Past HSC examples on this unit Past HSC
trial papers

Part b: Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Investments and loan Mathematics Standard 2 Mathematics Standard 2
Stage 6 Year 12 P66-68
Date: 20/03/17 Location Booked: Lesson Number: 1/12
N/A
Time: 50 minutes Total Number of students Printing/preparation
20 Worksheet
HSC Cambridge Mathematics General

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson assessment

MS2-12-5 makes informed Calculations on the The definition of future Identify that the future value
decisions about financial future value or of an investment is the
situations, including annuities
value and present value,
present value and also the formula of amount to which it
and loan repayments
MS2-12-9 chooses and uses
the interest rate of a compound interest accumulates; it is the final
appropriate technology compound interest investment. value of investment.
effectively in a range of investment using the
contexts, and applies critical formula
thinking to recognise FV =PV ( 1+r )n
appropriate times and
methods for such use
MS2-12-10 uses
mathematical argument and
reasoning to evaluate
conclusions, communicating
a position clearly to others
and justifying a response

Cross Curriculum themes Explicit subject specific concepts and skills

 Aboriginal and Torres Strait Apply logical thinking skills and solve practical problems
in annuities, investments and loan repayments.
Islander histories and cultures
 Asia and Australia’s engagement
with Asia
 Sustainability
General capabilities
 Critical and creative thinking
 Ethical understanding
 Information and communication
technology capability
 Intercultural understanding
 Literacy
 Numeracy
 Personal and social capability
 Time Teaching and learning actions Organisation Centre
d
T/S
Intro Teacher: Mark roll and hand Teacher
out work sheet
5 minutes Mark roll and a short introduction of myself
Student: Prepare textbook,
Hand out work sheet to students notebook and pen

Resources: Roll book and

work sheet hand outs
Body Teacher: Prepare PowerPoint Teacher
Define the meaning of future value and present and
10 minutes value Formula sheet on Projector
Explain the formula meaning
Student: Write down
Show work examples by using the formula definitions and work
examples on notebook
Resources: Projector and
PowerPoint (Attachment 1)
Formula and example
(Attachment 2)

5 minutes Show more examples on finding compound Teacher: Explain the Teacher
interest earned from textbook meaning of compound
interest earned
Students required to copy down examples and
solutions Student: Write examples and
solutions on notebook

Resources: textbook
Teacher: Check student’s Students
10 minutes Students start to do questions on work sheet work individually
Teacher walk around to check student’s work
Student: do the question and
5 minutes then check answers
Work solutions are provided on Projector.
Students need to swap their work sheet to Resources: calculator and
neighbour student and check answer work sheet (Attachment 3)
and solution sheet
(Attachment 4&5)
5 minutes Students are formed into group of 5 people Teacher: Walk around in the Students
and work on questions from textbook. classroom to check students
work and answer questions
5 minutes Discuss solutions within groups Student: Work on questions
and discuss with other group
members
Resources: Textbook,
notebook and calculator
Conclusion Teacher: Summarise key Teacher
Review the definition of Future value, points and write on board
3 minutes present value and compound interest Student: Copy down key
earned. points and homework
2 minutes questions on notebook
Provide homework for students
Resources: Textbook,
notebook and pen
Reflection
What have I learned about the teaching and learning process when preparing
this lesson?
Through this lesson plan, I have learned that the terminology of mathematics
term is important for students to understand. However, teacher needs to build
up a sound understanding to students to learn the concept in simple and
understandable texts, as well as providing many examples for students to
practice.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MS2-12-5 Students work on financial question in the class
MS2- 12-9 PowerPoint used in the class
MS2-12-10 Students work in groups to discuss work solutions

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?

