102098 (Autumn

2021)
Contemporary
Teacher
Leadership
Assignment 2

Areej Abu Maraseh 19590240

Abstract

This paper focuses on making recommendations for changes to the "Financial Mathematics" unit in
Stage 5, Year 9. This unit is designed to teach Campbelltown Performing Arts High School's low-
ability ninth-graders (CPAHS). Inquiry-based learning and threshold ideas are utilised to reconstruct
the unit schema for effective teaching and overall student development in the Understand by the
Design (UbD) framework. The recommendations are based on research-based evidence as well. This
report focuses on the development of general literacy, numeracy, creative, and critical thinking
abilities.

Table of Contents
Cover page………………………………………………………………………………………………………………………………………..1

Content page………………………………………………………………………………………………..……………………………………2

Executive Summary...............................................................................................................................3
Objective and context........................................................................................................................3
Goals..................................................................................................................................................5
List of Recommendations..................................................................................................................6
Background Information........................................................................................................................6
Comparative Table of Unit Alterations..................................................................................................7
Recommendations – detailed................................................................................................................9
Reconstructed Program Documentation.............................................................................................11
Scope and Sequence for unit...........................................................................................................11
Concept map...................................................................................................................................12
Reconstructed Unit Outline.............................................................................................................13
Reference List......................................................................................................................................24
Appendices of Documentation............................................................................................................25
Appendix A: Scope and Sequence....................................................................................................27
Appendix B: Unit Outline.................................................................................................................28
Appendix C: Original Assessment....................................................................................................31
Executive Summary
Objective & Context

This report was created and tailored for Campbelltown Performing Arts High School (CPAHS) stage 5
maths class. Campbelltown Performing Arts High School is a government-funded, selective co-
educational high school with a focus on the performing arts. The school, which has an enrolment of
1,099 pupils from grades 7 to 12, is located in the Campbelltown area south-west of Sydney and
attracts roughly 60% of students from the local area and 40% by test in the performing arts sectors
(Australian Curriculum Assessment and Reporting Authority [ACARA], 2020). Around 40% of the
pupils have a language background other than English, and the school has a 9% indigenous
population. The National Assessment Program for Literacy and Numeracy (NAPLAN) shows that
children across the school have literacy abilities equivalent to kids in similar schools, while numeracy
skills are lower than in comparable schools (ACARA, 2020). In addition, the school's Index of
Community Educational Social Benefits Distribution (ICSEA) shows that 46 % and 33 % of pupils,
respectively, are in the lower and middle quartiles. Campbelltown Performing Arts High School
strives to maximise each student's potential by offering individualised help in all areas.
Goals
The purpose of this study is to provide clear and practical suggestions for the Financial Mathematics
Unit to the faculty of Mathematics at Campbelltown Performing Arts High School. These guidelines
will necessitate fostering a varied set of learners' teaching practices through the core integration of
tools that include the Understanding by Design framework's three-stage backwards design process,
general capabilities, and an inquiry-based learning approach.

Multiple goals have been highlighted throughout this study to support and accommodate the varied
group of learners at Campbeltown Performing Arts High School. The following objectives were
determined to be the most significant in supporting students in learning and comprehending the
content of the topic of financial mathematics or earning money.

- Addressing literacy demands throughout the unit of work using literacy-based tactics, as 90% of the
children in the class speak a language other than English, and including their ethnic background in
the lessons.

- Enhance the impact of Information Software Technology (ICT) through hands-on activities and tasks
to ensure that the skills are embedded.

- For students to become capable and independent learners, as well as encourage students to thrive
in the respective environment and do things out of the ordinary.

- Develop logical thinking and reasoning skills through the unit of work to address numeracy
demands.

- Lesson, task, and activity differentiation to guarantee that all students are accommodated across all
topics

- Use peer evaluation, informal assessment, and formative assessment to ensure that pupils are
learning and remembering what they've learned.

- Interactive learning environment to enhance students' social abilities and skills

- Students will be stimulated by inquiry-based learning, Considering at a higher level

- Tasks that can be adapted and a flexible learning environment

- Student and teacher reification to ensure that essential learning outcomes are met, quality
standards are applied, and modifications are made to differentiate for a variety of learner types.
Recommendations
The following suggestions are based on the financial mathematics unit of work that will be taught in
a stage 4-year 9 level 5.1 mathematics class with mixed learning abilities. Students categorised as
English as an Additional Language or Dialect (EAL/D) learners, Aboriginal and Torres Strait Islander
students, and life skills students.

-, improving student literacy and numeracy levels all across the unit of work.

- Differentiation approaches for EAL/D children, Aboriginal and Torres Strait Islander learners, and
life skills students across the unit of work.

- Increase the use of Technology in the classroom by requiring the school to provide devices for
students to use during lessons to improve student engagement.

- Boost social skills by increasing group work and peer collaboration.

- Increase the amount of peer evaluation throughout the unit of work.

- More autonomy and a student-centred teaching approach.

- Student and instructor self-reflection throughout the unit after each syllabus dot point has been
addressed.

Background Information
In the unit of work” Financial Mathematics”, Students handle challenges relating to money earning

and investing. In year ten, students study compound interest and interest on purchases. The unit is a

continuation of stage 4's emphasis on rational numbers, namely percentages.

1) This unit builds on stage 4 work with rational numbers and the prior unit's review of that work.

This knowledge is applied to the calculation of earnings, salaries, commissions, overtime taxation,

and simple interest on loans and investments using percentages and other numerical skills.

2) This course is a prerequisite for other financial mathematics and compound interest topics.

