Unit Plan on Consumer Arithmetic for Form 4

Class: Form 4

Duration: 3 weeks (10 sessions)

Unit Goals taken from CXC - CSEC (2018). Mathematics Syllabus:

On completion of this Section, students should:

1. Develop the ability to perform the calculations required in standard business transactions.

2. Develop the ability to perform the calculations required in computing their own budgets.

3. Appreciate the need for both accuracy and speed in calculations.

4. Appreciate the advantages and disadvantages of different ways of investing money.

5. Appreciate that business arithmetic is essential in everyday life.

6. Demonstrate the ability to use concepts in consumer arithmetic to describe, model and

solve real-world problems.

Unit Objectives: At the end of this unit, students will:

1. Define the terms cost price, selling price, marked price, sales tax, profit, loss, hire

purchase.

2. Explain the terms markup, discount. deposit, borrowed, instalment, interest, amount,

deposit, balance, payable.

3. Interpret the meaning of the rate associated with a mortgage agreement plan.

4. Differentiate between selling price and marked price.

5. Determine markup, discount, sales tax, profit/loss of items.

6. Calculate selling price when considering markup, discount, sales tax, profit or loss.

7. Express the following as a percentage of given values: markup, discount, sales tax, profit

or loss.
8. Solve problems involving cost price, selling price, markup, discount, sales tax, profit,

loss.

9. Solve problems involving instalments, hire purchase, mortgage, sales and purchasing.

10. Construct diagram for visual representation of concepts in problem solving.

11. Pay attention to the terms for different prices as a consumer and in business transactions.

12. Justify the need for markup in normal business operations.

13. Be aware of discounted items when shopping and be mindful of deals available.

14. Recognise situations in which a loss may make good business sense.

15. Participate in discussion about the advantages and disadvantages of sales tax, hire

purchase, mortgages.

16. Demonstrate the ability to use concepts in purchasing to describe and model real-world

problems.

Pre-knowledge:

Concept of percentage; percentage of a given quantity; quantity as a percentage of another;

percentage increase and decrease; operations with rational numbers; currency units (dollars

and cents).

Sessions / Lessons

Session 1 / Lesson 1: Introducing Prices in Sales and Purchasing

Session Objectives: At the end of this session/lesson, students will:

1. Define the term ‘cost price’. (K)

2. Define the term ‘marked price’. (K)

3. Define the term ‘selling price’. (K)

4. Differentiate between selling price and marked price. (AT)

5. Pay attention to the terms for different prices as a consumer and in business transactions.

(Aff.)

Lesson Resources:

Laptop, Projector, Digital Pen Tablet, Whiteboard/Markers, Google / Jamboard Slides, Teacher

notes.

CXC - CSEC (2018). Mathematics Syllabus, Toolsie, R. (2013). Mathematics A Complete

Course with CXC Questions Volume 1. (p. 180).

Websites:

Student Activity 2: https://www.vedantu.com/formula/selling-price-formula

Teaching Strategy:

1. Interactive Instruction - Brainstorming: Question is posed to students about the terms ‘cost

price’, selling price’, ‘marked price’. Ideas are generated about the differences in prices and

type of business transactions that use these terms.

2. Indirect Instruction – Reading for meaning: Students are directed to information from

website about marked price and selling price (Selling Price Formula - Explanation, Selling

Price Vs. Marked Price, and FAQs, n.d.)

3. Interactive Instruction – Discussion, questioning: Open-ended questions are posted about

selling price verses marked price.

Student Activity:

1. Students respond to ideas about cost price, selling price, marked price; they express

answers, and give possible terms associated with these prices.

2. Students read information on website and write notes about different prices.
3. Students are prompted to answer questions about the significance of determining a marked

price (list price) and why the selling price may be different from marked price.

Assessment: Task available on GoFormative with questions for students to type answers:

Define cost price, selling price and marked price. What is difference between the selling price

and marked price?

