UNIT OUTLINE
Subject: Standard Mathematics
Unit title: Algebra
Key Concepts/ Big Ideas
The subtopic MS-A1 introduces the basic skills,
knowledge and understanding required for Algebra in
the preliminary course. Students learn to use
Algebraic formulae effectively.
The subtopic MS-A2 enable teachers to depict the
real-life usefulness of Algebra. For example, y=mx for
calculation of commission, pay rates, royalties,
exchange rates etc. y=mx+c for an investment with
simple interest and depreciation
Unit context within Scope and Sequence/Purpose
The unit is split up into two Sub-topics:
 MS-A1 Formulae and Equations – relates to
the use of formulas. The principal focus of this
subtopic is to provide a solid foundation in
algebraic skills, including finding solutions to a
variety of equations in work-related and
everyday contexts.
Students develop awareness of the
applicability of algebra in their approach to
everyday life.
Within this subtopic, schools have the
opportunity to identify areas of Stage 5
Course: Preliminary Number of Weeks: 5 weeks
The importance of this learning
Algebra involves the use of symbols to represent numbers or quantities and to express
relationships, using mathematical models and applications.
Knowledge of algebra enables the modelling of a problem conceptually so that it is simpler to
solve.
Study of algebra is important in developing students’ reasoning skills and logical thought
processes, as well as their ability to represent and solve problems.
Syllabus Outcomes
› uses algebraic and graphical techniques to compare alternative solutions to contextual problems
MS11-1
› represents information in symbolic, graphical and tabular form MS11-2
› makes predictions about everyday situations based on simple mathematical models MS11-6
› uses appropriate technology to investigate, organise and interpret information in a range of
contexts MS11-9
› justifies a response to a given problem using appropriate mathematical terminology and/or
calculations MS11-10
 content, which may need to be reviewed in
order to meet the needs of students.

 MS-A2 Linear Relationships - The principal

focus of this subtopic is the graphing and
interpretation of practical linear and direct
variation relationships.
Students develop fluency in the graphical
approach to linear modelling and its
representativeness in common facets of their
life.
Within this subtopic, schools have the
opportunity to identify areas of Stage 5
content, which may need to be reviewed to
meet the needs of students.

Literacy Focus Numeracy Focus ICT Focus Differentiation

- Literacy is used  Numeracy is
throughout this unit
to understand and
interpret word
problems and
instructions. Use of
literacy for pose
application/ problem
solving types
question during
classroom teaching
and in the
assessment for
learning task, which
requires students to
read and interpret
 Use of various  Incorporation of various learning resources and
embedded online resources teaching strategies through the unit
throughout the throughout the unit.  Utilising various visual strategies to aid the
Mathematics Stage understanding of the more visual type of learners
6 Syllabus and  Collaborative learning activities to promote
relates to a high inclusion in classroom and ensure social support for
proportion of the students of lower academic capabilities
content descriptions.  Extension task for Gifted and Talented students
Students will be with more challenging problems
practicing solving
algebraic equations
in class utilising their
numeracy skills.
Furthermore, use of
more application
type questions will
require students to
 the question to work
out a solution.
read and understand
numerical aspects of
the problem in order
to work out a
solution.

Week Syllabus Teaching and Learning Strategies including assessment for Links Resources
/ Content learning. to
Seque outco
nce me
SUBTOPIC: MS-A1 Formulae and Equations
 Lesson focuses on reviewing the following: MS11 Textbook:
Lesso review  Simplifying algebraic expressions: -10 Powers, G.K. (2018) Cambridge Maths: Stage 6.
n1 substitutio o adding and subtracting like terms Cambridge, United Kingdom:University Press.
n of o Adding and subtracting algebraic functions
numerical
values
 Index laws Websites:
into linear o Multiplying terms in index form: Add indices Fuse-School - Global Education. (2017, Sept 20). Solving
and non- o Dividing terms: subtract indices Simple Equations Using Inspection. [Video File] Retreived
linear o A term in index raised to a power: multiply from:
algebraic indices https://www.youtube.com/watch?v=g72Kd3pAWvI
expressio o A term in index raised to power of zero is one.
ns and
equations  Simplification of algebraic terms with fractions. Mathsstarter:Quickquiz. (n.d.) Retrieved August 22,2018
from: https://mathsstarters.net/quickquiz
– review Activities:
evaluatin Teacher initiates a mind map on the board and asks students to BBC. (2018). Simplifying expressions using the laws of
g the contribute their understanding of Algebra to add to mind map. indices. (n.d.) Retrived August 27, 2018 from
subject of Key terms emphasised Algebraic Expressions, Equation, http://www.bbc.co.uk/bitesize/standard/maths_ii/algeb
a formula,
Pronumeral, Like terms,coefficient, solve, evaluate. ra/indices/revision/2/
given the
value of
other Students to practice like terms on:
pronumer https://mathsstarters.net/quickquiz
als in the MS11
formula Complete Worksheet-Simplification of Algebraic expressions -9