3) This unit relates to KLAs like HSIE, as well as a variety of social and professional activities like

finding interest and evaluating finance possibilities.

Comparative Table
Area of Strengths of the Concerns of the Suggested Research support
consideration area of area of Changes to for the changes
consideration consideration counteract suggested.
concerns

The unit includes a Adjustment of Conceptual and

The unit of work few comprehension exercises to create practical frameworks
Literacy has covered the exercises that allow literacy-based are used to help
threshold ideas students to chances for students students learn
that are required communicate their to engage in (Redman et al.,
to be addressed in ideas, thoughts, and inquiries, debates, or 2015)
the curriculum. opinions on a variety presentations that
of themes and allow them to Bloom's Taxonomy
Vocabulary words. communicate their is a classification
relevant to perceptions and system developed by
financial There aren't enough opinions Bloom and his
mathematics ways to meet the successfully. colleagues (Ramirez,
are explicitly needs of different Formulation of a 2017).
taught. learners' skills to diversity of
gather, interpret, assistance for varied The activities are
Comprehension structure, and learners' scaffolded, and there
skills for written produce replies. requirements, with an is a sample available
problems are emphasis on offering (Clapper, 2015).
explicitly taught. Students who speak all students the
English as a second chance to enhance According to
or foreign language their capacity to research on student
are not learn, arrange their engagement,
accommodated, as thoughts, and create activities that allow
there is no reactions. This can students to voice
scaffolding and the be accomplished by their opinions lead to
content is not using the structure improved
elaborated upon. and content commitment and
scaffolds, specific engagement
task instructions, (Sargeant & Gillett,
brainstorming, 2019), as well as
offering samples, enhanced
collaborative enthusiasm,
learning confidence, and
opportunities cognitive skills
employing mixed (Bowden et al.,
ability grouping and 2019).
constructive
feedback.
To help EAL/D
students with social
skills,
communication, and
peer-to-peer learning,
they will be matched
with a non-EAL/D
student.
This section The inclusion of The introduction of Students gain a
focuses on real- relevant financial assignments that better
Numeracy world problem concepts such as allow students to comprehension of
solving and understanding the collect their own data mathematics ideas
innovation. impact of financial in order to make when they are put to
 Students handle choices, getting your prior knowledge and practical activities in
challenges first job, and present learning technology. They
relating money managing your more meaningful. may apply their
earning and mobile phone, as This can be mathematical
investing in this well as basic accomplished by abilities and
subject. The unit investment having students knowledge to
is a continuation principles, savings conduct data study improve results
of stage 4's goals, and on their first job, according to research
emphasis on budgeting, is a managing a cell conducted on the
rational numbers, missed opportunity phone, fundamental integration of
namely for students to investment ideas, mathematics
percentages. incorporate cross- saving goals, and (Shahin, 2017).
curricular budgeting. It can be Furthermore,
knowledge. applied to financial integrating cross-
concepts as a way of curricular
data representation. approaches engages
students by allowing
them to see how
their learning is
relevant to their lives
( Shernoff, 2017).

Students have Students have no Students are Students are

Critical and little possibilities chance to use their challenged to create
encouraged to take
Creative to investigate imagination to an innovative
Thinking issues such as establish solution by risks in their learning
how technology connections between modifying current
through Bloom's
has enhanced the present difficulties activities and
quality of life in and potential creating new ones Taxonomy and
the field of solutions. Students' that focus on IBL.
Piaget's cognitive
financial critical thinking is This requires concept
mathematics, or to also limited by the generating, research, development ideas.
conduct diverse use of instructional evaluation, and
Students should be
investigations. approaches such as refinement. Students
planned activity must critically and able to make
steps for all students. creatively analyse the
sensible and
Denying them the information, and they
opportunity to must develop deeper productive
develop deeper understandings of the
judgments that will
knowledge and concepts that
understanding to empower them to benefit them in the
conduct and improve make confident
long run (Innes,
critical and creative financial decisions.
thinking through Tasks such as 2010).
inquiry-based "getting your first
To boost cognitive
learning activities. job" are being
modified to allow development and
students to create
attain extraordinary
their pathway,
critically and learning outcomes
creatively analyse the
students should
information, and
create deeper engage in peer-to-
understandings of the
peer learning
concepts that
empower them to (Stigmar, 2016).
make confident
financial choices.
Students who Lack of Tasks should be Teachers should set
Personal and speak English as a differentiation for a scaffolded for clear guidelines and
 Social second or foreign diverse group of diverse learners, and provide an
Capabilities language, as well students with students of varying interesting learning
as Aboriginal and varying levels of learning abilities atmosphere that is
Torres Strait aptitude in a single should be grouped welcoming to all
Islander students, class. together to create a students (Navarro et
are not The teacher will be corporative learning al., 2016).
accommodated. unable to access the environment.
information needed
for student learning.
Some components Because it was Pre-assessment of Lessons based on
from the limited to what it prior knowledge at both practical and
Understanding Understanding by was asking the the start of the unit, theoretical
by Design Design students to perform, formative frameworks
framework, such the Understanding assessment, peer to (Messiou et al.,
as how to by Design peer evaluation, pair 2016) an all-
integrate, clarify, framework was not and group work with encompassing
and execute, have taken into account students of varied framework to
been throughout the unit learning capacities, maximise student
incorporated. of work. and research projects involvement (Zhu,
are all examples of 2016).
how to use the
Universal Design for
Learning framework.

Recommendations (detailed)

The existing unit of work from Campbelltown Performing Art High School appears to lack
key components such as a concept map and differentiated activities and tasks to assist
students who spoke English as an Additional Language or Dialect (EAL/D), gifted and
talented students, and Aboriginal and Torres Strait Islander students.

