Secondary Curriculum 2A Mathematics

Assignment One

Rees Wilson
18563476

Table of Contents
Item A Unit Plan: MS-F4 Investments and Loans ................................................................................. 1
Item B Lesson Plan ............................................................................................................................... 3
Item B.2 Lesson Resource: Warm-up Questions.............................................................................. 6
Item B.3 Worksheet ......................................................................................................................... 7
Worksheet Acknowledgement of Questions ................................................................................ 10
Item C.1 Exam Assessment Task ........................................................................................................ 11
Item C.1.a Investment and Loans Topic Test ................................................................................. 11
Exam Acknowledgement of Questions ......................................................................................... 16
Item C.1.b Marking Guidelines....................................................................................................... 17
Item C.2 Alternative Assessment Task ............................................................................................... 21
Item C.2.a Formative Task: Exploring the Australian Stock Exchange ........................................... 21
Item C.2.b Marking Rubric ............................................................................................................. 23
Item C.2.c Assessment Sample Solution ........................................................................................ 24
Item D Justification ............................................................................................................................ 26
Item A Unit Plan: MS-F4 Investments and Loans
Syllabus Outcomes
A student:
makes informed decisions about financial situations, including annuities and loan repayments (MS2-12-5)
chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to recognise appropriate times and methods
for such use (MS2-12-9)
uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others and justifying a response (MS2-12-10)

Lesson Syllabus Content Class Activities

Students calculate the future value or present value and the interest rate (r) of a compound interest investment using the Diagnostic Test,
formula FV = PV(1 + r)n (ACMEM171) Excel tables and
W1, L1
compare the growth of simple interest and compound interest investments numerically and graphically, linking graphs graphing
to linear and exponential modelling using digital technology (ACMEM172)
Students calculate the future value or present value and the interest rate (r) of a compound interest investment using the Groups derive
formula FV = PV(1 + r)n (ACMEM171) formula,
W1, L2
investigate the effect of varying the interest rate, the term, or the compounding period on the future value of an GeoGebra
investment, using digital technology (ACMEM173)
Students calculate the future value or present value and the interest rate (r) of a compound interest investment using the Class discussion,
W1, L3 formula FV = PV(1 + r)n (ACMEM171) individual activities
compare and contrast different investment strategies performing appropriate calculations when needed
Students solve practical problems involving compounding, for example determine the impact of inflation on prices Real world Qs,
W1, L4
and wages (ACMEM170) whole-class activity
Students work with shares and calculate the appreciated value of items, for example, antiques (ACMEM170) Stock exchange,
W1, L5
record and graph the price of a share over time start assignment
calculate the dividend paid on a portfolio of shares, and the dividend yield (excluding franked dividends) (ACMGM008) Class exercises,
W2, L1
Excel.

1
Lesson Syllabus Content Class Activities
Students calculate the depreciation of an asset using the declining-balance method, as an application of the compound Stock exchange,
W2, L2
interest formula group exercises.
Students solve practical problems involving reducing balance loans, for example determining the total loan amount and Realty website,
W2, L3
monthly repayments (ACMGM098) group activities.
Students recognise credit cards as an example of a reducing balance loan and solve practical problems relating to credit Case studies as
cards class and groups.
W2, L4
identify the various fees and charges associated with credit card usage
compare credit card interest rates with interest rates for other loan types
Students recognise credit cards as an example of a reducing balance loan and solve practical problems relating to credit Class discussion,
cards group activities
W2, L5
interpret credit card statements, recognising the implications of only making the minimum payment
understand what is meant by an interest-free period
Students work with shares and calculate the appreciated value of items, for example, antiques (ACMEM170) Assessment Due:
W3, L1 record and graph the price of a share over time Students present
calculate the dividend paid on a portfolio of shares, and the dividend yield (excluding franked dividends) (ACMGM008) their work
Students recognise credit cards as an example of a reducing balance loan and solve practical problems relating to credit Excel graphing,
cards class discussion
W3, L2
calculate the compounding interest charged on a retail purchase, transaction or the outstanding balance for a given
number of days, using digital technology or otherwise
W3, L3 All content in unit examined Topic Test
W3, L4 Revision of problem content from topic test Review Topic Test
W3, L5

