Name: Harpreet Kang

Unit Planner for Learning in Mathematics and Science

Learner context
Topic Focus: Creating a simple budget
Level of schooling: Year 5
School and class context:
The primary school that I am attending during my third placement is located in the southern suburbs of Adelaide. I am
in a Mainstream Education with Year 5, consisting of 29 students.

The class that I have been assigned to consists of a wide range of students with different leaning abilities, such as 24%
of students have English as an additional language or other known as EALD, 8% are on a special needs learning plan or
other known as NEP, 20% are below the Year 5 standards, 28% are at their expected year level and 20% are achieving
above their year level.

What is the learning focus?

Concept(s): Thinking and Working Scientifically/Mathematically:
Modify a budget to save money Generating your own investigable budget

Estimate and check the Planning and setting up investigations to answer these questions and comparing
reasonableness of an answer prices

Estimating and rounding to check the reasonableness

Accurate calculations when planning Conducting the investigation mathematically
and amending a budget
Use a variety of strategies to solve Recording, reporting and communicating the findings to your peers.
problems by using mathematical
skills
Create a simple budget from given Generating your own investigable budget
information
Dispositions:

Develop an understanding about how to manage money

How will the students engage with this learning? (Provide here an outline of a learning experience with using the given structure)
Prior Knowledge/Engagement Learning Experiences (s):
Prior Knowledge: A big day out

Students will discuss as a class what types of events are held in South Australia.
Students will then focus on one event and brainstorm in groups. For example, what do you have to plan before going
to a theme park.
Students will then share their responses to the class.
They will also discuss budget and how to create a simple budget for an event.
Students will start a word wall which they will continue to add throughout this unit.

Exploratory /Explore & Explain Learning Experiences:

Experience 1: Let me in!

Ask students what mathematics skills do you use when planning a budget.
The teacher will then explain the mathematics skills such as addition, subtraction, multiplication, etc and how these
skills are used in budgeting.

Students will then work on their mathematics skills (addition, subtraction, multiplication, etc) whilst completing a
task set by the teacher.

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Students will be given admission ticket prices for a child and an adult. With questions set by the teacher students will
use their mathematics skills to calculate the value of the costs of the tickets. For example, a ticket for a child costs $7
and an adult costs $22. If a family of 2 adults and 1 child want to enter the themepark how much do they need to
pay.
The teachers will give multiple scenarios for students to complete.

Students will continue to add to the word wall.

Experience 2: Multiply your money – at the swimming pool

Explain to students when going to an event you do not just pay for the admission tickets there are other aspects as
well.
Students will discuss items that are essential and not essential.

Students will be creating a budget for when they go to a swimming pool.

They will then have to choose from the options the teacher has given what items they will need (are essential) and
items that they do not need (are not essential). The items will include:

Admission $13.50
Towels $67.00
bathers $47.00
goggles $23.00
swimming caps $15.00
Swimming fins $12.00
Floaties $8.00
Ice cream $3.00
Hot chips $5.00
Drinks $3.50

Students will calculate how much money they spent.

Students will then write an explanation on how they could have saved money by going to the swimming pool.

Students will continue to add to the word wall.

Experience 3: Can we go to the…?

Discuss with the class how much money a family may spend when going to the Adelaide show grounds.
Get students to brainstorm what they might spend money on at the Adelaide show grounds.
Now get students to write a list of things a family will have to pay for at the Adelaide show grounds.

Students have a budget of $400 and they have to share the money equally with their family. They can spend the
money however they wish to.
Students can choose how many people are in their family and the teacher will give students a list of items at the
showgrounds and the cost for them to choose from.

Once students have finished. Get them to make a list of essential and optional. They will then have to decide on what
they have chosen is either essential or optional.
Get students to share with a partner to see if they agree or disagree with what the person has listed in their list of
essential and optional.

Students will continue to add to the word wall.

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Experience 4: Budgeting and saving

Discuss with the class what essential items do their family buy or have in their house when going grocery shopping.
Can they list items that they cannot live without?
Can they list items that they can live without?

Students are now going to be in charge of their own shopping and what they can buy.
Students will have to write a list of items that they will need for the next 7 days.
Once students have done that they will either use a catalogue or go onto the Woolworths website and check how
much each of the items cost. Students will need to write the cost of each items in their mathematics book.
When students finish calculating each of their items. Students have to calculate how much they have spent.

Students will swap with another person to check the total cost of their grocery shopping.

As a class discuss when they were looking through the catalogues or online if they decided to buy another item when
they saw it or where you tempted to buy an item.

Students will continue to add to the word wall.

Experience 5: A big day out at the…

Students will create their own simple budget from given information. Students will plan a day out at the movies. If
negotiated with the teacher students can plan for a big day out for somewhere else.
Students will need to consider admission, food, drinks, etc. They will decide how much money each item will cost.
Students will present their information on a poster.

