7801 EPS Adapted Unit

7801EPS Assignment Tutor: Barbara Garrick
7801 EPS Middle Years Schooling Assignment 1b

Tutor: Barbara Garrick
Students:
Nicola Martin s2758226
Susanne Kimura s2620717
Araba Baiden 2625722
Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Theme/Strand: FDPRP, algebra, handling data

Unit title: MP3 players
Target group of pupils: Year 9
Timing of unit: Autumn term
Curricular targets:
● Construct simple scatter graphs on paper and using ICT. (HD: part of step 7)
● Use the equivalence of fractions, decimals and percentages to compare proportions; calculate
percentages and find the outcome of a given percentage increase or decrease. (FDPRP: step 7)
● Express simple functions in symbols; represent mappings expressed algebraically. (SFG: step 6)
● Construct functions arising from real-life problems and plot their corresponding graphs; interpret
graphs arising from real situations. (SFG: step 8)
Other curricular targets
● Know that if the probability of an event occurring is p, then the probability of it not occurring is (1 –
p). (Probability: step 7)
Unit description
In this unit pupils investigate buying and using an MP3 player. They compare different MP3 players,
using proportional reasoning.
The pupils will need access to ICT and, if possible, the internet to research prices and data about MP3
players. If the internet is not available, a range of shopping catalogues will provide the same
information.

Unit overview
Phase Lesson overview Homework
1 Introduction to the unit (one lesson)

Introduce the curricular targets and allow some self-
assessment against the targets.
During this lesson pupils will collect the data that they will
use through the unit and in the summary phase and
represent these data with a scatter diagram.
2–3 Main development phase (four lessons)

Pupils will work on:
● proportionality and ratio
● working out percentages without a calculator
● constructing equations and solving equations, using
graphs
● simple probability.
4 Summary – links and judgements (one lesson)

The aim of this lesson is to make links with the other work
that pupils will be doing in mathematics lessons on ratio and
proportion and handling data.
Pupils should have the opportunity for self-assessment
against the curricular targets through discussions with the
adults in the lesson.
Unit assessment questions (to be given to pupils in advance)

● Resource 1.1 to be used to answer the question: ‘How do you construct a scatter graph and what
is it telling you?’
● How do you work out the value added tax (VAT) on an MP3 player costing £149.00 (before tax)
bought abroad?
● If the total cost of an MP3 player decreases by 24%, how would you work out the new price?
● Which MP3 player is the best value for money?
Resources: internet, shopping catalogues, lesson resource sheets including exemplar GCSE
questions
Other useful strategy resources:
● Framework for teaching mathematics: Years 7, 8 and 9
● GCSE booster files
● Progression maps

Lesson plans
Lesson 1
Objectives Discuss how data relate to a problem.

Gather data from specified secondary sources including printed tables
and lists from ICT sources.
Construct scatter diagrams on paper and interpret in context.
Starter Explore how much pupils know about MP3 players by asking a range
of questions such as these.
● What is an MP3 player?
● How much music can you store on one?
● How might we compare MP3 players?
Suggest the following hypothesis:
‘The more expensive the MP3 player, the larger the memory.’
Discuss how pupils might go about testing this hypothesis, including
the type and amount of data they should collect. Agree a way to
record the data. A sample chart is given on Resource sheet 1.1.
Main Whole-class discussion, collaborative paired work, individual work

activity
In this lesson, following some whole-class and individual work, pupils
work in pairs to draft joint statements in response to an agreed
hypothesis. They record their statements individually. The teaching
assistant will need to support pupils in managing the drafting process.
Give pupils, in pairs, about 10 minutes to collect the data, using the
internet or catalogues. The teaching assistant may need to intervene
to help some groups get started. Take a sample of the data from
pupils and record on the board, using the agreed table. Ask whether
the table helps to test the hypothesis.
List the following graphs on the board: bar chart, line graph, pie chart,
scatter graph. Ask which of these would help in testing the hypothesis.
Ask pupils to discuss this briefly, in pairs, and agree an answer. Take
feedback and pursue pupils’ suggestions for inappropriate graphs,
asking how to label axes and construct the graphs. Encourage pupils
to recognise why all but the scatter graph are inappropriate.
Focus pupils on the labelling and scale on the two axes.
Q. What scales should we use to help us to position these points
accurately?
Start to model drawing the scatter graph, and then ask pupils to start
their own scatter graphs for their data, again thinking carefully about
scale. As pupils complete their scatter graphs, ask them to work in
pairs to use the graph to test the hypothesis. Ask them to work in pairs
to write statements to support or reject the hypothesis. They should
draft their statements on whiteboards and refine them verbally before
writing them up individually. Some pairs will need intensive support in
managing the process. The teaching assistant may choose to help
some pairs with the drafting.

Plenary Ask each pair to join another pair to compare graphs and statements.
Give pupils a few minutes to improve their own statements and ask a
few to explain their conclusions to the class.
Give pupils a GCSE question about scatter diagrams for homework.
(Resource sheet 1.2)

Lesson 2
Objectives Use the equivalence of fractions, decimals and percentages to compare

proportions.
Starter Ask the following question.

● A 5 gigabyte (GB) player costs £70. Would a 4 GB player costing £59
be better or worse value for money? How do you know?’
Ask pupils, in pairs, to find two MP3 players from their own lists that are
good value for money and two that are poor value for money. Ask a couple
of pairs to explain their reasoning.
Main Whole-class discussion, collaborative paired work, pairs to fours

In this lesson pupils work collaboratively, in pairs, to find efficient ways of
calculating. They will need to work in the same pairs as in lesson 1.
Set pupils the challenge of finding the MP3 player in their own list that is
the best value for money in terms of memory size. Explain that they will
need to give clear evidence of their method of comparison, and that they
should use a calculator if appropriate. It is important that pupils begin to
use terms such as ‘pounds per gigabyte’ or ‘gigabytes per pound’. You and
the teaching assistant will need to direct pairs of pupils to make appropriate
calculations and interpret the answers. Some pupils may find Resource
sheet 2.1 helpful.
Ask each pair of pupils to compare their methods with another pair. Which
seems to be the most efficient method? If both pairs have used the same
method, can they find a different method?
Collect and record on the board two or three different methods used by
pupils. Ask the class to choose an efficient method for this context.
Plenary Use the exemplar GCSE examination questions on Resource sheet 2.2
(proportionality).
Split the class into two groups, with one group working in pairs on question
1 and the other on question 2. After 5 minutes choose two pairs to explain
their methods for question 1, and a further two pairs for question 2.
Ask pupils to reflect on efficient methods for examination questions.

Lesson 3
Objective Calculate simple percentages and find the outcome of a given percentage
increase or decrease.
Starter Ask these questions.

● What is 10% of £160? How did you work this out?
● What is 5% of £160? How did you work this out?
● What is 2.5% of £160? How did you work this out?
● What other percentages of £160 can you work out?
Ask pupils to record questions and answers on mini-whiteboards or in their
exercise books. Take feedback and reinforce mental methods.
Record their examples on the board, using a web diagram to show the links
from one percentage calculation to the next.
Main activity Whole-class discussion, collaborative work in pairs, pairs to fours

In this lesson pupils work collaboratively, in pairs, to solve problems and
share their solutions with other pairs. The teaching assistant may need to be
briefed that a ‘15% reduction’ is the same as ‘× 0.85’. You and the teaching
assistant will need to provide very clear guidance for pairs who are struggling
initially. Allow calculators even for simple calculations.
Introduce the following activity.
Jake’s mum has an electrical shop selling MP3 players. Business isn’t
good so she decides to have a sale and reduces the price of everything by
15%. Jake’s mum finds an easy way to reduce each price by just
multiplying the original price by a number. What number does she multiply
by?
Pupils should discuss this in pairs and work on whiteboards. For pairs who
are struggling, you could scaffold the problem by giving them a calculation to
do mentally, or with jottings. They need to appreciate that the new price is
85% of the old. The teaching assistant will need to work through this with
some of the pairs. Before summarising, ask each pair to join another pair to
share their results and challenge thinking. Ask for one spokesperson from
each group of four.
● What would Jake’s mum multiply by if she reduced the price of everything
by 18% instead of 15%?
To tackle this problem, pupils need to have generalised from the 15%
reduction above.
● What would she multiply by if she was increasing the price of everything
by 5%?
Two further questions are given on Resource sheet 3.1.
Plenary Identify some other questions that you would like to explore.
● Why does Jake’s mum’s method work?
Ask pupils to devise some percentage increase and decrease questions to
give to a partner to work out. Can they use Jake’s mum’s method?