Continuous Assessment: Worksheet on percentage increase and decrease: (find-the-

percentage-change) - https://www.math-salamanders.com/image-files/find-the-percentage-

change-1.gif

Session 2 / Lesson 2: Introducing Markup

Session Objectives: At the end of this session/lesson, students will:

1. Explain the term ‘markup’ as related to percentage increase. (AT)

2. Calculate the markup price of an item. (AT)

3. Calculate the selling price of an item after the markup. (AT)

4. Express markup as a percentage of a given value. (AT)

5. Solve problems involving cost price, selling price and markup. (PS)

6. Justify the need for markup in normal business operations. (Aff.)

Lesson Resources:

Laptop, Projector, Digital Pen Tablet, Whiteboard/Markers, Google / Jamboard Slides, Teacher

notes.

CXC - CSEC (2018). Mathematics Syllabus, Toolsie, R. (2013). Mathematics A Complete

Course with CXC Questions Volume 1.

https://www.math-only-math.com/understanding-discount-and-mark-up.html
Video for Activity 1 0:00 to 3:00 - https://www.youtube.com/watch?v=Bu015X0pdR4

Teaching Strategy:

1. Indirect Instruction – Concept formation: Video used to develop the idea of markup and

explain as related to percentage.

2. Independent Study – Assigned questions: Teacher selects examples on markup.

3. Interactive Instruction – Cooperative Learning Groups: Breakout rooms organised by teacher

to place students in groups.

Student Activity:

1. Students look at the video and explain the idea of markup using examples.

2. Students work independently on given examples and present answers to class.

3. Students work in groups (in breakout rooms) to present group solutions to problems in

markup.

Assessment: https://www.math-only-math.com/understanding-discount-and-mark-up.html

Questions 1, 2 to show working to calculate markup and selling price.

Continuous Assessment: https://www.math-only-math.com/worksheet-on-discount-and-

markup.html

Questions 1 – 5 from website.

Session 3 / Lesson 3: Introducing Discount

Session Objectives: At the end of this session/lesson, students will:

1. Explain the term ‘discount’ as related to percentage decrease. (AT)

2. Calculate the discount price of an item. (AT)

3. Calculate the selling price of an item after the discount. (AT)

4. Express discount as a percentage of a given value. (AT)

5. Solve problems involving cost price, selling price and discount. (PS)

6. Be aware of discounted items when shopping and be mindful of deals available. (Aff.)

Lesson Resources:

Laptop, Projector, Digital Pen Tablet, Whiteboard/Markers, Google / Jamboard Slides, Teacher

notes.

CXC - CSEC (2018). Mathematics Syllabus, Toolsie, R. (2013). Mathematics A Complete

Course with CXC Questions Volume 1. (p. 184)

Teaching Strategy:

1. Interactive Instruction - Discussion: Open-ended questions are posed to stimulate critical

thinking about discount when shopping.

2. Interactive Instruction – Questioning: Questions are prompted for students to think about

and answer on discounted prices.

3. Indirect Instruction – Problem Solving: Real-life problems are used to deepen students’

understanding about the topic.

Student Activity:

1. Students answer open-ended questions about discount: What does a discount mean? Why

would a business offer discount?

2. Students answer questions about discount concerning percentages.

3. Students solve problems about everyday scenarios about discount.

Assessment: https://www.math-only-math.com/understanding-discount-and-mark-up.html

Questions 1, 2 to show working to calculate discount and selling price.

Continuous Assessment: https://www.math-only-math.com/worksheet-on-discount-and-

markup.html

Questions 6 – 12 from website.

Additional Practice Toolsie, R. (2013). Mathematics A Complete Course with CXC Questions

Volume 1. Ex 5h (p. 185).

Session 4 / Lesson 4: Introducing Sales Tax

Session Objectives: At the end of this session/lesson, students will:

1. Define the terms ‘sales tax’ or ‘Value Added Tax (V.A.T.)’ attributed to prices of items.

(K)

2. Calculate sales tax of an item. (AT)

3. Calculate the selling price inclusive of tax of an item. (AT)

4. Express sales tax as a percentage of a given value. (AT)

5. Solve problems involving sales tax and store prices. (PS)

6. Participate in discussion about the advantages and disadvantages of sales tax or V.A.T.

(Aff.)