A classroom teacher can have up to six different learning abilities at any same time, and
appropriate adjustments must be made to suit those children. The unit of work has been
rebuilt and changed using the Understanding by Design (UbD) framework's primary
emphases (Anderson & Corbett, 2017). 

The redesigned unit of work was an example of an effective unit since it took into account a
wide range of learning capacities, particularly among students with EAL/D and Aboriginal
and Torres Strait Islander backgrounds. In addition, the new unit of work included
information communication technology (ICT), inquiry-based learning, higher-order thinking,
numeracy, literacy, and collaboration/group work. A modified unit of work, scope and
sequence, concept map, assessment tsk, and making criteria are all part of the new unit of
work.

According to the rebuilt scope and sequencing, the topic Financial Mathematics will be
taught for 5 weeks in term 1. In accordance with the Understanding by Design (UBD)
framework, the scope and sequencing, as well as the reconstructed unit of work, were created
to promote and improve student engagement, subject retention, empathy, communication
skills, teamwork, social skills, and reflective practises. The unit of work will include a variety
of exercises that are scaffolded for EAL/D students to ensure that they are broadening their
learning attitude while also building on their present knowledge.
As per Ramirez (2017), it is critical for students to have simple and structured tasks to raise
their confidence level and aid in information retention, with the support being progressively
reduced as the student exhibits evidence of development, autonomy, and growth. Financial
Mathematics contains lots of theory-based exercises that allow students to practise and
develop their literacy abilities through a group of activities. The literary and ICT tasks allow
for a more inclusive learning environment, ensuring that all students are working towards the
same goals while the level of difficulty is adjusted to fit their learning ability (Clapper, 2015).

Students should be given more independence to direct and own their education throughout a
variety of tasks such as peer-to-peer evaluation, presentations, class conversations, and time
in class to finish the assessment work. This will help students become more reflective
learners and to embed such skills. The students' interpersonal skills, teamwork, and social
engagement will all improve as a result of the collaboration of group activities and tasks.
Because this is teaching pupils transferrable abilities that they may use in any other subject
and in their everyday life. Since cognitive abilities are so important, EAL/D students are
matched with non-EAL/D pupils. The instructor can set clear goals and create an effective
teaching environment that is welcoming to all students (Navarro et al., 2016), where students
are appreciative of one another's viewpoints. Students that participate in participant learning
improve their intellectual development and obtain excellent learning objectives, according to
(Stigmar, 2016).

The usage of Technology in the class can be utilised as a tactic to help EAL/D and Aboriginal
& Torres Strait Islander students complete the work since it creates a level playing field in
contrast to their non EAL/D classmates because it does not demand a high degree of literacy
and social intelligence. This will provide EAL/D students with a chance to shine by
encouraging them to take risks in their learning and make sensible and productive decisions
that will result in a successful run (Navarro et al., 2016). Students will benefit from learning
both through conceptual and applied contexts (Zhu, 2016).

Finally, the preceding suggestions must be implemented because they will help EAL/D pupils
differentiate their learning methodologies. The recommendations include compensating
EAL/D students and ensuring that they grow at the same rate as their non-EAL/D peers, as
well as ensuring that knowledge is offered and up to date with current teaching philosophy.

Reconstructed Unit

Scope and Sequence (changes are highlighted in yellow):

Term 1 – How can we apply our understanding of rational numbers and percentages to solve a range of real-
world problems, including financial problems?

Common Outcomes: MA4-5NA, MA5.1-1WM, MA5.1-2WM, MA5.1-3WM

Week1 Week2 Week3 Week4 Week5 Week6 Week7 Week8 Week9 Week10

Rational Number Review Financial Mathematics Financial

Mathematics Practical
In this unit, students solve problems involving earning and investing Activity
money, using simple interest only.  The unit follows from stage 4
work on rational numbers, particularly percentages.

6 lessons at 104 minutes each 14 lessons at 104 minutes each

MA4-7NA MA4-5NA, MA4- MA5.1-1WM, MA5.1-2WM, MA4-5NA, MA4-
1WM, MA4-2WM, MA5.1-3WM, MA5.1-4NA 1WM, MA4-2WM,
Financial Mathematics
MA4-3WM MA4-3WM
ACMNA211

In this unit, students review Both with and without Students can tackle money-related Students can tackle
work with fractions, decimals, the assistance of new financial maths questions. money-related
percentages and rates and technologies, find financial maths
percentages of • Resolve issues relating to money. questions.
ratio covered in stage 4. The
quantities and express
emphasis is on using number • Work out issues that involve • Resolve issues
one quantity as a
skills to solve problems. The simple interest. relating to money.
percentage of another.
unit is a pre-requisite for
• Convert substitutions into • Work out issues
financial mathematics, and an • Use digital and non-
formulae to solve equations that involve simple
important pre-requisite for all digital methods to
solve issues concerning interest.
further topics
percentages, such as
• Convert
percentage increment
substitutions into
and decrements.
formulae to solve
equations.