Lesson 4
Objective Construct linear functions arising from real-life problems and plot their
corresponding graphs; discuss and interpret graphs arising from real
situations.
Starter Revise percentage increases and decreases, using mental methods, by

asking questions such as these.
● Decrease a price of £60 by 10%, 15%, 25%, 40%.
● Increase a price of £25 by 10%, 5%, 1%.
Ask pupils to explain their methods for some of them.
● What multiplier would you use for a decrease of 25%?
● What multiplier would you use for an increase of 50%?
Main activity Whole-class discussion, collaborative paired work, individual work

In this lesson pupils work collaboratively, in pairs, to solve problems. They
record solutions individually. The teaching assistant will need to support less
able pairs of pupils to get them started on the problems and to draft
summaries of their findings.
Pupils are now going to explore two options for downloading music on the
MP3 player, and consider the advice they would give about how to select the
most economical. Details of the two deals are given on Resource sheet 4.1.
Pupils should price each option, assuming that the subscription is for one
month only.
Give pupils, in pairs, about 5 minutes to complete the table for the first option,
Tangent tracks. They should draft their answers together on a whiteboard
before recording individually. The teaching assistant should support slow
starters to begin recording.
How did pupils calculate the cost of 100 tracks? Take brief feedback.
Give a further 5 minutes for pupils individually to complete the table for
Cosine cuts.
Explain that pupils are now going to represent the data for both options on
the same set of axes and use this graph to consider the advice they would
give on the most economical.
● What range of numbers do you need on the N-axis? (N = number of
downloads)
● What scale might you use? (Encourage pupils to choose their own
scales.)
● What range and scale for the C-axis? (C = cost)
Pupils should work on these questions in pairs and prepare joint responses.
Ensure that pupils understand that they must use a linear scale on each axis.
Give pupils about 10 minutes to construct and label the graphs of the two
functions, working as individuals.
Ask pupils, in pairs, to draft, on their whiteboards, some statements about
what the graphs tell them about the two options and to record the advice they
would give to a possible customer. They should write these up individually,
once the draft is agreed. The teaching assistant should support less able
pairs through the drafting process.
Plenary Present the following questions and discuss one of them.

Q. What is happening where the two lines cross? How does this inform the
advice that you would give?
Q. What difference would it make if the subscription was for two months?
…three months?
Ask pupils to explore the other question for homework.

Lesson 5
Objectives To work out the probability of an event occurring and to know that if the
probability of an event occurring is p, then the probability of it not occurring is
(1 – p).
Starter Discuss this question.

● What is the probability of picking your favourite song from a player if it is
on random?
Main activity Whole-class discussion, collaborative paired work

In this lesson pupils work collaboratively, in pairs, to discuss and record
probabilities. The teaching assistant will need to support less able pairs in
getting started and managing their discussions.
Set the scene, where pupils have put their favourite albums onto their MP3
player. The pupils pick their ten favourite songs at first. Get them to list them
and number the list from 1 to 10.
Say that there is a random button on an MP3 player that lets the MP3 player
play 10 tracks randomly.
● What is the probability of picking track 1?
● What is the probability of not picking track 1 at random?
Pupils should work collaboratively, in pairs, to answer these questions, using
whiteboards to record answers.
Ask the pupils, in pairs, to make a new list of their ten titles, then cut them out
and put them in a bag. They draw them out, one at a time, and make a list of
the titles as they appear. To maintain the randomness, they will need to
replace the slips after each draw, otherwise the probabilities will not all
remain at 1/10 as the activity progresses. The teaching assistant may need to
support some pairs to start promptly and work quickly.
Discuss the idea of randomness with the class – and how all outcomes were
equally likely.
As a challenge, use a six-sided dice and discuss whether a 6 is ‘easier’ to
score than a 3.
Use a ten-sided spinner or dice and let the pupils make a list of their favourite
tracks in the order that the spinner/dice generates the numbers. Ask pupils to
discuss in pairs what will happen if the same number comes up before all ten
have been ‘heard’ and whether the titles put in a bag avoids this.
Discuss what the probability will be in random mode of any given track if track
1 is no longer available? Track 3? Track 10?
Plenary Extend the problem to an MP3 player with 1000 then 2500 tracks recorded.
Summarise the results, that if the probability of an event occurring is 1/10 then
the probability of it not occurring is 9/10 and generalise to p and (1 – p).
Ask the pupils, in pairs, to think of some events with given probabilities and
then give the probability that each event will not occur (using mini-
whiteboards).
Challenge the class to work out the probability that the MP3 player, set on
random, would play track 1 and then follow it with track 2.

Lesson 6
Objectives To reflect on the unit of work and write two targets for further development for each pupil.
Starter Give pupils a copy of Resource sheet 6.1 and explain that during the lesson they will
need to assess their understanding of each of the objectives. Explain that pupils should
devise their own examples to illustrate what they are able to do (or provide some
problems for pupils to work on).
Main Individual working and self-assessment within pairs

Focus for learning conversations
During this part of the lesson, pupils should have learning conversations with the
teacher or teaching assistant, focused on Resource sheet 6.1 and the questions
on the GCSE resource sheets. The following prompts (taken from the
progression maps) may be useful questions to assess pupils’ progress towards
the stated objectives informally. Encourage the teaching assistant to select the
appropriate prompts carefully, to suit the pupils’ current levels of understanding.
● Construct simple scatter graphs, on paper and using ICT. (HD part of step 7)
How do you construct a scatter graph and what is it telling you?
What’s important when choosing the scale for the graph?
Is this graphical representation helpful in addressing the hypothesis? If
not, why and what would you change?
● Use the equivalence of fractions, decimals and percentages to compare
proportions; calculate percentages and find the outcome of a given
percentage increase or decrease. (FDPRP step 7)
Which sets of equivalent fractions, decimals and percentages do you know?
From one set that you know (e.g. 1/10 ≡ 0.1 ≡ 10%), which others can you
deduce?
Talk me through how you would increase/decrease a price of £12 by, for
example, 15%. Can you do it in a different way? How would you find the
multiplier for different percentage increases/decreases?
The answer to a percentage increase question is £10. Make up an easy question.
Make up a difficult question.
● Construct functions arising from real-life problems and plot their
corresponding graphs; interpret graphs arising from real situations. (SFG
step 8)
What do the axes represent?
In the context of this problem, does every point on the line have a
meaning? Why?
What does this point on the graph represent?
What does this part of the graph represent?
What sort of questions could you use your graph to answer?
Plenary Use the plenary to give pupils opportunities to talk about what they have learned
during the unit of work and what they have found difficult, using the learning
objectives detailed on lesson 6 resource sheet as a focus. Encourage them to talk
about how they can transfer the skills learnt back into other mathematics lessons.

Based on pupils responses and their traffic lighting on lesson 6 resource sheet, ask
pupils to write two targets for future development. The teaching assistant will need to
support many of the pupils in setting targets for future work alongside you.

