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Ticketing Part I -
Tickets Please

 

LEARNING OBJECTIVES

Students will:
  • Learn about ticketing options interpreting, analysing and evaluating information
  • Calculate ticket costs comparing different ticketing options using percentages to work out discounts and best buys
  • Participate in and contribute to discussions about the use of public transport
  • Navigate and read texts for meaning
  • Present data in different formats to support good communication
  • Develop valuable knowledge and skills about how to buy and use tickets on public transport in Perth.

BEFORE YOU START

  • Download the ticketing learning goals rubric
  • Gather a good selection of sample tickets – including public transport tickets (train, bus and ferry)
  • Download the Transperth Zone Map and the Transperth Fares table and make enough colour copies for the whole class (you may wish to enlarge it slightly)
  • Download the Transperth Fares resource and make enough copies for the whole class
  • Download the ‘Fare, not Fare!’ quiz questions and answers
  • Photocopy enough copies of the school term dates for the extension/homework activity
  • You’ll also need some chalk.
  • To find out more information about Transperth’s ticketing options, we recommend you visit the Transperth Tickets and Fares section of the website before you teach this lesson.

LEARNING PROCESS: Whole class [5 minutes]

Introduce the topic of tickets asking students to think about how they have used tickets. Discuss why tickets are important.

Display the ticketing learning goal rubric on the interactive whiteboard or distribute copies and highlight the learning goals.


Provide sample tickets for the students to look at – include train, bus and ferry tickets, but you could also show plane tickets or tickets for events. Ask students to observe the information printed on the tickets. You could also talk about virtual tickets and how technology plays a role in ticketing systems.
Bring the discussion round to discussing the use of tickets for public transport asking students to imagine how complicated it would be if there was no ticketing system in place.

Refer back to the rubric on the interactive whiteboard (or print out) and explain to the students that you’re going to be learning about tickets and how the cost of tickets relate to the zones (distance travelled), and that you’ll also be looking at the ticketing options for Perth.

LEARNING PROCESS: Whole class [10-15 minutes plus 5 minutes set up]

Introduce the concept of zones and distribute copies of the Transperth Zone Map.

Decide on whether your situation best suits an outdoor or indoor activity and refer to the learning processes below for instruction on how to run the activities. 

LEARNING PROCESS: Outside option

Find a large outside space and use chalk to mark up zones using large circles spaced apart to represent zones on the map (don’t worry if the circles aren’t perfect!) Chalk the zone numbers into the zones so they are clearly visible. Make sure that the Zone 1 circle is large enough for the whole class to stand inside huddled together, but allow enough space to draw in the other zones (try to aim for five or six zones).

Make sure that all students have a copy of their Zone Map and ask them to stand in Zone 1. Explain that you’re going to call out the name of a station and they have to locate the station on the Zone Map and then run to the correct zone for that station. The last student to reach the correct zone is out. Make it more complicated by picking stations that are in zones you haven’t drawn; when you call these stations, students leaving the zone they’re in are out. Keep going until you have a winner.

LEARNING PROCESS: Indoor option

As an alternative you can play the same game in the classroom. Divide the students into teams and ask them to choose a transport-related name for their team. Call out the names of stations and teams have to use their Zone Maps to work out which zone the station is in. Once they know they have to put up their hand and give the answer. Teams score points based on the number of correct answers.

Why not add a level of complexity by giving the names of two stations and the students have to work out how many zones they will travel through.

NOTE: Hang onto the Zone Map, as students will need this again.

LEARNING PROCESS: Whole class [15-20 minutes]

Explain that Transperth has a number of ticketing options and that it is important that people select the right ticket for them. Remind students that the cost of tickets depends on the distance travelled, which is worked out using zones.

Explain to the students that you can buy tickets using cash or using a SmartRider, which is an electronic ticketing system that also entitles the user to discounts on their ticket costs.

Explain that you will be finding out more about SmartRider cards and that everyone will have the chance to apply for a SmartRider (Application for Student SmartRider Form


First, you are going to explore ticketing options and calculate the cost of tickets.

Distribute copies of the Transperth Fares resource to each student.

Remind students that using a SmartRider entitles the user to either a 15% or 25% discount. The user can only take advantage of the 25% discount if the ‘Autoload’ option is used to add value (money) to the SmartRider.

Students will see that the Transperth Fares worksheet has some information missing.
Ask the students to fix the table of fares, by working out the prices that are missing.
They will need to calculate the relevant discounts by working out percentages in order to find out what the discounted ticket price.

Refresh students’ memories about how to work out percentages in order to calculate discounts by dividing the full ticket price by 100 and multiplying that number by the number for the amount of discount needed – then subtracting this amount from the full ticket price.

Work through an example with them first, showing your calculations on the whiteboard, and then ask them to complete the rest working alone.

