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TERM/WEEKS:2, Week YEAR LEVEL: 8 LEARNING AREA/TOPIC: Number and Algebra

1

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and Ethical Behaviour Personal and Intercultural
creative thinking social Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement with Asia Sustainability
and Cultures

Notes about device access in the classroom:

Math Proficiencies – Understanding, Problem Solving and Reasoning

WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSO Australian OBJECTIVE (what & how) EXPERIENCES and other
N Curriculum (Introduction, Body and Conclusion)
LINKS

1 Solve Practice problems involving Diagnostic- Intro- (Motivation) http://education.abc.

problems profit and loss, with and Teachers Students are asked the following question ‘why do net.au/home#!/medi
involving profit without digital technologies perception, businesses mark up the prices of their goods?’ a/29682/
and loss, with teacher will walk Students are shown “Marking up the price of goods”
around the
and without Express profit and loss as a ABC video. Teacher is to preload the video before the
classroom and
digital percentage of cost or selling gather the level of students walk into the classroom.
technologies price, and outlining the prior knowledge Main body-
(ACMNA189) difference. the students Chalk and Talk- students write down the notes
already have. presented by the teacher. Teacher highlights crucial
Explain the process used by parts and students note them down. I.e. How to Concise notes
businesses to convey calculate profit and loss, and to calculate them as a
discounts percentage of cost or selling price.
Formative- Examples- Students are to have already downloaded
Students the QR code reader app. The teacher will put 4 different
understanding will
QR codes up around the classroom, students are to
be developed
from engaging scan the QR codes and watch pre recorded examples Examples
with informative of how to solve various profit and loss questions.
explanations. Students must have headphones and work in silent
conditions, they must write the examples out and
attempt them first, then watch to see if they were
correct, and if not how to correct their answer.
Diagnostic- Student creation- Students are giving a partner; each Socrative
Teachers develops a short 5 question quiz on Socrative. Based
perception of on todays lesson. They must include worked solutions
students
and explanations. They are to test each other out, give
understanding in
answering them the solutions and work together to extend each
partners quiz. others knowledge. Teacher demonstrates on projector.
Conclusion-
3:2:1 Activity. Students are asked in the groups there in
right now. Three things they have learnt today. Then, to
turn to a partner and incorporate all their ideas into 2.
Finally turn to their group members and develop 1
concise statement encompassing the ideas of every
member.
2 Solve Calculate problems involving Intro-
problems profit and loss, with and Teacher invites students to take 2-3 mins silently to Pre-made Padlet
involving profit without digital technologies think and add a post (in dot point form) to the Padlet on page
and loss, with the board. The Padlet asks the students what did they
and without Recognise profit and loss as learn about profit and loss yesterday and to outline an
digital a percentage of cost or example of when they might use it in their lives.
technologies selling price, and outlining the Teacher than highlights and reflects on common points
(ACMNA189) difference. and mentions key ideas mentioned.
Main body-
Perceive the process used by Recap- Teacher reminds students of key notes and
businesses to convey formulas needing to calculate profit and loss with and
discounts without a calculator.
Formative- Examples- Examples
Students Teacher completes 2 examples on the whiteboard for
understanding will
the students. (1 profit, 1 loss). The students are asked
be developed
from engaging in for each step for completing each question. I.e. “what is
teacher’s the next step” etc.
explanations and Kahoot- Teacher asks students to take out their devices Kahoot pre-loaded
examples. either laptops or IPads. Connect to the Kahoot and to
Diagnostic- The ensure they put their real names. The winner will
students will then receiver a prize. The quiz will be based primarily off
complete a yesterdays lesson of profit and loss.
Kahoot from Popplet Brainstorm-
which the teacher Students are assigned groups of 4-5. They are to Popplet website on
will have access
develop a Popplet Brainstorm answering the demands student laptops.
to their results to
analyse. presented to their group. One demand is for one group
Formative- to teach another how to calculate the profit and loss
Popplet is going with and without a calculator, including examples. The
to assist students other is for the other group to teach the other group
in forming their how to express profit and loss as a percentage of
presentations, selling price, noting their differences with examples.
and subsequently The students must include the content, method and any
form their peers ideas for the presentation in their brainstorm. The
learning. presentation will be made on Explain Everything in
tomorrow’s lesson and each group will present to
another group in the final 10 minutes of the lesson.
Conclusion-
PMI- Each group is given 3-5 mins to determine one
Positive, Minus (room for improvement) and Interesting
feedback about the lesson.
3 Solve Teach how to calculate Intro-
problems problems involving profit and Silent Ball- Students can only speak when they have
involving profit loss, with and without digital the ball. Students make a circle and in order to sit
and loss, with technologies down, they must receive the ball and tell the class one
and without thing they have enjoyed learning from designing their
digital Justify profit and loss as a Formative- presentation.
technologies percentage of cost or selling Students will Main Body-
(ACMNA189) price, and outlining the engage in Explain Everything- Students are assigned into groups
difference. teaching their of 4. Their task is to make a 2-minute presentation. 7 IPad i.e. 1 per
peers. This will Some groups will be tasked with outlining how to group
Support the process used by allow the students calculate profit and loss; some will have to outline how
businesses to convey to creatively to represent profit and loss as a percentage of cost or
discounts engage with the selling price. After they have finished two groups will be
topic but to also paired up together, they will each show each other their
retain a larger
creation and thus teaching the other group the other
amount of their
knowledge. component. At the end the teacher will ask each group
Diagnostic- for one positive, interesting and constructive comment
Based on for the presentation they watched.
student’s Student Presentations-
interactions with Students will now be assigned a partner group to
other students the exchange their presentations to. Allow students plenty
teacher will be as much time as they need to ensure they cover all
able to perceive areas of learning.
the level of Recap- Teacher will go through the key learning points
understanding the
and concepts to ensure all students have been
students have.
presented with the necessary learning for an upcoming
test.
Conclusion-
Students are to design two questions about what they
have learnt over the course of the last 3 lessons. Once
they have got two questions, they are to turn to their
partner and ask/respond to their partner’s questions.