Resource sheet 1.1 MP3 players
MP3 player name Number of gigabytes Cost (£)

(GB)
10
11
12
13
14
15
Questions
● Was your graph what you were expecting?
● If you were to buy a player for $200 how many gigabytes would you expect?
● If a player had 4 gigabytes, how much would you expect to pay?

7801EPS assignment 1b Tutor: Barbara Garrick
Resource sheet 1.2

Lesson 1 Homework
Katie recorded the heights and the lengths of the strides of ten boys in her form. These are
the results.
Height (cm) 170 172 175 173 172 177 176 175 182 181
Length of stride
87 89 86 91 92 91 94 90 94 96
(cm)
(a) Complete the scatter diagram below to show these results.

The first four points have been plotted.
(b) Comment on the relationship between the height and the length of stride for the
ten boys.

MP3 player name Number of gigabytes Cost ($) Cost per gigabyte
(GB)
10
11
12
13
14
15
Questions
● Which MP3 player is the best value for money?
● What other method could you use to find the ‘best value for money’ MP3 player?
● Would you buy this MP3 player?

Resource sheet 2.2

Lesson 2 MP3 players
Question 1
The table show the exchange rates between pounds and euros and dollars.
£1 =
USD ($) 1.97
Euro (€) 1.48
(a) A tourist is travelling to New York. She changes £650 into US dollars ($). How much does she
get?
(b) A German company is buying goods in the UK. They change 2000 euros (€) into GB pounds
(£). How much will they get (to the nearest pound)?
Question 2
A breakfast cereal is available in two sizes.
Wheat Pops
Wheat
Pops
400 g 750 g
95p £1.68
(a) Work out the cost of 100 g of Wheat Pops when bought in the 400 g box (to the nearest
penny).
(b) Work out the cost of 100 g of Wheat Pops when bought in the 750 g box (to the nearest
penny).
(c) Which is better value?

Question 1
(a) A new breakfast cereal is sold in boxes as shown below. What is the volume of the box?
25 cm
8 cm
15 cm
(b) To promote the cereal, the company is offering ‘10% extra free’. What is the new volume?
(c) A new designer suggests adding 10% to all dimensions to make the box. Would this work?
Explain your answer.
Question 2
An MP3 player is priced at £65. In a sale, the price is reduced by 15%. What is the new price?
Study Plus unit – MP3 players 1

7
7801 EPS Schooling in the Middle Years Tutor: Barbara Garrick
Tangent tracks
$20.00 per month and 50cents per download
Number of 1 2 3 4 5 6 10 100
songs
downloaded
during one
month (N)
Cost (C ) $20.50
Equation: C=
Cosine cuts
$17 per month and 70cents per download
Number of 1 2 3 4 5 6 10 100
songs
downloaded
during one
month (N)
Cost (C) $17.70
Equation: C=
___________________________________________________________________
● Construct graphs for both options, using the same set of axes.
● Where do the graphs meet?
● What does this point of intersection mean?
● Which download service would you use? Why?

Resource sheet 6 MP3 players

Example from the MP3 player
Objective
 project
Example from a different context
I can construct
and interpret a
scatter graph
I can calculate
simple
percentages
mentally
I can calculate the

outcome of a
percentage
increase or
decrease
I can use
proportion to solve
a problem
I can interpret a
graph from a real-
life problem

Adaptations
Introduction
The adaptations to each lesson have been given in the tables below. In addition the final unit will be
Australia centric i.e. all UK centric references will be changed or removed.
All resources sheets would be adapted to Australian dollar, GST and any UK centric concepts would
be removed. The finalised resource sheets are in the “Adapted Unit”
Formative assessment will be conducted throughout the adapted lessons. In diverse classrooms
students may be at different levels of the syllabus and hence students should be graded on where
they are at. A matrix will be used to tick off achievements as the teacher “catches” the students
reaching them
Lesson Original Adaptation
Lesson 1 Adaptation – Double or triple
Objectives Discuss how data relate to a problem. Lesson Objectives: Essenti

create tables of values for lin
Gather data from specified secondary sources including
graphing. Data; Students wi
printed tables and lists from ICT sources.
and displayed. Data interpre
Construct scatter diagrams on paper and interpret in use of descriptive statistics e
context. graphs. Literacy – Glossary
and displayed.
Introduction to the unit (one l
Starter Explore how much pupils know about MP3 players by
will engage students straight
asking a range of questions such as these.
Ask students to Think about
● What is an MP3 player? Think – Pair – Share. Effectiv
● How much music can you store on one? students.
● How might we compare MP3 players? During discussions a glossar

created to help all children u
Suggest the following hypothesis: be particularly beneficial for a
‘The more expensive the MP3 player, the larger the second language.
memory.’ During the discussion about
Discuss how pupils might go about testing this hypothesis, could be used to compare M
including the type and amount of data they should collect. will be allowed to use a varie
Agree a way to record the data. A sample chart is given on to help them engage and so
Resource sheet 1.1. negotiated.
A hypothesis will be agreed b
comparison method. E.g. co
higher the cost” or “the more
Students will also be asked t
assistance may be necessar
Each group will discuss how
agreed hypothesis, what dat
should be represented and r
are benefited as they can dis
thought process. Show stude
recorded in tables and how t
chart - Resource sheet 1.1.
Groups will begin to collect d
about how they wish to repre
paper and pencil table. Even
prefer to work with pen and p

Main Whole-class discussion, individual work Class to work in small group
In this lesson, following some whole-class pupils to draft a By working in cooperative gr
statement in response to the hypothesis. They record their drafting process will be assis
statements. The teaching assistant will need to support encourage higher order think
pupils in managing the drafting process. any gifted and talented stude
Give pupils, in pairs, about 10 minutes to collect the data, Students groups will be given
using the internet or catalogues. The teaching assistant will allow deeper understand
may need to intervene to help some groups get started. Ask assistance will be utilised to
whether the table helps to test the hypothesis. Groups will present their find
List the following graphs on the board: bar chart, line graph, Class discussion on type of g
pie chart, scatter graph. Ask which of these would help in collected. List all the graphs
testing the hypothesis. Ask pupils to discuss this briefly, in examples using similar inform
pairs, and agree on an answer. Take feedback and pursue by the Essential Learnings.
pupils’ suggestions for inappropriate graphs, asking how to
Use open ended questioning
label axes and construct the graphs. Encourage pupils to
more appropriate than the ot
recognise why all but the scatter graph are inappropriate.
scatter plot with student colla
Focus pupils on the labelling and scale on the two axes. graph is labelled. By doing th
have the opportunity to show
Q. What scales should we use to help us to position these
teacher can find any misconc
points accurately?
allows the student to grasp th
Start to model drawing the scatter graph, then ask pupils to well as auditory/verbally. Sim
start their own scatter graphs for their data, again thinking order thinking.
carefully about scale. As pupils complete their scatter
Refocus activity as a class d
graphs, ask them to work in pairs to use the graph to test
make sure they are large eno
the hypothesis. Ask them to work in pairs to write
in the class.
statements to support or reject the hypothesis. They should
draft their statements on whiteboards and refine them Refer students to an online d
verbally before writing them up individually. Some pairs will http://www.amathsdictionary
need intensive support in managing the process. The Online dictionary is more stim
teaching assistant may choose to help some pairs with the students. It also gives studen
drafting. computers the chance to fam
Teacher to create posters in
examples of different graphs
emphasis on scatter plots an
examples. Showing ‘real life’
acknowledge and value the p
Ask students to then graph th
use it to test the hypothesis.
Constructing their own graph
hypothesis causes students
from the concrete to the abst
theory). The presentation of
students to clear up any com
Students can choose to use

Ask each pair to join another pair to compare graphs and
engagement and is a valuab
statements. Give pupils a few minutes to improve their own
statements and ask a few to explain their conclusions to the Extension – Students may us
class. first activity to test if their cho
one. Extension activities are
Give pupils a GCSE question about scatter diagrams for
students in the class to chall
homework. (Resource sheet 1.2)
order thinking.