2
Item B Lesson Plan
Topic Area: Investments and
Loans
Lesson Time: W1, L2
Time: 50 minutes
Stage of Learner: 6 Syllabus Pages: 67
Location Booked: N/A Lesson Number: 2/15
Total Number of Students: 28 Printing/Preparation:

Outcomes Assessment Students learn about Students learn to

MS2-12-9 Warm-up Students calculate the future value or Manipulate
Questions, present value and the interest rate (r) of a individual elements
Class compound interest investment using the of the Compound
Discussion, formula FV = PV(1 + r)n (ACMEM171) Interest Formula to
Exit-Tickets investigate the effect of varying the cause deliberate
interest rate, the term, or the changes in the Final
compounding period on the future value Value of
of an investment, using digital investments.
technology (ACMEM173)
CCPs & GCs: Critical and Subject specific skills: Understanding of algebra and variables,
Creative thinking, ICT interpreting graphs.
Capability, Numeracy

Teaching and Learning Centred

Time Organisation 8-Ways
Actions T/S
Intro Warm-up Questions: Series Teacher: Display S Non-linear
of 5 questions displayed on questions on board. thinking: final
10 mins board which provide Once most students question
formative assessment on have completed most requires non-
student knowledge relevant questions, begin class linear thinking.
for this lesson. discussion of them.

Questions are discussed and Student: On entering

used as formative
assessment to determine
areas of weakness that need
to be clarified before
beginning lesson.
room, begin answering
the questions in their
books.
Share their answers
during class discussion.

Resources: Warm-up
Questions.

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 Teaching and Learning Centred
Time Organisation 8-Ways
Actions T/S
Body Clarify learning goals: Teacher: (Before T Learning maps:
A dot-point summary of the lesson) Write learning students see
2 mins key points in this lesson are goal checklist on board. the plan for
highlighted. They are: (Now) Quickly point out the lesson.
Examine Compound the learning goals to
Interest Formula the class.
o Class discussion
o GeoGebra Student: Listen to
Apply our knowledge learning goals, share
any concerns.

Resources: Board (with

learning goals on it).

10-15 mins Think-Pair-Share: Teacher: Write S Deconstruct/

Students think individually, question on board, and Reconstruct:
then share their thoughts in facilitate stages. Guide students
pairs, and finally discuss as a discussion. independently
class. The question follows: and in pairs
Student: Think work from the
What will happen to the individually, then share whole formula
Final Value of an investment in pairs and as a class. to individual
if we change the: elements.
Primary Value (PV) Resources: Board
Interest rate (r)
Number of periods (n)
10 mins Class Discussion Involving Teacher: Using T Symbols and
GeoGebra: Geogebra, see what (mostly) Images:
Using GeoGebra, the teacher happens when students see
explains what happens if we changing the different the concept
change the individual values. terms. through a
graphical
Student: Participate in representation.
discussion.

Resources: GeoGebra
resource found here:
https://www.geogebra.
org/m/gNCxmGvN

4
 Teaching and Learning Centred
Time Organisation 8-Ways
Actions T/S
10-15 mins Individual questions: Teacher: Give question S Deconstruct/
Students work on question sheet to class. Walk Reconstruct:
sheets individually. around class, helping Now that
students who are stuck students have
on worksheet. examined the
Compound
Student: Work through Interest
questions formula
individually,
Resources: Question they apply this
Sheet knowledge.

Conclusion Exit Tickets: Teacher: Write S Non-linear:

3 mins Students all hand in an Exit question on board for Students
Ticket when leaving the students to answer on reflect on gaps
classroom, answering the slips of paper. in their
question: knowledge of
Student: Answer the content.
What part of this lesson question and give to
made the least sense to teacher on leaving
you? class.

