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ASSESSMENT TASK: 2

EDED11356 Learning Management 3Unit planning: Developing declarative and procedural knowledges

Contents1. Learning Management Plan...........................................................................................................4

1.1. Instructional Design Strategies – Overview (Part A)............................................................14

1.2. Instructional Design Strategies – Overview (Part B).............................................................15

1.3. Instructional Design Strategies – Overview (Part C).............................................................16

2. Medium Term Planning Template...............................................................................................17

3. Rationale......................................................................................................................................33

4. Graphic organisers.....................................................................................................................36

4.1 Appendix 1.1 Financial Mathematics concept map..........................................................36

4.2 Appendix 1.2 Financial Mathematics terminology...............................................................37

4.3 Appendix 1.3 Benefits of learning Financial Mathematics...................................................38

4.4 Appendix 1.4 Financial Mathematics vocabulary.................................................................39

4.5 Appendix 1.5: KWL chart......................................................................................................40

4.6 Appendix 1.6: Key words – Word walls................................................................................41

4.7 Appendix 1.7: Simple interest and compound interest formula handouts..........................42

4.8 Appendix 1.8: Activity 1 (Simple interest problem).............................................................43

4.9 Appendix 1.9: Activity 2 (Simple interest for different years)..............................................44

4.10 Appendix 1.10: Activity 3 (Compound interest problem - monthly)....................................45

4.11 Appendix 1.11: Activity 4 (Determine the principal amount)..............................................46

4.12 Appendix 1.12: Activity 5 (Compounding semi-annually)....................................................47

4.13 Appendix 1.13: Activity 6 (Compounding weekly)...............................................................49

4.14 Appendix 1.14: Activity 7 (Compounding quarterly)............................................................50

4.15 Appendix 1.15: Activity 8 (Higher order thinking game)......................................................51

4.16 Appendix 1.16: Flow chart...................................................................................................53

4.17 Appendix 1.17: Newman Prompts.......................................................................................54

4.18 Appendix 1.18: Activity 9 (how money will grow quickly)....................................................55

4.19 Appendix 1.19: Roles of Six Thinking Hats...........................................................................56

4.20 Appendix 1.20: Activity 10 - Investigative activity................................................................57

4.21 Appendix 1.21: Four Resource Model..................................................................................58

5. Tiered Activities.........................................................................................................................59

5.1 Appendix T1: Tiered activity 1..............................................................................................59





6. Strategies for teaching students with special learning needs.................................................63

6.1 Appendix 6.1: CRUSH...........................................................................................................63

6.2 Appendix 6.2: SOLVE-IT........................................................................................................64

6.3 Appendix 6.3: Tips to improve literacy skills........................................................................65

6.4 Appendix 6.4: Tips to improve numeracy skills....................................................................66

7. Appendix 7.1: Women almost ended up being richer than Bill Gates in interest dispute.....67

8. Appendix 8: Unit of Work..........................................................................................................68

9. DOL 1 and 5 strategies...............................................................................................................69

9.1 Appendix 9.1: LEP 1 - DOL 1 and 5 focus..............................................................................69









9.10 Appendix 9.10: LEP 10 - DOL 1 and 5 focus..........................................................................78

10. Assessment.............................................................................................................................78

10.1 Appendix 10.1: Quiz.............................................................................................................78

10.2 Appendix 10.2: Forced-choice items and short-answer questions......................................79

10.3 Appendix 10.3: Self-assessment criteria sheet....................................................................84

10.4 Appendix 10.4: Homework..................................................................................................85

10.5 Appendix 10.5: Grade sheet................................................................................................86

10.6 Appendix 10.6: Strategies for teaching General Capabilities...........................................87

11 Appendix 11.1: Classroom expectations and rules..................................................................88

12 Appendix 12.1: Operational Health and Safety (OHS) standards.............................................88

13 Appendix 13.1 Self-regulated thinking and motivational strategies........................................89

14 Appendix 14.1 Establish and maintain effective relationship with students............................90

15 Appendix 15.1: Inclusive curriculum checklist.........................................................................90

16 References...............................................................................................................................91

1. Learning Management PlanLearning Management Plan for: Year 10 class Learning Management Plan Focus: Money and Financial Mathematics

LMQ1 – What does my learner already know? (Prior knowledge about the topic/content /concept skills – before the learning being planned)

Understand basic maths - Multiplication, subtraction, addition, algebra and measurements (Conversation with the Teacher, Observation, Work Program)

Using calculator to calculate the square roots (Observation)LMQ2 – Where does my learner/s need/want to be? INTENDED LEARNING OUTCOMES – (ILO) – Direct syllabus links

Australian Curriculum – Mathematics Year 10

Money and Financial MathematicsACMNA229 (Core component)Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies ( Appendix 8: Unit of Work) (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2011).Declarative Knowledge (The learner will know):

Declarative/KnowBy the end of the learning journey (using ten LEP’s) learners will:

DK1: Know the Financial Mathematics terminology and its benefits in the real-world

Procedural Knowledge (The learner will be able to):

Procedural/DoBy the end of the learning journey (using ten LEP’s) learners will be able to:

PK1: Comprehend the process of calculating simple and compound interest amounts by using formulasPK2: Apply the Financial Mathematical paradigms (using various interest rates and time periods) to derive the solutions methodically

LMQ3 – How does my learner best learn? (Learning styles, strengths, interests, needs)

Prefer to use the real-world examples -> relating mathematical theories to practical case studies (Observation, Conversation with the Teacher) Appreciate praise and encouragement from teachers (Observation, Conversation with students) Like lessons that are interactive and provide immediate feedback (Observation) Enjoy using technology (Observation, Conversation with the Teacher). Like humour in the classroom (Observation) The cohort includes students with special needs (Conversation with the Teacher, Observation) Two students are diagnosed with Attention Deficit Hyperactive Disorder (ADHD) (Conversation with the Teacher) Four students in the class come from English as their Second Language (ESL) who have trouble comprehending the word problems (Observation) Some students lack academic motivation and do not have confidence on their abilities (Conversation with the Teacher, Observation) Few students have fear of change and failure - so they are afraid to even try. Few students have trouble coping with the time pressure and deadlines – they need extra time to complete tasks (Conversation with the teacher,

Observation) Some students are not keen to learn Mathematics. They don’t know why they need to learn lot of mathematics (Conversation with students) Few students had trouble understanding the mathematical concepts earlier on in their life. They have developed the dislike towards mathematics

and trying to escape from it (Conversation with students, Observation) Few students exhibit disruptive behaviour in the classroom (Conversation with the Teacher, Observation) Some students appreciate one-on-one help (Conversation with students) Few students have an attitude that they do not need to learn mathematics as they are going be hair dressers/chefs (Conversation with students) Few students are focussed, hardworking, keen to learn, obedient and like to help others (Observation)

LMQ4 – What resources do I have at my disposal? (Interesting, motivating, relevant)

Laptops Unit of work (Appendix 8.1) Graphic organisers:

o Concepts Financial Mathematics concepts map (Appendix 1.1) Key terminology (Appendix 1.2) Benefits of learning Financial Mathematics (Appendix 1.3) Financial mathematics vocabulary and definitions - cheat sheet (Appendix 1.4) Simple and compound interest formula handouts (Appendix 1.7)

o Process Flowchart to perform simple interest and compound interest calculations methodically (Appendix 1.16)

o Teaching and learning strategies KWL chart (Appendix 1.5) Key words - Word walls (Appendix 1.6) Six Thinking Hats (Appendix 1.19) Newman’s 5 prompts (Appendix 1.17) Four Resource Model (Appendix 1.21)

o Strategies for teaching students with special needs CRUSH (Appendix 6.1) SOLVE-IT (Appendix 6.2) Tips to improve literacy skills (Appendix 6.3) Tips to improve numeracy skills (Appendix 6.4)

o DOL 1 and 5 strategies Appendix 9.1 to Appendix 9.10

o Assessment tasks, methods, exit standards and general capabilities Quiz (Appendix 10.1) Forced-choice items and short-answer questions (Appendix 10.2) Self-assessment criteria sheet (Appendix 10.3) Homework (Appendix 10.4) Grade sheet (Appendix 10.5) General Capabilities (Appendix 10.6)

o Classroom rules, Operational Health & Safety (OHS) standards, Effective Communication and promoting Inclusive Education Classroom expectations and rules (Appendix 11.1) Operational Health & Safety (OHS) standards (Appendix 12.1) Establish and maintain effective relationship with students (Appendix 14.1) Inclusive curriculum checklist (Appendix 15.1)

o Example problems and solutions 10 activities (Appendix 18, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.18 and 1.20)

o Tiered activities Activities with different (increasing) levels of complexity (Appendix T1, T2, T3, T4 and T5).

o Self-regulated thinking, motivational strategies and examples Self-regulated thinking and motivational strategies (Appendix 13.1) Example: Women almost ended up richer than Bill Gates in interest dispute with bank (Appendix 7.1)

LMQ5 – What will constitute the learning journey?