Using computers and projectors may cause fire; therefore Fire-blanket and
fire extinguisher are required for fire prevention.
First aid pack and anaphylaxis action plan

References (In APA)

Questions on work sheet is retrieved from Excel HSC Mathematics General 2
textbook

NSW Education Standards Authority Mathematics Standard Stage 6 Syllabus

http://syllabus.nesa.nsw.edu.au/assets/mathematics_standard/mathematics-
standard-stage-6-syllabus-2017.pdf
Resources Attached:
Attachment 1:

Attachment 2:
Attachment 3:

Attachment 4 &5
 Part C: Assessment task 1

Course/Year: HSC Mathematics Standard 2 Assessment topic:

Year 12 Investments and loans

Mark/Weighting: Date (due): 10/05/17

20/10%
Presentation in class
Outcomes to be assessed:
MS2-12-5 makes informed decisions about financial situations, including annuities and loan
repayments
MS2-12-9 chooses and uses appropriate technology effectively in a range of contexts, and applies
critical thinking to recognise appropriate times and methods for such use
MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a
position clearly to others and justifying a response
MALS6-5 demonstrates understanding of money
MALS6-6 explores money management and financial decision-making
MALS6-13 engages with mathematical skills and techniques, including technology, to investigate,
explain and organise information
MALS6-14 communicates mathematical ideas and relationships using a variety of strategies
Assessment Rubric:

Students will be assessed on the ability to

 Make informed decisions on loan payment for a property
 Demonstrate understanding of background knowledge and reasoning to
evaluate conclusions
 Demonstrate communicating skills and team work ability in the group

Assessment Instruction:

Assessment task will be hand out one week before due date, and students will be
placed into 4 groups of 5 students each.
Each group will receive different questions based on assessment task.
Students may choose variety strategies to show their work on Presentation day.
In your answers, use correct mathematical term and argument, clear working steps
to show your answer.
 Assessment Marking Guidelines
HSC Mathematics Standard 2 Stage 6
Financial mathematics- Comparing loans

Name: ______________ Class: _____________ Group:

_____________

Criteria Developing Proficient Advanced

0-9/20 10-12/20 13-20/20
Demonstrate Demonstrate Demonstrate a Demonstrate an
acknowledged little/no satisfactory outstanding
understanding and understanding of understanding of understanding of
make knowledge knowledge knowledge
mathematical
decision

5 marks
Provide cleared Provide little/no Provide some Provide detailed
working steps and working steps and working steps working steps and
correct incorrect and correct correct calculation
calculations calculation calculation

5 marks
Reflection and Demonstrate Demonstrate a Demonstrate a
evaluation of the little/no reflection satisfactory critical evaluation
task and evaluation of reflection and and reflection of the
the task evaluation of the task.
5 marks task

Group work There are little/no The group The group shows
evidence showing demonstrates a good teamwork and
involvement and satisfactory team productive results
communication work in on the assessment.
3 marks with group communication
members and cooperation
Presentation There are little/no Use of Well-structure and
materials and multimedia tool to provide lots of
structures showing support their supportive material
2 marks effort on the task presentation to show their task
result
 Assessment outline

Group 1

Question 1

Allen wants to borrow $14,000 and intends to repay the loan in annual
instalments over five years. He has the option of choosing a flat-rate
loan of 6% p.a. interest or a reducing-balance loan where the annual
interest is 9%.
a. How much are the equal annual instalments if Allen chooses the
flat-rate loan?
b. If Allen chooses the reducing-balance loan, the first four
instalments will be $3600. By drawing up a table, find the amount
of the final instalment.
c. With which loan will Allen pay back the least and by how much?
Group 2

Question 2

David is considering taking a loan of $240,000 to buy a house.

a. One financial institution offers a loan with repayments of $1,629.09
per month for thirty years. How much will David repay if he
chooses to take this offer?
b. Another financial institution offers a loan with repayments of
$1,889.6 per month for twenty years. How munch interest will
David pay if he takes this offer?
c. David says, ‘by taking the second loan, although I will have to pay
back roughly $260 more each month, I will save more than half the
value of the loan in interest.’ Is David correct? Justify your answer.
d. David knows that both loans have the same variable interest rate.
After checking the terms and conditions of the first loan, David
finds that he can repay extra each month and there are no
penalties for each month and there are no penalties for early
repayment of the loan. He decides to take the first loan but repay
$1,890 per month. Why might he have made this decision?
Discuss.
Group 3