Lesson 2 Adaptation – Double period p
Objectives Use the equivalence of fractions, decimals and percentages Lesson Objectives: Essenti
to compare proportions. decisions can be made base
benefit analysis. Literacy – G
created and displayed.
Starter Ask the following question. Adapted to AUS $

● A 5 gigabyte (GB) player costs £70. Would a 4 GB Value for money activity will
player costing £59 be better or worse value for money? few groups to present their fi
How do you know?’ students” fosters learning thr
proximal development). It als
Ask pupils, in pairs, to find two MP3 players from their own
like’ dynamic/setting in the cl
lists that are good value for money and two that are poor
comfortable discussing their
value for money. Ask a couple of pairs to explain their
from other students. Student
reasoning.
Main Whole-class discussion, collaborative paired work, pairs to Class discussion

fours
Students groups are asked t
In this lesson pupils work collaboratively, in pairs, to find the best value for money in t
efficient ways of calculating. They will need to work in the the criteria allows the studen
same pairs as in lesson 1. asked to give clear evidence
students may use diagrams
Set pupils the challenge of finding the MP3 player in their
graphs, reviews online (ICT)
own list that is the best value for money in terms of memory
be easy to read for any stude
size. Explain that they will need to give clear evidence of
impairment.
their method of comparison, and that they should use a
calculator if appropriate. It is important that pupils begin to Show a video on cost compa
use terms such as ‘pounds per gigabyte’ or ‘gigabytes per sized packages. This is real
pound’. You and the teaching assistant will need to direct just presume that the larger p
pairs of pupils to make appropriate calculations and packets. But this is not alwa
interpret the answers. Some pupils may find Resource
Create posters for display ar
sheet 2.1 helpful.
comparing items with cost an
Ask each pair of pupils to compare their methods with posters give the students a v
another pair. Which seems to be the most efficient method? have completed which would
If both pairs have used the same method, can they find a visual learning style. Give re
different method? can be compared before ma
Collect and record on the board two or three different Students will present their co
methods used by pupils. Ask the class to choose an teaching students”.
efficient method for this context.
Use the exemplar GCSE examination questions on Assessment – Resource she

Resource sheet 2.2 (proportionality). suitable for visually impaired
easy to difficult. Ask students
Split the class into two groups, with one group working in
needed to accommodate for
pairs on question 1 and the other on question 2. After 5
minutes choose two pairs to explain their methods for Class reflective discussion a
question 1, and a further two pairs for question 2.
Ask pupils to reflect on efficient methods for examination
questions.
Lesson 3 Adaptation – Double period


Objective Calculate simple percentages and find the outcome of a Lesson Objectives: Essenti
given percentage increase or decrease. sense: Students will calculat
world examples to calculate
Glossary of terms and definit
Convert this Activity into a w
Starter Ask these questions.
that the worksheet can be ea
● What is 10% of £160? How did you work this out? impairment in the class. Ask
● What is 5% of £160? How did you work this out? answer the questions on the
open ended questions in ord
● What is 2.5% of £160? How did you work this out? misconceptions.
● What other percentages of £160 can you work out? Record their examples on th
Ask students to record questions and answers on mini- the links from one percentag
whiteboards or in their exercise books. Take feedback and
reinforce mental methods.
Record their examples on the board, using a web diagram
to show the links from one percentage calculation to the
next.
Main Whole-class discussion, collaborative work in pairs, pairs to Class discussion, collaborati
activity fours
Students will work in their gro
In this lesson pupils work collaboratively, in pairs, to solve class.
problems and share their solutions with other pairs. The
Group work gets the student
teaching assistant may need to be briefed that a ‘15%
engaged in task
reduction’ is the same as ‘  0.85’. You and the teaching
assistant will need to provide very clear guidance for pairs
who are struggling initially. Allow calculators even for
simple calculations.
Introduce the following activity.
Jake’s mum has an electrical shop selling MP3 players.
Business isn’t good so she decides to have a sale and
reduces the price of everything by 15%. Jake’s mum
finds an easy way to reduce each price by just
multiplying the original price by a number. What number
does she multiply by?
Pupils should discuss this in pairs and work on
whiteboards. For pairs who are struggling, you could
scaffold the problem by giving them a calculation to do
mentally, or with jottings. They need to appreciate that the
new price is 85% of the old. The teaching assistant will
need to work through this with some of the pairs. Before
summarising, ask each pair to join another pair to share
their results and challenge thinking. Ask for one
spokesperson from each group of four.
● What would Jake’s mum multiply by if she reduced the
price of everything by 18% instead of 15%?
To tackle this problem, pupils need to have generalised
from the 15% reduction above.
● What would she multiply by if she was increasing the
price of everything by 5%?


Identify some other questions that you would like to Students will work in their gro
explore.
Ask students to devise some percentage increase and
decrease questions to give to a partner to work out. Can
they use Jake’s mum’s method?
Lesson 4
Objective Construct linear functions arising from real-life problems Lesson Objectives: Essenti
and plot their corresponding graphs; discuss and interpret Students will understand how
graphs arising from real situations. interpretation is simplified thr
statistics e.g. scatter plots. In
Glossary of terms and definit
Starter Revise percentage increases and decreases, using mental Class discussion on what the
methods, by asking questions such as these. the last 3 lessons. A video w
Using the video as a introduc
● Decrease a price of £60 by 10%, 15%, 25%, 40%.
hold of the students’ attentio
● Increase a price of £25 by 10%, 5%, 1%. percentages. This works esp
Ask pupils to explain their methods for some of them. learners.
● What multiplier would you use for a decrease of 25%? Teacher will ask questions (d
discussions with students the
● What multiplier would you use for an increase of 50%? Guidance might be to organi
whole class through concep
Interactive learning programm
(interactive and engaging res
• http://www.amathsdic
• Percentage calculato
http://www.math.com
ent.htm
Main Whole-class discussion, collaborative paired work, Class discussion on downloa

activity individual work
Think – individually, Pair – di
In this lesson pupils work collaboratively, in pairs, to solve class.
problems. They record solutions individually. The teaching
After class discussions stude
assistant will need to support less able pairs of pupils to get
options for downloading mus
them started on the problems and to draft summaries of
their findings. Give students 10 minutes (lo
grasp a deeper meaning). Th
Pupils are now going to explore two options for
resource sheet. The teacher
downloading music on the MP3 player, and consider the
difficulties via observation an
advice they would give about how to select the most
activity aids the teacher in as
economical. Details of the two deals are given on
is kept informal.
Resource sheet 4.1. Pupils should price each option,
assuming that the subscription is for one month only. Ask students, how did they c
Give pupils, in pairs, about 5 minutes to complete the table Give a further 10 minutes to
for the first option, Tangent tracks. They should draft their option, Cosine Cuts.


answers together on a whiteboard before recording Students will work in their gro
individually. The teaching assistant should support slow questions. Allow students to
starters to begin recording. ICT may be more stimulating
How did pupils calculate the cost of 100 tracks? Take brief Give students about 10 minu
feedback. the two options.
Give a further 5 minutes for pupils individually to complete Students will make statemen
the table for Cosine cuts. Students will agree what the
thinking about buying some d
Explain that pupils are now going to represent the data for
both options on the same set of axes and use this graph to
consider the advice they would give on the most
economical.
● What range of numbers do you need on the N-axis? (N
= number of downloads)
● What scale might you use? (Encourage pupils to
choose their own scales.)
Pupils should work on these questions in pairs and prepare
joint responses.
Ensure that pupils understand that they must use a linear
scale on each axis.
Give pupils about 10 minutes to construct and label the
graphs of the two functions, working as individuals.
Ask pupils, in pairs, to draft, on their whiteboards, some
statements about what the graphs tell them about the two
options and to record the advice they would give to a
possible customer. They should write these up individually,
once the draft is agreed. The teaching assistant should
support less able pairs through the drafting process.
Present the following questions and discuss one of them.

