Sample Lesson Plans

SCHOOL OF EDUCATION, UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

MATHEMATICS LESSON PLAN 1

Teacher: Reean Teelucksingh School: Barataria North Secondary School

Date: May 2021 Class: Form 4 Time: 70 minutes (double session)
Unit: Consumer Arithmetic – Sales and Purchasing
Topic: Introducing Prices in Sales and Purchasing

Pre-knowledge:
Concept of prices in sales and purchasing; operations with rational numbers; currency units (dollars
and cents).

OBJECTIVES: By the end of this session learners will: Classification

1. Define the term ‘cost price’. K
2. Define the term ‘marked price’. K
3. Define the term ‘selling price’. K
4. Differentiate between marked price and selling price. AT
5. Pay attention to the terms for different prices as a consumer and in business Aff.
transactions.

LEARNING OUTCOMES: By the end of this session learners will: Associated

Objective
1. State the definition of ‘cost price’ in terms of customer, seller, and item. 1
2. State the definition of ‘marked price’ in terms of customer, seller, and item. 2
3. Recall the definition of ‘selling price’ in terms of customer, seller, and item. 3
4. Distinguish between marked price and selling price in terms of deal, bargain, 4
deduction.
5. Use brainstorming ideas to become aware of the significance of different prices 5
in business.
SET INDUCTION: (Time: 5 minutes) Resources
Teacher plays Powtoon video that introduces the idea of cost price, marked price, Powtoon
selling price. video link
Scene 1: Seller/Store owner decides to purchase cell phone from supplier. made
Scene 2: Store owner visits a supplier and buys a cell phone for $1000. available on
Scene 3: Store owner returns to retail store/business place and labels the phone for YouTube:
$2000.
Scene 4: Time passes, owner calculates and re-label the phone for $1500. (WAS https://youtu.
$2000 NOW $1500). be/T2ssH19al
Scene 5: Customer comes in and sees both prices ($2000 and $1500) and pays for the yE
phone for $1500.
After the video teacher asks the students the following questions:
(1) How many different prices were shown? What were the prices?
(2) Explain at each point in the video where the different prices were generated.
(3) Give appropriate names for each of the prices.

Introduce: “Today’s lesson is about “Prices in Sales and Purchasing”.

SECTION 1 (Time: 10 minutes)
Content: Concept of Cost Price Associated Objective(s): 1,5
Teaching Points:
1. The cost price of an item is the price at which an item is bought for the purpose of selling.
2. The cost price is the price at which the seller pays the supplier to receive the item.
3. The cost price is the total cost involved in obtaining the item for purchase by customers.
Method
Teaching Strategy Student Activity/Task Resources
1.Interactive Instruction - 1. Students respond to ideas about Laptop, Projector,
Brainstorming: Question is posed cost price, selling price, marked price; Digital Pen Tablet,
to students about the terms ‘cost they express answers, and give Whiteboard/Markers,
possible terms associated with these
price’, selling price’, ‘marked Google / Jamboard
prices.
price’. Ideas are generated about Slides, Teacher
the differences in prices and type of notes.
business transactions that use these
terms.
Sectional Review (Assessment): (Time: 4 minutes) Associated Outcomes:1,5
Questions: Who are the people involved in knowing the cost price? (Ans. Businessperson/Seller and
Supplier)
Is the cost price visible to the customer? If no, explain why. (Ans. The businessperson/seller usually
adjust the price to a higher price for the business.

Summary of cost price:

The cost price of a product is the price at which the item is bought for the purpose of selling; it is the
price at which the seller pays the supplier to receive the item. It is the total cost involved in obtaining
the item at the store for purchase by customers.
SECTION 2 (Time: 15 minutes)
Content: Concept of Marked Price Associated Objective(s):
2,4,5
Teaching Points:
1. The marked price, known as the list price, is the price seen on the tag/label of item to be sold.
2. The marked price is the intended sale price which the seller displays to the customer.
Method
Teaching Strategy Student Activity/Task Resources
2. Indirect Instruction – Reading for 2. Students read information on https://www.vedantu.
meaning: Students are directed to website and write notes about different com/formula/selling-
information from website about prices (cost price, marked price, price-formula
marked price and selling price selling price). (Selling Price
Formula -
Explanation, Selling
Price Vs. Marked
Price, and FAQs,
n.d.)
Sectional Review (Assessment): (Time: 3 minutes) Associated
Outcomes:2,4,5
State what is marked price based on what customer sees and intention of the seller.
State if the marked price will always be the final price customer pays. If not, state why.
Summary of marked price
The marked price of an item, also known as the list price, is the price seen on the tag or label of the
item to be sold; it is the price the seller displays to the customer or price at which the item is intended
to be sold.
SECTION 3 (Time: 15 minutes)
Content: Concept of Selling Price Associated Objective(s):
3,4,5
Teaching Points:
1. The selling price is the price a buyer pays for an item.
2. The selling price is the price the seller receives from the buyer.
3. The selling price is the market price determined by the amount the buyer is willing to pay and seller
is willing to accept.
Method
Teaching Strategy Student Activity/Task Resources
3. Interactive Instruction – 3. Students are prompted to answer Laptop, Projector,
Discussion, questioning: Open- questions about the significance of Digital Pen Tablet,
ended questions are posted about determining a marked price (list price) Whiteboard/Markers,
selling price verses marked price. and why the selling price may be Google / Jamboard
different from marked price. Slides, Teacher
notes.
Sectional Review (Assessment): (Time: 3 minutes) Associated
Outcomes:3,4,5
Refer to the video in set induction: Which price is the cost price, marked price and selling price?
What is the difference between marked price and selling?
Answers: CP = $1000, MP = $2000, SP = $1500, Difference = $2000 - $1500 = $500.