Question 3

Mary wants to borrow $16,000 and intends to repay the loan in annual
instalments over four years. She has the option of choosing a flat-rate
loan of 7% p.a. interest or a reducing – balance loan where the annual
interest is 8.5%.
a. How much are the equal annual instalments on the flat-rate
loan?
b. If Mary chooses the reducing – balance loan, the first three
instalments will be $4,900. By drawing up a table, find the
amount of the final instalment.
c. With which loan will Mary pay back the least and by how
much?
Group 4

Question 4

Sally is considering taking a loan of $280,000 to buy a house.

a. One financial institution offers a loan with repayments of
$2,544.36 per month for twenty-five years. How much will Sally
repay if she chooses to take this offer?
b. Another financial institution offers a loan with repayments of
$2,457.20 per month for thirty years. How much interest will
Sally pay if she takes this offer?
c. Sally says, ‘if I take the first loan, I will have to pay back less
than $100 more each month but I will save over $120,000.’ Is
Sally correct? Justify your answer.
d. Sally knows that both loans have the same variable interest
rate. After checking the terms and conditions of the loans,
Sally finds that she can repay extra each month and there are
no penalties for early repayment of the loan. If Sally can afford
to repay $2,600 per month, which loan would you recommend?
Discuss.
Suggested Solutions:

Question 1
a. P=$14,00, r= 0.06, n=5
I =Prn
= $14,000×0.06×5
= $4,200
Total to repay = $14,000 +$4,200
=$18,200
Each instalment=$18,200÷5
=$3,640
If Allen chooses the flat-rate loan, each instalment will be $3,640
b. P= $14,000, r= 9%, R= $3,600
Year Principal Interest P+I P+I-R
1 $14,000.00 $1,260.00 $15,260.00 $11,660.00
2 $11,660.00 $1,049.40 $12,709.40 $9,109.40
3 $9,109.40 $819.85 $9,929.25 $6,329.25
4 $6,329.25 $569.63 $6,898.88 $3,298.88
5 $3,298.88 $296.90 $3,595.78
The final instalment will be $3,595.78
c. With the flat-rate loan Allen will repay $18,200.
With the reducing – balance loan:
Total repaid = 4×$3,600 +$3,595.78
= $17,995.78
Difference = $18,200 − $17,995.78
= $204.22
Allen will pay $204.22 more with the flat-rate loan.

Question 2:

a. Total repaid = $1,629.09 ×12×30

= $586,472.40
David would need to repay a total of $586,472.40
b. Total repaid = $1,889.64 ×12×20
= $453,513.60
Interest = $453,513.60 − $240,000
= $213,513.60
The amount of interest that David would pay is $213,513.60
c. Interest on 1st loan = $586,472.40 − $240,000
= $346,472.40
Extra interest = $346,472.40 − $213,513.60
= $132,958.80
Yes, David is correct.
Question 3:

a. P = $16,000, r = 0.07, n = 4
I =Prn
Year Principle Interest P+I P+I−R
1 $16,000.00 $1,360.00 $17,360.00 $12,460.00
2 $12,460.00 $1,059.10 $13,519.10 $8,619.10
3 $8,619.10 $732.62 $9,351.72 $4,451.72
4 $4,451.72 $378.40 $4,830.12 -
=$16,000 ×0.07×4
=$4480
Total to repay = $16,000 + $4,480
= $20,480
Each instalment = $20,480 ÷4
= $5120
If Mary chooses the flat-rate loan, each instalment will be $5,120.

b. P = $16,000, r= 8.5%, R= $4,900

The final instalment will be $4830.12.

c. With the flat-rate loan Mary will repay $20,480.

With the reducing – balance loan:
Total repaid = 3×$4,900+$4,830.12
= $19,530.12
Difference = $20,480−$19,530.12
=$949.88
Mary will pay $949.88 less with the reducing –balance loan.