Lesson Resources:

Laptop, Projector, Digital Pen Tablet, Whiteboard/Markers, Google / Jamboard Slides, Teacher

notes.

CXC - CSEC (2018). Mathematics Syllabus, Toolsie, R. (2013). Mathematics A Complete

Course with CXC Questions Volume 1.

https://taxsummaries.pwc.com/quick-charts/value-added-tax-vat-rates

http://www.obmworldwide.com/blog/advantages-and-disadvantages-of-vat/

https://www.mathgoodies.com/lessons/percent/sales_tax

Teaching Strategy:

1. Interactive Instruction – Brainstorming, Discussion, Questioning: Ideas are presented about

V.A.T. (inclusive and exclusive), V.A.T. rates, vatable items, zero-rated items in Trinidad and

Tobago.

2. Indirect Instruction – Inquiry: about a chart about the V.A.T. rates for various territories

(Value-added tax (VAT) rates, 2021).

3. Interactive Instruction – Tutorial groups: class divided into small groups, teacher visits each

group to teach and interact. (Sales Tax | Math Goodies, 2020).

Student Activity:

1. Students brainstorm, discuss, answer questions about V.A.T. inclusive and exclusive,

V.A.T. rates in Trinidad and Tobago compared to other countries, why items are vatable/non-

vatable.

2. Students explore information on a website about V.A.T. rates, ask questions and share

ideas.

3. Students follow worked examples on a website within their tutorial groups. They interact

with website, type in answers and share screen their results (Sales Tax | Math Goodies, 2020).

Assessment: https://www.mathgoodies.com/lessons/percent/sales_tax

Questions 1 – 5 on website. Type in answers, press enter and take screen shot, upload on

Google classroom.
Continuous Assessment: Toolsie, R. (2013). Mathematics A Complete Course with CXC

Questions Volume 1, Ex 5i (pp. 186-187)

Session 5 / Lesson 5: Introducing Profit and Loss

Session Objectives: At the end of this session/lesson, students will:

1. Define the terms ‘profit’ and ‘loss’. (K)

2. Identify the conditions/scenarios where a profit or loss is obtained. (K)

3. Calculate the profit (or loss). (AT)

4. Express profit (or loss) as a percentage. (AT)

5. Solve problems involving cost price, selling price, profit and loss. (PS)

6. Recognise situations in which a loss may make good business sense. (Aff.)

Lesson Resources:

Laptop, Projector, Digital Pen Tablet, Whiteboard/Markers, Google / Jamboard Slides, Teacher

notes.

CXC - CSEC (2018). Mathematics Syllabus, Toolsie, R. (2013). Mathematics A Complete

Course with CXC Questions Volume 1. (pp. 180-184)

https://www.math-only-math.com/cost-price-selling-price-and-rates-of-profit-and-loss.html

https://www.inc.com/karl-and-bill/selling-your-product-at-a-loss-can-be-good-for-

business.html

Teaching Strategy:
1. Indirect Instruction – Reflective Discussion: Students are encouraged to think about previous

lessons about markup and discount; teacher gives markup and discount rate to determine if

overall profit or loss was made.

2. Direct Instruction – Demonstration: worked examples are used to show calculations for

profit and loss.

3. Independent Study – Homework: Real-life problems, questions are used to help students

understand how all prices, rates determine profit/loss.

Student Activity:

1. Students reflect upon cost price, selling price, marked prices, rates for markup/discount to

determine profit/loss.

2. Students observe solutions and workings by teacher to solve problems.

3. Students work on assignments with the help of parents and other students.

Assessment: Copy and complete table for headings: Cost Price, Selling Price, Profit or Loss?

Profit or Loss Amount, Profit or Loss %.