Q. What is happening where the two lines cross? How
does this inform the advice that you would give?
Q. What difference would it make if the subscription was
for two months? …three months?
Ask pupils to explore the other question for homework.
Lesson 5
Lesson Objectives: Essential Lear
Objective To work out the probability of an event occurring and to understand theoretical or experime
know that if the probability of an event occurring is p, then various ways and analysed to make
the probability of it not occurring is (1 – p).
Students identify all possible outco
these sample spaces, order the like
using experimental data.
Show video on what probability is
Starter Discuss this question. engaging way of starting the lesson
• What is the probability of picking your favourite song from a


player if it is on random?
Main Whole-class discussion, collaborative paired work Use MP3 player to do the pro
activity groups if there are enough M
In this lesson pupils work collaboratively, in pairs, to
class activity. Audio elemen
discuss and record probabilities. The teaching assistant will
MP3 player grounds the activ
need to support less able pairs in getting started and
managing their discussions.
Set the scene, where pupils have put their favourite albums If students struggle with conc
onto their MP3 player. The pupils pick their ten favourite can be used which demonstr
songs at first. Get them to list them and number the list
from 1 to 10.
Say that there is a random button on an MP3 player that
lets the MP3 player play 10 tracks randomly.
● What is the probability of not picking track 1 at
random?
Pupils should work collaboratively, in pairs, to answer these
questions, using whiteboards to record answers.
Ask the pupils, in pairs, to make a new list of their ten titles,
then cut them out and put them in a bag. They draw them
out, one at a time, and make a list of the titles as they
appear. To maintain the randomness, they will need to
replace the slips after each draw, otherwise the
probabilities will not all remain at 1/10 as the activity
progresses. The teaching assistant may need to support
some pairs to start promptly and work quickly.
Discuss the idea of randomness with the class – and how
all outcomes were equally likely.
As a challenge, use a six-sided dice and discuss whether a
6 is ‘easier’ to score than a 3.
Use a ten-sided spinner or dice and let the pupils make a
list of their favourite tracks in the order that the spinner/dice
generates the numbers. Ask pupils to discuss in pairs what
will happen if the same number comes up before all ten
have been ‘heard’ and whether the titles put in a bag avoids
this.
Discuss what the probability will be in random mode of any
given track if track 1 is no longer available? Track 3? Track
10?
Extension Extend the problem to an MP3 player with 1000 then 2500 Use online activities, games
tracks recorded. cards to further explore prob
Summarise the results, that if the probability of an event Use of games will nicely finis
occurring is 1/10 then the probability of it not occurring is 9/10 assessment in lesson 6.
and generalise to p and (1 – p).
Ask the pupils, in pairs, to think of some events with given
probabilities and then give the probability that each event


will not occur (using mini-whiteboards).
Challenge the class to work out the probability that the MP3
player, set on random, would play track 1 and then follow it
with track 2.

References
Unit of work adapted from: http://nationalstrategies.standards.dcsf.gov.uk/node/86822
Essential Learnings – QSA Website
Garrick, Barbara (2010) Lecture and tutorial notes.

ADAPTED UNIT

Table of Contents
Adaptations..........................................................................................................................................20
Introduction................................................................................................................................20
References...........................................................................................................................................28
Unit description..........................................................................................................................31
Strands of Mathematics covered and level................................................................................31
Curricular targets........................................................................................................................31
Unit overview........................................................................................................................................32
Lesson plans 1-6..................................................................................................................................33
Lesson 1 ...................................................................................................................................34
Objectives........................................................................................................................34
Starter..............................................................................................................................34
Main activity.....................................................................................................................35
Conclusion.......................................................................................................................35
Lesson 2....................................................................................................................................36
Objectives........................................................................................................................36
Starter..............................................................................................................................36
Main.................................................................................................................................36
Conclusion.......................................................................................................................36
Lesson 3....................................................................................................................................37
Objective..........................................................................................................................37
Starter..............................................................................................................................37
Main.................................................................................................................................38
Conclusion.......................................................................................................................38
Lesson 4....................................................................................................................................39
Objective..........................................................................................................................39
Starter..............................................................................................................................39
Main.................................................................................................................................40
Conclusion.......................................................................................................................40
Lesson 5....................................................................................................................................41
Objectives........................................................................................................................41
Starter..............................................................................................................................41
Main.................................................................................................................................41
Conclusion.......................................................................................................................42
Lesson 6....................................................................................................................................43
Objectives........................................................................................................................43
Starter..............................................................................................................................43
Main.................................................................................................................................43
Conclusion.......................................................................................................................43
Resource sheet 1.1 Lesson 1 : Price per gigabyte...............................................................................44
Resource sheet 1.2 Lesson 1 : Scatter Graphs....................................................................................45
Resource sheet 2.1 Lesson 2 : Price per gigabyte...............................................................................46
Resource sheet 2.2 Lesson 2 : Exchange Rates.................................................................................47
Resource sheet 3.1 Percentage Increases & decreases.....................................................................48
Resource sheet 4.1 MP3 Download Worksheet...................................................................................49
Resource sheet 6.1 student self-evaluation grid..................................................................................50

Unit: MP3 players
Unit description
In this unit students investigate buying and using an MP3 player. They compare different MP3 players,
using proportional reasoning.
The students will need access to ICT and, if possible, the internet to research prices and data about
MP3 players. If the internet is not available, a range of shopping catalogues will provide the same
information.
Strands of Mathematics covered and level

Fractions, Decimals, Percentages, Ratios, Proportion, algebra, handling data
Target level: Year 9
Curricular targets
● Construct simple scatter graphs on paper and using ICT. Essential Learning –
Data; Collecting and handling data, exploring and presenting data, identifying and
interpreting variation Levels 3,4,5 Queensland Maths Syllabus)
● Use the equivalence of fractions, decimals and percentages to compare proportions; calculate
percentages and find the outcome of a given percentage increase or decrease. Essential
Learning – Number; Numeration, Number sense, computation, connection, Levels 3,4,5
Queensland Maths Syllabus)
● Express simple functions in symbols; represent mappings expressed algebraically. Essential
Learning – Algebra; Patterns, functions, equivalence, representations Levels 3,4,5
● Construct functions arising from real-life problems and plot their corresponding graphs; interpret
graphs arising from real situations. Essential Learning – Data; Collecting and handling data,
Exploring and presenting data, Identifying and interpreting variation Levels 3,4,5
● Know that if the probability of an event occurring is p, then the probability of it not occurring is (1 –
p). (Essential Learning – Chance; Likelihood, judgements Levels 3,4,5 Queensland Maths
Syllabus)
Unit overview
Phase Lesson overview
Introduction to the unit (2 lesson) – show a video http://www.youtube.com/watch?
1
v=8ZjGpQ10xWE
Introduce the curricular targets and allow some self-assessment against the targets.
Students will also be asked to form small groups (teacher assistance may be necessary)
Ask students to think about how they will begin their investigations. Pair students to
discuss their ideas, Share with the class their ideas. During discussions a glossary of
terms and meanings will be created to help all children understand.
During this lesson students in small groups or pairs students will collect the data that they
will use throughout the unit. Initially the data will be represented in table format. The
students will be given the option to use pencil and paper or a spreadsheet application to
record the data. In the summary phase the data will be represented using a scatter
diagram.
Groups will begin to collect data, students will be given a choice about how they wish to
represent the data – to begin with an excel table or paper and pencil table.
2–3 Main development phase (7+ lessons)
students will work on:
• proportionality and ratio
• working out percentages without a calculator
• constructing equations and solving equations, using graphs
• simple probability.
4 Summary – links and judgements (1 lesson)
The aim of this lesson is to make links with the other work that students will be doing in
mathematics lessons on ratio and proportion and handling data.
Students should have the opportunity for self-assessment against the curricular targets
through discussions with the adults in the lesson.
Unit assessment questions (to be given to students in advance)

