FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 YEAR LEVEL: 7 LEARNING AREA/TOPIC: Mathematics

AUSTRALIAN CURRICULUM MATHEMATICS

General Capabilities: Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

Asia and Australias engagement with Asia

LESSON

AUSTRALIAN CURRICULUM LINKS N&A M&G S&P

SPECIFIC LESSON OBJECTIVE Prof

ASSESSMENT (what & how)

TEACHING & LEARNING EXPERIENCES (include learner diversity)

KEY QUESTIONS

RESOURCES

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Understanding Problem Solving

Identify the importance of evaluating prices in order to get the most out of a purchase.

Observation of accurate use of existing skills ability to adapt them to new task.

Review calculation from last lesson on converting prices into comparable ratios. Explain topic and task: Students are will be given a product to investigate the price of 5 different brands. Students will need to convert products into a price/quantity amount so that they can accurately compare. With their findings they will create a graph online to display their findings. They will then create a Google slide show to convey their findings in a collaborated presentation with the whole class. The first step involves creating a bubbl.us mind map of their plan of action. Assign Groups and Products. Groups of three students with a mixture of abilities and skills. Students to create a mind map online using bubbl.us of how they are going to go about gathering data, displaying data and publishing results, etc. This will give students a plan for to follow and ensure that they stay on task. It also enables student to see the project as a whole but steps it out into achievable goals to ensure that they understand the task and what is required of them. Planning using the task using a mind map allows remediation students to work at their own pace and map out how to tackle the task. Because learning is self-directed teacher has more time to help students who need it. Using mind map allows students to include as much detail as desired which can be beneficial for creative/advanced students.

What steps do we need to take to achieve the final goal?

Whiteboard and markers to outline task.

Why is it useful to have a plan of action?

Checking mindmaps for an easy to follow step by step approach to their task in Bubbl.us. Demonstrate effective negotiation skills to work collaboratively and purposefully.

How are you going to gather, display and interpret and present the data?

Computers bubbl.us

Monitor competence in ICT skills for the purpose of the task.

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Fluency Reasoning

Demonstrate ability to locate information on website and calculate price per quantity. Accurately compare prices of different products. Reflect on the use of this information and any other factors that influence purchasing decisions. Display effective communication and task delegation while working in groups.

Verify prior knowledge in conversions by checking students calculations. Observe students ability to search for data, extract relevant information and record in comparable tabular form. Identify how groups are working as a team and whether they are sharing workload evenly. Observation of students creating graphs.

Reiterate basic principles of best buys - investigate best way to compare product and price (ie. Per kilo, per 100ml, etc. depending on product.) Gather data from Coles website 1 product to research price of 5 brands of item. Verify price per quantity amount on Coles website by manually calculating and showing all workings. Put results in a table. Reflect why we need to consider price per quantity. Explain why it is this useful for comparing products and what other factors like quality, branding, wastage might affect our purchasing. Give three examples of how these factors may affect an individuals purchase. Eg. A single grandmother may not use three liters of milk before it goes off she may be better off buying 600ml carton Remediation: By verifying their calculation of price/quantity against existing information on the Coles website, students can selfcorrect their workings. Advanced students have more opportunities for creative thought in the reflection worksheet. Use table of results from lesson 3 to graphically represent the variation of price by brand in a bar graph by using Chartgo at http://www.chartgo.com/ Record observations from the graph including: maximum and minimum prices and can then calculate the mean price of the product (after demonstration on white board) and add it as a column to the bar graph. Compare the mean price to different brands and note down any other observations. Refer to pervious lessons reflection worksheet and graph to type a short reflection (~100 words) to add to slides (next lesson) including: 1. How and why best buys can be beneficial in real life. 2. Why the prices of different brands differ so much (made is Australia, free trade, bulk quantities, premium brands etc.) Remediation students can be supported by inclusion in group discussions. There are opportunities for extension student to create more detailed and sophisticated graphs.

Why is it important to compare by a unitary method (as in price per 100g, etc)?

Computers coles.com.au Books for recording data and making reflection notes.

What other factors might we need to consider when calculating price per quantity? Worksheet for Reflection questions

Is it always in our best interest to buy in bulk to save? What about wastage?

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Reasoning Fluency

Create a graphical representation of different price per quantity for assigned product. Calculate and Compare the max, min and mean price of the assigned product to the prices of different brands. Reflect on how best buys can be beneficial in real life and what factors may differentiate the price of different brands (made in Aus etc.).

Monitoring students calculating max, min and mean prices, and how much they need to ask for guidance Listening in on students reflections and thinking on this topic

Why is a graph a good way to represent data? What type of graph is best to show this type of data? Why is mean relevant? Why are best buys useful? What creates price differences in products?

At least one computers per group to create chart on chartago website: http://www.chart go.com/

Notepad

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171 Reasoning Fluency

Create a slide in the class presentation with their graph, and two reflections Present their results of the investigation and their reflections in their groups to the class.

Monitoring students as they create their slide on Google Slides. Summative Assessment: A score out of ten according to a marking rubric assessing their participation and degree of work in each stage of the investigation activity.

A Google Slides presentation will be created and each group will contribute (at the same time) to it by creating their own slide in the slide show. They will export their graph from Chartago and add it to their slide. The reflections from lessons 2 and 3 will also be added to their slide. Each group will then present their slide to the class taking approx. 2 min per slide. Each member will speak on one of the three aspects of their investigation. Advanced students have the opportunity to create more sophisticated slides to develop their ICT skills. Remediation students can be supported by group members if they need assistance in presenting work.

How could the information presented by entire class help you in the shops? What skills do you think you have learnt through this activity?

At least one computer per group to export graph and create slide Google Sides