Portfolio: Skills based class Portfolio: Assignment

test

Reconstructed Unit

Concept Map
No concept map provided by Campbelltown Performing Art High School – Concept map created
using www.miro.com
Link: https://miro.com/app/board/o9J_l9Xa55I=/

Reconstructed Unit outline YEAR 9 STAGE 5

Redesigned Unit Outline Financial Mathematics

Unit Outline Unit Duration

Students in stage 5.1 are occurs between the ages of 14 and 16. This Lengths of Unit: 8 Weeks
is a common stage in young minds when they start looking for paid
jobs in order to gain financial independence and accountability.
Students must develop financial literacy, which entails making
educated and productive personal decisions by grasping the
fundamentals of the key segments:

 Employee Benefits and Rights, such as Loading Leave,

Rebates, Wage Increases, and Special Rates
 Responsibilities under the law, such as taxation
 Wages, commissions, and piecework are all terms used to
describe salaries and wages.
 Saving/Investing
 Spending/Budgeting
 Account Management/Banking
 Loans and Repayment of Loans
 Debt/Repossession
 Interest (simple)
 Financial Statements/Pay Stubs
 Terms and Conditions/Policies
As a result, the purpose and justification for this unit of study is to
educate students the principles of reaching financial stability
through an awareness of their financial alternatives and
consequences. Students will be made aware of the serious hazards
and effects of collecting credit card debt, for example, by studying
basic interest.
Why does this learning matter? Big Ideas/ Key Concepts
Money is a form of exchange for the duration of one's life. Its Key Concepts
leadership has an impact on our standard of life, health and the well, The following are the main
and ability to make decisions about our destiny. As a result, students principles that students should
need to be taught how to make the most of their financial resources by learn:
comparing and assessing their choices, budgeting and strategizing. - Wages, salaries, and other non-
wage forms of income can all be
tallied and compared.
- It is possible to compute
overtime.

- The amount of tax due on various

wages and salaries can be
estimated.

- Simple interest problems can be

resolved.

Target Outcomes Place in Scope & Sequence

 Outcomes: A student Term 1
Weeks 4 – 10
› A student:

› uses appropriate terminology, diagrams and symbols in

mathematical contexts MA5.1-1WM

› selects and uses appropriate strategies to solve problems MA5.1-

2WM

› provides reasoning to support conclusions that are appropriate to

the context MA5.1-3WM

› solves financial problems involving earning, spending and

investing money MA5.1-4NA Related Life Skills

› outcomes: MALS-12NA, MALS-13NA, MALS-14NA, MALS-

15NA, MALS-16NA, MALS-17NA

* The Unit Outline below consists of 2 lessons per week (4 lessons per fortnight). Each lesson runs for 104 minute (double period)
All adjustments are highlighted in yellow:

Financial Mathematics | Stage 5 | Mathematics

Outcomes Building the Field Assessment overview

Mathematics K-10 1) This unit builds on stage 4 Summative Evaluation
› MA5.1-1WM uses appropriate work with rational numbers and
terminology, diagrams and symbols in 1) Passing a component of the
mathematical contexts
the prior unit's review of that
› MA5.1-2WM selects and uses appropriate work. This knowledge is applied semester exam on this subject
strategies to solve problems to the calculation of earnings, (see attached document)
› MA5.1-3WM provides reasoning to salaries, commissions, overtime
support conclusions that are appropriate to 2) After obtaining feedback,
the context
taxation, and simple interest on
› MA5.1-4NA solves financial problems
loans and investments using complete the topic portfolio work
involving earning, spending and investing percentages and other numerical (see attached documents)
money skills.
2) This lesson is a prerequisite for Formative Evaluation
other financial mathematics and
compound interest courses. 1) Initial completion of the topic
3) This unit relates to KLAs like portfolio work, which was
HSIE, as well as a variety of followed up on with feedback.
professional and personal
applications like finding interest 2) Exit questions must be
and evaluating finance completed throughout the topic
possibilities. and marked by the teacher, who
will provide timely feedback.

1) 3)Answering class questions,

participating in class
discussions, completing
reflection questions, self-
evaluation of set questions
using provided answers, peer
assessment, and regular review
with explicit and complete
comments from the teacher on
written solutions.
Literacy and Numeracy General Cap. / CC priorities 21st Century
Skills
1) Financial mathematics Refer to the icons in the content from the syllabus This section
instruction should be explicitly that represent general competencies and cross- focuses on real-
taught. curricular priorities. world problem
2) Explicit education of written solving and
problem comprehension This section focuses on personal and social innovation.
strategies capability.

All adjustments are highlighted in yellow:

Content Teaching and Learning strategies Activities Resources Differentiation
Stage 5.1 - Financial 1) Investigate ways to earn Assessment of previous Kahoot Link:
Mathematics income. The teacher may use knowledge before to the
https://creat
information from the previous lesson Test your
Students: topic pre-test as it is closely knowledge with a Kahoot e.kahoot.it/
details/73f2
Solve problems involving related, or develop a short quiz game.
earning money 1, to test student skills in time (eg 4a9d-8318-
 calculate earnings from To expose students to the 4bb7-a9c9-
wages for various time 2, weeks in a year) percentages
periods, given an hourly
4, and proportional reasoning as important terminology c55216726d
rate of pay, including
penalty rates for 5 and concepts that will be 51
these are key numeracy
overtime and special
rates for Sundays and concepts for this topic. Portfolio used throughout the unit
public holidays of work, use a glossary glossary
assignment for the topic Discussion in
 use classifieds and crossword:
online distributed and discussed. To crossword. class—
advertisements to
compare pay rates introduce the topic, Students https://word exchanging
Activity 1:
and conditions for work in pairs/small groups to mint.com/pu different
different positions
(Problem Solving) find who is paid the most, given This exercise requires blic_puzzles/ points of
information in a variety of wage students to use their 630955 view
 read and interpret
examples of pay and salary formats, such as prior knowledge as well
slips This covers a
(Communicating) weekly, yearly fortnightly and as the knowledge of their
variety of
monthly earnings, as well as classmates and peers.
 calculate earnings from mixed ability
non-wage sources, commission and piece work.
including commission 3 Students take part in a questions in
and piecework
Class discussion clarifies types
class debate about how class
 calculate weekly, of income and begins to discuss
fortnightly, monthly and to get money. They weigh exercises.
yearly earnings different strategies for
 calculate leave loading 1, in on various methods of
comparing them, including
as 17.5% of normal pay 2 compensation and
for up to four weeks issues when comparing weeks
develop a set of Laptop
to months. Students work
 research the reasons 3 requirements for their
for inclusion of individually to complete related access
leave loading desired part-time job.
provisions in many
questions
These characteristics will Video:
awards (Reasoning) Problem-
#Students use scaffolds to come in handy in the final Money
 use published tables or makes the solving
online calculators to complete problems activity.
efforts by
determine the weekly, world go
fortnightly or monthly Activity 2: How long do individuals
tax to be deducted from
* Students complete more around
a worker's pay under the 6 complex worded problems we work each day? and groups.
Australian 'pay-as-you-
go' (PAYG) taxation game •
system Exit question: Paul earns $790
 determine annual each week. How much does he Worksheet
taxable income by Students compare and Scaffolding
subtracting allowable earn each year, month, and 1 (earning
deductions and use contrast the findings of a money) in
current tax rates to 6 hour, if he worked 40 hours
calculate the amount of class survey and Census Collaboratio
each week?
tax payable for the at School data from their n
financial year
 determine a worker's 2) Compare wages and state or territory. This
tax refund or 6 activity demonstrates the
liability by
salaries Under teacher
comparing the tax direction, students work use of a spreadsheet and scaffolding
payable for a
financial year with through examples asks learners to reflect
Content Teaching and Learning strategies Activities Resources Differentiation
the tax already paid about the ethical
under the Australian
comparing salaries and
PAYG system wages, including working implications of paid
(Problem Solving) Mixed-
backwards to find an hourly labour.
ability
 investigate how rate, and working on
rebates and levies,
problems with months as exercises
including the
Medicare levy and 6 well as weeks, emphasising laptop based on
Family Tax Benefit, textbooks
affect different that a month is not 4 access
workers' taxable weeks. Explicit teaching of
incomes (Problem
Solving) the language of is essential, Worksheet
7
 calculate net earnings as is scaffolded examples Activity 3: Getting to 2: Sell now Individual
after deductions and
taxation are taken into that carefully step students Know Inflation or sell later? efforts to
account through the solution
Solve problems involving Students look into how Australian solve
simple interest (ACMNA211) process. Problem solving problems.
 calculate simple interest strategies should be prices fluctuate over Bureau of
using the formula 8, time. This practical Statistics
where is explicitly taught, with a
the interest, is the 9 clear focus on setting allows for a
principal, is the Online
interest rate per time comprehension skills. thorough examination of
period (expressed as a distributed in direct newspaper
fraction or decimal) and
#Students use scaffolds to
Discussion in
is the number of time complete problems proportion to one
periods
another, as well as ones class—
 apply the simple interest
formula to solve * Students complete more exchanging
which don't.
problems related to different
investing money at
complex worded problems
simple interest rates points of
 find the total value Exit question: Paul earns $850 view
of a simple interest laptop
investment after a per week. What is his hourly
given time period rate of pay if he works 38 hour access This covers a
(Problem Solving)
 calculate the per week? variety of
principal or time
dynamic
mixed ability
needed to earn a mobile
particular amount of questions in
interest, given the phone
simple interest rate
class
3) Calculatecommission and discussion -
(Problem Solving) exercises.
other forms of income Buying a
Under teacher direction, smartphone
students work through
examples finding earnings • Worksheet Problem-
using commission, including 3: Is it better solving
reviewing finding a to sell now efforts by
percentage of an amount or later? individuals
with focus on questions and groups.
involving harder https://ww
percentages, eg clarify that Worksheet 4: Earning w.realestate
6.5% is not 6.5 times but interest, donating, and .com.au
6.5 divided by 100 or 0.065 investing: How does Scaffolding
times. Students may be inflation affect us? is a website in
confused about converting dedicated to Collaboratio
the percentage to a Describe how banks and real estate in n
other deposit-taking
Content Teaching and Learning strategies Activities Resources Differentiation
decimal when it is not a institutions (such as Australia.
whole number percentage. credit unions and building
scaffolding
Students work individually societies) accept
to complete related deposits, pool funds, and • Video:
problems. Students work in lend to individuals and Consumer
pairs to find several businesses. issues and
scenarios that could result
teenagers  Individual
in someone earning $2000
per week in a commission efforts to
• Demonstrate an solve
job, and class discussion
understanding of family https://www problems.
explores how low
volume/high value and high and sociocultural values .moneyunde
volume low value sales can and traditions. r30.com/ho
result in similar earnings. w-banks-
Students also explore other make-money
types of income such as can have an impact on Peers share
piecework and holiday consumer behaviour as A financial their
leave loading. Working institution's wisdom.
well as financial
backwards problems (eg decisions. guest
how many kg of fruit must speaker
be picked so that $400 is Making Resource
earnt?) should be explicitly Structured Collaboratio
Development Decisions
explained through worked questionnair n in the
examples. Students take part in a es requiring classroom
#Students use scaffolds to discussion in class about simple
complete problems the importance of interest
earning interest and what calculations
* Students complete more to look for when selecting found in
complex worded problems, a financial institution and textbooks
including finding equivalent product. Students weigh are also
hourly rates of pay the pros and cons of available.
various savings strategies,
Exit question: Paul earns $150
taking into account
weekly retainer, and 6% on
interest rates and
$1200 of sales. How much does
expenses.
he earn ?