Resources: Blank slips

of paper.

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Item B.2 Lesson Resource: Warm-up Questions

Work on these activities as you enter the room

1. What is the difference between a simple and
compound interest? Use a graph to explain your
answer.
2. What are the variables in the Compound
Interest Formula ()?
3. If you invest $500 at an interest rate of 5% per
annum for one year, how much will your
investment be worth at the end of the year?
2
4. In the equation = 2, what can we need to do

to x to increase y?

6
Item B.3 Worksheet

1. How long will it take to earn $500 simple interest, investing $8500 at 4.25% p.a.?

2. Below is a screenshot from the ANZ website. Andrew has an Online Saver and Progress Saver
account. If he invests $700 for one month, which is the best account to use, and how much more will
he earn from it?

(Picture from https://www.anz.com.au/personal/bank-accounts/your-account/rates-fees-terms/)

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3. Colin invests $5000 for 5 years at 5.25% p.a. How much more would he collect at the end of the 5-
year period if the money invested is compounding monthly rather than compounding annually?

4. Marilyn can invest in two different funds:

a) 6% p.a. simple interest
b) 5.75% p.a. compound interest with monthly rests.

She is inclined to choose the 6% p.a. simple interest because this is a higher value. Is this a wise
choice? Explain your answer.

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5. Evelyn invests $600 compounding monthly at 3% pa. To come to the same final value of the
investment with an interest rate of 4% pa, compounding yearly, how much money would she need
to invest?

6. You have two options for investing your money. Both compound monthly, however the first at a
rate of 3% pa, and the second at a rate of 3.5% pa. If you were to invest all your money for 5 years,
which account would give the greatest final value, and by how much more, as a percentage of the
initial investment?

9
Worksheet Acknowledgement of Questions

The following questions were sourced from MathsQuest 12A (2017).

This Worksheet MathQuest

Question Question
Q.1 Q.2
Q.3 Q.6
Q.4 Q.10

Reference:

MathsQuest 12A. (2017) (1st ed., pp. Workseet 1.2). Queensland. Retrieved from
http://www.jaconline.com.au/mathsquestqld/year12a/worksheets-ans/MQA-01-WS-2.doc

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Item C.1 Exam Assessment Task
Item C.1.a Investment and Loans Topic Test

Mathematics Standard
Investment and Loans Topic Test

General Instructions Total marks 20

Reading time 5 minutes Section 1 5 marks

Working time 40 minutes
Attempt Question 1 5
Write using blue or black pen
Allow about 10 minutes for this section
Board-approved calculators may be
used Section 2 15 marks
A formulae and data sheet is
provided at the back of this paper. Attempt Questions 6 8
Allow about 30 minutes for this section

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Section 1: Multiple Choice (5 marks)

Circle the correct answer.

1. Which graph represents a simple interest investment?

a. b.
Investment Price

Time
Time
Investment Price

d.
c.

Investment Price
Investment Price

Time
Time

2. If you double the interest rate, the future value of an investment:

a. Increases b. Decreases c. Remains the same d. Halves

3. Of the following companies, which has the lowest dividend yield?

a. Oil First with share value of $5.03 and dividend of 26c/share.

b. Dill with share value of $2.24 and dividend of 12c/share.
c. North Rock with share value of $2.76 and dividend of 60c/share.
d. Best Beds with share value of $4.20 and dividend of 47c/share.

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4. Using the graph, was the value of this stock on February 28th?

a. $8.50 b. $690 c. $750 d. $870

Graph from:
http://www.asx.com.au/prices/charting/index.html?code=XAO&compareCode=&chartType=line&priceMov
ingAverage1=0&priceMovingAverage2=0&volumeIndicator=Bar&volumeMovingAverage=0&timeframe=

5. I have a credit card with a start date of 3rd March. It has an interest free period of 20 days. If I
make a purchase of $300 on the 15th March, from what day will I be charged interest?

a. 15th March b. 15th April c. 23rd March d. 4th April

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Section II: Worked Solutions (15 marks)

Show all relevant working out for the following questions.