Further scaffolding for differential strategies

– solve
http://www.bbc.co.uk/bitesize/standard/maths_ii/algebra/indi
problems
ces/revision/2/
involving
formulae,
including
Video:
but not
YouTube video by FuseSchool Global education “Solving simple
limited to
equations using inspection”:
calculatin
https://www.youtube.com/watch?v=g72Kd3pAWvI
g
distance,
speed
and time
(with
change of
units of
measure
ment as
required)
or
calculatin
g
stopping
distances
of
vehicles
using a
suitable
formula
 review MS11 Textbook:
substitutio Lesson focuses on: -10 Powers, G.K. (2018) Cambridge Maths: Stage 6.
Lesso n of  Substitution of numerical values into linear and non- Cambridge, United Kingdom:University Press.
numerical
n2 values linear algebraic expression and equation
into linear  changing subject of the formula Websites:
and non- Fuse-School - Global Education. (2017, Sept 20). Solving
linear Activities: Simple Equations Using Inspection. [Video File] Retreived
algebraic MS11 from:
expressio -9 https://www.youtube.com/watch?v=g72Kd3pAWvI
Worksheet: Evaluation by substitution
ns and
equations
Students to practice:
– review Websites:
evaluatin https://www.mathgoodies.com/lessons/vol7/equations
g the Equation Bingo. (n.d.) Retreived August 25, 2018 from:
subject of http://equationsbingo.weebly.com/
https://www.mathgoodies.com/lessons/vol7/expressions
a formula,
given the
value of Maths Goodies. (2017) Retrieved August 22, 2018 from:
other Activities: changing subject of the formula and using algebraic https://www.mathgoodies.com/lessons/vol7/equations
pronumer substitution to evaluate the unknown
als in the Maths Goodies. (2017) Retrieved August 22, 2018 from:
formula https://www.mathgoodies.com/lessons/vol7/expression
Game: students play equation bingo as a class. Teacher
review s
conducts game. Questions will include solving algebraic
substituti
equations, finding values for pronumerals, multiplications and
on of
division of algebraic indices, solving algebraic indices.
numerical
values
into
linear and
non-
linear
algebraic
expressio
ns and
equations

– change
the
subject of
a linear
formula

solve
problems
involving
formulae,
including
but not
limited to
calculatin
g
distance,
speed
and time
(with
change of
units of
measure
ment as
required)
or
calculatin
g
stopping
 distances
of
vehicles
using a
suitable
formula

review Lesson focuses on: Textbook:

Lesso substitutio  Speed, distance and time: use formulae to solve a MS11
n3 n of range of problems related to safe operations of motor -6, Powers, G.K. (2018) Cambridge Maths: Stage 6.
numerical
values vehicles MS11 Cambridge, United Kingdom:University Press.
into linear -10
and non- Activities: Websites:
linear
algebraic Students watch a YouTube Video: Adsoftheworldvideos. (2014, August 8). Volkswagen:
expressio https://www.youtube.com/watch?v=R22WNkYKeo8 Eyes on the road. [Video File] Retrieved from:
ns and
equations
https://www.youtube.com/watch?v=R22WNkYKeo8
Problem-solving activities: questions based on real-life
– review application of finding the distance, speed and time
evaluatin Countcalculate. (2009-2018). Calculate your average
g the ICT activity: Question on calculating average speed and speed. Retrieved August 22, 2018 from:
subject of stopping distance using the relevant formulas https://www.countcalculate.com/cars-and-
a formula,
given the Student to check answer using: speed/average-speed
value of
other Practice average speed and stopping distance on: Countcalculate. (2009-2018). Calculate your average
pronumer Calculate Average speed - speed. Retrieved August 22, 2018 from:
als in the https://www.countcalculate.com/cars-and-speed/average- https://www.countcalculate.com/cars-and-
formula speed speed/stopping-braking-distance
review
Calculate stopping distance –
substituti
https://www.countcalculate.com/cars-and-speed/stopping-
on of
braking-distance
numerical
values
 into
linear and
non-
linear
algebraic
expressio
ns and
equations

