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# Lesson Plan

## Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Students actively listen The origin of percentages Calculate percentage quantities
Communicates and connects in class using mental, written methods
mathematical ideas using appropriate First principles percentage
terminology, diagrams and symbols Ability for students to method Interrupt and calculate
(MA4-1WM) work cooperatively in percentages greater than 100
pairs/small groups
Applies appropriate mathematical
techniques to solve problems (MA4- Presentation skills of
2WM) students

## Recognises and explains mathematical First Principles

relationships using reasoning (MA4- Percentage Worksheet
3WM) 1 -4

## Operates with fractions, decimals and First Principles

percentages (MA4-5NA) Percentages Trick
Questions

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Numeracy and Literacy Understanding first principles percentage
Personal and Social Capability method
Intercultural Understanding

## Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

## Teaching Indicators of presence in the lesson

element
Intellectual Teacher will explain the concept of first principles percentage method to students, utilising
Quality the appropriate language to explain mathematical concepts. It is important to highlight key
terms and define them to students. Students have the ability to work cooperatively in pairs/
small groups and thus present their findings to their class.
Quality By allowing students to work in pairs/small groups, it promotes the idea of building positive
Learning relationships with other students. It teaches students how to work together for a common
Environment purpose. Through discussion and presentation, students enter unknown territory, allowing
them to widen their circle of comfort. Students are able to discuss and reconfirm ideas with
other students before speaking to the entire class. This allows for all students to engage into
classwork and public speaking as no student is put on the spot.

Significance Students are able to learn about other concepts outside of mathematics. They learn about
the origin and the concept of how percentages came about.
Time Teaching and learning actions Organisation Centred
T/S
5 Before students arrive, write up five questions on the board Teacher: T/S
as a lesson starter. Prepare questions beforehand
1. 100÷20
60
2. Write in its simplest form Help students in trouble
100
1
3. Is of \$60 equivalent to 0.25 of \$60?
4 Update students on previous work who
4. Finish this pattern were away
0.12, 0.10, 0.08, ___, ___, ___
1
5. Write a fraction equivalent to a Student:
2
Work individually
Students work individually to answer questions, and can
revise on previous content. Answer questions

Aid students that require extra help and update those that Resources:
have missed out on previous lesson. Whiteboard
Whiteboard markers

## 5 Introduce the word “percentages” to students. Teacher: T/S

Introduce percentages
Ask students if they know what the true definition of
percentages is or whether they know where it comes from? Storytelling
Allow students time to think and discuss their conclusions.
Promote class discussion
Continue to explain that it comes from the Latin word
“percent”, meaning “by the hundred”. Tell students the “old Student:
tale” of how the word percent came about. Students will Answer verbal questions
actively listen in class.
Class discussion
Take the students back to the times when the church and
superstitions would rule the people’s everyday lives. Ask Actively listen in class
students what absurd superstitions they have heard of.
Explain that 800years ago, any associations with money and
maths meant that you will be “doomed in hell”. Bantering for
goods was the only way to obtain everyday necessities. To
fight back this superstition, merchants came together an
invented a new word and symbol to cancel out any
associations with the devil. This was the gateway to money,
today.

## 5 Write up the first example for first principles percentages Teacher: T

method. Explain first principle percentages
1. What is 70% of 100? method

## Explain to students the relation between the question with Student:

references to the meaning of the word “percent”. Actively listen in class
With that idea in mind, show students how to complete the
first example. Resources:
Whiteboard
So 70% means that there is 70 for every 100 Whiteboard markers
So there is \$70 for every \$100
\$100
\$100 \$70
\$70
2.
2. What is 70% of \$200?
\$200
\$100 \$70
\$100 \$70
\$140
3. What is 70% of %300?
\$300
\$100 \$70
\$100 \$70
\$100 \$70
\$210
To reinforce students learning, show students a second set of
examples and let students complete a third set on their own.
Students will actively listen in class.