Question 4:

a. Total repaid = $2544.36×12×25

=$763,308.00
Sally would repay a total of $763,308.

b. Total repaid = $2,457.20×12×30

=$884,592
Interest = $884,592 − $280,000
= $604,592
The amount of interest that Danielle would pay is $604,592.

c. Difference in total payments

= $884,592 − $763,308
= $121,284
Difference in repayments
= $2,544.36 −$2,457.20
=$87.16
Yes, Sally is correct.
 Part D: Unit Exam

Name: __________ Class: ____________

General Instructions
 Reading time – 5 minutes Working time – 35 minutes
 Write using black or blue pen Calculator may by used
 A formula sheet is provided at the last page of exam paper
 In Question 6 – 8, show all working
Total marks – 20
Section I
5 marks
Attempt Questions 1-5
Allow about 10 minutes for this section
1.
Find the amount of simple interest earned if $8000 is invested at 9% per year for eighteen
mounts.
A. $1080
B. $1104
C. $1296
D. $4960

2. Will paid $152.50 per month over four years to repay a loan of $6000. What annual
rate of simple interest was charged?
A. 2.5%
B. 5.5%
C. 11%
D. 22%

3. Freya has a credit card with up 50 days interest-free and an interest rete of 0.056%
per day. How munch simple interest will Freya pay if she has an amount of $4200
overdue for 30 days?
A. $0
B. $70.56
C. $71.14
D. $78.40

4. An amount of $70 000 is borrowed. The reducible – interest rate is 1% per month and
monthly repayments are $1004.30. How much interest will be paid in the second
month?
A. $700
B. $689.96
C. $696.96
D. $679.91

5. $2000 is placed in an account earning 8.4%p.a. interest, compounded monthly. Find

the value (to the nearest dollar) of the investment after eight years.
A. $3813
B. $3907
C. $3344
D. $4465
 Section II

15 marks
Attempt Questions 6-8
Allow about 25 minutes for this section

6. Penny borrows $8400 for a holiday. She agrees to repay the loan over four years with
equal monthly payments of $225.40.
i. How munch does Penny repay in total? 2
ii. How much interest dose she paid? 1
iii. What is the annual rate of simple interest charged? 2

7. The following repayment table shows the amounts for the first three months of a loan.
Month Principle Interest P+I P+I - R
1 $90 000.00 $675.00 $90 675.00 $89 650.77
2 $89 650.77 $672.38 $90 323.15 $89 298.92
3 $89 298.92 $669.74 $89 968.66 $88 944.43
4
i. What is the amount of each repayment? 2
ii. How can we easily tell that the interest charged in a reducible rate and not a
flat rate? 1
iii. Complete the next row of the table. 4

8. Kyle receives the following credit card statement. His card offers up to 50 days
interest-free and a simple interest rate of 16.9725% charged daily.
Date Details Amount Total
1 June Balance $0.00 $0.00
9 June Insurance $936.00 $936.00
23 June Clothes $419.00 $1355.00
Amount due: $1355.00 Due Date: 8 July
i. How much interest will be charged if the bill is paid by the due date? 1
ii. Kyle pays the minimum amounts of $25 on the due date. If he makes no
further purchases, how much will he need to pay on 8 August to clear the
debt? 3

Formulae Sheet
Simple Interest

I=Prn

P is initial amount
r is interest rate per period, expressed as a decimal
n is number of periods

Compound Interest
A=P ( 1+r )n

A is final amount
P is initial amount
r is interest rate per period, expressed as a decimal
n is number of compounding periods

Present value and future value

FV
PV = FV =PV ( 1+r )n
(1+ r )n

r is interest rate per period, expressed as a decimal

n is number of compounding periods
Marking Criteria and Sample Answer

Section I – Multiple Choice Answer

Question Answer

1 A

2 B

3 B

4 C

5 B

Section II

6 (i)