LEP Sequence

ILOs – (Declarative/ Procedural)

(LMQ2)

Learning ExperienceDot points of strategies/management/key questions

Main DoL focus Timeframe LMQ4

1 DK1: Know the Financial Mathematics terminology and its benefits in the real-world

Introduction Ensure that Operational Health & Safety (OHS) standards are met

(Appendix 12.1) Establish clear expectations and rules - that are simple, clear, positive

and enforceable (Appendix 11.1)

DOL 2 Construct Meaning – Present KWL strategy (Appendix 1.5)DOL 2 Organise – Use graphic organisers (Appendix 1.1)DOL 2 Store – Help to understand process of storing

DOL 1 Classroom climate: Establish classroom rules and procedures (Appendix 9.1)DOL 1: Classroom tasks: Help students understand that learning is influenced by attitudes and perceptions related to classroom tasks (Appendix 9.1)DOL 5 Critical thinking – Be clear and seek clarity (Appendix 9.1)

60 mins

Body Introduce Financial Mathematics Brainstorm and discuss the concepts of Financial Mathematics Demonstrate the process of acquiring declarative knowledge by

constructing meaning, organising and storing the information efficiently.

Conclusion Revise the concepts discussed in the lesson. Tell students that to

acquire the new knowledge, it is important to construct the meaning, organise the information efficiently and then store the information resourcefully so that it is easier to recall later.

Formative assessment task : Give students a focused-choice items and short-answers test (Appendix 10.2) and homework (Appendix 10.4 – day 1) to complete at home and submit as per the instructions.

2 DK1: Know the Financial Mathematics terminology and its benefits in the real-world

Introduction Revise the concepts of Financial Mathematics. Ask students if they

have any questions and explain the concepts thoroughly.

DOL 2 Construct Meaning – Create opportunities for students to discover new information for themselvesDOL 2 Organise – Provide advance organiser questionsDOL 2 Store – Use the link strategy with studentsDOL 1 Classroom climate – Establish a

60 mins

Body Discuss the benefits of Financial Mathematics in the real-world

(Appendix 1.3) Let students practise the process of acquiring the declarative

knowledge by constructing meaning, organising and storing the

information efficiently. Provide students an opportunity to work in pairs using the think-pair-

share strategy.

relationship with each student in the class (Appendix 9.2)DOL 1 Classroom tasks – Help students understand how financial mathematics knowledge is valuable(Appendix 9.2 )DOL 5 Help students understand habits of mind (Appendix 9.2)

Conclusion Revise the concepts and encourage the students to review the

concepts at home. Emphasize the importance of constructing meaning, organising and storing the information efficiently.

Give students homework (Appendix 10.4 – day 2)3 DK1: Know

the Financial Mathematics terminology and its benefits in the real-world

Introduction Review the benefits of Financial Mathematics and the process of

acquiring the new knowledge by constructing meaning, organising and storing information

DOL 2 Construct Meaning – Help to develop vocabulary termsDOL 2 Organise – Help understand importance of organising informationDOL 2 Store – Provide mnemonics

DOL 1 Classroom climate – Recognize and provide for students individual differences (Appendix 9.3 )DOL 1 Classroom tasks – Use a variety of ways to engage students in classroom tasks (Appendix 9.3 )DOL 5 Critical thinking – maintain an open mind (Appendix 9.3)

60 mins

Body Introduce and explain the Financial Mathematics terminology -

vocabulary and definitions (Appendix 1.2, 1.4 and 1.6). Provide students an opportunity to peer review each other’s work Scaffold students to practise the process of acquiring the declarative

knowledge by constructing meaning, organising and storing the information efficiently by using the DOL 2 strategies effective for developing the vocabulary.

Conclusion Revise the Financial Mathematics terminology, definitions and

descriptions. Organise a quiz using the technology. Copy the Financial Mathematics

quiz CD to student’s S drives (Appendix 10.1). Give students homework (Appendix 10.4 – day 3).

4 PK1: Comprehend the process of calculating simple and compound interest

Introduction Introduce the simple interest formula and explain what each letter

represents in the formula (Appendix 1.7).

DOL 2 Construct Model – Use a think aloud process to demonstrate new skill/processDOL 2 Shape – Help to develop necessary conceptual understandingDOL 2 Internalise – Help to understand importance of internalizing

60 mins

Body Demonstrate the process of acquiring the procedural knowledge by

constructing model, shaping the knowledge and internalising the process/skill.

amounts by using formulas

Provide set up practice schedule to perform simple interest calculations - Activity 1 (Appendix 1.8) and Activity 2 (Appendix 1.9).

DOL 1 Classroom climate – Engage in equitable and positive classroom behaviour (Appendix 9.4)DOL 1 Classroom tasks – Establish a sense of academic trust (Appendix 9.4)DOL 5 Creative thinking – Persevere(Appendix 9.4)

Conclusion Revise the concepts and encourage the students to keep practising. Tell students that to acquire a new skill/process, it is important to

construct model, shape and internalize the required skill/process. Give students homework (Appendix 10.4 – day 4)

5 PK1: Comprehend the process of calculating simple and compound interest amounts by using formulas

Introduction Introduce the compound interest formula and explain what each

letter represents in the formula (Appendix 1.7).

DOL 2 Construct Model – Help to see similarities/differences with other skills/processesDOL 2 Shape – Demonstrate and provide for practice using important variationsDOL 2 Internalize – Help students set up a practice schedule

DOL 1 Classroom climate – Introduce the concept of bracketing (Appendix 9.5)DOL 1 Classroom tasks – Provide appropriate feedback (Appendix 9.5)DOL 5 Critical thinking – be accurate and seek accuracy (Appendix 9.5 )

60 mins

Body Help students to see the similarities/differences with other

skills/processes Demonstrate and provide for practising compound interest problems

using important variations – Activity 3 (Appendix 1.10) and Activity 4 (Appendix 1.11)

Set up practice schedule for students to internalize the process of calculating compound interest amounts

Conclusion Revise the process of calculating compound interest amounts Give students homework (Appendix 10.4 – day 5)

6 PK1: Comprehend the process of calculating simple and compound interest amounts by using formulas

Introduction Revise the formulas and the concepts of calculating simple and

compound interests

DOL 2 Construct model – Mentally rehearse stepsDOL 2 Shape – Point out common errorsDOL 2 Internalize – Help students set up practice schedule

DOL 1 Classroom climate – Respond positively to student’s incorrect responses or lack of responses (Appendix 9.6)DOL 1 Classroom task – Create classroom tasks that relate to students interests and goals (Appendix 9.6)

60 mins

Body Assist students to construct the process of calculating simple and

compound interest amounts by mentally rehearsing steps Identify common errors and pitfalls in solving Financial Mathematical

problems Setup practice schedule to master the Financial Mathematical

paradigms – Activity 5 (Appendix 1.12) and Activity 10: Investigative activity (Appendix 1.20).

Conclusion

Revise the concepts. Encourage the students to keep using the strategies they leave learned in the class. Emphasize the importance of how “practice makes skills permanent”.

Give students homework (Appendix 10.4 – day 6)

DOL 5 Self-regulated thinking: Plan appropriately (Appendix 9.6)

7 PK2: Apply the Financial Mathematical paradigms (using various interest rates and time periods) to derive the solutions methodically

Introduction Revise the simple interest and compound interest concepts, formulas

and the process of calculating interest amounts

DOL 2 Construct model – Provide, or construct with students, written or graphic representationDOL 2 Shape – Help students understand importance of shapingDOL 2 Internalize – Have students chart and report progress

DOL 1 Classroom climate – Structure opportunities for students to work with peers (Appendix 9.7)DOL 1 Classroom tasks – Help students recognize that they have the abilities to complete performing simple and compound interest calculations (Appendix 9.7)DOL 5 Self-Regulated thinking – Identify and use necessary (Appendix 9.7)

60 mins

Body Model and assist students to draw a flow chart (Appendix 1.16) that

represents the process and steps for calculating interest amounts using various interest rates and time periods.

Help students understand the process of shaping the process/skill they learnt

Encourage the students to use chart/report techniques to monitor their speed and accuracy of completing their work in order to develop strategies to enrich their academic performance.

Conclusion Revise the concepts discussed in the class and clarify student’s

questions. Give students homework (Appendix 10.4 – day 7)


Introduction Revise the concepts and ask students which part of the Financial

Mathematics is difficult for them. Provide them with stimulating hints and suggestions to enrich their learning confidence and improve their scholastic achievements.

DOL 2 Internalize – Help students set up a practice schedule

DOL 1 Classroom climate – Help students understand that attitudes and perceptions related to classroom climate influence learning (Appendix 9.8)

DOL 1 Classroom tasks – Teach students use positive talk (Appendix 9.8)

60 mins

Body Introduce the Newman’s 5 prompts (Newman, 1977) to improve their

reading, comprehension, transformation, processing skills and encoding for solving simple and compound interest problems (Appendix 1.17).