Textbook:
Lesso develop Lesson focuses:
n4 and solve Powers, G.K. (2018) Cambridge Maths: Stage 6.
linear  develop and solve linear equations, including but not Cambridge, United Kingdom:University Press.
equations limited to those derived from substituting values into a
, formula, or those developed from a word description
including  solving equations, solving linear equations with Websites:
but not fractions, solving four step linear equations
limited to Maths.com. (n.d.) Retreived August 22, 2018 from:
those Activities: http://www.math.com/school/subject2/lessons/S2U3L6
derived MS11 EX.html
from Students to practice interpreting equations and expression -9
substituti using:
ng values Maths Goodies. (2017) Retrieved August 22, 2018 from:
into a https://www.mathgoodies.com/lessons/vol7/equations https://www.mathgoodies.com/lessons/vol7/equations
formula,
or those
develope https://www.mathgoodies.com/lessons/vol7/expressions Maths Goodies. (2017) Retrieved August 22, 2018 from:
d from a https://www.mathgoodies.com/lessons/vol7/expression
word Students to practice solving one-step equations on: s
descriptio https://mathsstarters.net/quickquiz/
n
Student to practice solving 2-step equations from: Mathsstarter:Quickquiz. (n.d.) Retrieved August 22,2018
http://www.math.com/school/subject2/lessons/S2U3L6EX.htm from: https://mathsstarters.net/quickquiz
l
 MS11
Students to work on completing Exercise 3C from the textbook -10
in order to practice solving the various type of equations.

develop
Lesso and solve Lesson focus:
n5 linear  student learn to apply appropriate formula to practical MS11
equations context including but not limited to formulas students -6 Textbook:
, will encounter in other topics Powers, G.K. (2018) Cambridge Maths: Stage 6.
including e.g. A=P(1+r)n , find A given P=600, r=0.05, n=3 Cambridge, United Kingdom:University Press.
but not  Student learn to solve equations after substitution
limited to
those Activities: Websites:
derived
from Smartboard activity: Match up Algebraic formulas of area and Maths-Play.com. (n.d.) Two Step Equations Basketball
substituti perimeters to shape. Student’s to copy this as revision in Games. Retrieved 25 August,2018 from:
ng values notebooks. http://www.math-play.com/Two-Step-Equations-
into a Game.html
formula,
or those
Worksheet: Evaluation by substitution, formulating algebraic
develope expression, area and perimeter of common shapes, evaluation
d from a for solving area and perimeter expression by substitution
word
descriptio ICT Activity: Students in pairs to play two-step equation MS11
n basketball game on their devices -9

http://www.math-play.com/Two-Step-Equations-Game.html

Textbook:
calculate Lesson focus: Powers, G.K. (2018) Cambridge Maths: Stage 6.
Lesso and Cambridge, United Kingdom:University Press.
n6 interpret - BAC formula and calculating BAC
blood 𝐵𝐴𝐶Male=10𝑁−7.5𝐻 𝐵𝐴𝐶Female=10𝑁−7.5𝐻
alcohol 6.8𝑀 5.5𝑀
Websites:
content Alcohol Help Centre. (2000-2018). Blood Alcohol
(BAC) - Hours to wait before driving
based on Calculator. Retrieved from:
number of hours=𝐵𝐴𝐶
drink 0.015 http://www.alcoholhelpcenter.net/Program/BAC_Stan
consumpt Activities: dalone.aspx
ion and - Students to read and familiarise with: MS11
body -9
http://www.alcohol.gov.au/internet/alcohol/publishi
weight Australian Government Department of Health. (2012,
ng.nsf/Content/standard
– use May 7). Standard Drinks Guide. Retrieved from:
formulae, http://www.alcohol.gov.au/internet/alcohol/publishi http://www.alcohol.gov.au/internet/alcohol/publishin
both in ng.nsf/Content/drinksguide-cnt g.nsf/Content/drinksguide-cnt
word form
and
algebraic
http://roadsafety.transport.nsw.gov.au/stayingsafe/
alcoholdrugs/index.html Australian Government Department of Health. (2012,
form, to
calculate May 7). The Australian Standard Drink. Retrieved from:
an Research task in groups: Research and graph the frequency of http://www.alcohol.gov.au/internet/alcohol/publishin
estimate alcohol related road accidents in NSW in the year 2015, 2016 MS11 g.nsf/Content/standard
for blood and 2017. -1,
alcohol MS11
content
Case study on alcohol and teenagers: Students answer -2 DrinkWise Australia. (2018). Calculate your Alcohol
(𝐵𝐴𝐶),
including application type questions based on case study and calculate Intake. Retreived from:
𝐵𝐴𝐶Male BAC for females/males and Hours to wait before driving https://drinkwise.org.au/standard-drinks-calculator/#
and
𝐵𝐴𝐶Female Use Drinkwise to calculate standard drinks: MS11 NSW Government: Transport for NSW. (2018, June 26).
where 𝑁 -6, Alcohol and Other drugs. Retreived from:
https://drinkwise.org.au/standard-drinks-calculator/#
is the MS11 http://roadsafety.transport,
number of
standard BAC Calculator: -10 .nsw.gov.au/stayingsafe/alcoholdrugs/index.html
drinks http://www.alcoholhelpcenter.net/Program/BAC_Standalon
consume e.aspx
d, 𝐻 is the MS11
number of -9
hours of
drinking,
 and 𝑀 is
the
person’s
weight in
kilograms