## 15 Handout the first worksheet to students for them to Teacher: S

complete. Allow some time for students to finish this Handout worksheet to students
worksheet individually.
Monitor all students
Monitor students by walking around and checking on all
students’ progress, helping those in need. Walk around class

Once students have finished their work, allow for students to Check progress of students
discuss their findings in pairs and present to the class. What
were the students able to conclude? What have they Help students in trouble
Promote class discussion

## Split students into groups

Student:
Work individually

## Class discussion and presentation

Resources:
First Principles Percentage Worksheet
1

25 Continue this process for the next 3 worksheets, with the Teacher: T/S
exception that worksheet 2 and 3 does not require discussion Further explain first principle
time. percentages method

For worksheet 4, after students have completed their work, Handouts worksheet to students
allow students to discuss their findings in pairs and present
to the class. Monitor all students

What were the students able to conclude? Was there an Walk around class
easier method? Is this similar to any of the other worksheets
that they have completed today? Check progress of students

## Split students into groups

Student:
Work individually

## Class discussion and presentation

Resources:
Whiteboard
Whiteboard markers
Teacher notes
First Principles Percentage Worksheet
2-4

## 5 Allow students time to pack up after class Student: S

Students quietly pack up

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I found that it is important to plan for the entire topic and not for this lesson alone. It was
difficult to figure out what content should be taught and when. This made it hard to plan
and prepare this lesson. Time management was also an issue as it is hard to predict student
outcomes, so I resolved the issue with over prepping. Promoting students to work
collaboratively was done easier than expected, since students are able to discuss their
findings with other students and the class. The learning and teaching process for both
students and teacher can be highly interactive and engaging when moving away from a

## Learning Outcome Method of measurement and recording

Calculate percentage Students will actively listen to examples given by the
quantities using mental teacher as well as complete the handouts.
methods
Interrupt and calculate Students will complete the handout individually, and
percentages greater than 100 discuss their findings in a pair/small group before
presenting in class.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

## Graduate Evidence within this lesson

Standards
1.2 Constant monitoring of students in class will enable myself to understand
the way in which students learn. Through extensive pair/group discussion
students are able to also teach and learn from one another.
2.1 Through the first principles percentage approach students are able to learn
a different method for calculating percentages
2.2 With the use of pair/group discussion and presentation students learn in a
more effective engaging environment. Students learn better from one
another
3.5 Pair/group discussion and presentation are utilised to support student
engagement
4.1 Allowing students to work in smaller pairs/groups before presentation,
enables students the opportunity to gather themselves, thus leads to
higher student participation and engagement
5.4 Students interrupt concepts during discussion time

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

References
Themathlab (2017). A Brief History of Percent. [Online]. Available at:
http://themathlab.com/Algebra/algebra%20lessons/section3proportions/a340%20history%
20of%20percent.htm

Resources Attached:
FIRST PRINCIPLES PERCENTAGE
WORKSHEET 1

Find:
1. 25% of \$300 2. 73% of \$400

25% means \$25 for every \$100 ____% means \$____ for every \$____
\$300 \$400
\$100
\$100
\$100

## ∴ 25% of \$300 = _____

∴ ____% of \$____ = _____

## 3. 91% of \$200 4. 9% of \$700

5. 64% of \$1300
FIRST PRINCIPLES PERCENTAGE
WORKSHEET 2

Find:
1. 37% of \$350 2. 18% of \$550

37% means \$37 for every \$100 ____% means \$____ for every \$____
\$350 \$550
\$100
\$100
\$100
\$50

## ∴ ____% of \$____ = ____

___
3. 52% of \$250 4. 8% of \$1250

5. 48% of \$750
FIRST PRINCIPLES PERCENTAGE
WORKSHEET 3

Find:
1. 81.5% of \$200 2. 23.7% of \$500

81.5% means \$81.5 for every \$100 ____% means ____ for every ____
\$200 \$500
\$100
\$100

## ∴ ____% of \$____ = ____

__
3. 10.3% of \$300 5. 62.25% of \$900

6. 5.01% of \$1200
FIRST PRINCIPLES PERCENTAGE
WORKSHEET 4

Find:
1. 40% of \$310 2. 70% of \$220

40% means \$40 for every \$100 OR ____% means \$____ for every \$____
40% means 40c for every 100c ____% means ____c for every ____c
\$310 \$220
\$100
\$100
\$100
100c
100c
100c
100c
100c
100c
100c
100c
100c
100c