• Resource 1.1 to be used to answer the question: ‘How do you construct a scatter graph and
what is it telling you?’
• How do you work out the value added tax (GST) on an MP3 player costing $149.00 (before
tax) bought overseas?
• If the total cost of an MP3 player decreases by 24%, how would you work out the new price?
• Which MP3 player is the best value for money?
Formative assessment will be conducted throughout the lessons. In diverse classrooms students may
be at different levels of the syllabus and hence students should be graded on where they are at. A
matrix will be used to tick off achievements as the teacher “catches” the students reaching them.
Resources: Internet, shopping catalogues, lesson resource sheets including questions on resource
sheets. Access to computers required. Students asked to bring MP3 players to lesson 5 if they have
one or can borrow one. Other students can use computers loaded with a media player with a random
feature.
Other useful strategy resources:
● Essential Learnings: Year 9
Lesson plans 1-6
Lesson 1
Discuss how data relates to the problem.
Objectives Gather data from specified secondary sources including printed tables and lists from
ICT sources.
Construct scatter diagrams on paper and interpret in context.
Essential Learnings – Algebra; Students will create tables of values for linear and
simple non linear functions graphing. Data; Students will understand how data is
collected, and displayed. Data interpretation is simplified through tables, the use of
descriptive statistics e.g. scatter plots. Introduction to other graphs. Literacy –
Glossary of terms and definitions will be created and displayed.
Explore how much students know about MP3 players by asking a range of
Starter questions such as these.
Introduction to the unit (one lesson) – show videos http://www.youtube.com/watch?
v=8ZjGpQ10xWE
http://www.youtube.com/watch?v=2Z8JdV_shak&feature=related
Ask students to think about the following questions
• What is an MP3 player?
• How much music can you store on one?
• How might we compare MP3 players?
Then students should discuss their ideas in pairs.
Show a video which answers some of the questions:
http://www.youtube.com/watch?v=kQXj5yB12QE&feature=related
Go through the questions with students as part of a class discussion:
During discussions a glossary of terms and meanings will be created and written out
by each student. This helps all children understand the new terminology but is
particularly helpful for students who have English as a second language as they can
also add the term in their own language.
During the discussion about MP3 players a list of features that could be used to
compare MP3 players will be created. Students will be allowed to use a variety of
methods to compare MP3 players to help them engage and so that the learning is
student centred and negotiated.
Get groups to come up with a hypothesis that matches their chosen method of
comparing MP3 players. E.g. the following for memory:
‘The more expensive the MP3 player, the larger the memory.’
Further class discussion on hypothesis Think – Pair – Share
Discuss how students might go about testing this hypothesis, including the type and
amount of data they should collect. Agree a way to record the data. A sample chart
which uses gigabytes as a comparison method is given on Resource sheet 1.1.
However students will have the option to use a spreadsheet.
Students will also be asked to form small groups (teacher may assign separate
tasks if necessary to some group members in order that all students are included
and have the opportunity to be challenged appropriately).
Each group will discuss how they might go about testing this hypothesis, what data
will be collected and how it should be represented and recorded. Show students
ICT examples of how data can be recorded in tables and how that data can be
represented in graphs.
Class to work in small groups of 4 students
Main activity Students in pairs will be given 20 minutes to collect data, using internet or
catalogues (supplied by teacher).
The teaching assistant may need to intervene to help some groups get started. Take
a sample of the data from students and record using an interactive board. Discuss
with class whether table of data helped to test the hypothesis.
Class discussion on type of graphs that could be used for the data collected. List all
the graphs that the students come up with. Show examples using recognisable
data, of all the graphs types covered by the Essential Learnings
• bar chart
• line graph
• pie chart
• scatter graph
Ask which of these would help in testing the hypothesis. Ask students to discuss this
briefly, in pairs, and agree an answer.
Take feedback and pursue students’ suggestions for inappropriate graphs, asking
how to label axes and construct the graphs. Encourage students to recognise why
all but the scatter graph are inappropriate.
Work through the creation of a scatter plot with class collaboration put emphasis on
what goes on the axes and how it is labelled. Draw sample on board or use an
interactive whiteboard.
Refer students to website http://www.amathsdictionaryforkids.com/ look up scatter
graph. Teacher to create posters in advance which give students examples of
different graphs and how they are used and particular emphasis on scatter graphs
and how they are used in real world examples.
Ask students create the scatter graph using the data they collected then use it to
test the hypothesis. Focus students on the labelling and scale on the two axes.
Each group will present their findings.
Question – to focus on appropriate scale
• What scales should we use to help us to position these points accurately?
Groups will present their graphs and findings to the class. If some students used
Conclusion pencil and graph paper and others spreadsheets and electronically created graphs
then also discuss pros and cons of technology versus pencil and paper. Both have
their place.
Assessment – Students will have created a scatter plot to compare size and prices
of MP3 players and presented their findings.
Extension – Students may use additional features not used in the first activity to test
if their chosen comparison method was the best one.
Adaptation – Double period plus one period
Lesson 2
Use the equivalence of fractions, decimals and percentages to compare
Objectives proportions.
Essential Learnings – Number; Financial decisions can be made based on the
analysis of benefits – cost-benefit analysis. Literacy – Glossary of terms and
definitions will be created and displayed.
Show a video on cost comparison.
Starter Ask the following question.
A 5 gigabyte (GB) player costs $190. Would a 4 GB player costing $160 be better or
worse value for money? How do you know?’
Ask student groups, to find two MP3 players from their own lists that are good value
for money and two that are poor value for money. Ask a few groups to explain their
reasoning.
Working in groups (same groups as in Lesson 1). Students will have the help of a
Main teaching assistant.
In this lesson students work collaboratively, in their groups, to find efficient ways of
calculating.
Create posters for display around the classroom with examples on comparing items
with cost and size, cost and number of items.
Students groups are asked to find which MP3 Player in their list is the best value for
money in terms of their own criteria. . Explain that they will need to give clear
evidence of their method of comparison, and that they should use a calculator as
appropriate. Students may use diagrams depicting differences, computer tables,
graphs, online reviews (ICT) etc. It is important that students begin to use
appropriate terms such as ‘dollars per gigabyte’ or ‘gigabytes per dollar’.
The teacher and the teaching assistant will need to direct groups of students to
make appropriate calculations and interpret the answers when needed. Some
students may find Resource sheet 2.1 helpful.
Ask each group to compare their methods with another group. Which seems to be
the most efficient method? If both pairs have used the same method, can they find a
different method?
Collect and record on the board two or three different methods used by students.
Ask the class to choose an efficient method for this context.
Create a worksheet in size 16 font giving examples on how to work out ‘dollars per
gigabyte”. Create Posters for display around the classroom with examples on
comparing items with cost and size, cost and number of items. Give real world
examples of other items that can be compared before making a purchase.
Use the Resource sheet 2.2 (proportion).
Conclusion Split the class into two groups, with one group working in pairs on question 1 and
the other on question 2. After 5 minutes choose two pairs to explain their methods
for question 1, and a further two pairs for question 2.
Students will present their comparisons to the class.
Lesson 3
Essential Learning – Numeration, number sense: Students will calculate

