Name: Harrison Veitch ID:110169831

Unit Planner for Learning in Mathematics

Learner context
Topic Focus: Money and Financial Mathematics (Number and Algebra)

Level of schooling: Year 4

School and class context: Port Wakefield Primary School, 3/4-year level. The class consists of 26 students, with 15 boys
and 11 girls. In general, many of the students come from a low socioeconomic background and have experienced quite
a lot of trauma. This has often resulted in reading and writing difficulties. Within the class there are also numerous
students who have been frequently moved around as their parents are in the army and work at the local army base. The
class also contains three children with Philippino backgrounds. Although it is a 3/4 class, they are split up into two
groups for maths. I have planned my unit for the year 4 maths group. Prior to to this they have been working with
decimals and place value, so there is already a basic understanding to build on.

What is the learning focus?

Concept(s): Thinking and Working Mathematically:
Students calculate change in Investigating scenarios and formulating how much change is required when
purchasing scenarios. asked.
Students effectively apply the Developing an understanding of how to use the operations to solve problems
operations with dollar values in relating to money based problems.
relation to specific problems.
Students work independently and Justify the specific use of money and explore effective ways of using it to buy
responsibly at managing their own and sell.
money when it comes to buying
and selling.
Dispositions:
o Confidence and competence in handling and working with money.
o Understanding the real life applications and significance of concepts and capabilities.

How will the students engage with this learning? (Provide here an outline of five sequential learning experience using any of the given
structures from the Maths/Science learning cycle or the 5Es model)

Prior Knowledge/Engagement Learning Experiences (s):

Lesson 1:
In the students maths books or a small diary, begin to develop a learning journal. Ask the students to note down or
draw everything they know about money. This should be done in a specific colour and as the students learn new
things, these can be added in a different colour. As they go through the unit, their journal should be constantly added
to and will be used at the end for reflection on what they have learnt. This will also be one of the main formative
assessments. After 10 or 15 minutes, have a small class discussion about some of the things the students wrote
down. This will begin to touch on some of the content of the unit.
Resources:
o Journal book/safe place to record learning
o Coloured pencil/pen to record what they know

After discussing some of the students ideas, begin to talk about the elements of the Australian currency. Ask the
students different questions relating to the coins and notes that we use. This could include How many types of coins
are there? What notes do we have? What pictures are on the coins? What size are some of the notes and coins?
etc. This gets the students thinking about their own experiences with money and when and why they have used it.
After a short discussion, show the class the Australian Money YouTube clip explaining them in more detail. Get the
students to note down all of the coins and notes, pausing the video and further explaining each one. Also ask what
each piece of money could be used to buy.

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Give each table a small jar of different coins. Get the students to begin experimenting with them, including the
quantities they represent, adding, subtracting etc. Ask the students to make the written amount on the board as
many different ways as possible. For example, Make 70c students could use 3 x 20c pieces and a 10c, or 1 x 50c and
a 20c etc. Students could also be asked to take away amounts to find a new amount, ask them what they might be
able to buy with this much? etc. Ensure that they record some of the things you ask them to do. This task may be
very challenging, but it introduces the idea of working with money and the specific numbers they include. At the start
of this task, ensure that each jar is counted up. Recount it at the end with the students to ensure no money is lost or
stolen.

Allow some time for students to record any new learnings in their learnings journals in a different colour to what they
used at the beginning.
Resources:
o Jar of coins for each table
o Mathematics book to record different things done
o Whiteboard
o Learning journal

Exploratory /Explore & Explain Learning Experiences:

Lesson 2:
The beginning of lesson 2 will focus on the explicit teaching of the money system (notes and cents). This will include
how it revolves around units of 5s and 10s, the decimals that are used to represent money quantities, and how
addition and subtraction is successfully done. This also includes discussing how many 5 cent pieces make a dollar and
so on. This teaching will be done through a series of examples and explaining on the whiteboard. Students will need
to note down some of the key teachings, including a values table. The table will include all of the coins and how many
are used to make one dollar. This will be useful for the following activities. Other key teachings can include 100 cents
= $1 gold coins represent dollar quantities, silver coins represent cents etc. Also explain the concept of calculating
and receiving change. Answer any questions that the students have, ensuring they understand the relationship
between cents and dollars.

To practice what the students have learnt, they will be given a worksheet to complete. It will involve having a starting
quantity with pictures of coins next to it. Students are to shade in the coins they need to make this quantity (see
appendix 1). If students complete this quickly, they can go onto the classroom computers and explore different
money games on Kids Math Games website.

Students will then be given a jar of coins once again. The will need to put together the appropriate coins to make the
desired quantity written on the whiteboard. This time they should have a much better understanding of how to add
and subtract. For each example they work through, they will need to record on a mini whiteboard how they added
together their coins. Constant discussion will provide good teaching points and examples to work through as a class.
It will also identify common mistakes as well as useful methods of adding and subtracting.