4) Calculate and solve simple Scaffolding

problems with overtime Under for revision
teacher direction, students
work through basic examples
finding earnings using overtime. Collaboratio
Students work individually to n in the
complete related problems. classroom
#Students use scaffolds to
Content Teaching and Learning strategies Activities Resources Differentiation
complete problems Activity 5:

* Students complete more Issues relating to paid Students

complex worded problems, employment and that are
including problems with two overtime difficult to
levels of overtime teach

Exit question: A job has a

Students look into the
normal working hours pay rate
of $9.20 per hour. Calculate the debate affecting paid
work, as well as the
weekly pay for 35 hours at the
normal rate and 4 hours at time factors and calculations
that go into seeking a
and a half
wage raise.
5) Calculate and solve harder
problems with overtime
Teacher presents explicit
examples of harder
overtime problems,
including harder problems
that use language such as
“thereafter” . Students
work individually on related
Challenge
problems Students work in
the students
pairs to find several
scenarios that could result
in someone earning more
than $2000 per week, and Peers share
then look online for jobs their
and calculated and understandi
compare income from ng.
them.
#Students use scaffolds to
complete problems

* Students complete more

complex worded problems,
including problems with two
levels of overtime

Exit question: Calculate the

weekly pay in a week Jane
works 40 hours if Jane is paid
$32/hour for the first 35 hours
she works, and then double
time thereafter.
Content Teaching and Learning strategies Activities Resources Differentiation
6) Calculate taxation using tax
tables With explicit teacher
instruction students work
through examples finding laptop
taxation using tax tables, access
emphasising allowable
deductions and other related • NSW Office
definitions as well as how to of Fair
turn the information in the Trading:
table into a number sentence.
What do they mean by https://www
Students work individually to
GROSS earnings? .fairtrading.n
complete related problems.
sw.gov.au/tr
Students work in pairs to find a
Before tax, ades-and-
job with a wage or salary online,
superannuation, or any businesses
and then calculate the weekly
other deductions, the
take home pay using the tax
total amount of money
table
earned. • Visit the
#Students use scaffolds to Youth NSW
What do they mean by
complete problems website:
NET earnings?
https://www
* Students investigate
.youth.nsw.g
deductions and taxable income
ov.au/
The amount of money
Exit question: Use the tax table
earned after taxes and
to find the income tax payable
superannuation have
on $80 000 Video:
been deducted.
7) Calculate and compare net Show me the
earnings in order to effectively money:
budget With teacher explicit What kind of deductions
instruction, students work are permissible? https://www
through examples to find .youtube.co
expected net weekly income for Is the amount you spent m/watch?
a range of jobs and complete for something that has to v=G9tHw8dN
basic budgeting activities. do with the work you do 3bI&t=7s
Students could research weekly to make money.
rents in the area, or look at
online supermarket sites to see
how a weekly grocery bill
compares to their net income.
Class discussion could involve Students have been
talking about savings goals for paying attention for the
large bills (eg car rego) and past two weeks, and
introduce the concept of they must determine how
Content Teaching and Learning strategies Activities Resources Differentiation
disposable income this money should be Video:
used. They now have a
#Students use scaffolds to Calculating
greater problem in Income Tax
complete problems keeping up with bills, Payable
* Students investigate how long earning enough
it might take to reach a savings money left over to pay for
https://www
goal life's necessities like food,
.youtube.co
and entertaining with
m/watch?
Exit question: Use the tax table mates!
v=dQQCVKyS
to find the net weekly income
u_U
for a position with an annual
salary of $80 000 Challenge 1:
Finding a Job
8) Solve basic financial
( pg 14)
problems involving simple
interest Under teacher https://www.ed
direction, students work ucation.sa.gov
through examples involving .au/sites/defau
simple interest, including lt/files/flo-
essential-
defining the terms used and maths-
introducing and using the workbook-
simple interest formula. sace-stage-
Students work individually to 1.pdf?
v=1487647669
complete related problems.
revision
Students work in pairs to
questions
explore the simple interest
for students
formula to find at least three
of various
combinations in principal and
abilities
interest rate that give interest
task 3:
between $600 and $700. Class
creating your
discussion clarifies strategies.
1st buget
#Students use scaffolds to ( pg 26)
complete problems

* Students investigate interest

https://mon
information presented
eysmart.gov.
graphically
au/
Exit question: Annie invests $22
000 at a rate of 4% p.a. for 5 revision
years Calculate the simple questions
interest she earns. for students
of various
9) Solve harder financial
Content Teaching and Learning strategies Activities Resources Differentiation
problems involving simple abilities
interest Under teacher
direction, students work
through harder examples
involving simple interest,
including finding the total
amount, and the interest when
simple time conversions have to
be made (eg 18 months – 1.5 Video:
years) defining the terms used
and introducing and using the https://www
simple interest formula. .youtube.co
Students work individually to m/watch?
complete related problems. v=NCYNXkbT
Students work in pairs to TUo
explore the simple interest
worksheet 4:
formula to use trail and error to
find how long an investment https://www
must be made to achieve a .ck12.org/bo
given level of interest. Class ok/ck-12-
discussion clarifies strategies. middle-
Under teacher direction, school-math-
students work through concepts-
examples finding the time given grade-
the other variables using the 8/section/5.
formula, given the interest. 17/
Students work individually on
scaffolded related problems

#Students use scaffolds to

complete problems

* Students investigate interest

information presented
graphically

Exit question: Annie invests $22

000 at a rate of 4% p.a. for 36
months. Calculate the total
amount she has at the end of
the investment period.
Video:
Worksheet
https://www
with
.youtube.co
Content Teaching and Learning strategies Activities Resources Differentiation
m/watch? multiple-
v=q31IelPhyF choice
8 questions
for students
worksheet 5: of various
https://calcul abilities
ate.org.au/w
p-
content/uplo
ads/sites/15/
2020/05/bac
kground-
notes-and-
quiz-simple-
interest.pdf

Teaching and Learning Program Evaluation

Program or Unit Title: _____________________________________________________ Class: _______________

__________________________________________________________________Teacher
 Element Evaluation

Program
 Was the program well-organized
and well-coordinated?
 How well did the program involve
all of the pupils in the class?
 Was the program successful in
assisting all students in achieving
the learning objectives?
 What problems can be addressed?