-
determine
the
number of
hours
required
for a
person to
stop
consumin
g alcohol
in order to
reach
zero
BAC, e.g.
using the
formula
time=𝐵𝐴𝐶
0.015
–
describe
limitations
of
methods
estimatin
g BAC

Lesso calculate Lesson focus: MS11 Powers, G.K. (2018) Cambridge Maths: Stage 6.
n7 required – Fried’s formula: Dosage for children 1−2years -6 Cambridge, United Kingdom:University Press.
medicatio =age (in months) × adult dosage
n 150
 dosages – Young’s formula: Dosage for children 1−12 years
for =age of child (in years) × adult dosage
children age of child (in years) + 12
and
– Clark’s formula: Dosage
adults
= weight in kg × adult dosage
from 70
packets,
given age
or weight,
using Activities:
Fried’s,
Young’s Application questions to calculate children’s medication dosage
or Clark’s based of Fried’s, Young’s and Clark’s formula MS11
formula -6
as
Class activity:
appropriat
e In dot points list the different features of Fired, Young and
Clark’s formula in a table.
MS11
Utilising 3-2-1 strategy: students to write; -2
- three things he or she learned from the lesson.
- two things that they found interesting and that they’d like to
learn more about
- one questions they still have about the material.
(The Teacher Toolkit, n.d.)

Lesso Review of Lesson Focus: Textbook:

n8 Subtopic: Review of topic. Powers, G.K. (2018) Cambridge Maths: Stage 6.
MS-A1
Cambridge, United Kingdom:University Press.
Formulae
 and Based on the responses from 321 strategy, topics, which
Equations requires further clarity, are revisited.

Activity:
In groups students design poster detailing their learning in the
topic
Group discussion
Class discussion
Remodelling of responses on the Board by students
Chapter review questions

Lesso ICT Task Lesson focus:

n9 Students to learn how to calculate simple interest and
compound interest manually
Activity:
Students work on Developing an ICT - Spreadsheet regarding
interest earned on a bank term deposit.
Activity Attached as: Resource 1 Attachment
Differentiation for students: http://www.tutorsville.net/math-
form
MS11 Textbook:
-9 Powers, G.K. (2018) Cambridge Maths: Stage 6.
Cambridge, United Kingdom:University Press.
Website:
Tutorville Online tutoring. (n.d.). Simple and Compound
Interest. Retreived 30 August, 2018 from:
http://www.tutorsville.net/math-
formulas/simple_and_compound_interest_formula.php
Computer Lab booked for this lesson

SUBTOPIC: MS-A2 Linear Relationships

Lesso Lesson focus: Textbook:
n 10 model, Textbook:
analyse Construct a straight line graph, by: MS11 Powers, G.K. (2018) Cambridge Maths: Stage 6.
and solve - Construct table of values -1, Cambridge, United Kingdom:University Press.
problems
involving - Draw number planes with independent and dependent MS11
linear variable axis. Plot the points -2 Website:
relationsh - Plot the points
ips, Desmos. (n.d.) Retreived 28 August, 2018
including Activities: from:https://www.desmos.com/calculator
constructi
ng a
straight- - Introduction video: Job, S.(2007-2018). Racing Cars. Retrieved from:
line graph https://mathsclass.net/comments/car-racing https://mathsclass.net/comments/car-racing
and - Review equation of line:
interpretin https://www.mathsisfun.com/equation_of_line.html MS11 Maths is fun. (2017). Equation of a Straight Line.
g features - Construct a table of values for various equation and -9 Retrieved from:
of a plot the graph https://www.mathsisfun.com/equation_of_line.html
straight-
line - Enter equations on
graph, https://www.desmos.com/calculator
including to construct graphs.
the
gradient Assessment for learning: distributed to students. Task due
and
back week 15. Assessment attached as: Resource 3
intercepts
– Attachment
recognise
that a
direct
variation
relationsh
ip
produces
a straight-
line graph
–
determine
a direct
variation
relationsh
ip from a
written
descriptio
n, a
straight-
 line graph
passing
through
the origin,
or a linear
function
in the
form
𝑦=𝑚𝑥
– review
the linear
function
𝑦=𝑚𝑥+𝑐
and
understan
d the
geometric
al
significan
ce of 𝑚
and 𝑐