Illustrate the process of applying the Newman’s 5 prompts by using the activity 9 (Appendix 1.18).

Set up practice schedule for students to practise a problem using the Newman’s 5 prompts strategy – Activity 6 (Appendix 1.13).

DOL 5 Self-Regulated thinking – Monitor your own thinking (Appendix 9.8)

Conclusion Explain to students how maintaining positive attitudes and

perceptions influence learning, academic achievements and lifelong success.

Tell them the inspiring stories of Jessica Cox and Tony Meléndez Encourage the students to have a list of personally inspiring sayings as

a useful resource during difficult times (Appendix 13.1) Give students homework (Appendix 10.4 – day 8)


Introduction Introduce the Six Thinking Hats (de Bono Thinking Systems, n.d.)

program for students to work with peers and solve the problem (Appendix 1.19)

DOL 1 Classroom climate – Provide students to get know and accept each other (Appendix 9.9)

DOL 1 Classroom tasks – Provide students with clear expectations of performance levels for tasks (Appendix 9.9)

DOL 5 Creative thinking – Push the limits of their knowledge and abilities(Appendix 9.9)

60 mins

Body Provide opportunities for students to develop higher order thinking

skills Facilitate Six Thinking Hats program for students to solve activity 8

(Appendix 1.15)Conclusion Emphasize to the students how important is to develop higher order

thinking and problem solving skills especially when they are transitioning into senior school (grade 11 and 12).

Revise the concepts discussed in the class. Appreciate students for their efforts. Encourage them to keep persevering and never give up. Organise PMI (Plus-Minus-Interesting) activity to discuss with

students what they have learned from the Six Thinking Hats session. Give students homework (Appendix 10.4 – day 9)

10 PK1: Comprehend the process

Introduction Revise the concepts taught in the last nine lessons. Tell them how Celia Reyes, an 82-year-old women in Mexico almost

DOL 1 Classroom climate – Monitor and attend your own attitudes (Appendix 9.10)

60 mins

of calculating simple and compound interest amounts by using formulas

PK2: Apply the Financial Mathematical paradigms (using various interest rates and time periods) to derive the solutions methodically

ended up richer than Bill Gates during an interest dispute with a bank (Appendix 7.1).

Emphasize to the students how important it is to acquire the Financial Mathematical knowledge and perform simple and compound interest calculations accurately.

DOL 1 Classroom tasks – Help students understand that believing in their ability to complete a task includes believing that they have the ability to get help and the resources needed (Appendix 9.10)

DOL 5 Creating thinking – Generate a new ways of viewing a situation that are outside the boundaries of standard conventions(Appendix 9.10 )

Body Let students solve the problem individually – activity 7 (Appendix

1.14) Provide tiered activities of varying level of complexities in order to

cater for diverse students (Appendix T.1, T.2, T.3, T.4 and T.5). Teach ADHD and ESL students to use the learning strategies like

rereading, summarising the problem, CRUSH (Appendix 6.1) and SOLVE-IT (Appendix 6.2) to enhance their reading, comprehension, vacoboluary and problem solving skills.

Provide tips for students to develop literacy and numeracy skills (Appendix 6.3 and 6.4).

Provide additional support /extra lessons where appropriate by using the “Four Resource Model” (Appendix 1.21) strategy for students to improve literacy skills and interpret mathematical word problems methodically.

Conclusion Revise the concepts and ask students to complete all the tiered

activities at home. Encourage them to keep persevering and learn efficiently using the strategies they had learnt in the last ten lessons.

Handout self-assessment criteria sheets for students to evaluate their own learning progress (Appendix 10.3).

Give students homework (Appendix 10.4 – day 10)

LMQ6 – Who will do what?LM will illustrate and support all the students to acquire and integrate both the declarative knowledge’s and procedural knowledge’s sequentially and efficiently by using the Dimension of Learning Framework (DOL 2)LM will encourage and assist students to learn the concepts of Financial Mathematics and apply the simple and compound interest principles using the practical examplesLM will provide the real-world scenarios and case studies for students to practise and master the Financial Mathematical paradigmsLM will assist students to develop positive attitudes and perceptions and maintain productive mental habits towards learningLM will inspire them to become self-regulated and energetic lifelong learnersStudents will participate in the learning journey with enthusiasm and passion to acquire the knowledge and skillsLMQ7 – How will I check that the learner has achieved the learning outcomes?1. Student’s self-assessment2. Peer-assessment3. Teacher observation4. Quiz5. Home work6. Forced-choice items7. Short-answer questionsLMQ8 – How will I inform others about the learner’s progress?

Provide informal and formal feedback to students, parents and other concerned parties(Please see the “Medium Term Unit Plant template” for more details)LMQ9 – Why has the learner achieved/not achieved the learning outcomes?Reflect on

The planning process in designing the unit of work Crafting the lesson plans Managing the time and resources Teaching, learning and assessment strategies Effective communication with students, parents and other parties Promoting inclusive education Providing feedback mechanism The learning manager’s commitment towards the continuous professional development and reflective practices

(Please see the “Medium Term Unit Plant template” for more details)

1.1. Instructional Design Strategies – Overview (Part A)

1.2. Instructional Design Strategies – Overview (Part B)

1.3. Instructional Design Strategies – Overview (Part C)

2. Medium Term Planning TemplateAdapted for Learning Management 3 students 2012 from Unit Planner Template, QCAR Professional Development Package, Queensland Studies Authority & Unit Overview Template Exemplar in Smith, Lynch and Knight (2007) “Learning Management: Transitioning teachers for national and international change”

School Name: Unit Title: Money and financial mathematics

KLA: Simple and compound interest

Year Level(s): 10

Duration of Unit:10 Lessons

Identify CurriculumIdentify the outcomes to be targeted from the relevant curriculum. For example:

Australian Curriculum (English, Maths, Science & History) - Content Descriptors

QCAR Essential Learnings – Declarative and Procedural Knowledges

QSA Senior Syllabus - Objectives QSA Early Years Curriculum Guidelines – Learning Statements

LMQ 2 Acquire the knowledge of Financial Mathematics terminology Understand the benefits of learning Financial Mathematics and appreciate how this knowledge will be useful in the real-world Thoroughly understand the process of calculating simple and compound interest amounts by using formulas Apply the Financial Mathematical paradigms (using various interest rates and time periods) to derive the solutions methodically Use productive strategies to acquire the new knowledge and process/skill and be effective leaners (e.g. using graphic organisers to organise the

information learnt efficiently)

Declarative Knowledge Procedural Knowledge

The learner will know and understand that:

LMQ 2DK1: Know the Financial Mathematics terminology and its benefits in the real-world

The learner will be able to:

LMQ 2PK1: Comprehend the process of calculating simple and compound interest amounts by using formulas

PK2: Apply the Financial Mathematical paradigms (using various interest rates and time periods) to derive the solutions methodically

Context for Learning VocabularyLMQ 1 & 2Focus Question: How students can calculate the simple interest and compound interest amounts using various interest rates and time periods?

Financial stability is a concern for future generations. In an uncertain economy with high cost of living, students need to understand the value of money and how money grows or how much it costs to borrow for buying a car, house, boat or other expensive electronic gadgets. When students realize how money grows when it is invested in high interest rate savings accounts, it might inspire them to save money. Moreover, students will be able to check and reconcile their bank accounts without rushing to the financial advisor for every small thing. This unit of work will equip students with the financial knowledge required to be self-sufficient to survive in the modern competitive world.

Students are expected to read texts (questions), comprehend word problems, transform words into mathematical symbols and perform the calculations to evaluate or determine the output. Students will improve reading, comprehension, transformation and processing skills. Students will compare and contrast various simple and compound interest amounts and draw conclusions regarding which investment option is better and which interest option provides better financial results. Students will have the opportunity to apply analysis, complex reasoning, higher order thinking and problem-solving skills while exploring the real-life scenarios and case studies.

Furthermore, students will learn to acquire and integrate the declarative knowledge methodically by constructing meaning, organising and storing information efficiently. Students will develop the ability to perform and use critical skills and processes, both physical and mental skills and processes, through constructing model, shaping and internalizing the procedural knowledge. Students will have the opportunity to understand and develop positive attitudes and perceptions towards classroom climate and classroom tasks. Essential critical thinking, creative thinking and self-regulated thinking strategies will be integrated into the learning journey for preparing students to develop productive habits of mind and thus enhance their abilities to learn in any situation and attain the attributes of lifelong learning.