Display the completed fares table on the interactive whiteboard. Draw the students’ attention to the student fare which is 60 cents. Explain this fare is available only when using a Student SmartRider and cannot be purchased as a cash fare. Explain to students if they forget to take their Student SmartRider with them to school, they will need to pay zonal concession fare. Challenge students to use mental maths strategies to calculate savings they make by using their Student SmartRider for travel to school verses purchasing a concession fare from home to their school. If time permits, ask students to calculate the cost of travel to and from school using a Student SmartRider for the period of one week, a month or even one term of travel
Note: It is 60 cents each way for travel to and from school.

LEARNING PROCESS: If there’s time [10 minutes]

Play the ‘Fare or Not Fare’ Quiz
Using the Transperth Zone Map and Transperth Fares table ask students the ‘Fare, not Fare!’ quiz questions and depending whether the fare you give is correct, or not, they have to put up their hand. If the fare is correct, they say ‘Fare’ and if it’s incorrect they have to say: ‘Not fare! The correct fare is $X’. Explain the different ticketing options, drawing students’ attention to some of the notes provided.

EXTENSION

Provide students with a copy of the school’s academic calendar showing the school’s term dates for a whole year. Ask students to develop a simple financial plan showing how much they would spend per year on travelling to and from school if they travelled through one zone, five days per week during term time paying cash, using a SmartRider with and without the Autoload in place to add value. Ask students to create a table showing the months of the year and how much it would cost them to travel, taking into account no discount and the 15% and 25% discount on fares that SmartRider offers. They need to present this information using a table and provide a narrative about what the table shows e.g. How much they would save using a SmartRider?

ASSESSMENT

We’ve provided a simple rubric that you may wish to use at the start and end of the activities to discuss progress with the students.

AUSTRALIAN CURRICULUM

Year 5

 

Learning Area

English

Strand

Literacy

Substrand

Interpreting, analysing, evaluating

Content code

ACELY1701

Content description

Identify and explain the characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text.

Content code

ACELY1702

Content description

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning.

Content code

ACELY1703

Content description

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.

 

Year 5

 

Learning Area

Mathematics

Strand

Number and algebra

Substrand

Number and place value

Content code

ACMNA291

Content description

Use efficient mental and written strategies and apply appropriate digital technologies to solve problems.

Substrand

Patterns and algebra

Content code

ACMNA107

Content description

Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction. 

Substrand

Money and financial plans

Content code

ACMNA106

Content description

Create simple financial plans. 

Strand

Statistics and probability

Substrand

Data representation and interpretation

Content code

ACMSP118

Content description

Pose questions and collect categorical or numerical data by observation or survey. 

Substrand

Data representation and interpretation

Content code

ACMSP119

Content description

Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies. 

Content code

ACMSP120

Content description

Describe and interpret different data sets in context. 

 

Year 6

 

Learning Area

English

Strand

Language

Substrand

Expressing and developing ideas

Content code

ACELA1524

Content description

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts.

Strand

Literacy

Substrand

Interacting with others

Content code

ACELY1709

Content description

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions.

Substrand

Interpreting, analysing, evaluating

Content code

ACELY1711

Content description

Analyse how text structures and language features work together to meet the purpose of a text.

Substrand

Interpreting, analysing, evaluating

Content code

ACELY1712

Content description

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings. 

Content code

ACELY1713

Content description

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts. 

 

Year 6

 

Learning Area

Mathematics

Strand

Number and algebra

Substrand

Money and financial matters

Content code

ACMNA132

Content description

Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies.

Substrand

Patterns and algebra

Content code

ACMNA133

Content description

Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence. 

Strand

Statistics and Probability

Substrand

Data representation and interpretation

Content code

ACMSP147

Content description

Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables.

 

Year 7

 

Learning Area

English

Strand

Literacy

Substrand

Interpreting, analysing, evaluating

Content code

ACELY1722

Content description

Use prior knowledge and text processing strategies to interpret a range of types of texts.

Content code

ACELY1723

Content description

Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources. 

 

Year 7

 

Learning Area

Mathematics

Strand

Number and algebra

Substrand

Real numbers

Content code

ACMNA158

Content description

Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies.

Substrand

Money and financial mathematics

Content code

ACMNA174

Content description

Investigate and calculate 'best buys', with and without digital technologies.

Substrand

Linear and non-linear relationships

Content code

ACMNA180

Content description

Investigate, interpret and analyse graphs from authentic data.

OVERVIEW

This lesson is the first in a two-part resource that introduces students to ticketing options. It teaches them how to interpret information presented in a number of different formats and how to make informed choices. It also provides them with the opportunity to explore the necessary knowledge and skills that will enable them to use public transport as a sustainable means of travel, safely and with confidence.
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