Objective percentages and work with real world examples to calculate discounts and price
increases. Literacy – Glossary of terms and definitions will be created and displayed.
Discuss some terms used in respect to percent e.g. discount, Sales Tax, inflation etc.
Starter Watch a video about percentage discounts:http://www.teachers.tv/videos/43402
Create a work sheet with an appropriate font and size for visually impaired students.
Ask students to work in groups to answer the questions on the sheet. The Teacher
will ask students open ended questions in order to facilitate and clear up any
misconceptions.
● What is 10% of $160? How did you work this out?
● What is 5% of $160? How did you work this out?
● What is 2.5% of $160? How did you work this out?
● What other percentages of $160 can you work out?
Record their examples on the board, using a web diagram to show the links from one
percentage calculation to the next.
Class discussion, collaborative work in groups of fours
Main Students will work in their groups to complete the worksheet. Solutions will be shared
with the class. The teacher will work closely with groups to make sure all of the
students are learning. Calculators are allowed to be used for this activity.
Introduce the following activity – (Note The teaching assistant may need to be briefed
that a ‘15% reduction’ is the same as ‘× 0.85’) – You and the teaching assistant will
need to provide very clear guidance for any students that are struggling initially. Allow
calculators even for simple calculations.
Jake’s mum has an electrical shop selling MP3 players. Business isn’t good so she
decides to have a sale and reduces the price of everything by 15%. Jake’s mum finds
an easy way to reduce each price by just multiplying the original price by a number.
What number does she multiply by?
Students will discuss within their groups and do the working out in their workbooks.
Encourage peer mentoring for students who are struggling. Assistance may be given
in how to calculate using their calculators. Groups will share their results with the
class.
Extension work:
● What would Jake’s mum multiply by if she reduced the price of everything by 18%
instead of 15%?
To tackle this problem, students need to have generalised from the 15% reduction
above.
● What would she multiply by if she was increasing the price of everything by 5%?
Extension Activity given in Resource sheet 3.1
Students should discuss their groups. For groups who are struggling, you could
scaffold the problem by giving them a calculation to do mentally, or with jottings. They
need to appreciate that the new price is 85% of the old. The teaching assistant will
need to work through this with some of the pairs. Before summarising, ask each
group to join another group to share their results and challenge thinking. Ask for one
spokesperson from each group of four.
● What would Jake’s mum multiply by if she reduced the price of everything by 18%
instead of 15%?
To tackle this problem, students need to have generalised from the 15% reduction
above.
● What would she multiply by if she was increasing the price of everything by 5%?
Identify some other questions that you would like to explore.

Conclusion
Ask students groups or a member of each group (jigsaw – special needs student
could do this) to devise some percentage increase and decrease questions to give to
another group to work out. Can they use Jake’s mum’s method?
Lesson 4
Construct linear functions arising from real-life problems and plot their
Objective corresponding graphs; discuss and interpret graphs arising from real situations.
Essential Learning - Students will understand how data is collected, and displayed.
Data interpretation is simplified through tables, the use of descriptive statistics e.g.
scatter plots. Introduction to other graphs. Literacy – Glossary of terms and
definitions will be created and displayed.
Class discussion on what they have already covered in class over the last 3 lessons.
Starter Show students a video to review percentages: http://www.youtube.com/watch?v=S-
SVpCyJWCs
What are percentages: http://www.youtube.com/watch?
v=Wzoc1SafT94&feature=related
The teacher will ask questions (diagnostic assessment) to determine that all
students are progressing and to determine if any areas need revising. Students
asked to look at the following website to gain greater understanding
http://www.amathsdictionaryforkids.com/ and try using a percentage calculator to
check their results.
http://www.math.com/everyone/calculators/calc_source/percent.htm
Revise percentage increases and decreases, using mental methods, by asking
questions as follows -
Decrease a price of $60 by 10%, 15%, 25%, 40%.
● Increase a price of $25 by 10%, 5%, 1%.
Ask students to explain their methods for some of them. Ask the following:
● What multiplier would you use for a decrease of 25%?
● What multiplier would you use for an increase of 50%?
Class discussion on downloading music and how this can be done.
Main
Think – individually, Pair – discuss with a partner, Share – with the class.
After class discussions students will explore the two fictional options for
downloading music for the MP3 player.
In this lesson students work collaboratively, in pairs, to solve problems. They will
record solutions individually. The teaching assistant will need to support less able
pairs of students to get them started on the problems and to draft summaries of their
findings.
Students are now going to explore two options for downloading music on the MP3
player, and consider the advice they would give about how to select the most
economical. Details of the two deals are given on Resource sheet 4.1. Students
should price each option, assuming that the subscription is for one month only.
Give students 10 minutes to complete the table for the first option, Tangent tracks.
They should write their answers on the resource sheet. They should write their
answers on the resource sheet. The teacher will help out students who are having
difficulties via observation and open-ended questioning. This activity aids the
teacher in assessing the students but assessment is kept informal.
Ask students how they calculated the cost of 100 tracks?
Give a further 10 minutes to complete the table for the second option, Cosine Cuts.
Explain that students will represent the data for both options on the same set of
axes and use this graph to consider what would be the most economical deal.
Show video: http://www.teachers.tv/videos/43432 about best phone deals and how
to calculate
● What range of numbers do you need on the N-axis? (N = number of
downloads)
● What scale might you use? (Encourage students to choose their own scales.)
Students will work in their groups and prepare group responses for questions.
Allow students to do this on the computer, the use of ICT may be more stimulating.
Ensure that students understand that they must use a linear scale on each axis.
Give students about 10 minutes to construct and label the graphs of the two options.
Students will make statements about what the graphs tell them and to record what
they would tell a customer who was thinking about buying some downloaded music.
Present the following questions and discuss one of them.

Conclusion
Q. What is happening where the two lines cross? How does this inform the advice
that you would give?
Q. What difference would it make if the subscription was for two months? …three
months?
Ask students to explore the other question for homework.
Lesson 5
To work out the probability of an event occurring and to know that if the probability
Objectives of an event occurring is p, then the probability of it not occurring is (1 – p).
Watch quick probability video: http://www.teachers.tv/videos/43442

Starter
Discuss this question.
● What is the probability of picking your favourite song from a player if it is on
random?
Whole-class discussion, collaborative paired work