Interest Interest rate Principal Interest period Maturity date Maturity value Simple interest Compound interest Compounding frequently Investing

Develop Assessment Make Judgments

Type of Assessment What will be Assessed When will it be assessed Purpose of AssessmentAssessable Elements

LMQ 7 & 8

Self-assessment

Peer-assessment

Teacher observation

Quiz

Home work

Forced-choice items

Short-answer questions

LMQ 7Assessing cohort’s prior knowledge – how much students know about Financial Mathematics and interest ratesDK 1

DK 1

DK 1

PK 1

PK1

PK 1

PK 2

PK2

PK 2PK1 and PK 2

LMQ 7

Lesson 1

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9Lesson 10

LMQ 7 & 8

Diagnostic

Formative

Formative

Formative

Formative

Formative

Formative

Formative

Formative

Formative

Formative

Use FeedbackWays to monitor learning and assessment

LMQ 8Formative Assessment:1. Student’s self-assessment: Students will be given a check list to evaluate their strengths, limitations and the areas they need to work on - assist

students to assume responsibility for their own learning (Appendix 10.3).

2. Peer-assessment: The assessment will be performed by peers to provide a useful model to improve their work and encourage critical appraisal of work of others.

3. Teacher observation:o Informal question and answer session.o Informal discussion in the classroom.o Checking whether students are following the processes and using the learning strategies and resources (e.g. graphic organisers) efficiently.o Observe the students attitudes, perceptions, habits of mind, and confidence towards learning and solving mathematical problems.o Walk around the classroom to ensure that students are writing down the information and taking notes effectively.o Walk around the classroom to promote students on-task behaviour.o Student’s engagement and participation in the class - through brainstorming and contributing ideas, and answering questions etc.o Individual one-on-one discussion with students.o Student’s involvement and volunteering to demonstrate a skill/procedure to the whole class.o Students who take leadership roles and keen to assist other students who need help.o Learner’s participation in the “Six Thinking Hats” group activity.o Check student’s reflective journal or academic notes.

4. Quiz: Evaluate student’s knowledge and understanding using a quiz (Appendix 10.1). Students will use their laptops and access “quiz bank” from their S drives.

5. Home work: Provide homework to cater for students with different abilities (Appendix 10.4)Give homework (O'Donnell, Dobozy, Bartlett, Bryer, Reeve, & Smith, 2011, p. 69)

o based on material taught in the classo based on new materialo that expands and extends beyond classroom learning

6. Forced-choice items: Students will be given a “Forced-choice items and short-answer test” (Appendix 10.2) to complete at home and submit in 15 days.

7. Short-answer questions: In this test, students are expected to explain the step-by-step process they have employed in solving simple and compound interest problems. Students are anticipated to describe the problem, logical thought processes they use to solve the problem (learning journal), apply the process, encode the solution and draw logical judgements.

Concluding each lesson / student reflection: Provide opportunities for learners to reflect on the learning process.

Grade sheet: Record all the assessment results and the teacher observations in the grade sheet (Appendix 10.5). Use this grade sheet to inform students about their progress, communicate with parents (in the parent-teacher interviews/emails) and write comments in the formal progress report at the end of the term.

Summative assessment:At the end of the semester, students will go through a closed book written exam which includes solving simple and compound interest problems methodically and explaining the solutions in meaningful English texts.

General Capabilities: The teaching and learning strategies embraced for students to develop the general capabilities required for this unit of work are articulated in the Appendix 10.6.

Feedback:Informal feedback: Provide informal feedback regularly on self-assessment, peer-assessment, participation in the class, homework and reflective/journals.Formal feedback: Provide formal feedback after evaluating the assessment task, quiz, overcall performance and progress using the grade sheet (Appendix 10.5).

Methods of providing feedback:o Reward student’s accomplishments with verbal praise, certificate, award, public recognition, and hanging examples of exemplifiers for public

display and describing accomplishments in the school newspaper (Good & Brophy, 2003, p. 124, as cited in Marzano, 2007, p. 134).o Involve home in the recognition of positive student behaviour.o Take balanced approach which involves acknowledgement of high and low achievements (Marzano, 2007, p. 148).o Provide timely, accurate and effective feedback on their homework, self-assessment and focused-choice items test (O'Donnell et al., 2011, p.

72).

o Celebrate success on learning goals (Marzano, 2007, p. 182).o Provide feedback about students “General Capabilities” targeted for year 10 students: “Literacy” skills (i.e.

reading/comprehension/interpretation of word problems), “Personal and social capability”, “Information and communication technology” and “Critical and creative thinking”.

o Provide feedback about student’s improvement, progress and extent of mastery (O'Donnell et al., 2011, p. 449).o Provide reinforcement for correct responses to questions raised in the class. Engage in task-oriented praise (O'Donnell et al., 2011, p. 442).o Provide grade sheet (Appendix 10.5) with constructive and supportive comments and guidance to correct misconceptions and errors. Offer

assistance and suggestions for students to develop effective study skills and learn how to learn.o Ensure that feedback concentrates on the students learning processes and self-regulation levels (Richardson & Boyd, 2013) to assist them to

progress towards becoming productive and enthusiastic lifelong learners.LMQ 9

Reflective questions:o Did the learning manager scaffolded learners to effectively interact with both the declarative and procedural knowledge methodically using the

Dimensions of Learning Framework 2?o How efficiently the learning manager is developing an identity as a self-directed teacher-learner: knowing how to learn? (Ewing et al., 2010, p.

30)o How competently the learning manager is assisting students in the process of learning to learn as critical self-directed learners (Ewing et al.,

2010, p. 30)o Were the chosen resources and learning spaces appropriate and utilised efficiently?o Were the teaching strategies relevant and effective? (Ewing et al., 2010, p. 92)o Were the chosen learning activities and instructional design approaches likely to engage all the students? Are they suitable for the learner’s

developmental stage and situation?o Use SWOAT analysis: Strengths, Weaknesses, Opportunities and Threats - to evaluate how best the learning experiences are crafted.o What components of Marzano’s work i.e. 10 design questions (Mazano, 2007, p. 7) could be used to improve the unit planning?o How effective is the learning manager’s communication with the year 10 cohort (students who entered into the senior phase of learning)?o Did the learning manager play a positive role model in demonstrating and participating in the inclusive education? (O'Donnell et al., 2011, p. 57)o Were the lesson plans, learning activities, teaching and assessment strategies appropriate for the members of Generation Z and a diverse range

of learners?o How effectively the learning manager managed the time and resources in delivering the lessons?o Did the students understand the importance of lifelong learning in order to survive in the contemporary realm? Did the learning manager

incorporate effective strategies to make students realize the importance of acquiring this crucial life skill to survive in the knowledge economy?o Did the chosen DOL 1 and 5 strategies help students to develop positive attitudes and perceptions and maintain productive mental habits?

o Did the learning manager build the learning environment that is energetic and full of inspiration to learn? (Ewing et al., 2010, p. 216).o What are the drawbacks of the planning process employed by the learning manager? What could have been done differently?o Was the learning manager involved in the continuous learning and professional development to research and identify alternative and effective

ways to teach students and generate learning outcomes for all learners?o Were the desired learning outcomes experienced, achieved and developed?o Why have the learners achieved or not achieved the desired learning outcomes?o Which aspects of the instruction need improvement? (Ewing et al., 2010, p. 91)?

Sequence LearningILO Learning experiences and teaching strategies Link to Dimensions

of LearningAdjustments for

needs of learners Resources

LMQ2

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LMQ5 : LEP 1: Introduction: Ensure that Operational Health & Safety (OHS) standards are met (Appendix 12.1). Establish clear, positive and enforceable expectations and rules (Appendix 11.1). Introduce the Financial Mathematics. Handout KWL strategy sheets for students to

record the information (Appendix 1.5). Model from board – work with students to brainstorm the concepts of Financial

Mathematics. Encourage the students to use KWL chart (Appendix 1.5) to write what they know, what they want to know, what they have learned and what they want to know further.

Tell students once they construct the meaning, it is important to organise the information efficiently.

Model from board – work with students to draw a graphic organiser concept map (Appendix 1.1) to represent the characteristics and attributes of the Financial Mathematics paradigm that helps students make the most sense of the information learnt.

Discuss with students how they process storing information they learn. Discuss with them whether it is easier or effective to memorise the information.

Advise students that if they are engaged thoroughly in constructing meaning and organising the information, these processes will enhance their understanding and memory of the information.

Ask students to memorise a definition using repetition (without constructing

LMQ 3 & 5DOL 1 Classroom climate: Establish classroom rules and procedures (Appendix 9.1)

DOL 1 Classroom tasks: Help students understand that learning is influenced by attitudes and perceptions related to classroom tasks (Appendix 9.1 )

DOL 2 Construct Meaning – Present KWL strategy

DOL 2 Organise –

LMQ3Establish and maintain effective relationship with students(Appendix 14.1)

Promoting diversity:Set up “Inclusive curriculum checklist” to ensure that unit of work accounts for all students in the classroom(Appendix 15.1)

Recognize the characteristics of diverse learners and accommodate

LMQ 4 & 6Expectations and rules (Appendix 11.1)

Operational Health & Safety (OHS) standards (Appendix 12.1)

Financial Mathematics concept map (Appendix 1.1)

KWL chart (Appendix 1.5)

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meaning and organising the information). Then ask students to memorise the concepts of Financial Mathematics they have learned today using appropriate strategies. Discuss with students how they feel about two different ways of storing the information.