## ∴ ____% of \$____ = _____

3. 5% of \$310 4. 60.02% of \$220
Lesson Plan

## Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Students actively listen The relation between Calculate percentages of
Communicates and connects in class fractions, decimals and quantities using mental and
mathematical ideas using appropriate percentages written methods
terminology, diagrams and symbols Ability for students to
(MA4-1WM) work cooperatively in Solving mathematical Convert fractions to
pairs/small groups problems percentages
Applies appropriate mathematical
techniques to solve problems (MA4- Trick Questions 1-3 Solve a variety of real-life
2WM) problems involving
Number Square-saw percentages, including
Recognises and explains mathematical percentage composition
relationships using reasoning (MA4- problems and problems
3WM) involving money

## Operates with fractions, decimals and

percentages (MA4-5NA)

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Numeracy and literacy Understanding the connection between
fractions, decimals and percentages
Conversions between fractions, decimals and
percentages

## Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

## Teaching Indicators of presence in the lesson

element
Intellectual Students use the skills they have developed to answer a series of questions. This is done in a
Quality group setting
Quality Since students are paired/grouped according to their academic level, the group is able to
Learning cater to the other student’s social support. Constant monitoring from the teacher will also
Environment provide students with the help they require. With a series of different activities, students
are more inclined to engage in class activities.

Significance Students are able to make student relations with other peers in their pair/group.
Time Teaching and learning actions Organisation Centred
T/S
5 Start with the lesson starter 4 4’s. Students are to come up Teacher: T/S
with as many equations containing only the number 4, 4 Help students in trouble
times.
Update students on previous work who
Encourage students to start simple using addition and were away
subtraction, building onto harder equations using
multiplication, division or even fractions and decimals. Allow Student:
some time for students to complete the answers for their Work individually
equations.

Aid students that may require extra help and update those
that have missed out on previous lesson.

## 5 Revise the definition of percentages and its origin. Teacher: T

Revision of previous content
Reminding students that “percent” is the Latin word for “by
the hundred”. Student:
Similarly, “by the hundred” could also mean “out of one
hundred”. Ask students where else they have heard this term Class discussion
from, “out of one hundred”. Allow time for students to think
and discuss their conclusions. Resources:
Whiteboard
Continue to relate the term “by the hundred” to “out of one Whiteboard markers
hundred”, and that students would have heard that
previously in the topic fractions. Give students written
examples on the board.

70
1. 70% means 70 out of 100, which is
100
99
2. 99% means 99 out of 100, which is
100
1
3. 1% means 1 out of 100, which is
100

## Connect the two concepts together (fractions and

percentages). Both are similar and are both parts of a whole,
highlighting the key word “part of”.

## 10 Write up the first example for conversions between fractions Teacher: T

and percentages. Explaining to students, with reference to Explain conversions between fractions
the definition, how to complete the question. and percentages

## Fractions need to first be converted to an equivalent fraction Promote class discussion

with 100 as the dominator. Students are then able to convert
these fractions to percentages. Students will actively listen in Student:
class. Actively listen in class

3 Class discussion
1. Convert the following fraction to a percentage
4
3 75
= and therefore, be equal to 75% Resources:
4 100
Whiteboard
To reinforce the students’ understanding do a second Whiteboard markers
example, letting students complete a third on their own.

## Open a discussion with the class. Did the students notice

anything about conversions? Was there a particular pattern
that they saw? Was there anything interesting that they
found? What was it?
5 Handout the first worksheet to students and allow for some Teacher: S
time for them to complete. Handout worksheet to students

Aid students that need extra help and check on the progress Monitor all students
of all students. Walk around the class
Check progress of students

## Help students in trouble

Student:
Work individually

Resources:
Fractions to Percentages Conversions

## 10 Split students up into pairs/small groups, according to their Teacher: S

academic level. Split students into groups

Pose trick questions to each pair/small group, utilising the Handout worksheet
knowledge from today’s lesson and the previous lesson.
Every pair/small group will be given different questions, that Monitor all students
are suitable for their academic needs. Allow time for
students to complete trick questions. Walk around class

Walk around the class to help students and monitor their Check the progress of students
progress.
Help students in trouble

Student:
Work in pairs/small groups

Resources:
Trick Questions 1-3

## 10 In the same pairs/small groups, handout to students a Teacher: S

number square-saw based on their academic level. Handout number square-saw to
students
Remember to pre-cut all number square-saws to students
Monitor all students
Together, students are to complete their squares, by
matching up the corresponding answer to the correct Walk around class
equation.
Check the progress of students
Note to students that all sides need to match up with the
correct answers and equations. Help students in trouble

Walk around the class to aid students that need help and Student:
monitor their progress. Work in pairs/small groups

Complete square-saw

Resources:
Pre-cut number square-saws

## 5 Allow students time to clean and pack up after class Student: S

Students quietly pack up
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
It was difficult to figure out skills based activities that were more engaging to students. This
required a lot of time, planning and preparation. Time management of the class was also an
issue because it is hard to monitor time duration. To overcome this, extra work has been
planned in case students finish work a lot earlier than expected. It was important that this
lesson plan was made flexible for the students.

