Optional integrated Does “same… | Year 11 Inquiry · T1 W1–2 · Week 01

Five 35-minute sessions connect General English Unit 1 perspective analysis (ENG-U1) and General Mathematics Unit 1 Topic 1 consumer arithmetic (GM-U1-T1). This is a school-chosen cross-subject extension, not a QCAA required integration, a replacement for either subject's contact time or a formal instrument. Source and limits: ledger.

Set up: Give learner Texts A–C, learner shift Card 1, rate table or text equivalent. All pay is fictional. No real work, household or personal budget disclosure. A group may use a made-up prospective worker. Each exit has a keyed teacher response below.

Schedule: If English Day 5 is being used as an independent first response, run this guide's Day 5 after that English check. The optional extension can practise the same ideas, but an already coached response should not be recorded as independent check evidence.

Day 1 — Two readings of one sentence

Frame · 3 min. Display “same pay, more ways to take part.” Ask students to write one mathematical reading and one possible everyday reading.
Source · 5 min. Identify the fictional organising team, audience and purpose of Text A. Model why a public notice may emphasise attractive choices.
Calculate · 7 min. Class shows 5×$24=$120 and 4×(1.25×$24)=$120; label paid hours, amount and assumed multiplier.
Independent card · 12 min. Students build a two-column card what $120 establishes / what it does not establish, with a line from A and one unanswered question. Use typed, drawn, AAC or verbal mode with recorded words.
Peer audit · 5 min. Partner checks equality is of stated totals, not hours, actual take-home pay or suitability. Revise any broader claim.
Exit · 3 min. Key: equal model totals for these two shifts; different hours/rates and unlisted terms remain.

Day 2 — A multiplier changes the rate

Retrieve · 3 min. Ask students to point to the 1.25× condition and predict its effect on $24/h.
Model · 5 min. Use 100%+25%; $24+$6=$30/h. Explain why 24+1.25 uses the wrong units.
Text link · 7 min. Compare Text A's stated equality and Text B's whole-day concerns. Ask which sentence in B questions meaning, rather than the multiplication.
Independent explanation · 12 min. For a fictional prospective crew member, write 3–5 sentences or produce a labelled diagram: calculate each stated shift, then explain one reason Mira might still ask a question.
Audit · 5 min. Pairs locate the exact diary sentence and check that no one claims the fictional organiser refused access or broke a rule.
Exit · 3 min. Key: Saturday rate $30/h; four hours=$120; B wants role/whole-day details, not a correction of the $120 arithmetic.

Day 3 — Missing does not mean zero

Prompt · 3 min. Put travel support = ? beside both shifts. Ask whether ? should be added as $0.
Model · 5 min. Teacher separates given wage model from unlisted terms. “Unknown” prevents an invented net figure.
Sort · 7 min. Groups sort paid hours, multiplier, duties, travel and break terms into given / not given. Ask which missing item could alter a person's preference without changing the $120 model.
Independent revision · 12 min. Students rewrite the false headline “Both shifts will leave every crew member equally well off” as two accurate sentences: one with exact totals, one with a bounded question.
Check · 5 min. Partner asks whether the revision distinguishes mathematical equality from a personal choice; teacher samples different defensible questions.
Exit · 3 min. Key: both stated amounts $120 before unlisted terms; ask organisers about duties, access, breaks or travel rather than inventing values.

Day 4 — One what-if, clearly labelled

Recall · 3 min. Students restate Text A's two $120 model results.
Model · 5 min. Add the explicitly hypothetical $15 transport allowance to weekday A only: $120+$15=$135. Note that A's stated model did not include it.
Interpret · 7 min. Compare $135 and $120 under the new assumption. Ask why saying “A always pays more” would still overstate: other shifts/terms unknown.
Independent editor note · 12 min. Students draft a note distinguishing original text, new what-if and resulting $15 difference. Include a quotation of no more than six words from Text A and one question for the organiser.
Peer challenge · 5 min. Partner colours source facts versus scenario changes; any unmarked added fee/allowance must be labelled or removed.
Exit · 3 min. Key: in the A-only allowance what-if, A=$135 and B=$120; a scenario addition is not an actual contract term.

Day 5 — A fair public explanation

Audience · 3 min. Choose a hypothetical community newsletter reader; do not assign students a real worker identity.
Plan · 5 min. Set four criteria on board: exact calculation, two text perspectives, unknown condition, readable question.
Rehearse · 7 min. Students outline a 45–60-second pitch or 130–180-word note. Partner reads back the intended message; private mode is available.
Create · 12 min. Independently make a one-page note, annotated rate table or spoken/AAC response using those criteria. Preserve the first draft and record support.
Feedback · 5 min. Use English and maths criteria separately; give one specific next action, not a combined QCAA mark.
Exit · 3 min. Key: two given shifts each state $120, with different hours and incomplete conditions; a fair account names both sources and asks for duties/terms.

Teacher next moves: If a learner applies the multiplier to the whole total twice, rederive $30/h. If the arithmetic is right but the claim is universal, put “these two example shifts” into the sentence. If fluent writing hides an invented contract term, colour every supplied versus invented number. If speaking confidence blocks evidence, recheck in a private or AAC mode.