1.

GRAPHIC ORGANISER

Objectives
Outcomes
(Specific Assessments
(WA/Australian
Observable (Tools/Indicators)
Curriculum)
behaviours)

Solve problems involving the Students can use Think-Tac-Toe

use of percentages, conversion strategies The last activity of
including percentage increases between decimals, Mathematics
and decreases, with and fractions and Stations, Think-Tac-
without digital percentages. Toe enables
technologies (ACMNA187 - students to choose
Scootle ) Students can use three differentiated
these conversions to activities that make a
Solve a range of problems use fractions and line such as tic-tac-
involving rates and ratios, with percentages to toe. These activities
and without digital calculate price are completed on A4
technologies(ACMNA188 - changes caused by paper, grouped and
Scootle ) mark-ups and placed on wall
discounts. around classroom for
Solve problems involving profit students to view peer
and loss, with and without Students use work.
digital movement of Exit slips
technologies (ACMNA189 - decimal place to link Students provided
Scootle ) 100% to 10% so as with exit slip to fill out
to calculate price before leaving class.
change without use Exit slip asked
of calculator. students to self
reflect and show
learning from class.
This encourages
self-reflection and
allows teacher to
shape future lesson
plans to students
needs.
2. ASSESSMENT OVERVIEWS

Think-Tac-Toe
Think-Tac-Toe is part of a Mathematics Stations activity. There are five
elements to the Mathematics Stations.
Students previously have created their own Conversion Flip-Out Table
containing rules and self-made examples of conversion between percentages,
fractions and decimals.
This is used in Station one where students are given a model of a graphic
organiser that they reproduce choosing an item off a ‘Shopping List’. These
items are of varying prices other than $100.00.
Station two is a worksheet student’s fill out using graphic organiser and self-
check answers at Checking Station. Station two allows practice and links
between conversions to be made whilst varying challenge.
Station Three is Think-Tac-Toe, where students choose three activities that
make up a line to complete. Each activity chosen is completed on an A4 page.
Pages are grouped according to activities and placed around room once
completed. Students view peers work and collaboratively discuss each
activity on Think-Tac-Toe.

Exit Slips
Students provided with exit slips in last 5 minutes of class. Students must fill
out exit slip in order to be dismissed from class. Exit slip provides students
with a scale, of equal numbers, to show student understanding. Students
then write what they learned during the lesson and are asked to provide
evidence and explanation. This allows teacher to see students thinking
process of learned skills. Students also are asked to write what they can
improve on, giving teacher better understanding as to what students require to
further knowledge and insight as to how to structure future lessons.
Conversion Flip-Out Table
Mark Up and Discount Graphic Organiser – Model

MARK UP: 20% DISCOUNT: 30%

1. Label what you know 1. Label what you know
Initial Amount: $100.00 Initial Amount: $100.00
ADDITION SUBTRACT Percent Change: 23% Less
Percent Change: 20% More
2. Convert percent to decimal 2. Convert percent to decimal
20% = 20/100 = 0.2 30% = 30/100 = 0.3
3. Multiply decimal by initial amount 3. Multiply decimal by initial amount
$100 x 0.2 = $20 $100 x 0.3 = $30
$100.00
4. Apply Markup to initial price 4. Apply Discount to initial price
$100 + $20 = $120 $100 - $30 = $70
Could we simplify? Could we simplify?
If 10% is 100/10 = $10 If 10% is 100/10 = $10
then two lots is $20 then three lots is $30
Mark up is therefore $20.00 Discount is therefore $30.00
So new price $120.00 So new price $70.00
 Think-Tac-Toe

Write a paragraph Find (a) An initial price

describing the similarities Sebastian sold his laptop and mark-up and (b)
and differences in for $450 and made $135 another initial price with
calculating a mark-up in profit. What was the a discount, where (a)
price and a discount mark-up? and (b) both come to the
price same price.

Draw a picture of a shop

that includes 6 items for
Dotti is having a 25%
sale. 3 items are
sale on all dresses. The
Chloe buys a table for discounted at different
dress you want to buy is
$520 if the original price rates and the remaining
originally $90. Myer is
was $650 what was the 3 are marked up at
selling the same dress
discount? Draw a picture different rates. Include
$110 with a 40%
to show your findings. the original price, new
discount. Which is a
price, mark-ups and
better deal?
discounts on all price
tags.

You want to buy a new

Dean bought a watch for
pair of Nikes, order the
$140 and sold it to John
following deals from
for $175.
cheapest to most How could you find 10%
John then sold it to
expensive. or 1% of a price simply
Simon for $210 who sold
Jim Kids: $90, 30% by looking at it? Can you
it to Jennifer for $273.
mark-up write a rule for
Order the mark-up
Nike: $150, 20% calculating percentage
percentages from
discount change without use of
greatest to lowest and
Rebel Sport: $130, 10% calculator?
show your work and
discount
findings on your poster
Betts: $95, 20% mark-
clearly.
up
 Exit Slips

Circle your level of understanding on the scale.