Continuous Assessment: Toolsie, R. (2013). Mathematics A Complete Course with CXC

Questions Volume 1, Ex 5f (p. 182)

Session 6 / Lesson 6: Formative Assessment

Assessment Objectives: At the end of this session/lesson, students will:

1. Calculate the markup price of an item. (AT)

2. Calculate the selling price of an item after the markup. (AT)

3. Express markup as a percentage of a given value. (AT)

4. Calculate the discount price of an item. (AT)

5. Calculate the selling price of an item after the discount. (AT)

6. Express discount as a percentage of a given value. (AT)

7. Calculate sales tax of an item. (AT)

8. Calculate the selling price inclusive of tax of an item. (AT)

9. Express sales tax as a percentage of a given value. (AT)

10. Express profit (or loss) as a percentage. (AT)

11. Solve problems involving cost price, selling price, markup, discount, sales tax, profit, and

loss (PS)

Assessment Resources:

CXC - CSEC (2018). Mathematics Syllabus, Toolsie, R. (2013). Mathematics A Complete

Course with CXC Questions Volume 1.

Assessment Description: Teacher-constructed classroom test (if face to face) or conducted

during online session, consisting of 12 structured questions: Questions 1 to 10 covers

objectives 1 to 10 (1 question for each objective) and Questions 11 to 12 covers objective 11.

Session 7 / Lesson 7: Introducing Hire Purchase

Session Objectives: At the end of this session/lesson, students will:

1. Define the term hire purchase (H.P.). (K)

2. Discuss the terms related to H.P: deposit, balance, instalment, interest, payable. (AT)

3. Determine the hire purchase price of an item. (AT)

4. Solve problems involving hire purchase. (PS)

5. Compare the advantages and disadvantages of hire purchase plans to the customer. (Aff.)
Lesson Resources:

Laptop, Projector, Digital Pen Tablet, Whiteboard/Markers, Google / Jamboard Slides, Teacher

notes.

CXC - CSEC (2018). Mathematics Syllabus, Toolsie, R. (2013). Mathematics A Complete

Course with CXC Questions Volume 1. (pp. 187-190)

https://wffinancialsolutions.co.uk/commercial-finance/hire-purchase/advantages-

disadvantages-hire-purchase/

Teaching Strategy:

1. Interactive Instruction – Brainstorming: Question/problem is posed to students about options

to purchase an item without having the full cash.

2. Independent Study – Assigned Questions: Hire purchase questions are given for students to

compare different options with the cash price.

3. Interactive Instruction – Debates: two competing perspectives are given for students to

contradict each side – advantages and disadvantages (of hire purchase).

Student Activity:

1. Students answer questions and share ideas about hire purchase plans and give examples of

items obtained by hire purchase plans in their homes.

2. Students present calculations for different hire purchase plan to compare with cash price.

3. Students are divided into 2 groups to participate in a debate about the advantages and

disadvantages of hire purchase to the customer. They present their thoughts for their choice

and against the opposing group. Students come together to make a decision based on the

scenarios.
Assessment: Toolsie, R. (2013). Mathematics A Complete Course with CXC Questions

Volume 1, Ex 5j (pp. 189-190). Questions 7,8.

Continuous Assessment: Toolsie, R. (2013). Mathematics A Complete Course with CXC

Questions Volume 1, Ex 5j (pp. 189-190). Questions 1 – 6.

Session 8 / Lesson 8: Introducing Mortgage

Session Objectives: At the end of this session/lesson, students will:

1. Interpret the meaning of the rate associated with a mortgage agreement plan. (AT)

2. Discuss the terms related to mortgage: deposit, borrowed, instalment, interest, amount.

(AT)

3. Solve problems involving mortgages. (PS)

4. Compare the advantages and disadvantages of a mortgage loan agreement to the buyer.

(Aff.)

Lesson Resources:

Laptop, Projector, Digital Pen Tablet, Whiteboard/Markers, Google / Jamboard Slides, Teacher

notes.