6. Leonidas bought a car for $6700. Every year the car depreciates by 20%. How much is the car
worth after 7 years?

7. Jessica has bought a flat for $500,000. The annual interest rate is 6% and monthly repayments of
$6000 are made on the house.

a. What is the principal after 3 months?

b. How much interest does Jessica pay in the first 5 months?

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8. Ananya has a credit card with an interest rate of 17.5% per annum. She has borrowed $750 for a
period of thirty days. How much interest will Ananya be charged?

9. Esha has borrowed $700 on a credit card which charges an interest rate of 12% per annum. She
has the option of paying just the minimum payment of 10% every month or $100 every month.
Which method will save Esha more money and by how much?

15
Exam Acknowledgement of Questions

The following questions were based on questions from HSC General Mathematics: Exam Questions
and Worked Answers (D'Angelo, 2002).

Exam Question DAngelo Text

Question
Q.3 FM2 Q.4
Q.6 FM6 Q.3
Q.7 FM5 Q.4
Q.8 FM4 Q.8.c

Reference:

D'Angelo, B. (2002). HSC general mathematics: Exam Questions and Worked Answers (1st ed.).
Double Bay, N.S.W.: Aaron Butler Publishing.

16
Item C.1.b Marking Guidelines

Section I

Multiple-choice Answer Key

Question Answer
1 A
2 A
3 C
4 C
5 D

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Section II

Question 6

Criteria Marks
Provides correct solution 2
Attempts to use the declining balance method 1

Sample answer:

= 0 (1 )

= 6700(1 0.2)7

= $1405.09

Question 7 (a)

Criteria Marks
Provides correct answer 3
Makes significant progress towards the answer 2
Finds monthly interest rate 1

Sample answer:

= = . %

Number of Principle (P) Interest (I) P+I P+I-R

months
1 $500,000 $2,500 $502,500 $496,500
2 $496,500 $2,482.50 $498,982.50 $492,982.50
3 $492,982.50 $2,464.91 $495,447.41 $489,447.41

The principle after 3 months is $489,447.41.

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Question 7 (b)

Criteria Marks
Provides correct answer 3
Makes significant progress towards answer 2
Calculates interest paid in first 3 months 1

Sample answer:

Continuing from previous question,

The interest paid in the first 3 months = 2,500 + 2,482.50 + 2,464.91 = $7,447.41

Number of Principle (P) Interest (I) P+I P+I-R

months
4 $489,447.41 $2,447.23 $491,894.65 $485,894.65
5 $485,894.65 $2,429.47 - -

The interest paid in the first 5 months = 7,447.41 + 2,447.23 + 2,429.47

= $12,324.11

Question 8

Criteria Marks
Provides correct answer 2
Finds interest rate paid 1

Sample answer:
30
Interest rate paid = 17.5 365 = 1.44%

Interest paid = $750 0.0144 = $10.8

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Question 9

Criteria Marks
Provides correct answer 4
Makes significant progress towards answer 3
Works out amount paid with either option 2
Says that $100/month is better option 1

Sample answer:

Monthly interest rate = 12%/12 = 1%

Paying minimum payment:

20% = (1.01) 0.2

Principle at start of 20% repayment Percentage or $25 Principle at end of

month month
$300 $60.6 % $239.4
$239.4 $48.36 % $191.04
$191.04 $38.59 % $152.45
$152.45 $30.79 % $121.66
$121.66 $24.58 $25 $97.88
$97.88 - $25 $73.86
$73.86 - $25 $49.59
$49.59 - $25 $25.09
$25.09 - $25 $0.34
$0.34 - $0.34 $0

