Mathematics Education 2

Sage Blackmore
Student ID: 110199439

Unit Planner for Learning in Mathematics

Learner context
Topic Focus: Money and Financial Mathematics
Level of Schooling: Year 3
School and Class Context:

Links with the Australian Curriculum

Strand: Number and Algebra Sub- Strand: Money and Financial Mathematics
Descriptor: Achievement Standards: Proficiencies (for General Capabilities
Mathematics)
Represent money values in Students correctly count - Fluency - Numeracy
multiple ways and count the out change from financial - Understanding - Literacy
change required for simple transactions. - Problem solving - Critical and creative
transactions to the nearest five - Reasoning thinking
cents (ACMNA059) - Personal and social

What is the learning focus?

Concept(s): These are the big ideas to be developed Thinking and Working Mathematically processes:
- Recognise currency (notes, coins and - Understanding processes involved in calculating with
amounts) money
- Addition of monetary amounts - Applying understanding of different calculations to
- Calculation of change show varying ways of expressing amounts
- Rounding to the nearest 5 cents
Dispositions: These are the attitudinal aspects of learning
- Growth mindset
- Resilience
- Risk taking

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 - Finding out about the learner:

- Teacher will introduce the topic of money to students.
- Teacher will place different Australian notes and coins on the student’s desks, and in their books will need to
identify the value of each coin and note. The students should write down the value of each coin and note in
ascending order to show that students have knowledge of what the smallest value and largest value is in our
money system.
- Teacher will then give students different objects with varying prices on each, and students will need to show
two different ways they can come up with the amount shown on the price tag, through using cut out money
(identifying equivalent values). Alternatively some students will be able to play the game on ASIC -
https://www.moneysmart.gov.au/mst-digital-resources/pay-the-price/index.html.

FORMATIVE ASSESSMENT: Goal is to ascertain whether students can recognise currency, and add money. Teacher
will observe students during this lesson, ask probing questions, and take down notes for future reference in the
lesson.

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
Mathematics Education 2
Sage Blackmore
Student ID: 110199439

Exploratory /Explore Learning Experiences – Exploring the idea:

- The teacher will have a discussion with students if they have been overseas or know people who have been
overseas. The teacher will then pose the question of if when they were overseas did they use Australian
money?
- The teacher will then play the ABC splash video which talks about different money denominations around the
world - http://education.abc.net.au/home#!/media/1566328/.
- In pairs and using iPads, the students will explore 2-3 different countries and find out what money they use in
those countries.
- There will then be a whole class discussion about the findings.

Exploratory /Explore Learning Experiences – Exploring the idea:

- The teacher will set up a shop in the classroom.
- In pairs, one student will be the customer and the other will be the shop keeper.
- Students will have cut out money and choose items to ‘buy’ (max of 3-4 items).
- The shop keeper will then have to work out the amount the item comes to and if there is change needed
once the other students pays.
- Pairs will then need to swap over roles.
- Students will use a recording sheet to show calculations of items purchased.

FORMATIVE ASSESSMENT: Collection of recording sheets.

Elaboration / Extend Learning Experiences –Practicing the idea and applying the idea deeper and/or wider:
NB This section would include several lessons in a unit of work that extends over a couple of weeks
- Students will apply their ideas and learning of money and change through individually organising a class
party.
- Each student will be given a different amount of money that they can ‘spend’.
- Students will use different food catalogues to help them find food items and pricing. Students will need to
write down the items and price in their books.
- This research component may go over two lessons.
- Students will then need to work out how much they have spent and IF there is any change required, which
they will also need to show to the nearest 5 cents.
- Students will also need to show 2-3 different ways of displaying their change.
- The student’s class party planning and findings will be presented on a poster for assessment.

SUMMATIVE ASSESSMENT: Collection of poster with a focus on calculation of money, calculation of change, and
rounding to the nearest 5 cents.
After views /Evaluation Learning Experiences –Reflecting on students’ learning of the idea:
NB This section can include formative approaches implemented in the above learning experiences OR provide a specific
opportunity for students to review and reflect on their learning to date in this unit.
- Students will be able to reflect on their learning through looking at change of a worded problem.
- Students will individually write a worded problem that will require change which they will then give to one of
their peers to work out. When working out this problem, students need to show multiple ways to show the
calculations.
- The teacher will also ask the students about what money she/he would use if they were to plan a class party
in England or China, and so on.

SUMMATIVE ASSESSMENT: Focus on the problem solving proficiency by collecting work samples.
Differentiation /How will you extend and enable students?
- Extend some tasks by adjusting the monetary amounts
- Bring multiplicative thinking in
- Scaffold by addition of small amounts

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
Mathematics Education 2
Sage Blackmore
Student ID: 110199439

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

- Recognise currency (notes,

coins and amounts)
- Addition of monetary
amounts
- Calculation of change
- Rounding to the nearest 5
cents

Thinking and Working Mathematically/

Scientifically, processes:

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)

Student Resources (resources that you will need to engage students with the learning)
- https://www.moneysmart.gov.au/mst-digital-resources/pay-the-price/index.html

- http://education.abc.net.au/home#!/media/1566328/

©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
 Mathematics Education 2
Sage Blackmore
Student ID: 110199439
Appendix – Summative Assessment Rubric
CRITERIA
Through planning the
class party, students
have shown that they
can add the amounts of
each item together to
get the final value
Through planning
students have shown
that they can recognise
Australian currency and
amounts
Students have shown
that they can calculate
change needed from
their class party
planning, and they can
show how to represent
that change in multiple
ways
Students have shown
that they can round
change off to the
nearest 5 cents
©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
EXCELLENT GOOD SATISFACTORY PARTIAL MINIMAL
10 8 6 4 2
Excellent effort made Good effort made Satisfactory effort made Partial effort made Minimal effort made to
showing how to add showing how to add showing how to add showing how to add items show how to add items
items together, and items together, and items together, and together, and adding to together, and adding to
adding to find the adding to find the adding to find the find the total/final find the total/final
total/final monetary total/final monetary total/final monetary monetary value of the monetary value of the
value of the items value of the items value of the items items combined. items combined.
combined. combined. combined.
Excellent effort has been Good effort has been Satisfactory effort has Partial effort has been Minimal effort has been
made to show that in made to show that in been made to show that made to show that in made to show that in
Australia we use both Australia we use both in Australia we use both Australia we use both Australia we use both
coins and notes. coins and notes. coins and notes. coins and notes. coins and notes.
Excellent effort has been Good effort has been Satisfactory effort has Partial effort has been Minimal effort has been
made to show amounts made to show amounts been made to show made to show amounts of made to show amounts
of money. of money. amounts of money. money. of money.
Excellent effort made to Good effort made to Satisfactory effort made Partial effort made to Minimal effort made to
show how to calculate show how to calculate to show how to calculate show how to calculate show how to calculate
change needed. change needed. change needed. change needed. change needed.
Excellent effort to show Good effort to show Satisfactory effort was Partial effort was made to Minimal effort was made
change shown in change in multiple made to show change in show change in multiple to show change in
multiple ways. ways. multiple ways. ways. multiple ways.
Excellent effort has been Good effort has been Satisfactory effort has Partial effort has been Minimal effort has been
made to show how to made to show how to been made to show how made to show how to made to show how to
round change to the round change to the to round change to the round change to the round change to the
nearest 5 cents. nearest 5 cents. nearest 5 cents. nearest 5 cents. nearest 5 cents.