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Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 5 Time: 2pm Date: 9th March 2018 Students’ Prior Knowledge:
 The difference between needs and wants, and
Learning Area: Mathematics how they may differ between individuals
(ACHASSK119)
Strand/Topic from the Australian Curriculum  Due to scarcity, choices need to be made
Number & Algebra about how limited resources are used (e.g.
Money and Financial Mathematics using the land to grow crops or to graze cattle)
(ACHASSK119)
Create simple financial plans (ACMNA106)  Solve problems involving multiplication of large
numbers by one- or two-digit numbers using
efficient mental, written strategies and
appropriate digital technologies (ACMNA100)
 Use efficient mental and written strategies and
apply appropriate digital technologies to solve
problems (ACMNA291)
 Solve problems involving purchases and the
calculation of change to the nearest five cents
with and without digital
technologies (ACMNA080)

Taken from the SCSA Scope and Sequence


Document and the Western Australian Syllabus
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only) Fluency, Problem Solving, Reasoning
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:


 Identify the most appropriate ticket option in small groups for their trip to Adventure World.
 Calculate the total cost of tickets for 30 students in small groups and debrief to the class.
 Calculate the cost of at least 2 transport options and indicate whether it is within the budget.
 Evaluate and negotiate the best transport option as a whole class, ensuring it is within the class budget.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:


 Teacher will organise a letter to be written from the  Enabling and extending tasks will be provided
principal and delivered to the classroom for the by the teacher to cater for learner diversity
beginning of the lesson. within the classroom. Please see the body for
 Teacher will ensure whiteboard is clean and details.
markers in working condition.
 Teacher will prepare laminated cards with
information about ticket types/costs taken from the
Adventure World website.

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 Teacher will prepare laminated cards with


information about each quote for bus hire (in a real
classroom the teacher would contact real bus
companies for quotes, however, for the purpose of
this assignment fictional companies will be used.)

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)


Resources/References
Time Motivation and Introduction: When the students return from lunch, they will
Align these with the
sit down at their desks.
segment where they will
A receptionist from the front office will come into the classroom to deliver a be introduced.
letter to the classroom teacher. The receptionist will emphasise that it is from
the principal and very important. Letter from the principal
The teacher will announce that he/she has some very exciting news and read
the letter aloud to the students.
“Dear Students of Room 1
I have received your letters outlining why a mathematics excursion to
Adventure World would be beneficial. I agree and will be willing to provide
funding on the condition that excursion will cost $2000 or less. I will require a
final budget to be sent to me prior to the excursion outlining all of the costs
involved, including GST.
Kind Regards,
Mr/Mrs ____”

After reading the letter, the teacher will inform the students that they will be
required to prepare this document for the Principal and the teacher will guide
them through this process.

The teacher will outline the objectives of the lesson for the students and
discuss what will be achieved by the end of the lesson.

Students will be required to:

1) Brainstorm considerations and costs for planning an excursion as


a class.
2) Select the most appropriate ticket price from the Adventure World
website and calculate the cost of tickets for the whole class.
3) Compare quotes from different bus hire companies to select the
most appropriate bus within the given budget.

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Lesson Steps (Lesson content, structure, strategies & Key Questions):


Whiteboard and
The teacher will begin by inviting the students to brainstorm possible Markers
considerations and costs associated with planning a school excursion to
Adventure World on the whiteboard.

Key Question: “Before we start planning an excursion what kind of


things do we need to think about? What kind of things might we need
for an excursion to Adventure World that cost money?”

Examples include: tickets, transport, food, medical supplies, souvenirs,


photos.

Key Question: “Looking at the suggestions you’ve come up with as a


class, which things do you think are the most important for the
excursion to go ahead.”

Students should identify tickets and transport as essential costs, among other
things.

Students will be split up into small homogeneous ability groups where they will
each be presented with a laminated copy of the ticketing options sourced from
the Adventure World website.

Task: Students must decide on the most appropriate and affordable


ticket option available and calculate the total cost of tickets for 30
students with/without digital technologies (Fluency) Laminated Cards
(Ticket Options)
Enabling- Students will be provided with additional teacher support and
guidance and will be permitted to use calculators. Calculator (to be
provided by students)
Extending- Students will be encouraged to attempt the problem without using
a calculator.

At the end of the activity, the entire class will agree on a ticket price.

(If students select a less suitable ticket option, the teacher will gently prompt
the students to consider other options.)

The teacher will then ask the class for suggestions on how they can keep
track of their spending and make sure they do not go over budget.

Key Question: “When you have a certain amount of money that you can
spend in the shops, what strategies do you use to keep track of how
much money you have spent and how much you have left?”

Students may decide:


- to add up the costs on the board until they reach $2000
- to subtract the costs from $2000
- allocate a certain portion of the $2000 per student and have individual Whiteboard and
budgets Markers
- or something completely different

The teacher must be open to attempting student suggestions and allow them
try things that will not necessarily work. The social constructivist teacher,

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through effective questioning and prompting, can guide students to more


effective strategies to perform this calculation without teaching it as a
procedure. The teacher will record the students spending on the board using
the strategy and working they have devised.

After agreeing on ticket pricing and cost, students will be required to organise
transportation for their excursion. This will involve calculating and comparing
quotes from different bus companies to find the best option that is within their
budget. This will also depend on their priorities. For example, some students
may prefer to spend extra money for a bus with wifi and aircon and pack their
lunches whereas others would rather opt for a cheaper bus and have some
extra money to purchase lunches from Adventure World. Both answers are
perfectly acceptable. (Problem Solving)

Task- Students will be presented with two invoices. They must record
the total cost and GST of each in the table and tick/cross to compare
whether the cost of each bus is within the constraints of the budget.
Students are to evaluate which bus is the better option for the class.

Enabling- Students will be given one sample invoice. They will be required to
record the total cost and GST in the table and tick/cross a box to indicate
whether the cost of the bus within the constraints of the budget. Laminated Cards
(Transportation Options)
Extending- The students will be given three sample invoices. They will have to
record the total cost and GST in the table and tick/cross a box to indicate
whether the cost of the bus is within the constraints of the budget. Students
must evaluate which bus is the better option for the class.

Five students will be selected at random to add their information about one
quote to the table drawn on the board. After all of the quotes have been
written on the board, the students will have a minute to think before voting for
which bus company they think we should book with. The teacher will select
students at random to justify their vote.

Company Cost (inc. GST) Features In Budget?


The Magic School
Bus
Armadale/Byford
Bus Hire
S-kool Bus
No Fuss Bus Hire

Perth Metro School


Bus Hire

Lesson Closure:(Review lesson objectives with students)

The teacher will reiterate what has been achieved and decided on during the
lesson.

“Today we’ve decided on our ticket type and calculated that the total cost for

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tickets will be __
We’ve also decided that we are travelling with ____ who will be charging us
$_____.
From our budget of $2000, we have spent $____ and have $____ remaining.”

Transition: (What needs to happen prior to the next lesson?)

The teaching will inform the students what they will be expected to complete
in the following lesson.
“Tomorrow we will be deciding how we will be spending the remainder of our
money and each writing a letter to the principal thanking him/her for approving
our request. You need to communicate the decisions we have made today as
a class and PROVE to him/her that the excursion is within the allocated
budget.” (Reasoning)

The teacher will also ask one person from each group to return the laminated
cards to the teacher’s desk. The rest of the class will stack, pack and tidy the
classroom before the bell.

Assessment: (Were the lesson objectives met? How will these be judged?)

See attached marking rubric

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