Before the end of the lesson, students briefly note down in their learning journals what new information they learnt.
Resources:
Quantity worksheet
Jar of coins
Whiteboard
Mathematics book to record different things done
Learning journal

Lesson 3:
In lesson 3, we will begin to explore problem solving in purchasing situations. It will include going through some
examples on the whiteboard of different scenarios. Students will be shown how they can be solved, and the correct
methods of determining quantities of cost and change. For example, If Adam bought 5 bananas and they each cost
$2, how much would his total cost be? And Sarah bought 2 loaves of bread, 1 carton of milk and 1 chocolate bar,
bread is $3.50, milk is $4 and the chocolate bar $3, how much is her total cost?

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
To give the students some practice at this, they will be given a menu or a small catalogue. They will also be handed a
worksheet with 10 or more questions relating to it. Students are to complete the questions using their knowledge on
how to add, subtract and multiply with money. Multiplication questions could include Shannon needs 6 cans of tuna.
They each cost $2.15, how much is her total cost? Questions relating to how much change they need can also be
included.

The students will then be Introduced to the next activity of creating shops. Working in small groups, students will
need to pick a type of shop out of a hat. These will include a restaurant, a sports store, a clothes shop and a grocery
store Once they have there store type, they need to develop a price list for at least 10 different things they want to
sell. They need to create a store name and plan how they might want their business to look and operate. The
products they sell could either come in the format of props from the classroom or home, or could be pieces of paper
simply representing what they are selling. After the worksheet activity is completed, students can begin to plan their
shops in their groups.

Students once again, note down what they learnt in their journals.
Resources:
Whiteboard
Catalogues/menus
Problem Worksheets
Large piece of paper/butchers paper for planning
Learning journal

Investigations /Problem solving/Elaboration Learning Experiences:

Based on Student Questions

Lesson 4:
Students will be organised into their shop creation groups from the previous lesson. They are to finalise the products
that they are going to sell, whether they are using props or simple paper representations. They need to have their
shop name and price list finalised and ready to open. Students might also consider having certain deals, for
example, buy 3 for this price etc.

Once the groups are ready, get two shops to open up and start selling. The other students (the shoppers) get a
certain amount of money to spend (budget). As they buy different things from the shop, they are to record the
product, its price, and a running tally of their total cost. Once they are ready to pay, they also need to work out the
change they should receive from the shop cashier. Only one student from the group should be the cashier. The rest
of the group need to try and sell their products to the class. There will be four groups with different shops. For this
learning experience, two shops will be open and the other students will be the shoppers. They will swap in this lesson
if time permits, but will most likely lead into the next lesson.

Before the lesson ends, discuss with both shops how their selling went, some of the strategies they used, how much
money they earned etc. and with the shoppers, what they bought, how much money they spent, if they had any left
over, if they were given the correct change etc.

Again fill in learning journals.

Resources
Tables and chairs set up like a small shop
Sheets for the shoppers to record what they bought etc.
Props and pictures used as products for what the shops are selling
Source of money, preferably fake monopoly money, or an imitation of real money
Learning journals

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 After views & reflection/ Evaluation learning Experience

Lesson 5:
Students will continue working on with the shopping activity, getting the other two groups to open their shops and
the rest of the students to become shoppers, filling in their purchase sheets. This activity will take up the majority of
the lesson.
Again, discuss with the shop workers how sales went, how they tried to sell their products, and the money that they
made. Discuss with the shoppers the money they spent, what they bought, the change they received and how they
recorded these things.

Get students to write some finals notes in their learning journals.

Referring to their learning journals, re-visit and reflect on what the students already knew about money. Eventually
move into discussing the new things that the students learnt. Get suggestions and ideas from the students, and give
an overall summary/recap of the unit. Allow students to work on the computers with their money games if there is
still time left.
Resources
Tables and chairs set up like a small shop
Sheets for the shoppers to record what they bought etc.
Props and pictures used as products for what the shops are selling
Source of money, preferably fake monopoly money, or an imitation of real money
Learning journals

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you How will you What forms of
assess? & Who leads record your feedback will you
the assessment? assessments? provide?
Concept(s):

Students calculate
change in purchasing
scenarios.
This will mainly be assessed Formatively, For the formative I will raise any
through the summative task of throughout the unit, part, I will common
buying products in the shops checking over their complete a small misconceptions
activity. Students need to books, learning checklist. For the with the class, to
record what they bought and journals and the summative part I ensure the same
their total cost, they also need completed will mark their mistakes arent
to calculate the change they examples. The record sheets, being made. I will
should receive. Also through assessment will be and monitor their also leave
the learning and teaching generally lead by the group work and comments and
stage and what they record in teacher. learning journals. annotated notes
their maths books and on their record
learning journals. sheets.