Conclusion: Revise the concepts discussed in the lesson. Tell students that to acquire the new knowledge, it is important to construct meaning, organise the information efficiently and then store the information resourcefully so that it is easier to recall later.Assessment task: Give students a focused-choice items test (Appendix 10.2) and homework (Appendix 10.4-day1) to complete at home and submit as per the instructions.LEP 2:Introduction: Revise the concepts of Financial Mathematics. Ask students if they have any

questionsStudent-centred activity: Ask students to use their prior knowledge and identify the benefits of Financial

Mathematics in the real-world. Teacher will provide stimulating prompts like how it helps in personal life to manage money, how it helps to enhance people’s higher order thinking skills, how it helps to develop confidence, how it helps to survive in difficult financial situations, how it helps to enrich people’s intellectual abilities?

Students will work in pairs (think-pair-share). Students are allowed to use internet to find new information.

Students will share their ideas with the entire class. Teacher will write down those ideas on board.

Remind students the next important thing is to organise the information. Ask students how they will represent this information meaningfully using a

graphic organiser? Ask them how they will categorise the “Benefits of Financial Mathematics”? Ask students how they will describe the characteristics of Financial

Mathematics? Give them stimulating hints for categorising the information e.g. what is it used for? How this knowledge helps or builds or develops? Where this

Use graphic organisers

DOL 2 Store – Help to understand process of storingDOL 5 Critical thinking – Be clear and seek clarity (Appendix 9.1 )DOL 2 Construct Meaning – Create opportunities for students to discover new information for themselves

DOL 2 Organise – Provide advance organiser questions

DOL 1 Classroom climate – Establish a relationship with each student in the class (Appendix 9.2)

DOL 1 Classroom tasks – Help students understand how Financial Mathematics knowledge is

them appropriately (Ewing et al., 2010, p. 66).

Identify expectation levels for students (Marzano, 2007, p 167).

Make sure low-expectancy students receive verbal and nonverbal indications that they are valued and respected (Marzano, 2007, p. 169).

Avoid treating low-expectancy students differently from high-expectancy students in terms of communicating a positive effective tone (Marzano, 2007, p. 173).

Ensure that

Forced-choice items and short-answer questions (Appendix 10.2)Homework tasks (Appendix 10.4)

Benefits of learning Financial Mathematics graphic organiser(Appendix 1.3)

skill leads to? Assist them to draw a graphic organiser that depicts the benefits of learning

Financial Mathematics (Appendix 1.3). Tell students if they have difficulty mentally visualise the benefits of learning

Financial Mathematics, they can use symbols and substitutes for each of these words with the words they can easily remember.

Then students can link the mental pictures provided by the symbols and substitutes into one inspiring story. For example, students can remember the story: The Financial Mathematical knowledge helps to become smart, enhances problem-solving skills, and contributes to scholastic achievements and obtain a good job. Furthermore, it provides skills to manage personal finances and survive in the 21st century era.

Conclusion: Revise the concepts and encourage the students to review the concepts at home. Emphasize the importance of constructing meaning, organising and storing the information efficiently. Remind students to do the homework (Appendix 10.4 - day 2).

valuable(Appendix 9.2)

DOL 2 Store – Use the link strategy with students

DOL 5 Help students understand habits of mind (Appendix 9.2)

students of different ability levels are provided with a range of opportunities for experiencing success.

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LEP 3Introduction: Introduce the Financial Mathematics terminology and vocabulary. Word walls (Shults, 2008) : Post vocabulary words (Appendix 1.4 & 1.6) on walls

for students to familiarise with the new words. Explain all the words using the real-life examples so that it is easier for year 10

students to understand the terminology and definitions thoroughly. Ask students to say the word in their mind and mentally picture the spelling of

the word and what that word means for them. Encourage the students to describe each word in their learning journal or academic notes.

Peer review : Ask students to exchange their notes with the person sitting next to them. Students are asked to review their peer’s definitions/descriptions and provide encouraging feedback to help them understand the words better.

Provide support if they are overwhelmed with all the new concepts they are learning.

Tell them that now they will learn the importance of organising the information in order to comprehend thoroughly, use it efficiently and retain the information longer.

Emphasize to the students that adopting productive strategies to “organise the information” is very efficient as it enables them to figure out what is imperative and to identify the associations among various bits of information.

Assist them to recognize and use patterns of information in order to organise the information and enhance their learning process.

Give them a graphic organiser (Appendix 1.2) and motivate them to re-organise the information. Stress that patterns assist to categorise and comprehend the information methodically.

Scaffold students to use mnemonics (a word/phrase) that provides a hint for them to remember the information. Students can remember the word “interest” as interesting and then try to remember it as “it adds value/money/interest to the original amount”. Work with students to find meaningful mnemonics for the remaining words.

Quiz using technology: Copy the Financial Mathematics quiz CD to student’s S drives (Appendix 10.1). Encourage the students to maintain an open mind and answer the

DOL 2 Construct Meaning – Help to develop vocabulary terms

DOL 2 Organise – Help understand importance of organising information

DOL 2 Store – Provide mnemonics

DOL 1 Classroom climate – Recognize and provide for students individual differences (Appendix 9.3 )

DOL 1 Classroom tasks – Use a variety of ways to engage students in classroom tasks (Appendix 9.3 )

DOL 5 Critical thinking – maintain an open mind (Appendix 9.3 )

Adjustments when asking questions:Adapt questions to the needs of the students. Assess the student’s needs and tailor questions to maximise the number of correct answers while progressing to more difficult questions (Ewing et al., 2010, p. 100).

If a student is having a difficulty with a question, restate the question or find a simpler question within the one asked (Marzano, 2007, p. 172).

Listen carefully but not interrupt unless they are moving off-track or completely unfocussed. Acknowledge

Financial Mathematics terminology (Appendix 1.2)

Financial Mathematics vocabulary (Appendix 1.4)

Key words – Word walls (Appendix 1.6)

Laptop (internet)

Quiz

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questions appropriately. The quiz includes questions of increasing complexity levels.Conclusion: Revise the Financial Mathematics terminology and definitions. Remind students to do the homework (Appendix 10.4 - day 3).LEP 4Introduction:Hand out simple and compound interest formula sheets (Appendix 1.7). Introduce the simple interest formula and explain what each letter represents in

the formula. Write the question (Activity 1 - Appendix 1.8) on board and use a think-aloud process to demonstrate the most effective method of solving the problem.

Read the question aloud and articulate the logical thought processes step-by-step while solving the problem.

Verbalise the thoughts so that students will learn the process of reading and interpreting the questions, transforming the information into mathematical symbols, applying the data and calculating simple interest amounts and then writing the results in meaningful sentences.

Encourage the students to write down the learning journal depicting the step-by-step logical thought processes they go through while solving the problem.

Emphasize to the students that understanding the theory is very important to calculate the interest amounts and solve the problems accurately. Revise the process of calculating simple interest and ask them to identify the concepts that are confusing. Clarify their misconceptions and provide the students adequate support to enhance their conceptual understanding.

Give them another example (Activity 2 - Appendix 1.9). Ask students to read the question thoroughly and explain what they have understood and how they will solve the problem. When they need help, correct them by providing stimulating hints and encourage them to refer to their notes and graphic organisers to learn how to learn.

Discuss with students how they internalized the skill of riding a bike, play sport or use a computer. Make students realize that they had to practise to internalize those skills. Emphasize to the students that they can also internalize and master academic skills if they practise with concentration and persistence. Make them realize that once they master the skills, they can use those skills with confidence

DOL 2 Construct Model – Use a think aloud process to demonstrate new skill/process

DOL 2 Shape – Help to develop necessary conceptual understanding

DOL 2 Internalize – Help to understand importance of internalizing

DOL 1 Classroom climate – Engage in equitable and positive classroom behaviour (Appendix 9.4)

DOL 1 Classroom tasks – Establish a sense of academic trust (Appendix 9.4 )

DOL 5 Creative

correct answers and respond with positive reinforcement. Handle incomplete answers by reinforcing what is correct and then asking probing questions (Ewing et al., 2010, p. 101).

Scaffolding:*Divide tasks into simpler steps.*Break the content into manageable.

*Recognise that some students need more ‘scaffolding’ than others.*Provide authentic scaffolding.

*Make sure to draw attention to processes, structures and skills that they are learning, so students will

(Appendix 10.1)

Simple and compound interest formula sheets (Appendix 1.7)

Activity 1(Appendix 1.8)


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and pleasure. Discuss about how much sports stars have to practise to internalize the skills, represent the nation and make many people happy. Tell students that it is important to realize that they do not magically become sports stars without practising and internalizing the skills.