Resources
 Were the resources used in a way
that was appropriate for the
students' age, variety, and
capacity to engage them?
 What improvements are possible?

Assessment
 Is there a variety of high-quality,
valid assessment tasks in the
program?
 Reflect on the level of student
achievement in this program and
make a comment.
 What changes could be done to
help students attain the desired
results?

Date Commenced: ______________________ Date Completed: _______________________

Signature: _____________________________

References

Anderson, W., & Corbett, J. (2017). Exploring English with online corpora. Macmillan International Higher

Education.
ACARA. (2018). Greystanes High School | School profile - 2018 | My School. Myschool.edu.au. Retrieved 10

September 2018, from https://www.myschool.edu.au/school/41817

ACARA. (2018). General capabilities. Australiancurriculum.edu.au. Retrieved 15 September 2018, from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Australian Curriculum Assessment and Reporting Authority [ACARA] (2019). My School. Retrieved from:

https://www.myschool.edu.au/school/41558

Bowden, J. L. H., Tickle, L., & Naumann, K. (2019). The four pillars of tertiary student engagement and

success: a holistic measurement approach. Studies in Higher Education, 1-18.

Clapper, T. C. (2015). Cooperative-based learning and the zone of proximal development. Simulation &

Gaming, 46(2), 148-158.

Innes, J. E., & Booher, D. E. (2010). Planning with complexity: An introduction to collaborative rationality for

public policy. Routledge.

Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., ... & Vitorino, T. (2016). Learning from

differences: a strategy for teacher development in respect to student diversity. School Effectiveness and

School Improvement, 27(1), 45-61.

Navarro, S., Zervas, P., Gesa, R., & Sampson, D. (2016). Developing teachers' competences for designing

inclusive learning experiences. Educational Technology and Society, 19(1), 17-27.

Ramirez, T. V. (2017). On pedagogy of personality assessment: Application of Bloom's taxonomy of

educational objectives. Journal of personality assessment, 99(2), 146-152.

Redman, S., Turner, T., Davies, H., Williamson, A., Haynes, A., Brennan, S., ... & Green, S. (2015). The

SPIRIT Action Framework: A structured approach to selecting and testing strategies to increase the use

of research in policy. Social Science & Medicine, 136, 147-155.

Sargeant, J., & Gillett-Swan, J. K. (2019). Voice-inclusive practice (VIP): A charter for authentic student

engagement. The International Journal of Children's Rights, 27(1), 122-139.

Shahin, M., Babar, M. A., & Zhu, L. (2017). Continuous integration, delivery and deployment: a systematic

review on approaches, tools, challenges and practices. IEEE Access, 5, 3909-3943.

Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring &

Tutoring: partnership in learning, 24(2), 124-136.

Zhu, Z. T., Yu, M. H., & Riezebos, P. (2016). A research framework of smart education. Smart learning

environments, 3(1), 1-17.

Appendices

Appendix A

Original Scope and Sequence

Year 9 5.1 | Stage 5 | 10 week terms

Appendix B

Original unit plan:

Appendix C:

Original Assessment Tasks

Year 9 5.1 Portfolio Task :Financial Maths Lifeskills /17

Name:________________________________________

 Marks for each question are given in the brackets

 1. A percentage is always out of (1)

1 10 100 100

2. Write each of these as a percentage ( x 100) (4)

i) 0.45__________________________

1
ii) 2
________________________

iii) 0.07______________________________________

1
iv) 3
_____________________________

3. Find 20% of $50

___________________________________________________________ (1)
4. In a play there are actors. If 40% are male, what percentage is female?
(1)

________________________________________________________________
____________________________________

________________________________________________________________
____________________________________

5. A stereo has a price tag of $800. During a sale it is discounted by 10% (2)

i) How much is the discount?

__________________________________________________________________________

ii) What is the new price of the stereo?

Old price – discount=

________________________________________________________________
__

6.

OPENING HOURS
The opening hours of a post office are shown on
this sign
MONDAY- FRIDAY

How many hours each week is the post office open?

(1)

9 45 90 100

7. Shia works at the post office for 29 hours each

week. She is paid $15 per hour. (1)

What is her weekly pay?

________________________________________________________________

____________________________________
8. Josef earns $46800 per year working at the post office. What is his monthly

pay? (1)

________________________________________________________________

____________________________________

9. Ana earns $1500.00 a week. Her bills to pay for this week are;

Electricity $100 Rent $ 125.00 Food $ 85.00

a.How much do the bills add up to?