Criteria Marks
Demonstrate all workings and provide the 2
correct answer
Demonstrate all workings but with incorrect 1
answer

Sample answer:
Total repay = $225.40×12×4
= $10 819.20

6 (ii)

Criteria Marks
Demonstrate working and correct answer 1

Sample answer:
Interest = $10 819.20 − $8400
= $2419.20

6 (iii)
 Criteria Marks
Demonstrate all working and provide correct 2
answer
Provide little/no working and correct answer 1

Sample answer:
Interest per year = $2419.20÷4
=$604.80
604.80
Interest rate = ×100
8400
=7.2%

7 (i)

Criteria Marks
Demonstrate all working and provide correct
answer 2
Provide little/no working and correct answer
1

Sample answer:
Repayment= $90 675 − $89 650.77
= $1024.23
7 (ii)

Criteria Marks
Recognise the interest is reducing and 1
explained it.

Sample answer: The interest is not the same each month. It is reducing.

7 (iii)

Criteria Marks
Demonstrate all possible working and provide correct 4
answer

Demonstrate most possible working and with incorrect 3

answer
Provide some working with correct answer 2
Provide little/no working with correct answer 1

Sample answer:
675
Interest rate = ×100
90 000
= 0.75%
4th month: P = $88 944.43
I =0.0075×$88 944.43
=$667.08 (nearest cent)
P + I =$88 944.43 + $667.08
 =$89 611.51
P +I – R= $89 611.51 − $1024.23
=$88 587.28
Numbers in last row of table are:
$88 $667.08 $89 611.51 $88 587.28
944.43

8 (i)

Criteria Marks
Recognise no interest will be charged 1

Sample answer: If the bill is paid by the due date, no interest will be charged.

8 (ii)

Criteria Marks
Demonstrate Interest formula and all possible
working with correct answer 3

Demonstrate Interest formula and some working

with correct answer 2
Provide no formula and show less/no working with
correct answer 1

Sample Answer:

Balance owing = $1355 −$25

= $1330
I=Prn
0.169725
= $ 1330× ×31
365
= $19.17195
= $19.17 (nearest cent)
Total to pay = $1330 + $19.17
= $1349.17

References:

Exam questions are retrieved from Excel HSC Mathematics General 2

Chapter 1
P.16-18
Part D: Justification

The unit ‘Investments and Loans’ is one of the topics from Financial Mathematics

theme, HSC Mathematics standard 2 year 12 syllabus. This unit is designed for

students to gain deeper understanding on calculating different types of

investments, recognising a range of loan payments and justifying an appropriate

response regrading to different circumstances. The lessons are well planned under

the instruction of the Quality Teaching model to achieve the outcomes from NSW

Education Standards Authority (NESA) Mathematics Standard Stage 6 syllabus for

the Australian curriculum. Each lesson is intended to implement a significant

Mathematics term and key learning area to enable deep knowledge and

understanding. Introducing some key concepts in each lesson can generate high

level of intellectual quality, which it requires students to engage in higher-order

thinking and to correspond applicably about what they are learning. The unit is

designed in 12 lessons of 50 minuets each, topics are taught in scaffolding method

to build on a progressive structure that students’ knowledge is gradually developed

and advancing in extent. There are two main topis in this unit, first is investment

and second is depreciation and loans, each topic will have four lessons mainly

concentrated on contents, for example, introducing new mathematics term and

formula. During content focusing lesson, teacher is the centre facilitator to instruct

students learning. There will be two lessons on revision, one is held before the in-

class test, to give students a comprehensive revision on concepts and provide

example questions; the other revision lesson is scheduled as the last lesson of this

unit, the purpose is summarised all key concepts that students have learn through

this unit and provide HSC exam sample questions. There are also two lessons for

assessment tasks, mainly focusing on assess students’ knowledge of

understanding.
The lessons are scheduled in scaffolding way based on problem solving

learning and inquiry learning. Hmelo-Silver, Duncan & Chinn (2007) points out

that scaffolding can be used to structure complex task and reduced cognitive

load. Teacher play a significant role in the classroom, he/she needs to monitor

students in the learning activity, facilitating them to a higher-order thinking and