Lesso Lesson focus: Textbook:

n 11 – - Find the gradient of a line Powers, G.K. (2018) Cambridge Maths: Stage 6.
recognise - Finding gradient and intercept formula. Cambridge, United Kingdom:University Press.
the
gradient
of a direct
Activities: Websites:
variation Worksheet- finding gradient and gradient intercept. GeoGebra. (n.d.). Graphing calculator. Retrieved: 28,
graph as Further help: August,2018 from:
the http://www.math.com/school/subject2/lessons/S2U4L2GL.ht https://www.geogebra.org/graphing?lang=en-AU
constant ml
of Use Geogebra for assistance with constructing graphs only Maths.com.(2000-2005). Slope and y-intercept.
variation
where needed: http://www.math.com/school/subject2/lessons/S2U4L2
–
construct
https://www.geogebra.org/graphing?lang=en-AU GL.html
straight-
 line Group work: Application question – Car Driving on aslope
graphs
both with
and
without
the aid of
technolog
y
(ACMGM
040)

Lesso Lesson Focus: Textbook:

n 12 construct - Linear Modelling- using graphs to solve practical Powers, G.K. (2018) Cambridge Maths: Stage 6.
and problem i.e. currency conversion rates, filling a car Cambridge, United Kingdom:University Press.
analyse a
linear
model,
Activities:
graphicall MS11
y or Group Activity: -1,
algebraic Research Task- in groups research currency conversion rates of MS11
ally, to AUD and USD. On butcher’s paper make a graph showing -2,
solve conversion rate of up to $50 AUD to USD MS11
practical
direct
- Write an algebraic equation for this relationship -6,
variation - Use the equation to calculation how many AUD I MS11
problems, should convert to get $1200 USD -9
including
but not Practice linear modelling questions from exercise 8D
limited to
the cost
of filling a Worksheet: application type question relating to practical
car with concepts (students encouraged to work in pairs)
fuel or a
currency
conversio
n graph
AAM
 – identify
and
evaluate
the
limitations
of a linear
model in
a
practical
context

Lesso Lesson Focus: Textbook:

n 13 construct Direct Variation. Powers, G.K. (2018) Cambridge Maths: Stage 6.
and - Includes 2 variables e.g. y=kx Cambridge, United Kingdom:University Press.
analyse a - Solve k by substituting x and y.
linear
model,
- Other values if y can found by writing equation with
graphicall value for k and substituting values for x and y Websites:
y or
algebraic Activities: MS11 The Teacher Toolkit. (n.d.). 3-2-1. Retrieved: 28,
ally, to Class Brainstorm- uses of direct variation -6 August,2018 from:
solve http://www.theteachertoolkit.com/index.php/tool/3-2-1
practical
direct
Worksheet- direct variation problem solving, using linear GeoGebra. (n.d.). Graphing calculator. Retrieved: 28,
variation models, graphing linear function from table of values MS11 August,2018 from:
problems, Tools for assistance: -1, https://www.geogebra.org/graphing?lang=en-AU
including https://www.geogebra.org/graphing?lang=en-AU MS11
but not -2,
limited to MS11
the cost
of filling a -10
car with
fuel or a
currency
conversio
n graph
– identify
and
 evaluate
the
limitations
of a linear
model in
a
practical
context

Lesso – identify Lesson Focus: Textbook:

n 14 and  Limitations of Linear Modelling e.g. a person height as Powers, G.K. (2018) Cambridge Maths: Stage 6.
evaluate
a function of age may be approximated by a straight Cambridge, United Kingdom:University Press.
the
limitations line for a limited number of years
of a linear
model in Website: Desmos. (n.d.). Waterline. Retreived 30
a Activities: August, 2018 from:
practical Group activity: think of a practical example of limited linear MS11 https://teacher.desmos.com/waterline/walkthrough#T
context
modelling and explain why -6 umbler

ICT activity: Practice graph for Filling water in a cylinder vase:

https://teacher.desmos.com/waterline/walkthrough#Tumble MS11
r -9
Class Competition the quickest student who can make the
graph closes to represent the rate the vase is filling up.
Class discussion: What are the limitations related to this task?