Total amount paid = 60.6+48.36+38.59+30.79+24.58 + 25*5 + 0.34 = $328.26

Paying $100/month

Principle at start Amount Paid Principle at end

$300 $100 $203
$203 $100 $105.03
$105.03 $100 $6.08
$6.08 $6.08 $0

Total amount paid = $306.08

So it is better to pay $100/month and save $328.26-$306.08 = $22.18

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Item C.2 Alternative Assessment Task
Item C.2.a Formative Task: Exploring the Australian Stock Exchange

Stage 1 Due Date: Stage 2 Due Date: Weighting:

Tuesday 14rd of March Tuesday 21st of March Not included in final mark.

Syllabus Outcomes to be Assessed:

A student makes informed decisions about financial situations, including annuities and loan
repayments (MS2-12-5)
A student chooses and uses appropriate technology effectively in a range of contexts, and
applies critical thinking to recognise appropriate times and methods for such use (MS2-12-9)
A student uses mathematical argument and reasoning to evaluate conclusions, communicating
a position clearly to others and justifying a response (MS2-12-10)

Task Description
This in-class task is split into two stages, each performed at least one week apart. In the first
stage, students nominate a collection of Stocks on the Australian Stock Exchange which they want
to follow. In the second stage, students perform a range of activities, including calculating their
dividend made from their stocks, and graphing the change in price of each stock over the previous
week.

Stage One:
In stage one, students access the Australian Stock Exchange
(http://www.asx.com.au/asx/research/listedCompanies.do) and choose a collection of companies
which they will select stocks from (note: students do not spend money on the stocks). In electing
their stocks, students must adhere to the following conditions:
1. Each student must invest $2000 (give or take $100).
2. Each student must spit their shares between 3 to 8 companies.

Students must then fill in a table with the following details for each company they invest in:
- Full company name
- ASX code
- Price during stage 1
- Number of shares bought
- Total amount spent on company

Students also write a 150-word justification, explaining why the collection of stocks was chosen.

At the end of the lesson, students are to submit the completed table as either a Microsoft Word
or Excel document to the class Dropbox, along with the justification.

21
Stage Two:
In stage two (which occurs at least a week following stage one), students again access the
Australian Stock Exchange. This time, they check the companies which they were following and
add the following details to their tables:
- Price during stage 2
- Change in share price
- Total change on initial investment (for company)
- Overall total change in investment

This stage will also include a 10-minute discussion in groups and as a class as to the changes in the
stock prices and change in class investments.

Students also complete a 150-word reflection about what they have learnt from this assessment
about investment and the ASX.

The final copy of the table, as well as the reflection are to be submitted to the class Dropbox at
the end of the lesson.

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Item C.2.b Marking Rubric

Following are the Marking Rubric and associated Ways to Improve table. Each element in the rubric (except exemplary) is aligned with ideas for improving
in the Ideas for Improvement table.

Marking Rubric
Not achieved Developing Satisfactory Exemplary
Initial Justification Not provided. Non-mathematical Some use of mathematical Highly mathematical
(MS2-12-5) reasoning for choices. reasoning given. reasons are given.
Table and Stock Not provided. Information is incomplete Table contains all relevant Simple, logical layout of
Information or table is poorly designed. information, may be table and correct
(MS2-12-9) confusing. information.
Not provided. Simply recounts events, and Evidence of minimal critical Highly critical reflection,
Reflection Task
does not critically reflect. reflection. considering own choices
(MS2-12-10)
and nature of stock trading.

Ideas for Improvement

Not achieved
Include a justification, telling why
Initial Justification you made certain choices.
(MS2-12-5)
Table and Stock Information Include a table, with information
(MS2-12-9) about what stocks you will buy.
Include a reflection task showing
Reflection Task what you have learnt through this
(MS2-12-10) activity.
Developing
Consider things such as previous
performance of that stock, and not
just superstition.
Include all the information
requested in the instructions.
Be more critical in your reflection,
considering your own choices or the
nature of the stock exchange.
Satisfactory
Try finding more detail about the
stocks that you are choosing, and
explain why you chose to invest in
certain amounts of each.
Try to find a simpler way to lay out
the information in a single table.
Expand on your critical reflection,
and ensure that you consider both
your own choices, and the nature of
stock trading.