Students effectively
apply the operations
with dollar values in
relation to specific
problems.
This will be assessed through The assessment will This assessment I will constantly
marking students worksheets, begin in lesson 2, will also be give verbal
book records and record after the first set of included on the feedback whilst
sheets In the summative activities. It will be checklist, as well working through
activity. lead by both as a record book problems. I will
students and with notes on also annotate and
teacher. each student. give back
worksheets to the
students.

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 Students work This will be assessed through This will be assessed This assessment Students will be
independently and observing how students spend in lessons 4 and 5, will be recorded given feedback
responsibly at their money in the final task, and will be lead by as small sheets with notes
managing their own as well as marking their record the teacher. anecdotal notes based on the
money when it comes sheets from the task. whilst observing observation and
to buying and selling. students, and marking of work.
written notes
when marking
work.
Thinking and Working
Mathematically/
Scientifically:
Feedback will be
Investigating This will be assessed through This will be assessed This will be in the discussion
scenarios and the examples that are worked throughout the unit marked in a about particular
formulating how through in students books, as as the students checklist with methods, and
much change is well as the record sheet in the develop their continual notes comments on
required when asked. final activity. understanding. being added. marked work.

Developing an
understanding of how
to use the operations
to solve problems
relating to money
based problems.
This will be constantly This will be assessed This assessment Through marked
assessed via questioning over the course of will be included worksheets, and
throughout the lessons, the unit primarily by on the checklist, verbal discussion/
worksheets, and the final the teacher. as well as in explanation.
summative activity. additional notes
on each students
progress.

Justify the specific This will be assessed through This will be assessed This assessment Through feedback
use of money and observation and written mainly in the final 2 will be recorded sheets, with
explore effective notes, and the marking of the lessons. as notes from notes of
ways of using it to record sheet in the final observation of observation and
buy and sell. activity. students. marked work
from the unit.

Links with the ACARA Framework (Use this at least once, copy and paste more if required)
Strand: Number and Algebra Sub- Strand: Money and Financial Mathematics
Descriptor: : Achievement Proficiencies (for General capability
Standards: Mathematics)
Solve problems involving Students solve simple Problem solving relating Numeracy and Critical
purchases and the purchasing problems to formulating, and Creative Thinking.
calculation of change to modelling and recording
the nearest five cents
authentic situations
with and without digital
technologies (ACMNA080) involving operations.
Understanding, referring
to making connections
between
representations of
numbers, in this case
dollar values.

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
Paperless Classroom, 2013, Australian money and simple addition, YouTube clip, upload date 4th August, <
https://www.youtube.com/watch?v=lhpRbawq6i0>

Victoria State Government, 2014, Money: Level 2, Education and Training, Learning and Teaching Resources, <
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continuum/Pages/money20.asp
x>

Speed, E. 2013, Working with Money Lesson Plan Year 2/3/4, Australian Curriculum Lessons, <
http://www.australiancurriculumlessons.com.au/2013/06/06/working-with-money-lesson-year-234/>

Miss Giraffe, 2016, Teaching Money, worksheets, found on Pinterest, <

http://missgiraffesclass.blogspot.com.au/2016/02/teaching-money.html>

Stewart, J. 2016, Free Grocery Task Cards, Free Printables, < http://www.freehomeschooldeals.com/free-grocery-task-
cards/>

Van De Walle, J et al, 2014, Elementary and Middle School Mathematics: Teaching Developmentally, 8 th Ed, Pearson,
England.

ASIC Money Smart, 2017, Teaching kids about money, Australian Securities and Investments Commission, Australian
Government, < https://www.moneysmart.gov.au/life-events-and-you/families/teaching-kids-about-money>

Commonwealth Bank of Australia, 2017, It pays to teach children about money when they are young, Personal and
Business, < https://www.commbank.com.au/personal/can/teaching-kids-about-money/it-pays-to-teach-children-
about-money-when-they-are-young.html>

Student Resources (resources that engage students with the learning)

Paperless Classroom, 2013, Australian money and simple addition, Youtube clip, upload date 4th August, <
https://www.youtube.com/watch?v=lhpRbawq6i0>

Kids Math Games, 2017, Money Games, < http://www.kidsmathgamesonline.com/money.html>

ABCYA.com, 2017, Learn to Count Money, Parents and Teachers, <http://www.abcya.com/counting_money.htm>

Science Kids, 2017, Technology facts: Money facts for Kids, <
http://www.sciencekids.co.nz/sciencefacts/technology/money.html>

Teacher Evaluation (Reflection: How effective have you been? This can be left blank until after implementation)
To consider:

What worked?

What didnt work?

Was it worth learning?

Why and why not?

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 How were the skills
integrated into other
learning areas?
How was the learning
shared with others?

Appendix:

Appendix 1: Example of worksheet for lesson 2. (would need to be converted to Australian currency)

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.