Problem solving activity: Linear limitation – Water tank with

leakage. Activity Attached as: Resource 2 Attachment
MS11
Review activity: -
Utilising 3-2-1 strategy: students to write; 9,MS
- three things he or she learned from the lesson. 11-10
 - two things that they found interesting and that they’d like to
learn more about
- one questions they still have about the material.
(The Teacher Toolkit, n.d.)

Lesso Review Lesson Focus:

n 15 of: Review of topic.
SUBTOPI Based on the responses from 321 strategy, topics, which
C: MS-A2 requires further clarity, are revisited.
Linear
Equations Activity:
Group discussion
Class discussion
Remodelling of responses on the Board by students
Chapter review questions

Lesso New Assessment for Learning for Algebra topic Due

n 16 Topic: Assessment attached as: Resource 3 Attachment
measure
ments
Assessment Outcomes
Details

Assessment for Assessment for learning will be a take home task aimed at
Learning assessing student’s knowledge on the said outcomes.
The Assessment contains 5 questions which are mainly
practical questions and related to real-life situations.
›uses algebraic and graphical techniques to compare alternative
solutions to contextual problems MS11-1
› represents information in symbolic, graphical and tabular form MS11-
2
› makes predictions about everyday situations based on simple
mathematical models MS11-6
 The tasks not only assesses the theoretical concept taught › uses appropriate technology to investigate, organise and interpret
during this unit but also aims to equip students with useful information in a range of contexts MS11-9
formulas which they can utilise in their daily lives. › justifies a response to a given problem using appropriate
mathematical terminology and/or calculations MS11-10

Evaluation of the
Learning and
Teaching

Resource 1 Attachment

ICT Activity: Compound Interest

After working 4 long and hard years as a Graduate staff at a Macquarie Bank, you have now been offered the position of a Team leader. For you, this means
a significant pay rise and savings towards the purchase of your dream home. Assume you have $50,000 to invest as a term deposit.

Prepare a spreadsheet with relevant formulas detailing the savings you will have after 10 years if the compound interest earned on this investment is
12.75%.

Prepare your spreadsheet using excel with the following subtopics:

Remember: Compound Interest Formula

A=P(1+r)n
1. List the information you know from the above information:
 P=____________
r=____________
n=____________
(note because you are calculating the Amount on a yearly basis using spreadsheet n=1 for the purpose of this task)

2. Enter all relevant amounts and formulas into the spreadsheet. (hint: B3 to B11, E2 to E11, F2 to F11 will have formulas)

3. Once you have entered all the formulas, ask me to check your spreadsheet. Once you get my approval print a copy of your spreadsheet and a copy of
your formula sheet for submission.

4. Using columns, A and B, prepare a line graph using MS word depicting the interest earned on the invest over the period of 10 years. Clearly label the X
and Y axis of your graph.
 ICT Activity – Solution Sheet

Question 3
3. ICT Activity – Formula Sheet
Question 4:

Graph:

Return on Investment
$160,000.00

$140,000.00

$120,000.00

$100,000.00

$80,000.00

$60,000.00

$40,000.00

$20,000.00

$-
Year1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10

Amount
 Resource 2 Attachment

Problem Solving Task: Water Tank Leakage

A water tank contains 2000L of water. A tradie who was working to close to the water tank accidently made a hole in the water tank causing water to leak
out at 16 litres per minute.

a. Using your device, construct a linear model that represents the amount of water (W) in the tank at any time t minutes after the leak started.

b. How much water will remain in the tank after 8 minutes?

c. How long will it take until the water in the tank is reduced to 1000L?

d. How long will for all the water in the tank to drain out?

e. What limitation are applicable to this linear model?

f. Use one of the graphing tools used during the study of the is topic to construct a linear graph of tis model.
 Resource 3 Attachment

Assessment for Learning

1. Write an algebraic expression to for the following patterns:

a)

______________________________________________________

b)
______________________________________________________

2.

a. Use toothpicks to make the first section of the fence. Record the number of toothpicks used. ____________________________

b. Add another section to the fence to make a two section fence as shown in the picture. Record the number of toothpicks
used___________________________

c. Complete the value of table assuming x= number of section and y= number of toothpicks used. You are asked to make a 5 section
fence.
x 1 2 3 4 5
y 5

d. Based on the above value of tables, write an algebraic equation for the number of toothpicks needed.
3.