1--------2--------3--------4--------5--------6

What did you LEARN today?

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
Provide EVIDENCE with an example. Explain what you did in writing.
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
What can you IMPROVE on?
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
3. REPORT
Assessments

Assessments enable teachers to gather information and evaluate classroom

learning (Woolfolk & Margetts, 2013). Formative assessment is continuous
and occurs before, during and after instruction giving indication of students
needs (Chapman & King, 2012). Created Assessments focus on meaningful
tasks and development of cognitive and affective domains and shown in Fig.
1. Student engagement requires consideration of Gardner’s Theory of
Multiple Intelligences and providing multiple learning pathways (Woolfolk &
Margetts, 2013).

• Remember
• Understand
• Apply
• Analyse
Cognitive Domain • Evaluate
• Create

• Recieve
• Respond
• Value
• Organise
Affective Domain • Internalise/Characterise
Values

Fig. 1; The Cognitive and Affective Domain (Woolfolk & Margetts, 2013)

The Assessments are designed for Year 8 Mathematics focusing on Money

and Financial Mathematics. This unit runs over a term and is linked with other
course material. The learning outcomes are specific strategies in conversions
and calculations. The assessments provide multiple forms for students to
show understanding of these concepts.
Think-Tac-Toe
Think-Tac-Toe combines a range of levels of difficulty as well as thinking and
learning styles (Silver et al., 2007). As part of Mathematics stations, students
are permitted to work at their own pace in the creation of own knowledge.

Introductory Introduce Topic and Ideas

Lessons
Station 1 Make own Graphic Oganiser

Station 2 Use Graphic Organiser to complete worksheet

Station 3 Self Check Worksheet

Station 4 THINK-TAC-TOE

Discuss Class Collaboration of Think-Tac-Toe activities

Fig. 2; Unit of work and Mathematics Stations

Fig. 2 shows this assessment includes Think-Tac-Toe activities and Class

Collaboration. The completed activities are grouped and placed around
classroom for discussion on strategies and views. This is an open forum for
students to show their understanding.

Silver, Strong & Perini (2007) claim, “choice is one of the most powerful
human motivators” as well as appropriate challenge is essential for students
engagement. Differentiated activities and multiple forms of expression
appeals to different learning styles and multiple intelligences (Silver et al.
2007).
 Think-Tac-Toe Activities Activity Collaboration

Blooms Taxonomy Blooms Taxonomy

• Development of • Development of
cognitive domain affective domain

Gardners Multiple Gardners Multiple

Intelligences Intelligences
• Differentiated activities • Interpersonal and
• Linguistic, Mathematical Intrapersonal
and Spatial intelligence intelligence

Fig. 3; Links to Blooms Taxonomy and Gardner’s Multiple Intelligences of

Think-Tac-Toe

Fig. 3 shows the focus of the activities and collaboration related to Blooms
Taxonomy and Gardner’s Multiple Intelligences. The collaboration enables
the teacher to see student’s depth of understanding, whether students can
complete activities and explain thinking processes. This provides an
environment where a range of explanations encourages understanding and
critical thinking skills.
Exit Slips
Exit slips assess learning outcome by asking students what they learned and
then showing an example and explanation of skills. This assessment is a
form of self-reflection and supports educators in learning student’s needs
(Chapman & King, 2012). The post-task questions support students to
“establish goals for improvement” (Silver et al., 2007). By asking students to
show learning this facilitates teacher to see desirable outcomes. It also allows
teacher to see what visible outcomes are not met and mould future lesson
plans to suit student needs. Reflection supports students to understand
metacognition (Brady & Scully, 2005) Exit slips allow students to provide
feedback about classroom structure and therefore mould the learning
environment that suits students.

Challenges
Using similar assessments on Practicum I found challenges to include:

 Accommodating for range of students pace

 Prompting students to discuss/collaborate was necessary
 Different takes on assessments such as exit slips. Regular use allows
students to feel comfortable whilst direct instruction enables proper use by
students.

This assessment lacks a personal connection; greater student involvement in

creation of assessment would improve this. This may be aided with student-
created rubric or informal peer assessed work.

These assessments provide students a range of ways to show understanding

and learned skills.
REFERENCE LIST
Chapman, C., & King, R. (2012). Differentiated Assessment Strategies: One
Tool Doesn’t Fit All. Thousand Oaks, CA: Corwin.

Silver, H., Strong, R., & Perini, M. (2007). The Strategic Teacher: Selecting
The Right Research-Based Strategy For Every Lesson. Alexandria,
VA: Thoughtful Education Press.

Woolfolk, A., & Margetts, K. (2013). Educational Psychology (3rd ed.). Frenchs
Forrest, NSW: Pearson Australian.

Brady, L., & Scully, A. (2005). Engagement: Inclusive Classroom Strategies.

Frenchs Forrest, NSW: Pearson Australian.