## Learning Outcome Method of measurement and recording

Calculate percentages of In pairs/small groups, students will complete number
quantities using mental and square-saws. This will measure their ability to work
written methods successfully in a team and understand the concepts
Convert fractions to Students will be given a short worksheet, where they will
percentages be able to discuss their findings and solutions.
Solve a variety of real-life A trick question worksheet will be given to students for
problems involving them to complete in pairs/groups. It will incorporate real-
percentages, including life situations.
percentage composition
problems and problems
involving money

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

## Graduate Evidence within this lesson

Standards
1.2 Engaging activities reflect the teacher’s understanding of the student’s
learning approach
1.5 By splitting students up into academic groups, and providing different
levels of work, it caters to all student capabilities
3.1 Setting out different activities and challenges to students push students
to achieve their goals
3.5 Group work allows students to demonstrate communication amongst
peers

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Resources Attached:
You must list all the resources that you have created or found in this space.
FRACTIONS TO PERCENTAGES
CONVERSIONS
Convert the following fractions into percentages
3 12
4. 5.
5 25

100 3
6. 4.
250 4

1
5.
3
TRICK QUESTIONS 1

## 3. Find 80.2% of \$450 4. Find 3.3% of \$730

TRICK QUESTIONS 2

## 3. Emily works in a mattress store and receives a discount of 25% off

everything she buys. If she wanted to purchase a queen size bed that
is retailed at \$4500, how much did Emily buy the mattress for?
TRICK QUESTIONS 3

## 3. Emily works at a mattress store and receives a discount of 25% off

she is able to sell, Emily will receive \$50 off of her purchase. If she
wanted to purchase a queen size bed that is retailed at \$4500, how
much did Emily buy the mattress for, given that she sold only 1
mattress?
60 4
900x 33 60x
5 1
3
4
x400
40

39
54
80

72x
25

2
5%x1600 240x10% x400
10
80 24 80
8
10

39
36

%x300

55
3
50x

25

13%x300
3
32x 50%x90 7%x600
4
24 45 42

x40
9
20

17
17

18

400x
2
32
5%x340
36 37%x200 11%x500
Lesson Plan

## Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Students actively listen The relevance of percentages Calculate percentages of
Communicates and connects in class to everyday life skills quantities using mental,
mathematical ideas using appropriate written calculations
terminology, diagrams and symbols Student self-regulation
(MA4-1WM) Solve a variety of real-life
Students together problems involving
Applies appropriate mathematical cooperatively percentages, including
techniques to solve problems (MA4- percentages composition
2WM) problems and problems using
money
Recognises and explains mathematical
relationships using reasoning (MA4-
3WM)

## Operates with fractions, decimals and

percentages (MA4-5NA)

## Related life skills outcomes (MALS-

8NA, MALS-9NA)

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Numeracy and literacy Problem solving with money using percentages
Personal and Social Capability

## Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson
element
Intellectual During this lesson, students will extensively communicate with peers and teacher in the
Quality class. Students will also require using problem solving and utilise found knowledge to
achieve success in the game. There are a number of risks involved in the game where
students must evaluate, before proceeding.

Quality The lesson is highly interactive, forcing students to “buy” and “sell” everyday household
Learning items to one another. There is a high expectation that students will achieve the learning
Environment outcomes for this lesson, through problem solving. Students will be self-regulated as it is up
to themselves to achieve the goal of the game.