You are planning to purchase a car by obtaining a simple interest loan. The interest rate on the loan is 12%. The loan is to be paid back in monthly
instalments over 5 years. Assume you buy your car for $10,000.

a. Construct a table of values using a spreadsheet showing the amount of interest paid over the 5-year period.

b. From the table of values in, use a spreadsheet to draw a line graph of the amount of simple interest paid over the 5-year period.

c. Calculate the gradient of the graph.

d. Find the y-intercept (vertical intercept).

e. Write the equation of the graph using the gradient and the y-intercept.

4.

a. You have planned a weekend away in Newcastle for the coming labour day long weekend. If you drive at 90km per hour for 2 hours, calculate the
distance have you have driven?

b. How long will it take you to travel 160Km at a speed of 70km per hour?

c. You were driving at 50km per hour through a residential area, when a playful dog running away from his owner suddenly crossed in front of your car. If
your reaction time was 45 seconds, calculate your stopping distance to the nearest metre.
5.

Your friend Tom had promised to share the drive with you, however he complains of a hangover stating he had 8 standard drinks between 10pm last night
to 1am this morning. It is now 6.00am and Tom insists on driving.

a. Assuming Tom weighs a healthy 85kg, calculate his BAC content at 1am in the morning.

b. Based on the BAC calculated, how long should Tom wait after 1am to be able to drive. Remember that Tom is a P-plater.

c. Based on your answers above, is it safe to share driving with Tom at 6 am? If not, how much longer do you have to wait?
 Marking Rubric for Assessment for Learning

Question Unsatisfactory Poor Attempt Good Exceptional

1. 0 Mark 0.5 Mark For 1 Mark for each 2 Marks for each
each correct part correct part correct part

Student does not see a Student is able to Student is able to Student is able to
relationship between identify the value identify the identify the
figures 1, 2 and 3. represented by relationship relationship
figures 1,2 and 3 between figures between figures
1, 2 and 3. 1, 2 and 3.

Student writes
the Algebraic
formula
representing the
pattern
2. 0 Mark 2 marks 2 + 7 marks 2 +7+1 marks

Student is unable to Student is able to Student is able to Student is able to

identify the number of correctly identify correctly identify correctly identify
toothpick at all. number of number of number of
toothpicks used toothpicks used toothpicks used
for one and two for one and two for one and two
section fence. section fence. section fence.
Student Student
completes the completes the
value of table value of table
correctly. correctly.
3. 0 Mark 0-5 marks 5-14 marks 6+3+2+2+2
-Students Students answers marks
answers some most parts of the - Students
parts of the question constructs a
 Student is unable to question correctly but complete and
answer any part of the correctly. makes slight correct
question correctly. errors spreadsheet-
showing amount
of interest paid.
-Student draw a
perfect line graph
with x and y axis
marked correctly
- Student
correctly
calculates the
gradient of the
graph
- Student is able
to find the y-
intercept
- Students write
the correct
formula to
represent the
graph.

4. 0 Mark 0-3 marks 4-10 marks 3+3+4 Marks

-Students Students answers - Student
Student is unable to answers some most parts of the correctly
answer any part of the parts of the question uses the
question correctly. question correctly but distance
correctly. makes slight formula to
errors calculate the
 distance
travelled,
- Students
correctly
rearranges
the Distance
formula to
calculate the
hours
travelled
- Student
correct uses
the stopping
distance
formula to
calculate the
stopping
distance.
5. 0 Mark 0-5 marks 5-9 marks 3+3+4 Marks
-Students Students answers - Student
Student is unable to answers some most parts of the correctly
answer any part of the parts of the question calculates
question correctly. question correctly but BAC using
correctly. makes slight the BACmale
errors formula.
- Student
correctly
calculate the
hours until it
is safe for
Tom to drive
 using the
correct
formula.
- Student
correctly
states the
answer and
their reason
for the
answer

Justification:

In designing the unit plan for Mathematics Stage 6 Algebra Unit, I was particularly surprised to find resources and contents which I found
to be engaging. When selecting the unit for this task, I had a presumption that Algebra may be one of the units where students are mostly
disengaged. However, whilst planning resources for each lesson, I found that plenty resources are available for teachers to add variations
to the lesson and therefore make it engaging for the students. Particular aspects of the unit which I think may appeal to stage 6 students
include formulas relating to safe operation of motor vehicles and calculation blood of blood alcohol levels. Given the age of the students,
I believe these topics will intrigue the students to engage in the lesson given the personal connection they may feel to the topics.
Furthermore, I believe this unit not only conveys the theory behind importance of Algebra and real life application of same but also
equips our young adult students with the relevant tools to practice safe operations of motor vehicles and safe consumption of alcohol.