Conclusion: Revise the concepts and encourage the students to keep practising with strong perseverance. Remind students to do the homework (Appendix 10.4 - day 4).LEP 5Introduction: Check with students if they have the simple and compound interest formula sheet (Appendix 1.7). Introduce the compound interest formula and explain what each letter

represents in the formula. Write the question (Activity 3 - Appendix 1.10) on board and demonstrate the step-by-step process of calculating compound interest.

Show students the similarities between calculating simple interest and compound interest. Tell them that P, R and T represent the same meaning in both the formulas.

Advise students that in the simple interest, interest is not added to the principal amount whereas in the compound interest, interest is added to the principal amount. That is the reason money grows quickly when it is invested in the compound interest method. The synonym for “compound” is “multiple”. Students can think of compound interest as “it multiplies money at a specific rate”.

Demonstrate to students that in the compound interest formula, “n” is a new parameter that does not exist in the simple interest formula. The “n” is the key factor in the compound interest. The “n” represents how often the interest is compounded (i.e. the interest added to the principal amount) per year. The factor “n” helps money grow quickly because interest is added to the principal that means we are earning interest on interest again.

Help students to practise with all of the variations take place in the compound interest paradigm. Model from board and assist students to practise to compose compound interest formulas for all the variations. Show them how to work out when the interest (n) is compounded annually, semi-annually, quarterly, monthly, weekly and daily (third table in Appendix 1.7).

thinking – Persevere(Appendix 9.4)

DOL 2 Construct Model – Help to see similarities/differences with other skills/processes

DOL 1 Classroom climate – Introduce the concept of bracketing(Appendix 9.5 )

DOL 1 Classroom tasks – Provide appropriate feedback(Appendix 9.5)

DOL 5 Critical thinking – be accurate and seek accuracy(Appendix 9.5)

DOL 2 Shape – Demonstrate and provide for practice using important

become more independent learners.

*Encourage the students to ask questions, seek clarification and raise issues when needed.

*Facilitate students to work in small groups as they provide a safe environment to undertake a challenging task(Dargusch, 2013).

Challenge feedback strategy:Cultivate the pleasure of optimal challenge in students (O'Donnell et al., 2011, p. 449).

Challenge students by introducing a complex mathematical problem and then,

Simple and compound interest formula sheet (Appendix 1.7)



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Give them tips to compose or substitute the value of “n” in the compound interest formula. n=1 for annually compounding, n=2 for semi-annually compounding, n=4 for quarterly, n=12 for monthly, n=52 for weekly and n=365 for daily compounding.

Encourage the students to practise the compound interest problem (Appendix 1.11) to internalize the new skill. Walk around the classroom, encourage and assist students to master the concepts and perform well. Emphasize to the students that practise is crucial to develop high level of competency in the Financial Mathematical models.

Conclusion: Revise the process of calculating compound interest amounts. Remind students to do the homework (Appendix 10.4 - day 5).LEP 6Introduction: Revise the formulas and the concepts of calculating interest amounts. Ask students to go through their notes, formula sheets and graphic organisers.

Ask them to mentally rehearse the steps they have learned to calculate both the simple and compound interest amounts and write down in their learning journal.

Emphasize to the students that reviewing the steps in mind without actually performing them is widely used by athletes and is a great strategy to construct a new process/skill.

Nominate students randomly and ask them to verbalize the steps they have written in their learning journal. Provide encouraging feedback, correct them where they are wrong and assist them how to mentally rehearse the steps effectively.

Emphasize to the students that it is important to solve the Financial Mathematical problems accurately otherwise they could lose money because of making a wrong calculation or interpretation.

Discuss with students how to stop making errors? What are the common errors people can make in solving simple and compound interest problems?

Brainstorm the ideas of common errors e.g. reading and interpreting the question incorrectly, not reading between the lines precisely in the problem, not following the process methodically, substituting wrong values in the formulas particularly regarding how often the interest is compounded, and not remembering the formulas etc.

variations

DOL 2 Internalize – Have student set up a practice schedule

DOL 2 Construct model – Mentally rehearse steps

DOL 2 Shape – Point out common errors


DOL 1 Classroom climate – Respond positively to student’s incorrect responses or lack of responses (Appendix 9.6 )

DOL 1 Classroom task – Create classroom tasks that relate to students interests and goals (Appendix 9.6 )

during and after solving the question, provide feedback about student’s improvement, progress and extent of mastery (O'Donnell et al., 2011, p. 449). Designed investigative activity (Appendix 1.20) to challenge all the learners and particularly instigate gifted and talented students to enhance their skills further.

Motivating students:Some students lack academic motivation and confidence on their capabilities.

Provide real-life inspirational stories for encouraging students to

Activity 5(Appendix

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Encourage the students to write down the list of common errors and keep it handy for future reference. Give students a problem to practise (Activity 5 - Appendix 1.12). Scaffold students to plan how to solve the problem efficiently and appropriately.

Motivate them to follow the step-by-step process to derive an accurate solution. Walk around the class, observe the student’s progress and assist them to

understand the concepts thoroughly and solve the problem. Write an optional investigative problem (Appendix 1.20) on board. This problem

is designed to challenge all the learners and particularly instigate the gifted and talented students to enhance their skills further. Advise students that they can work on this problem once they complete the previous activity.

Conclusion: Revise the concepts. Encourage the students to keep using the strategies learnt in the class. Emphasize the importance of how “practice makes skills permanent”. Remind students to do the homework (Appendix 10.4 - day 6).LEP 7Introduction: Revise the process of calculating compound interest amounts.Construct model: Assist students to draw a flow chart to show the process of calculating interest amounts using various interest rates and time periods. Emphasize to the students that the flow chart will assist them to construct a

clear and accurate model for themselves. Model from board, involve students in the discussion and demonstrate how to

prepare a flow chart (Appendix 1.16) that illustrates a comprehensive model for calculating simple and compound interest amounts using various interest rates and time periods. Motivate students to use the flow chart while practising problems.

Shape: Emphasize to the students that once they learn a new skill by constructing a model, the next crucial step to shape the skill they have learned. Ask students what they mean by shaping the knowledge. Give them time to think and accept their answers. Explain to students that “shaping” means identifying different ways of doing

(using the skill/process efficiently), discovering shortcuts and useful techniques to master the skills without making errors and internalize skills resourcefully. Articulate to students that shaping a skill means “making the process work for

DOL 5 Self-regulated thinking: Plan appropriately (Appendix 9.6 )

DOL 2 Construct model – Provide, or construct with students, written or graphic representation

DOL 2 Shape – Help students understand importance of shaping

DOL 2 Internalize – Have students chart and report progress

DOL 1 Classroom climate – Structure opportunities for students to work with peers (Appendix 9.7 )

DOL 1 Classroom tasks – Help students

develop motivation to work hard and succeed in life and realize their full potential.

Inspirational stories:Winston Churchill failed the 6th grade. However, that never stopped him to work harder! He strived and eventually became the Prime Minister of the United Kingdom during the Second World War (Warrior Forum, n.d.).

John Grisham's first novel was rejected by sixteen agents and twelve publishing houses. He went on writing and writing until he became best known as a novelist and author for his

1.12)

Activity 10:Investigative Activity (Appendix 1.20)

Flow chart (Appendix 1.16)

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you - in your own way”. Encourage the students to identify and share their personal experiences with

shaping a skill or process. Teacher will share his/her personal experiences and stories about the people who have succeeded in life by shaping particular skills.

For a home work, ask students to look for real-life examples of family members, friends, celebrities or sports stars who have improved their abilities to perform their job/hobby by shaping a skill or process.

Internalize: Advise students that when they are learning a new skill, it is important to monitor their speed and accuracy i.e. how quickly and accurately they are performing? Discuss with students how they would like to monitor their progress? Encourage

the students to keep a record of their progress when they are solving problems. Advise them to design a chart that depicts how many problems they solved correctly in particular time. Motivate students to use this chart as a foundation for achieving accuracy while maintaining speed. Emphasize to the students that this process helps to internalize skills and enhance their confidence in solving problems.

Conclusion: Revise the concepts discussed in the class and clarify student’s questions. Remind students to do the homework (Appendix 10.4 - day 7).LEP 8Introduction: Revise the concepts and ask students which part of the Financial Mathematics is difficult for them. Provide them with stimulating hints and suggestions to enrich their learning confidence and improve their scholastic achievements. Tell students that research has proved that students make maximum mistakes in

reading, comprehending the mathematical questions and translating the information into formulas (NSW Department of Education and Training, n.d.).

Advise students that today they will be introduced to the “Newman Five Prompts” to understand the word problems better and derive the solutions methodically.