CLOSURE: (Time: 5 minutes)

Draw a visual graphic organiser in the layout of the Frayer Model
and guide students to complete each section. Allow different
students to fill each section on board and give students time to
complete individually.

FINAL ASSESSMENT TASK/ACTIVITY: (Time: 10 minutes)

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?
Go to: https://goformative.com/join
Enter the code: GGTJBF

Reasonable level of Achievement: Outcome(s)

90 % - State the definition of ‘cost price’ in terms of buyer, product, or item. 1
90 % - State the definition of ‘marked price’ in terms of consumer, product, or item. 2
90 % - Recall the definition of ‘selling price’ in terms of selling price, product, or 3
item.
90 % - Distinguish between marked price and selling price in terms of deal, bargain, 4
deduction.

CONTINUOUS EVALUATION:
This homework is designed specifically to revise the topic of percentage change, necessary for the
lessons.
Worksheet on percentage increase and decrease: (find-the-percentage-change) - https://www.math-
salamanders.com/image-files/find-the-percentage-change-1.gif

ADDITIONAL LINKS
Set Induction: Powtoon video link made available on YouTube: https://youtu.be/T2ssH19alyE
Final Task: https://goformative.com/join Enter the code: GGTJBF
QUESTIONING
Set Induction:
How many different prices were shown? What were the prices?
Explain at each point in the video where the different prices were generated.
Give appropriate names for each of the prices.
Why is the value of the selling price important?

TEACHER EVALUATION OF THE LESSON:

TUTOR’S COMMENTS:

ADDITIONAL RESOURCES FOR LESSON 1

SCHOOL OF EDUCATION, UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

MATHEMATICS CONCEPT ANALYSIS FORM

Teacher Name: Reean Teelucksingh School Name: BNSS Class: Form 4

Concept Name: Cost Price

Criterial attributes / Essential Characteristics:

- The price at which an item is bought for the purpose of selling.
- It is the total cost involved in obtaining the item at the store for purchase.
- The price at which the seller pays the supplier to receive the item.

Non-criterial attributes / Non-Essential Characteristics:

- The value of the cost price/buying price.
- The type of item – product or service.

Concept rule:
The cost price of a product is the price at which the item is bought for the purpose of selling; it
is the price at which the seller pays the supplier to receive the item. It is the total cost involved
in obtaining the item at the store for purchase by customers.

Teaching Points:
1. The cost price of a product is the price at which an item is bought for the purpose of selling.
2. The cost price is the price at which the seller pays the supplier to receive the item.
3. The cost price is the total cost involved in obtaining the item for purchase by customers.

Concept examples:
Cost Price or buying price refers to 100%, e.g. $200, $500, $1000.
Concept non-examples:
Selling Price, Marked Price, Discount, Sales, Tax

Relationship with another concept(s):

Selling Price, Marked Price, Profit, Loss, Discount.

Tutor’s evaluation:

SCHOOL OF EDUCATION, UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

MATHEMATICS CONCEPT ANALYSIS FORM

Teacher Name: Reean Teelucksingh School Name: BNSS Class: Form 4

Concept Name: Marked Price

Criterial attributes / Essential Characteristics:

- The price seen on the tag or label of the item to be sold.
- It is known as the list price.
- The price the seller displays to the customer.
- The price at which the item is intended to be sold.

Non-criterial attributes / Non-Essential Characteristics:

- The value of the marked price/intended/list price.
- The type of item – product or service.

Concept rule:
The marked price of an item, also known as the list price, is the price seen on the tag or label
of the item to be sold; it is the price the seller displays to the customer or price at which the
item is intended to be sold.