___________________________________________________ (1)

b. How much money will she have left from her weekly pay?
________________________________ (1)

10. Kara goes shopping, everything is on sale at half price.

(3)
Work out the price of each item New

price_______________________________

New price____________________________________________

New price

_____________________________

Year 9 Stage 5.1 Mathematics Portfolio

Topic 2: Financial Mathematics

Name:
__________________________________________________
_____________________
Instructions:
This assignment is a compulsory part of your Mathematics
Portfolio for semester 1.
The due date is ________________ but be prepared by
completing the assignment as you work through the topic.
You may ask for assistance and feedback from your teacher
and or peers for all questions. You must show all working.
You must use the hourly rates and percentages that have
been allocated to you and written below. The numbers below
must correspond to the record of the numbers allocated to
you by your teacher.
Information for your assignment

Question Information Amount Question I

H
1a, b, c Hourly Rate 1c
Hours worked from
1a 2b
Mon-Fri
Hours worked
1b 4a
Saturday i

Marking Criteria
Marks will be allocated per question and shown on the
assignment.
Grade Percentage % Description
Excellent problem solving skills
A 85 – 100 demonstrated for multi-step
financial mathematics questions.
Strong problem solving skills
B 65 – 84 demonstrated for multi-step
financial mathematics questions.
Satisfactory problem solving skills
C 45 – 64 demonstrated for multi-step
financial mathematics questions.
Basic problem solving skills
D 20 – 44 demonstrated for multi-step
financial mathematics questions.
Minimal problem solving skills
E 0 – 19 demonstrated for multi-step
financial mathematics questions.

Scenario
Imagine you are 5 years older than you are now. You are
studying at TAFE or University and have a part time job. You
want to know if you can afford to move out of home, and
how long it will take your savings to grow to help you with
this goal.

Question 1 – Find your weekly income Marks

a) Insert the information from the cover page and 1
then answer the question

In a typical week, you work ______ hours

during the weekdays, at an hourly rate of
______ .
How much do you earn for your Monday to
Friday work?

b) Insert the information from the cover page and 1

then answer the question

On a typical Saturday, you work ______ hours

at time and a half.
 What do you earn for your Saturday work?

c) Insert the information from the cover page and 1

then answer the question

On a typical Sunday, you work ______ hours at

double time.
What do you earn for your Sunday work?

d) What do you earn altogether in a typical week if 1

you work every day?
e) In a typical week, your friend Harold works 12 3
hours at $20 per hour, 5 hours at time and a half
and 3 hours at double time. How much more or
less than you, does Harold earn?
f) In a typical week your friend Bhavani, who 3
works part time in sales, sells $6000 worth of
goods. She is paid a weekly retainer of $50 for
her shifts and 6.5% of the value of the goods
she sells. How much more or less than you,
does Bhavani earn?

Question 2 – Find your tax for the year and your

Marks
net weekly income
a) Assume that your answer for 1d what you earn 1
in a typical week, is the same for every week of
the year. Use your answer to 1d to find what
you earn in a year.

b) Insert the information from the cover page and 1

then answer the question

Your allowable deductions are

______________ .
Find your taxable income for the year.
c) a 2
Taxable
Tax on this income
Income
0 – $18 200 Nil
$18 201 – $37
19c for each $1 over $18 200
000
$37 001 – $80 $3572 plus 32.5c for each $1
000 over $37 000
$80 001 – $180 $17 547 plus 37c for each $1
000 over $80 000
$180 001 and $54 547 plus 45c for each $1
over over $180 000
s
Using the tax table above, and your taxable
income, to find the tax you will pay in a year.
d) Use your answer to 2a and 2c to find your net 1
annual income.

e) Use your answer to 2d to find your net weekly 1

income.

Question 3 – Determine if moving out of home is

Marks
affordable
a) The website “Practical savings information for 1
Everyday Australians” at savings.com.au states
that paying more than 30% of disposable
income (net income) on rent causes financial
stress.

Find 30% of your net weekly income (found in

2e).
b) Real estate websites show that small one- 1
bedroom apartments in the Campbelltown area
rent for about $250 per week. Is this affordable
for you? Give reasons for your answer using
part 3a.
c) Real estate websites show that three-bedroom 2
apartments in the Campbelltown area rent for
about $450 per week. Assuming you shared the
rent equally with two other people, is this
affordable for you? Give reasons for your
answer using part 3a.

Question 4 – Planning your savings Marks

a) Insert the information from the cover page and 2
then answer the question

You have been given $800 from a relative to

help you afford to move out. You decide to
invest this money at _______ % simple interest
per annum. What interest will this investment
earn in 2 years?
b) How much will the investment in part 4a be 3
worth in total (principal plus interest) after 4
years? Calculate interest first and then the total.
c) How long will it take for the investment to be 3
worth $1000 in total (Hint: find what the
interest will be first)

How much interest is earned from $800 to

$1000?

How long does it take to earn that interest

using simple interest?
Teaching and Learning Program Evaluation

Program or Unit Title: _____________________________________________________________ Class: __________________

________________________________________________________________________Teacher:

Element Evaluation

Program
 Was the program well-structure and
coherent?
 To what extent did the program
engage all students in the class?
 Did the program assist all students to
achieve the learning outcomes?
 What improvements could be made?

Resources
 Were the resources used appropriately
in terms of age level, variety and the
ability to engage the students?
 What improvements could be made?

Assessment
 Did the program incorporate a range
of quality, valid assessment tasks?
 Reflect and comment on the level of
student achievement in this program.
 What improvements could be made to
assist students to achieve the
outcomes?

Date Commenced: ______________________________ Date Completed: _______________________________

Signature: _____________________________________

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support new syllabus implementation. Copyright is owned by AISNSW.
Except as set out below or permitted under the Copyright Act, no part may be reproduced, stored or
communicated without the approval of AISNSW.

Not for profit organisations may reproduce, store in a retrieval system and communicate the whole or any part
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If any other licence is sought, inquiries should be directed to the Executive Director of AISNSW.