Use the graphic organiser Newman’s 5 prompts (Appendix 1.17) and the activity (Appendix 1.18) to demonstrate the five Newman prompts.

Model from board, pose each Newman’s prompt to the class, accept student’s

recognize that they have the abilities to complete performing simple and compound interest calculations(Appendix 9.7)

DOL 5 Self-Regulated thinking – Identify and use necessary (Appendix 9.7)Newman’s 5 prompts(Newman, 1977)


DOL 1 Classroom climate – Help students understand that attitudes and perceptions related

works of modern legal drama. The media has coined him as one of the best novel authors even alive in the 21st century (Warrior Forum, n.d.).

Thomas addition's success story is one of the stories that can motivate anyone after experiencing failure. Thomas failed about 999 times to invent the lamp before he succeeded in doing it on the 1000th attempt. When people asked him how did you manage to keep going even though you were failing all the time he replied telling them, each time it didn't work I used to say I discovered a new

Newman’s 5 Prompts (Appendix 1.17)

Activity 9 (Appendix 1.18)


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answers and illustrate the step-by-step process. Think-pair-share : Ask students to think alone of what they have learned in this

process and then share with the person sitting next to them. Teacher will nominate students randomly to share their (pairs) learning’s with the whole class.

Internalize : Student-centred activity: Give students a problem (Appendix 1.13). Encourage the students to use the Newman’s prompts (Appendix 1.17) to solve this problem.

Walk around the class and observe the students to ensure that they are following the process accurately. Concentrate on the students who need help like ADHD and ESL students and the other students who require guidance and support.

Attitudes /inspiring stories : Explain to students how maintaining positive attitudes and perceptions influence learning and academic achievements. Encourage the students to monitor their own thinking and use positive self-talk. Motivate students to maintain positive spirit and keep persevering. Tell them inspiring stories like Jessica Cox, world’s first armless licensed pilot, was born without arms yet she accomplished more than the people who are blessed with everything except desire, determination and courage. Despite being born without arms, Musician and Guitarist Tony Meléndez continue to inspire millions worldwide with his music. He plays guitar with his legs with equal efficiency of playing with arms (Success stories, 2013).

Conclusion: Revise the topics discussed in the lesson and answer if students have any questions. Remind students to do the homework (Appendix 10.4 - day 8).LEP 9Introduction: Introduce the Six Thinking Hats (de Bono Thinking Systems, n.d.) program for students to work with peers and solve the compound interest problem. Explain how the Six Thinking Hats program works, the rules and the role of each

hat. Handout Appendix 1.19 that shows the roles of six hats. Form students into groups of six and allocate everyone a role i.e. the hat they

are supposed to wear. In each group, each member will wear six different hats white, black, red, yellow, green and blue.

Ensure that each group has students with mixed abilities, behaviours and

to classroom climate influence learning (Appendix 9.8)

DOL 1 Classroom tasks – Teach students use positive talk(Appendix 9.8)

DOL 5 Self-Regulated thinking – Monitor your own thinking(Appendix 9.8)

Six Thinking Hats(de Bono Thinking Systems, n.d.)

DOL 1 Classroom climate – Provide students to get to know and accept each other (Appendix 9.9)

DOL 1 Classroom tasks – Provide students with clear

way how to not invent the lamp. This success story demonstrates that failure should never stop you even if it occurred more than once (2KnowMyself, n.d.).

J.K. Rowling claims that the secret of her success is "her will to divert all her energies to finish the most important work" (Mag For Living, n.d.)Motivating Generation Z students:Implement graphic organisers and mental rehearsal strategies to motivate students for learning efficiently as Generation Z is driven by graphics in learning (Renfro, 2012).

Self-regulated thinking and motivational strategies (Appendix 13.1)

Roles of Six Thinking Hats (Appendix 1.19)

Higher order thinking game Activity 8 (Appendix 1.15)

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learning needs. The learning manager needs to plan this beforehand. The teacher will give each of the group the first question (Appendix 1.15). Ask students to work in their groups and produce ideas or solutions for the

question raised. Ask each of the groups to report their philosophies to the entire class. Encourage the students to apply wide range of thinking and look from different

perspectives. The teacher repeats the same process to pose remaining questions to all the

groups. Assist them to develop higher order thinking skills while solving this complex

problem. Make it fun and interesting. Persuade curiosity and passion in all learners.

Encourage and ensure that all the students in each group are participating actively.

Plus-Minus-Interesting (PMI) activity : Discuss with students what they have learned from the Six Thinking Hats game. Encourage them to express their opinions.

Ask them what do they think about wearing different hats? How do they feel about thinking differently with a different hat on?

Discuss how these skills can be used in the real-world? Ask students if this activity helped them to get know their peers better?

Emphasize to the students how important is to develop higher order thinking and problem solving skills especially when they are transitioning into senior school.

Encourage the students to push the limits of their knowledge and abilities. Inspire them to work hard and learn efficiently so that they will realize their full potential.

Conclusion: Revise the concepts discussed in the class. Appreciate students for their participation. Remind students to do the homework (Appendix 10.4 - day 9).LEP 10Introduction: Revise the concepts taught in the last nine lessons. Inspiration story : Tell them how Celia Reyes, an 82-year-old woman in Mexico

almost ended up richer than Bill Gates during an interest dispute with a bank

expectations of performance levels for tasks (Appendix 9.9)

DOL 5 Creative thinking – Push the limits of their knowledge and abilities (Appendix 9.9)

Tiered activities (The Learning Place, n.d.)

DOL 1 Classroom climate – Monitor and attend your own attitudes (Appendix 9.10)

DOL 1 Classroom tasks – Help students understand that believing in their ability to complete a task includes believing that they

Literacy and numeracy skills:Some student’s literacy and numeracy skills are pretty average. They do not know how to develop their literacy and numeracy competencies.

Support , encourage and provide tips for students to improve their literacy and numeracy skills (Appendix 6.3 and 6.4)“Rereading” (Robb, n.d.) - for improving reading skills

“Summarise the problem” (Munro, n.d.) - for improving reading and comprehension

How a women almost ended up richer than Bill Gates (Appendix 7.1)


Tiered activities(Appendix T1, T2, T3, T4 and T5)

CRUSH strategy (Appendix 6.1 )

(Appendix 7.1). Emphasize to the students how important it is to acquire the financial knowledge

and perform simple and compound interest calculations accurately. Student-centred activity : Write the problem activity 7 (Appendix 1.14) on board

and ask students to derive the solution. Nominate a student to demonstrate the step-by-step solution on board.

Tiered activities : Handout five activities that are of increasing difficulty to cater for diverse learners. Encourage the students to work on each problem one after the other. Students are allowed to work with peers without making noise. Encourage (gifted and talented) students to help their peers when they complete their own work.

Walk around the class and observe the students who need assistance. Assist ADHD and ESL students where appropriate : Discuss with students what

they are finding it difficult and provide appropriate support. Encourage especially the ESL students to adapt the “rereading” (Robb, n.d.) strategy. Advise them that rereading helps to improve the reading comprehension.

Tell students that another efficient way to improve reading comprehension is to read the text/question and “summarise the problem” (Munro, n.d.) in their own words.

Advise students to work on the first problem in the tiered activity (Appendix T1) using the “rereading” and “summarising the problem” strategy. Ask students to exchange their explanation with a partner. Encourage them to review each other’s work and offer constructive feedback.

Introduce the “CRUSH” (Dowdy, Patton, Smith & Polloway, 1998, p. 145) strategy (Appendix 6.1) to the students with ADHD characteristics. Motivate them to use this strategy to comprehend the second problem. Assist ADHD students to use the strategy (Appendix 6.2) “SOLVE-IT” (Dowdy et al., 1998, p. 147) to solve the third problem.

Conclusion: Revise the concepts and ask students to complete all the tiered activities at home. Encourage them to keep persevering, learn efficiently using the strategies they have learned and become productive lifelong learners. Handout self-assessment sheets (Appendix 10.3). Remind students to do the homework (Appendix 10.4 - day 10).

have the ability to get help and the resources needed(Appendix 9.10)

DOL 5 Creating thinking – Generate a new ways of viewing a situation that are outside the boundaries of standard conventions(Appendix 9.10)

skills

“CRUSH” (Dowdy et al., 1998, p. 145) - to identify unknown words and improve vocabulary

“SOLVE-IT” (Dowdy et al., 1998, p. 147) - to solve mathematical paradigms methodically

Additional support: Teach students to use the “Four Resource Model” (Luke & Freebody, 1999) – Appendix 1.21 to improve literacy skills and comprehend maths word problems.