Students will continue to add to the word wall.

After views & reflection/ Evaluation learning Experience

What do families need to consider when they are planning an outing?

What types of events are held in South Australia
Do they understand the concept of addition, subtraction, multiplication and division?
Is it possible for families to have a good time at an outing without spending lots of money?

Do students understand the different prices for admission tickets

Were students able to add and subtract when calculating the costs for the admission for families
Do students need a lesson solidly based on addition and subtraction before continuing on with money and financial

Can students articulate items that are essential and items that are not essential
Did students use mathematics skills such as addition.
Can students calculate how much money they spent
How well did they explain on how they could have saved money by going to the swimming pool?

Were students able to consider what a family sends money on at the Adelaide show grounds
How did the students show their working out?
Were students able to list things a family will have to pay for at the Adelaide show grounds

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 Were students able to identify items that are essential and not essential
Did students use addition to calculate their total
Were students able to list items that they cannot live without
Were students able to list items that they can live without

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? & How will you record What forms of
Who leads the your assessments? feedback will you
assessment? provide?
Concept(s):
Collect students work. Formative Checklist Oral
Variety of strategies ongoing assessment
to solve problems
involving
multiplication

Thinking and Working Product analysis Summative Keep a copy of Annotated and
Mathematically/ students work on written feedback
Scientifically: creating a on the rubric.
suitable budget
Generating your own for a theatre
investigable budget outing

Rubric

Links with the ACARA Framework

Strand: Number and Algebra Sub- Strand: Number and place value
Descriptor: Achievement Proficiencies (for General capability
Standards: Mathematics)
Use estimation and Solve simple problems Reasoning: Numeracy:
rounding to check the involving the four At the end of the Students use skills to
reasonableness of operations using a range problem justify your solve problems. Using
answers to calculations of strategies reasons for why items addition, subtraction
(ACMNA099) (ACARA may be essential or not and multiplication
2017) essential.

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 Strand: Number and Algebra Sub- Strand: Number and place value
Descriptor: Achievement Standards: Proficiencies (for General capability
Mathematics
Solve problems involving Check the Problem solving: Literacy:
multiplication of large reasonableness of Identify a problem and They will need to
numbers by one- or two- answers using investigate you will create comprehend the
digit numbers using estimation and rounding a solution. question and write the
efficient mental, written answer in a sentence
strategies and format.
appropriate digital
technologies
(ACMNA100) (ACARA
2017)

Strand: Number and Algebra Sub- Strand: Money and financial mathematics
Descriptor: Achievement Standards: Proficiencies (for General capability
Mathematics)
Create simple financial Explain plans for simple Fluency: Critical and creative
plans (ACMNA106) budgets Use knowledge of how thinking:
(ACARA 2017) addition, subtraction, critical and creative
multiplication, etc can be thinking are
used when creating a embedded in the skills
budget. of posing questions,
making predictions,
speculating, solving
problems

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Literacy, Numeracy, Information and communication technology (ICT) capability and.
Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)

Australian Curriculum, Assessment and Reporting Authority, 2016, Australian Curriculum: Mathematics version 8.2,
Australian Curriculum, Assessment and Reporting Authority, Australian Government Department of Education.

Australian Securities & Investments Commission 2017, MoneySmart schools, viewed 2 April 2017,
<https://www.moneysmart.gov.au/teaching/moneysmart-schools>.

Australian Securities & Investments Commission 2017, Teaching, viewed 2 April 2017,
<https://www.moneysmart.gov.au/teaching>.

Australian Securities & Investments Commission 2017, Teaching resources, viewed 2 April 2017,
<https://www.moneysmart.gov.au/teaching/teaching-resources>.

Creative Educator 2017, Plan an event, viewed 2 April 2017,

<http://creativeeducator.tech4learning.com/2014/lessons/plan-an-event>.

Groundwater-Smith, S & Ewing, R and Le Cornu, R 2015, Teaching challenges & dilemmas, Dorothy Chiu, 2015 by
Cengage Learning Australia.

Johnston-Wilder, S & Mason, J 2005, 'Visualising and representing', Developing thinking in geometry, London: Open
University in association with Paul Chapman Publishing, pp. 57-75.

Macdonald, A 2013, 'Using children's representations to investigate meaning-making in mathematics', Australasian

journal of early childhood, vol. 38, no. 2, pp. 65-73.

Sullivan, P 2011, Teaching Mathematics: using research-informed strategies. Australian Education Review. Australian
Council for Educational Research, Victoria

Van De Walle, JA, Karp. K & Bay-Williams, J 2014, Elementary and middle school mathematics; teaching
developmentally, 8th edition, Pearson, New York.

Wall, JJ & Benson, CC 2009, 'So Many GRAPHS So Little TIME', Mathematics Teaching in the Middle School, vol. 15, no.
2, pp. 82-91.

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.