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Working Mathematically Indicators
Working Mathematically Indicators
- Understand how to solve problems involving money (Problem Solving, Fluency, Communicating, Reasoning, Understanding)
Syllabus Dot Points
Syllabus Dot Points
- interpret and calculate percentages greater than 100, eg an increase from $2 to $5 is an increase of 150%
- solve a variety of real-life problems involving percentages, including percentage composition problems and problems involving money
- use the unitary method to solve problems involving percentages, eg find the original value, given the value after an increase of 20% (Problem Solving)
Learning Goals
Learning Goals
Students will develop the skills to answer percentage problems with money as the variable. Students will observe how percentages have a massive role in society. Through this they will develop a better understanding and appreciation of calculations involving money.
Resources
Resources
(1) Percentage Money Worksheets (LIT)
These worksheets can be attempted by the students individually so that they can exercise their knowledge. Additionally, to foster collaboration students could compare answers.
(2) Percent Shopping (ICT)
This activity can be played in small groups so that students can work together and describe to each other the methods they used to arrive at an answer.
(3) Unitary Method (ICT)
The unitary method can be applied to other areas. However in this video, money is the focus. The teacher could play this video to the class after a brief introduction.
(4) Worded Percentage Problem (LIT)
Students could attempt this worded problem individually.
Lesson Plan
Lesson Plan
9:00am Introduction:
The teacher will emphasise how percentages play a massive part in regards to real life situations that involve money. The teacher will ask students to pair up and think pair-share. "Talk about situations where you have applied discounts."
9:10am Percent Shopping:
Students will be arranged into small groups and they will play the percent shopping game. This game will apply what has been learnt so far and it will give students an opportunity to form their own questions by choosing the toys. The teacher will guide students throughout this activity and make statements such as, "try and make different combinations with the toys you are buying. Is more money discounted from the same percentage if the original price is larger? Why?"
9:30am Mindmap of Different Currencies and Money Worksheet:
The students will be arranged into small groups and they will form a small mind-map of all the currencies that they know. A discussion will follow and the teacher will pose questions such as, "what is a currency? Is Australia the only country that uses the Australian dollar?" This non-mathematical discussion will help break up the lesson, and it will provide students with an insight into the different currencies used throughout the world. Following on from this the teacher will hand out a percentage calculation worksheet of different currencies.
9:50am Conclusion:
The teacher will ask students if there were any issues from the homework set last lesson. The teacher will sort out any issues, and to conclude the lesson the teacher will recap on what has been learnt.
Evaluation Questions:
- Were students engaged in the discussion about different currencies? Was this discussion a good stepping stone to move into a worksheet?
- Did all students contribute during the mind-map activity?
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