SOLVE-IT strategy (Appendix 6.2 )

Self-assessment criteria sheets (Appendix 10.3)

3. RationaleThe learning manager employs the Backward Design (Wiggins & McTighe, 2005) and the Learning Design Process (Lynch & Smith, 2006) aligning with the EQ Dimensions of Teaching and Learning Framework (Education Queensland, 2011) for planning the unit of work titled “Financial Mathematics” for a year 10 cohort. This process is endorsed by the “10-point cycle” (Mcleod & Reynolds, 2007, p. 76, as cited in Ewing, Lowrie, & Higgs, 2010, p. 83) and “the effective teachers planning” advocated by Killen (2009) for programming the unit of work.

The unit plan process starts and ends with the “Use Feedback” dimension as this aligns well with the Learning Management approach (Richardson & Boyd, 2013, p. 16). The learning manager commences the planning process by gathering the learner’s prior knowledge and how best they learn through answering LMQ1 and LMQ3. Effective teachers find out what students already know, set meaningful learning goals for the next steps for learning and maximise student learning (Education Queensland, 2011, p. 9). Knowing how the learner best learns takes an approach of learning as a science, connects the learner and the learning, and aids to design student-centred lessons (Smith, Lynch & Knight, 2007).

Then the learning manager focused on identifying curriculum by determining “what do my students need to learn?” through answering LMQ2. This step aids teachers to set attainable learning goals through research for developing deep knowledge of the subjects, identifying how the knowledge is linked to other learning areas and applied to real-world settings (Education Queensland, 2011, p. 4) and design “context for learning” that is relevant, authentic and interesting for the cohort. Gross (1998, as cited in Dargusch, 2013, p. 7) conceptualises the relationship between curriculum, pedagogy and assessment as an equilateral triangle meaning that the three need to be in balance. Hence, the learning manager focused on carefully aligning these three important components in the unit planning.

Continuous assessment and feedback is integrated into the lesson plans as students are less likely to misbehave if teachers frequently evaluate students work and provide constructive feedback (Lewes, 2008, as cited in Ewing et al., 2010, pp. 127-128). Authentic and situated formative assessment strategies such as observation, self-assessment, peer-assessment, homework, and quiz and focused-choice items are embedded to give students multiple opportunities in varying contexts to demonstrate their knowledge (Brady & Kennedy, 2010, p. 173) and rectify work areas.

Observation is the corner stone of assessment (Brady & Kennedy, 2010, p. 177) as it provides information about all behaviours. Brady (2006, as cited in Brady and Kennedy, 2010, p. 183) promote that teaching and learning should be participative, collaborative, and involving the construction of personal meaning such as self-assessment and peer-assessment. Self-assessment fosters learning by enabling students to monitor their own performance (Brady & Kennedy, 2010, p. 183) and take responsibility for their own learning. Peer-assessment encourages critical appraisal of work of the others and provides the peer assessor with a useful model to improve their own work (Brady & Kennedy, 2010, p. 183).

Homework tasks that focus on higher order thinking skills based on constructivist learning theories, discovery and problem-based approaches, promote active learning and derive promising results (O'Donnell et al., 2011, p. 68). Hence, the learning manager embedded the homework encompassing different cognitive objectives to cater for diverse learners. Homework can help students develop good study, organisational and time management skills. These are the essential skills to build the characteristics of lifelong learning and thrive in the competitive real-world (O'Donnell et al., 2011, p.

68). The Quiz group activity is entrenched in the learning journey to induce excitement and create mild competition within the groups. Good and Brophy (2003, as cited in Marzano, 2007, p. 103) advocate that mild competition can enhance student’s engagement and enrich their learning.

Quizzes and forced-choice tests enable students recall knowledge and demonstrate comprehension in distinguishing between different choices (Brady & Kennedy, 2010, p. 178). Short-answer responses demonstrate student’s in-depth understanding and written communication (Brady & Kennedy, 2010, p. 179). The learning manager employed the “challenging feedback strategy” because the challenge and feedback involve and satisfy the need for competence and this experience of competence need satisfaction motivates students to learn with enthusiasm (O'Donnell et al., 2011, p. 450). “Effective teachers challenge and support all students” (Education Queensland, 2011). Task-oriented praise is engrossed in the instruction to nurture student’s competence (O'Donnell et al., 2011, p. 442).

Further on, specific declarative and procedural knowledge is developed relevant to the intent of the unit and meet the achievement standards articulated in the curriculum. Distinguishing these two types of knowledge assists learning managers to select the most appropriate instructional strategies (Marzano & Pickering, 1997). Then the learning manager concentrates on answering LMQ4, 5 and 6 questions and crafting the sequential learning experiences by incorporating productive teaching strategies.

The learning manager adopts the philosophy “engage students, do not manage them” (Ewing et al., 2010, pp. 127-129) because engagement functions as the engine for learning and development (Marzano, 2007, p. 99). The learning manager explains students the purpose of the lessons and emphasizes how valuable the Financial Mathematical knowledge is to sustain in this uncertain global economy. This will help “students answer the question in their mind every day: Why should I try hard?” (The European Business Review, n.d.), and thus motivate them to stay focused. Eccles et al. (1983, as cited in O’Donnell et al., 2011, p. 454) states that “the value of task stems from its utility or usefulness to the person”.

“The Education and Training Reforms for the Future” promotes to cater for student’s individual needs, inspire academic achievement, and equip them for the world of work (Queensland Government, n.d.). Lesson plans are designed to take into account wide diversity of student’s characteristics and needs (Ewing et al., 2010, p. 67). Teaching and learning strategies appropriate for ESL and ADHD students are embedded to promote inclusive education. Tiered activities are incorporated into the unit planning as they offer various levels of challenges according to student’s abilities and readiness levels (The Learning Place, n.d.). Wide ranges of DOL2 strategies are incorporated for students to acquire and integrate declarative and procedural knowledge methodically. Opportunities are provided for learners to understand that phases of learning are sequential.

The learning manager models the process of acquiring the declarative knowledge by constructing, organising and storing information. Students are scaffolded to obtain procedural knowledge through constructing model, shaping the processes and skills and finally internalizing the new knowledge systematically. Real-world and meaningful examples are used in the lessons to make them interesting for the learners. “Interest directs the learner’s attention to the task and away from distractors” (O’Donnell et al., 2011, p. 459). Students will have to go through a closed book examination to succeed in the summative assessment for this unit. Hence, it is important for students to remember the formulas and the process of performing calculations. The mental rehearsal, using graphic organisers and practising strategies (Marzano & Pickering, 1997) assist students to master the concepts and succeed in the course.

Educators around the world are advocating that it is essential to pervade literacy across the curriculum (Shults, 2008). The learning manger designed activities that provide students with the multimodal literacy capabilities needed to participate in the literate rich twenty-first-century (Henderson, 2012, p. 77) and enable them to accomplish the literacy capabilities articulated in the syllabus. Newman’s prompts (Newman, 1977) strategy is implemented to teach students read, understand and interpret word problems, and apply the concepts methodically. This approach deeply encompasses all the components of literacy required to decipher mathematical paradigms.

The learning manager facilitates the Six Thinking Hats (de Bono Thinking Systems, n.d.) program for students to develop higher order thinking skills. Developing higher thinking skills are essential for students to transition into senior phase of learning as senior syllabus documents focus on higher-order thinking abilities (Dargusch, 2013). Furthermore, the Six Hats strategy prepares students to envisage issues in numerous perspectives and enables them develop parallel thinking to become high performers in life (de Bono Thinking Systems, n.d.). This activity helps students develop metacognition i.e. thinking about one’s own thinking (O'Donnell et al., 2011, p. 394).

The next focus is on building strong relationship with students as it enhances their engagement and motivation to learn, particularly during adolescence when so many developing changes are taking place (Martin, 2005, as cited in Ewing et al., 2010, p. 204). Greater emphasis has been placed on scaffolding students to develop positive attitudes and perceptions and maintain productive mental habits by providing real-life inspirational stories of successful famous people. The above strategies equip students with the skills required to become vibrant life-long learners and flourish in the cotemporary knowledge domain and further contribute to the accomplishment of “Towards Q2: Smart” vision (Toward Q2, n.d.).

The learning manager emphasizes on answering LMQ7 and plans to make judgements using varied assessment techniques and achievement standards set out in the curriculum document. The intention is to improve students learning and for informing the future planning for teaching and learning. LMQ8 and LMQ9 questions are answered to provide timely, positive and effective feedback to concerned parties. Positive feedback causes satisfaction and positive emotion, and inspiration to try harder and set higher goals (Bandura & Cervone, 1983, 1986, as cited in O'Donnell et al., 2011, p. 491). The learning manager completed the planning process by enunciating reflective questions to assess the process and product and make improvements accordingly. It is an opportunity for the learning manager to think through the possible pitfalls and to plan appropriate actions that may be required (Ewing et al., 2010, p. 91).

Conclusion:The Backward and the Learning Design process that fits with the EQ Dimensions of Teaching and Learning framework provides learning manager the opportunity to plan effective, engaging and quality units of work, and purposefully choose learning activities and teaching strategies that are likely to support all the learners to accomplish the desired outcomes.

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