23
Item C.2.c Assessment Sample Solution
The following is a sample solution which is exemplary in each of the criteria found in the Marking Rubric.

Table of Investments

Change in Change in
Company Name ASX Code Stage 1 Price No. of Shares Total Stage 2 Price
Share Price Investment
Quest Investments Limited QST $0.270 1,851 $499.770 $0.270 $0.000 $0.000
Reliance Worldwide
RWC $2.900 86 $249.400 $2.850 - $0.050 - $4.300
Corporation Limited
Valor Resources Limited VAL $0.014 71,428 $999.992 $0.014 $0.000 $0.000

Dragon Mining Limited DRA $0.320 782 $250.240 $0.310 - $0.010 - $7.82
Total
$1,999.402 - $12.12

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Stage 1 Justification

The companies chosen have all shown an increase of share price for recent periods of time. As such, they seemed like logical choices to invest the money in.
Each company changed as follows:

- QST: Share prices have doubled in the last week.

- RWC: Shares have steadily increased over the past month.
- VAL: Share price has nearly tripled in the past two months.
- DRA: Share prices have gradually increased over the past three months.

As VAL has seen a huge growth in share prices, half of the money was invested here. Following this, the recent growth in QST shares meant that one quarter
was placed here. As the other two have seen changes of gradual growth, they were each chosen for an eighth of the total investment. Hopefully the shares
will continue to grow in the same way they have been in the past months.

Stage 2 Reflection

Overall, my investment lost $12. This surprised me as I thought that by investing in companies which had seen growth in previous periods of time, that I
would have an overall increase in stocks, even if some dropped in price. The stocks which fell were fortunately not the ones which I invested the majority of
my money in, however this could easily have not been the way. It is obvious that investing on the Australian Stock Exchange should be done carefully, and
that it was wise to split the investment over multiple companies, as you will lose less if stocks fall. As such, I think it would be a good idea to split the money
over even more companies. I also wonder whether leaving the money which was invested in these stocks for the following month may see an increase like I
expected to see.

25
Item D Justification
Enhancing the outcomes of students requires the use of effective teaching resources. This package

includes a range of resources, from a Unit Plan to a sample lesson and two assessment items. As a

collection, this package provides ideas for teaching the required content and engaging a range of

students in the activities. The Lesson Plan is carefully sequenced to include formative aspects which

enable changes to the teaching if required. The first assessment takes a traditional, test layout and

assesses the content of the whole unit, while the alternative task seeks to build student understanding

of investing money in real world examples.

As it allows for a clear sequencing of content throughout consecutive lessons, it is important to

develop a clear and concise unit plan. The Unit Plan provided in this package seeks to teach the

content from subtopic MS-F4 in the HSC Standard 2 Mathematics course ("Mathematics Standard

Stage 6 : Course Content", 2017). As each subtopic contains a similar amount of content to be

covered, a period of three lessons was chosen for the length of the unit. As seen in the Unit Plan, the

unit also includes two assessments and the final two lessons are left to allow for reflection on the

exam-style assessment task.

In addition to a well-written Unit Plan, it is vital that lessons are planned in a way which best supports

student learning. The provided Lesson Plan is sequenced specifically to have an opening task which

enables students to work from the moment they enter the room, while also acting as formative

assessment for the teacher (Gerver & Sgroi, n.d). This use of formative assessment is also seen in the

concluding Exit Ticket activity, which highlights whether students correctly learnt the content (Exit

Ticket, 2013). Furthermore, the Lesson Plan makes use of 8 Ways pedagogy (8 Ways, 2014) to

cater to Aboriginal and Torres Strait Islander students in the classroom. In addition to this, all the

activities found in this lesson reinforce the central understanding of the effect of varying elements of

the compound interest formula. This includes the worksheet, where the first questions revise

previously learnt content, the final questions see students manipulating elements of the formula.