Main
In this lesson students work collaboratively, in pairs, to discuss and record
probabilities. The teaching assistant will need to support less able pairs in getting
started and managing their discussions.
Set the scene, where students have put their favourite albums onto their MP3
player. The students pick their ten favourite songs at first. Get them to list them and
number the list from 1 to 10.
Say that there is a random button on an MP3 player that lets the MP3 player play
10 tracks randomly.
● What is the probability of not picking track 1 at random?
Students should work collaboratively, in pairs, to answer these questions, using
whiteboards to record answers.
Ask the students, in pairs, to make a new list of their ten titles, then cut them out
and put them in a bag. They draw them out, one at a time, and make a list of the
titles as they appear. To maintain the randomness, they will need to replace the
slips after each draw, otherwise the probabilities will not all remain at 1/10 as the
activity progresses. The teaching assistant may need to support some pairs to start
promptly and work quickly.
MP3 players can also be used to do this activity. Start play on a play list of ten
songs – mark in a table which song is played. Restart play list and repeat 10 times.
Discuss the idea of randomness with the class – and how all outcomes were
equally likely.
As a challenge, use a six-sided dice and discuss whether a 6 is ‘easier’ to score
than a 3.
Use a ten-sided spinner or dice and let the students make a list of their favourite
tracks in the order that the spinner/dice generates the numbers. Ask students to
discuss in pairs what will happen if the same number comes up before all ten have
been ‘heard’ and whether the titles put in a bag avoids this.
Discuss what the probability will be in random mode of any given track if track 1 is
no longer available? Track 3? Track 10?
Extend the problem to an MP3 player with 1000 then 2500 tracks recorded.
Conclusion
Summarise the results, that if the probability of an event occurring is 1/10 then the
probability of it not occurring is 9/10 and generalise to p and (1 – p).
Ask the students, in pairs, to think of some events with given probabilities and then
give the probability that each event will not occur.
Challenge the class to work out the probability that the MP3 player, set on random,
would play track 1 and then follow it with track 2.
Use online activities, games such as ludo, snakes and ladders and cards to further
explore probability and chance.
Lesson 6
To reflect on the unit of work and write two targets for further development for each
Objectives student.
Give students a copy of Resource sheet 6.1 and explain that during the lesson they
Starter will need to assess their understanding of each of the objectives. Explain that
students should devise their own examples to illustrate what they are able to do (or
provide some problems for students to work on).
Individual working and self-assessment within pairs
Main Focus for learning conversations
During this part of the lesson, students should have learning conversations with the
teacher or teaching assistant, focused on Resource sheet 6.1 and the questions on
the resource sheets. The following (taken from the Essential Learnings) may be
useful questions to assess students’ progress towards the stated objectives
informally. Encourage the teaching assistant to select the appropriate prompts
carefully, to suit the students’ current levels of understanding.
• Construct simple scatter graphs, on paper and using ICT.
How do you construct a scatter graph and what is it telling you?
What’s important when choosing the scale for the graph?
Is this graphical representation helpful in addressing the hypothesis? If not, why
and what would you change?
• Use the equivalence of fractions, decimals and percentages to compare
proportions; calculate percentages and find the outcome of a given
percentage increase or decrease.
Which sets of equivalent fractions, decimals and percentages do you know?
From one set that you know (e.g. 1/10 ≡ 0.1 ≡ 10%), which others can you deduce?
Talk me through how you would increase/decrease a price of £12 by, for example,
15%. Can you do it in a different way? How would you find the multiplier for different
percentage increases/decreases?
The answer to a percentage increase question is £10. Make up an easy question.
Make up a difficult question.
• Construct functions arising from real-life problems and plot their
corresponding graphs; interpret graphs arising from real situations.
• What do the axes represent?
• In the context of this problem, does every point on the line have a
meaning? Why?
• What does this point on the graph represent?
• What does this part of the graph represent?
• What sort of questions could you use your graph to answer?
Use the Conclusion to give students opportunities to talk about what they have
Conclusion learned during the unit of work and what they have found difficult, using the learning
objectives detailed on lesson 6 resource sheet as a focus. Encourage them to talk
about how they can transfer the skills learnt back into other mathematics lessons.
Based on students responses and their traffic lighting on lesson 6 resource sheet,
ask students to write two targets for future development. The teaching assistant will
need to support many of the students in setting targets for future work alongside the
teacher.
Resource sheet 1.1 Lesson 1 : Price per gigabyte
MP3 player name Number of gigabytes (GB) Cost (£)
10
11
12
13
14
15
Questions
• Was your graph what you were expecting?

• If you were to buy a player for $200 how many gigabytes would
you expect?
• If a player had 4 gigabytes, how much would you expect to pay?
Resource sheet 1.2 Lesson 1 : Scatter Graphs

Katie recorded the heights and the lengths of the strides of ten boys in
her form. These are the results.
Height (cm) 170 172 175 173 172 177 176 175 182 181
Length of stride (cm) 87 89 86 91 92 91 94 90 94 96
1. Complete the scatter diagram below to show these results.

The first four points have been plotted.
2. Comment on the relationship between the height and the length of
stride for the ten boys.

Resource sheet 2.1 Lesson 2 : Price per gigabyte

MP3 player name Number of Cost ($) Cost per gigabyte
gigabytes (GB)
1
10
11
12
13
14
15
Questions
• Which MP3 player is the best value for money?

• What other method could you use to find the ‘best value for money’
MP3 player?
• Would you buy this MP3 player?

Resource sheet 2.2 Lesson 2 : Exchange Rates
The table show the exchange rates between Australian dollars and US
dollars and Euros.
A$1 =
USD ($) .93
Euro (€) .68
1. A tourist is travelling to New York. She changes A$650 into US

dollars (US$). How much does she get? (2 marks)
2. A German company is buying goods in Australia. They change
2000 euros (€) into Australian Dollars ($). How much will they get
(to the nearest dollar)?
Question 2
A breakfast cereal is available in two sizes.
Wheat
Pops Wheat
400 g Pops
750 g
95c
$1.68
1. Work out the cost of 100 g of Wheat Pops when bought in the
400g box (to the nearest cent).
2. Work out the cost of 100g of Wheat Pops when bought in the 750g
box (to the nearest cent).
3. Which is better value?

Resource sheet 3.1 Percentage Increases & decreases
Question 1
(a) A new breakfast cereal is sold in boxes as shown below. What is
the volume of the box?
25 cm
8 cm
15 cm
1. To promote the cereal, the company is offering ‘10% extra free’.

What is the new volume?
2. A new designer suggests adding 10% to all dimensions to make
the box. Would this work? Explain your answer.
Question 2
An MP3 player is priced at £65. In a sale, the price is reduced by 15%.
What is the new price?

Resource sheet 4.1 MP3 Download Worksheet
Tangent tracks
$20.00 per month and 50cents per download
Number of 1 2 3 4 5 6 10 100
songs
downloaded
during one
month (N)
Cost (C ) $20.50
Equation: C =
Cosine cuts
$17 per month and 70cents per download
Number of 1 2 3 4 5 6 10 100
songs
downloaded
during one
month (N)
Cost (C) $17.70
Equation: C =
• Construct graphs for both options, using the same set of axes.
• Where do the graphs meet?
• What does this point of intersection mean?
• Which download service would you use? Why?

Resource sheet 6.1 student self-evaluation grid

Example from the MP3 player Example from a different
Objective  project context
I can construct
and interpret a
scatter graph
I can calculate
simple
percentages
mentally
I can calculate
the outcome of a
percentage
increase or
decrease
I can use
proportion to
solve a problem
I can interpret a
graph from a
real-life problem

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7801EPS Assignment Tutor: Barbara Garrick

7801 EPS Middle Years Schooling Assignment 1b

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Theme/Strand: FDPRP, algebra, handling data

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Phase Lesson overview Homework

1 Introduction to the unit (one lesson)

2–3 Main development phase (four lessons)

4 Summary – links and judgements (one lesson)

Unit assessment questions (to be given to pupils in advance)

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Objectives Discuss how data relate to a problem.

Main Whole-class discussion, collaborative paired work, individual work

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Objectives Use the equivalence of fractions, decimals and percentages to compare

Starter Ask the following question.

Main Whole-class discussion, collaborative paired work, pairs to fours

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Starter Ask these questions.

Main activity Whole-class discussion, collaborative work in pairs, pairs to fours

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Starter Revise percentage increases and decreases, using mental methods, by

Main activity Whole-class discussion, collaborative paired work, individual work

Plenary Present the following questions and discuss one of them.

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Starter Discuss this question.

Main activity Whole-class discussion, collaborative paired work

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Main Individual working and self-assessment within pairs

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Resource sheet 1.1 MP3 players

MP3 player name Number of gigabytes Cost (£)

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Resource sheet 1.2

(a) Complete the scatter diagram below to show these results.

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Resource sheet 2.1 MP3 players

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Resource sheet 2.2

USD ($) 1.97

Euro (€) 1.48

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Study Plus unit – MP3 players 1

Resource sheet 4.1 MP3 players

Cost (C) $17.70

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Resource sheet 6 MP3 players

I can calculate the

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Objectives Discuss how data relate to a problem. Lesson Objectives: Essenti

● How might we compare MP3 players? During discussions a glossar

Lesson Original Adaptation

Students can choose to use

Nicola Martin s2758226 Susanne Kimura s2620717 Araba Baiden 2625722

Lesson Original Adaptation

Lesson 2 Adaptation – Double period p

Starter Ask the following question. Adapted to AUS $

Main Whole-class discussion, collaborative paired work, pairs to Class discussion

Use the exemplar GCSE examination questions on Assessment – Resource she

Lesson 3 Adaptation – Double period