Teaching Points:
1. The marked price, known as the list price, is the price seen on the tag/label of item to be
sold.
2. The marked price is the intended sale price which the seller displays to the customer.

Concept examples:
Marked/list price: $2000, $5000.

Concept non-examples:
Markup price, Discount price, Selling price, Cost price, Profit, Loss.

Relationship with another concept(s):

Selling price, Discounted Price.
Tutor’s evaluation:

SCHOOL OF EDUCATION, UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

MATHEMATICS CONCEPT ANALYSIS FORM

Teacher Name: Reean Teelucksingh School Name: BNSS Class: Form 4

Concept Name: Selling Price

Criterial attributes / Essential Characteristics:

- The price a buyer pays for an item.
- The price the seller receives from the buyer.
- The market price determined by the amount the buyer is willing to pay and seller is willing to
accept.

Non-criterial attributes / Non-Essential Characteristics:

- The value of the selling/market price.
- The type of item – product or service.

Concept rule:
The selling price is the price a buyer pays for an item and the price the seller receives from the
buyer; it is the market price determined by the amount the buyer is willing to pay and seller is
willing to accept.

Teaching Points:
1. The selling price is the price a buyer pays for an item.
2. The selling price is the price the seller receives from the buyer.
3. The selling price is the market price determined by the amount the buyer is willing to pay
and seller is willing to accept.

Concept examples:
Selling price: $1500, $4000

Concept non-examples:
Cost Price, Marked Price

Relationship with another concept(s):

Marked Price, Cost Price, Profit, Loss

Tutor’s evaluation:
Continuous Evaluation
 SCHOOL OF EDUCATION, UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE
MATHEMATICS LESSON PLAN 2

Teacher: Reean Teelucksingh School: Barataria North Secondary School

Date: May 2021 Class: Form 4 Time: 75 minutes (double session)
Unit: Consumer Arithmetic – Sales and Purchasing
Topic: Introducing Markup
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), concept of cost price, marked price, selling price.

OBJECTIVES: By the end of this session learners will: Classification

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

LEARNING OUTCOMES: By the end of this session learners will: Associated

Objective
1. Restate in their own words the meaning of markup using cost and selling price 1
and a percentage increase.
2. Explain the arithmetic relationship among markup, cost price and selling price. 2
3. Review the selling price of an item after including markup percent and markup 3
value.
4. Derive the steps to calculate markup as a percentage of a given value. 4
5. Apply the steps to calculate the markup as a percentage of a given value. 4
6. Solve word problems that involve markup, cost price and selling price in real- 5
world examples.
7. Participate in group discussion with peers about markup used by businesses. 6

SET INDUCTION: (Time: 5 minutes) Resources

Teacher introduces the video (Percentage Markup) about mindcraft, Best Buy, and YouTube
asks student to take note of the figures (money and percentage) mentioned. video link:
Students observe the video and take notes. https://www
Teacher asks: How much did Best Buy purchase the item for? (Ans $12). .youtube.co
How much do you think Best Buy should sell the game to customers? (note answers). m/watch?v=
What does 40% represent? 8uDwQW5
Teacher introduces the lesson.. “Introducing Markup” GlZY

0:00 to 1:20
SECTION 1 (Time: 15 minutes)
Content: Concept of markup Associated Objective(s):
1,2,3
Teaching Points:
1. Markup is the amount of money added to an item to cover overhead and added costs.
2. Markup is the difference between the item’s cost price and selling price.
3. Markup is the difference between cost price and selling price as a percentage.
Method
Teaching Strategy Student Activity/Task Resources
1. Indirect Instruction – Concept 1. Students look at the video and YouTube Video
formation: Video used to develop explain the idea of markup using https://www.youtub
the idea of markup and explain as examples. e.com/watch?v=Bu
related to percentage. 015X0pdR4
0:00 to 1:16

Sectional Review (Assessment): (Time: 10 minutes) Associated Outcomes:

1,2,3
Use the following to write a formula for each: Cost Price, Selling Price, Markup
Markup = Selling Price – Cost Price
Cost Price = Selling Price – Markup
Selling Price = Cost Price + Markup
Markup = Markup (x) % x Cost Price = x/100 x Cost Price
Markup always increases the price, and can be expressed as a percentage
Use the information from the video in set induction to calculate markup and selling price (given
Cost = $12 and markup % = 40%, Ans: Markup = $4.80 and SP = 16.80)
Summary of Markup
Markup is the amount of money added to an item to cover the added overhead and other costs; it is
the difference between the item’s cost price and selling price, which is also given as a percentage of
the cost price; it is also calculated as a percentage of the cost price.
 SECTION 2 (Time: 20 minutes)
Content: Steps to expressing markup as a percentage of a given Associated Objective(s):
value. 4,5,6
Teaching Points:
1. Identify the cost price and selling price in the business transaction.
2. Determine the markup by finding the difference between the selling price and cost price
Markup = Selling Price – Cost Price
3. To determine markup as a percentage of cost price, divide markup by cost price and multiply by
100 to express as a %.
4. To determine markup as a percentage of selling price, divide markup by selling price and multiply
by 100 to express as a %.
Method
Teaching Strategy Student Activity/Task Resources
2. Independent Study – Assigned 2. Students work independently on YouTube Video
questions: Teacher selects given examples and present answers to https://www.youtub
examples on markup from the class, then compares to video. e.com/watch?v=Bu
video, pauses and then reveals 015X0pdR4
answers. 1:16 to 3:00