In addition to the content, I have also incorporated pedagogies and techniques to make the unit more engaging for the students, which
simultaneously enhances their learning. By including tasks such as brainstorming activing and class discussion, I aim to provide students
with a platform to discuss their understanding of the content. Students tend to provide more input into lessons when there are no
educational tags on the discussion. The of being incorrect or being ridiculed for their responses is a common reason why students
disengage from discussions. (Gore, 2007) For this reason, the Assessment for Learning also focuses on making the students a subject of
the questions. The personalisation of activities is an effective strategy as it connects to student’s daily lives thereby intriguing and
engaging them in the task. (Lewthwaithe et.al, 2015)

The unit plan also incorporates high number of ICT Activities. ICT is not only a great tool to keep students engaged during the lesson but
it is also becoming one of the most sought employments skill. (Tobia, 2017) The lessons outlined in the unit plan utilise ICT in various
ways, including watching videos, plotting graphs, making spreadsheet as well as researching. Condie and Munro (2007) have identified
ICT as an integral part of day-to-day learning of young people as such, students tend to engage more positively with tasks involving ICT
which thereby results in better learning outcomes. (Luu and Freeman, 2011)

While planning this unit, I have also focused on the aspect of social support, by ensuring least one activity of the lesson compromises of
a group or paired task. Group-based learning creates an environment that supports learning, where students encourage and support
each to engage in classroom activities and discussions. In doing, I also intend todiffertiate the tasks and lessons to cater for the different
categories of learners who may be present in the class. In a group-setting, the more capable learners of the group are able to assist and
supplement the knowledge of the less capable learners. (Shabani et.al, 2010) Such level of verbal collaboration amongst peers also
promotes high-order thinking as such settings encourage thought provoking enquiries to attain group decision making. (Tobia, 2017)
Collaborative learning also enhances student’s social skills by encouraging students to mingle with peers who are outside their social
circle. In doing so, students are able to practice various technical skills which is also popular in demand by employers of the “21st century”
for example, Communication, collaboration, critical thinking and creativity. (Tobia, 2017)

The use of various visual texts acts not only illustrates or brings to life the knowledge that students are addressing in the classroom but
also acts as a differential tool for students who are lacking the understanding of the concepts being taught. Use of visual aids such as
graphs, images and video clips not only aids the students to relate to the concept and enhance their understanding but also assists them
by providing a visual reference to reinforce their understanding. (Ladwig and Gore, 2003) I have included resources in the unit plan which
either duplicates the contents of the lesson delivered or provides a kinaesthetic element to the lesson by allowing students to practice
the concept in an interactive manner. An example of such tasks include the GeoGebra activity of graphing the time used to fill water into
the vase and inclusion of quizzes and games as practice to solve equations.
References

Condie, R., & Munro, R. (2007). The impact of ICT in schools: A landscape review. Strathclyde: University of Strathclyde.

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a difference: Challenges for teachers, teaching, and teacher
education (pp. 15-33). Rotterdam, Netherlands: Sense Publishers.

Ladwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools: A classroom practice guide. Retrieved from:
https://app.education.nsw.gov.au/quality-teaching-rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

Lewthwaite, B., Osborne, B., Lloyd, N., Llewellyn, L., Boon, H., Webber, T., Laffin, G., Kemp, C., Day, C., Wills, J., and Harrison, M. (2015) Seeking
a pedagogy of difference: What Aboriginal students and their parents in North Queensland say about teaching and their learning.
Australian Journal of Teacher Education (Online), 40(5), pp 132-159.

Luu, K. & Freeman,G.J. (2011). An analysis of the relationship between information and communication technology (ICT) and scientific
literacy in Canada and Australia. Computers & Education, 56(4), 1072-1082.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Develop ment: Instructional Implications and Teachers'
Professional Development. English Language Teaching, 3(4), English Language Teaching, 11/16/2010, Vol.3(4)

Tobia, J. (2017). Effective teaching strategies to promote college and career readiness in high school special education). ProQuest Dissertations
& Theses Global. Retrieved from: https://searchproquest.com.ezproxy.uws.edu.au/docview/1898175548?accountid=36155