Significance Through the game, students are able to understand the importance of percentages and its
relation to money in a stimulated real-life situation. All students will have the opportunity
to be involved in the lesson.
Time Teaching and learning actions Organisation Centred
T/S
10 Before students arrive, prep the board with today’s Teacher: T
activity and the rules. Prepare the board for today’s activity

## Let’s Go Shopping Explain the rules and today’s game

Rule1: Play fairly
Rule 2: Do not push and shove Handout discount list to each group
Rule 3: Do not take what isn’t yours
Rule 4: No calculators Split students into groups
Rule 5: HAVE FUN!
Student:
Allow for some time for students to settle down and read Actively listen
the rules on the board.
Resources:
Divide students into smaller groups with a maximum of 4 Whiteboard
in each. Whiteboard markers
Discount list
Every group is given a budget of \$3,000 “class dollars”. Paper
Laptops/computers
Explain the rules of the “shopping” game and how to play.

## The aim of the game is to furnish a bedroom. Students

have all received equal amounts of class dollars in their
groups, and have the ability to control their spending.

2. Scribe
3. Presenter
4. Researcher

## The teacher is holding a sale and will be selling a number

of miscellaneous objects that could be used to furnish a
bedroom. It is up to the student what they would like to
purchase and how they would furnish their own bedroom.
Remember, if students are purchasing big ticket items
they may not be able to purchase other items. At the end
of the class, each group with present and tell the class
what they have bought and why. And if they had any
difficulties furnishing the room with the given budget.

## Note that students must check their calculations with the

teacher first before finalising a purchase. Students are
only allowed to select items from ikea.com/au/en/ and
jbhifi.com.au/. A discount sheet will be given to all groups
to clarify the discount for each category.

## 30 Allow time for students to sit in their groups quietly to Teacher: S

play the game. Monitor students

Walk around the class to check the progress of each group Check progress of students
and monitor them.
Walk around the class
Make sure that all students are participating in the game
and are maintaining their role in each group. Check calculations

Student:
Play the game

## Work cooperatively in groups

Resources:
Paper
Laptops/computers

## 15 Each group will take turns presenting to the class. Teacher: S

Encourage the presenter to explain to the class what they Promote presentation and class
have decided to purchase and why? Why did they discussion
purchase a particular item and decided to forego another
item? Was there an issue with their current budget? Was Student:
there something the group wanted to purchase but Present to the class
couldn’t? Was the budget too little, or was it too much?
What did they think of the activity? Did they find it
relevant in any way? Thus, is mental calculations of
percentages relevant?

## 5 Allow time for students to pack up quietly Student: S

Students pack up quietly
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
The teaching and learning process can be quite fun and interesting for both teacher
and students when planned properly. I enjoyed incorporating a team building
activity in this lesson as it is highly beneficial for students. I was, however, worried
that the shopping game would not work for the given time as group work and class
discussion take up a lot of the lesson time.

## Learning Outcome Method of measurement and recording

Calculate percentages of Teacher monitoring and correcting every calculation
quantities using mental
calculations
Solve a variety of real-life Let’s Go Shopping Game presentation and discussion
problems involving
percentages, including
percentages composition
problems and problems using
money

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

## Graduate Evidence within this lesson

Standards
1.1 The social aspect of learning is developed through a team building game.
All students have a role to play, promoting positive collaboration
between all group members
2.2 By organising content into a game, the lesson becomes an engaging
environment for all students. This is a form of effective learning.
2.3 In understanding the curriculum, this lesson is able to achieve multiple
student learning outcomes through an interactive, engaging class.
3.1 The game sets students a specific learning goal that can be achieved in
their groups
3.5 This lesson promotes workgroup that requires communication and
decision making
4.1 As all students are assigned a role in their groups, no one is left out in
this lesson
4.5 The use of the laptops/computers on two given sites, incorporates safe
use of ICT in learning
5.1 Students and peers are able to assess one another’s learning through the
presentation at the end of the class. It pushes students to evaluate their
decisions.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?

## References (In APA)

IKEA. (2017). Bedrooms. [Online]. Available at:
http://www.ikea.com/au/en/catalog/categories/departments/bedroom/

https://www.jbhifi.com.au/

Resources Attached:
DISCOUNT LIST
The following discounts apply for each of the given categories:

IKEA
1. Bedframes – 35% off
2. Mattresses – 12.5% off
3. Bedroom Storage – 27% off
4. Bedroom Lighting – 75% off
5. Bedroom Textiles – 5.8% off
6. Mirrors – 10% off

JB HI-FI
1. Computers & Tablets – 41% off
2. TV & Home Entertainment – 55% off
3. Gaming – 35.6% off
Extended Explanation