CXC - CSEC (2018). Mathematics Syllabus, Toolsie, R. (2013). Mathematics A Complete

Course with CXC Questions Volume 1. (p.191)

https://www.moneysupermarket.com/mortgages/advantages-and-disadvantages

Teaching Strategy:

1. Indirect Instruction – Reading for meaning: information about mortgage plans are used to

stimulate thinking about loan agreement, house options.

2. Independent Study – Assigned Questions: Mortgage questions are given for students to

compare different options with the cash price.

3. Interactive Instruction – Debates: two competing perspectives are given for students to

contradict each side – advantages and disadvantages (of mortgage agreement plans).

Student Activity:

1. Students read information (independently or in groups) about mortgage and write their own

notes to discuss in class.

2. Students present calculations for different mortgage payment plans to compare with cash

price.

3. Students are divided into 2 groups to participate in a debate about the advantages and

disadvantages of mortgage plans to the customer. They present their thoughts for their choice

and against the opposing group. Students come together to make a decision based on the

scenarios.

Assessment: Toolsie, R. (2013). Mathematics A Complete Course with CXC Questions

Volume 1, Ex 5k (p. 192). Questions 6.

Continuous Assessment: Toolsie, R. (2013). Mathematics A Complete Course with CXC

Questions Volume 1, Ex 5k (p. 192). Questions 1 – 5.

Session 9 / Lesson 9: Solving problems involving instalments, sales and purchasing

Session Objectives: At the end of this session/lesson, students will:

1. Solve problems involving instalments, sales and purchasing. (PS)

2. Construct diagram for visual representation of concepts in problem solving. (PS)

3. Demonstrate the ability to use concepts in purchasing to describe and model real-world

problems. (Aff.)

Lesson Resources:

Laptop, Projector, Digital Pen Tablet, Whiteboard/Markers, Google / Jamboard Slides, Teacher

notes.

CXC - CSEC (2018). Mathematics Syllabus, Toolsie, R. (2013). Mathematics A Complete

Course with CXC Questions Volume 1.

CXC Mathematics Past Paper Questions.

Teaching Strategy:

1. Interactive Instruction – Problem Solving: Real-life situations, past paper questions are used

to develop an understanding for sales, purchasing, rates, instalments.

2. Indirect Instruction – Concept Mapping: Concepts maps are used for visual representation

of all the ideas in sales and purchasing, using keywords.

Student Activity:

1. Students answer past paper questions for practice in examination setting. Model answers

are presented, and students share ideas and solutions with the class.

2. Students design their own concept map/visual/graphical representation of the concepts

learnt to summarise the topics in the unit.

Assessment: Question involving cost price, selling price, markup, discount, sales tax, profit,

and loss, hire purchase, mortgage - Toolsie, R. (2013). Mathematics A Complete Course with

CXC Questions Volume 1, Ex 5v (p. 227). Question 11.

Continuous Assessment: CXC Mathematics Past Paper Questions taken from selected years

(with questions on sales and purchasing) – May 2017 Qu 1(b), May 2016 Qu 1 (b).

Session 10 / Lesson 10: Summative Assessment

Assessment Objectives: At the end of this session/lesson, students will:

1. Calculate the markup price of an item. (AT)

2. Calculate the selling price of an item after the markup. (AT)

3. Express discount as a percentage of a given value. (AT)

4. Calculate sales tax of an item. (AT)

5. Calculate the selling price inclusive of tax of an item. (AT)

6. Express sales tax as a percentage of a given value. (AT)

7. Calculate the profit (or loss). (AT)

8. Express profit (or loss) as a percentage. (AT)

9. Define the term ‘hire purchase’. (K)

10. Determine the hire purchase price of an item. (AT)

11. Solve problems involving cost price, selling price, markup, discount, tax, profit/loss. (PS)

12. Solve problems involving instalments, sales and purchasing. (PS)

Assessment Resources:

CXC Mathematics Past Paper Questions taken from selected years (with questions on sales and

purchasing)

Assessment Description: CXC Mathematics past examinations Paper 2 – questions on

instalments, sales, purchasing. Five (5) structured questions given to complete in 1 hour.