26
Following the inclusion of the Unit and Lesson Plans, the package also includes two assessments, the

first of which is a traditional, exam-style assessment. As seen in the Unit Plan, the assessment is to be

taken in the third last lesson, and returned in the following one. This prompt feedback will enhance

the quality of the test as a learning experience (Jacobs, 2004). The test would be returned without

marks written, and only mistakes highlighted. This seeks to make the test experience more formative

and increase student learning (Teaching Channel, 2015). The marks would be returned in the final

lesson. The exam closely follows a HSC exam layout, with both multiple-choice and short-answer

questions. This was chosen to help prepare students for the final HSC exam.

The final element which is included in this package is the alternative assessment which focuses on

giving students an experience of the Australian Stock Exchange. The assessment adopts a project

based learning approach, seeing students develop understanding through the activity (Holmes &

Hwang, 2016) Heavily influenced by the benefit of Lank Links for the learning of Aboriginal and

Torres Strait Islander students (8 Ways, n.d.), the assessment is based on the Australian, and not

another countrys, stock exchange. The assessment acts simply as a formative learning opportunity for

students, and does not count towards their overall mark for the course. As such, it is to be checked

against a marking rubric which maps each element to an outcome that is to be assessed in this unit.

Hence, in completing this assessment, students are enabled to achieve the standards (PASS-UT,

2007). Students are also provided with specific feedback in the form of the Ideas for Improvement

section which maps to elements of the Marking Rubric. This will help students work towards the

expected level of work, as well as reflect on ways to improve their work after it is completed and

assessed (AAMT, 2008; Andrade, 2005). Further, the written element in the assessment seeks to

improve the outcomes for all students (8 Ways, n.d.; Adesope, Lavin, Thompson & Ungerleider,

2011). As a result of the context, Marking Rubric and mapped Ideas for Improvement and the written

task, the alternative assessment provides students with an effective way to learn the content of the

course.

As a collection of resources which inform teaching practice and student interactions with the learning,

this package is a valuable tool to be used when teaching the mentioned subtopic. The different

27
elements all seek to improve student achievement and learning, which is greatly enabled by the

consistent use of formative assessment to improve the process.

28
References:

8 Ways. (2014) Retrieved 19 March 2017, from http://8ways.wikispaces.com/

AAMT. (2008). The Practice of Assesing Mathematics Learning. Adelaide: AAMT.

Adesope, O., Lavin, T., Thompson, T., & Ungerleider, C. (2011). Pedagogical strategies for teaching
literacy to ESL immigrant students: A meta-analysis. British Journal Of Educational
Psychology, 81(4), 629-653.

Andrade, H. (2005). Teaching With Rubrics: The Good, the Bad, and the Ugly. College Teaching,
53(1), 27-31.

Exit Ticket. (2013) The Teacher Toolkit. Retrieved 20 March 2017, from
http://www.theteachertoolkit.com/index.php/tool/exit-ticket

Gerver, R., & Sgroi, R. Fortifying the First Five. New York. Retrieved from
http://www.cengagesites.com/academic/assets/sites/FortifyingtheFirstFive2011.pdf

Holmes, V., & Hwang, Y. (2016). Exploring the effects of project-based learning in secondary

mathematics education. The Journal Of Educational Research, 109(5), 449-463.

http://dx.doi.org/10.1080/00220671.2014.979911

Jacobs, L. (2004). How to Write Better Tests: A Handbook for Improving Test Construction Skills (1st
ed.). Indiana: Indiana University.

Mathematics Standard Stage 6 : Course Content. (2017). NESA NSW Syllabuses. Retrieved 17 March
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PASS-IT,. (2007). Good Practice Guide in Question and Test Design. Scotland.

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