3. Interactive Instruction – 3. Students work in groups (in Same video

Cooperative Learning Groups: breakout rooms) to present group 3:00 to 5:33
Breakout rooms organised by solutions to problems in markup (table
teacher to place students in groups, in the video)
shows video with questions in table.
Sectional Review (Assessment): (Time: 10 minutes) Associated Outcomes:
4,5,6,7
Write a formula for calculating markup (Selling price – Cost price) and formula for calculate
markup as a % of any value (markup/value x 100%)
Given the cost price = $100 and selling price = $150. Find the markup ($) and the markup as a
(a) % of the cost price and (b) % of the selling price. (Ans markup = $50, a. 50%, b. 33.3%)

CLOSURE: (Time: 5 minutes)

State the meaning of markup and explain the relationship (using mathematical formulae) among
markup, cost price and selling price, briefly review steps for calculating markup as a percentage.
(Ask different students to write on the board).

FINAL ASSESSMENT TASK/ACTIVITY: (Time: 10 minutes)

State the meaning of markup, and explain the relationship (using mathematical formulae) among
markup, cost price and selling price. Review the steps to calculate markup as a percentage.
Chloe's music store bought a guitar at wholesale price of $1000. Chloe marked the price up 25%
(a) What is the markup amount? (b) What is the selling price?

Reasonable level of Achievement: Outcome(s)

85% - Restate in their own words the meaning of markup using cost and selling 1
price and a percentage increase.
90% - Explain the arithmetic relationship among markup, cost price and selling 2
price.
80% - Derive the steps to calculate markup as a percentage of a given value. 4
80% - Solve word problems that involve markup, cost price and selling price in 6
real-world examples.

CONTINUOUS EVALUATION:
https://www.math-only-math.com/worksheet-on-discount-and-markup.html
Questions 1 – 5 from website.

TEACHER EVALUATION OF THE LESSON:

TUTOR’S COMMENTS:

SCHOOL OF EDUCATION, UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

MATHEMATICS CONCEPT ANALYSIS FORM

Teacher Name: Reean Teelucksingh School Name: BNSS Class: Form 4

Concept Name: Markup

Criterial attributes / Essential Characteristics:

- The amount of money added to an item to cover added overhead costs.
- It is the difference between an item’s cost price (CP) and selling price (SP).
- It is the difference between cost price and selling price as a percentage.
- It is calculated as a percentage of the cost price.

Non-criterial attributes / Non-Essential Characteristics:

 - The amount of money added as the markup.
- The amount for the cost price and selling price that determine the markup.
- The percentage value of the markup.

Concept rule:
Markup is the amount of money added to an item to cover the added overhead and other costs;
it is the difference between the item’s cost price and selling price, which is also given as a
percentage of the cost price; it is also calculated as a percentage of the cost price.

Teaching Points:
1. Markup is the amount of money added to an item to cover overhead and added costs.
2. Markup is the difference between the item’s cost price and selling price.
3. Markup is the difference between cost price and selling price as a percentage.

Concept examples:
CP = $100 and SP = $120; Markup = SP-CP = $120 - $100 = $20
Markup as a % of CP = Markup/CP x100 = 20/100 x 100 = 20%
Markup as a % of SP = Markup/SP x 100 = 20/120 x 100 = 16.67%

Concept non-examples:
Loss/Loss %, Discount/Discount%, Sales Tax/Tax%

Relationship with another concept(s):

Profit and Profit Percentage

Tutor’s evaluation:

Task Analysis Form

Target Task: Express markup as a percentage of a given value.

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), concept of cost price, marked price, selling price.

Behaviour Chain:
1. Identify the cost price and selling price in the business transaction.
2. Determine the markup by finding the difference between the selling price and cost price
Markup = Selling Price – Cost Price
3. To determine markup as a percentage of cost price, divide markup by cost price and multiply
by 100 to express as a %.
4. To determine markup as a percentage of selling price, divide markup by selling price and
multiply by 100 to express as a %.
Task Analysis Chart

Continuous Evaluation