deeper understanding. In addition, scaffolding strategy to be used in the

classroom can reduce cognitive load by arranging a task in ways that allow

the students to concentrate on aspects of the task that are relevant to the

learning goals. In the lesson plan, the main concept is introduced at the

beginning of the class, and this is the central idea for this lesson, all other

activities are based on this aspect. During this lesson, teacher demonstrates

definition of future value and present value followed by many examples;

therefore it is more clear and easier for students to understand. Bloom’s

taxonomy is also implemented in this lesson. At stage one, students are

gathered information and aspects from the PowerPoint; at stage two, students

are asked to work on question from textbook, which is confirming that

students understand the knowledge; at stage three, students use their

knowledge to work on work sheet that is provide by teacher to enable deeper

understanding. Since this lesson is the first lesson of the unit, there is no

challenging question presented in this class. However, the differentiation

strategy such as group activity and discussion is a best way for teacher to

recognise students’ learning levels, therefore, teacher can implement more

teaching strategy that is suitable for diversity students.

The first assessment task is in HSC exam style, it is a formative assessment;

the purpose of this task is to clarify student learning and understanding of

investments, credit card payments and reducing-balance loans. There are

total 8 questions in this assessment; first section multiple-choice question,

which is intending to test students’ basic knowledge on compound interests

and loan payment, second section is applied problems, which require

students to show all workings and justify their answers. This formative

assessment task is used for learning, which reflects students advantages and

disadvantages, as well as to help students learn better, rather than just

achieve a better mark. This assessment also increases student’s self-

regulation. Nicol & Macfarlane-Dick (2006) suggests that self-regulation is

established in the effective examining and instructions of numerous different

learning processes. For example, the learning goal for this assessment task

and the strategy that used to achieve goal. The second assessment task is

also a formative assessment task; the assessment is a group presentation

task, students are required to work problems on comparing loans. This task is

mainly to test students’ team cooperation and communication skills. They are

required to demonstrate final result in front of class and justify their answers.

Through this task, students can build up connections with their peers; teacher

may use this opportunity to self-assess the teaching method, so that teacher

can generate a deeper quality teaching for students.

Reference:

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and

achievement in problem-based and inquiry learning: A response to Kirschner,
Sweller, and Clark (2006). Educational psychologist, 42(2), 99-107.
https://pdfs.semanticscholar.org/8b80/8ee376c32387b53cfb884de6d4c95090
e69d.pdf

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and

self‐regulated learning: A model and seven principles of good feedback
practice. Studies in higher education, 31(2), 199-218.
https://www.researchgate.net/profile/David_Nicol/publication/228621906
_Formative_Assessment_and_Self-
Regulated_Learning_A_Model_and_Seven_Principles_of_Good_Feedb
ack_Practice/links/561bcc9808aea80367242f55.pdf

NSW Education Standards Authority – Assessment

Advice on Assessment
http://syllabus.nesa.nsw.edu.au/assets/global/files/advice_on_assessment_gu
ide_web.pdf

NSW Education Standards Authority – Differentiated Programming

http://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/

NSW Education Standards Authority – Mathematics Standard Stage 6

Syllabus
http://syllabus.nesa.nsw.edu.au/assets/mathematics_standard/mathematics-
standard-stage-6-syllabus-2017.pdf

Blooms Taxonomy is retrieved from week lecture slide

https://vuws.westernsydney.edu.au/bbcswebdav/pid-2432159-dt-content-rid-
22604824_1/courses/102090_102091_102092_2017_1h_maths/Lecture
%204%201H%202017.pdf

Quality Teaching in NSW public schools – A classroom practice guide

https://vuws.westernsydney.edu.au/bbcswebdav/pid-2432156-dt-content-rid-
21095957_1/courses/102090_102091_102092_2017_1h_maths/NSW_DET_
2003-Quality_Teaching_Guide.pdf