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Connections that different amounts Understanding the pace value in any given amount and recognising the place
of money have different values values of different notes and coins.
(higher or lower) and determining
where the numbers place value is
Money denominations are different Understanding that not all money is the same money and that money can be
for most countries. worth more or less in other countries
Dispositions:
Students will feel confident when solving problems with money, working out change and rounding money to the
nearest 5 cents.
Students should have an interest in learning about money denominations and money from other countries as well as
how money is made and where it comes from.
Students should feel confident in understanding money as different values and understanding how money can be made
up of different coin and note worths.
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):
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Eliciting students prior knowledge:
Prior Knowledge - Strategy One:
Interviews: Students will need to walk around the class and interview one another to find out what other students know
about money values, the relationship between dollars and cents and other information students may already know.
Students will record answers down in their book and once finished will gather as a class to create a mind map on the
board to see how much the students know. The board will be photographed and the mind map will be re-drawn on
butchers paper to hang in the classroom.
Extension Activity:
Students will need to answer the extension activity if they finish their work before the end of the lesson. If students are
not up to the extension activity, they should complete this for homework. Students should show all of their working out
when necessary. The teacher should direct students as to when working out needs to be shown. (See Appendix A)
Exploratory /Explore & Explain Learning Experiences:
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Experience 1: Money Task Cards
As a table students will be given different sets of money task cards to work through. Students should write down the
questions and show their working out in their book. The money task cards contain a variety of questions ranging from
asking students to round money to the nearest five cents, asking students how much change they should be given,
asking students how much items cost and asking students to work out different ways values can be made up of for
example, 50cents can be made up of a 50cent coin or two 20cent coins and a 10cent coin. (See Appendix B)
Teacher should ask students to see if their parents have any currency from around the world and ask to bring it in the
next lesson to show the class.
Students will come up with three questions each that they would like to find out about money, whether it be about
money overseas or where money comes from. Students should write these questions down in their notebooks as this
will be used at a later time during the unit plan.
Students will be introduced to the research assignment they will be undertaking. Students will be given the task sheet
and will go through the task sheet with the teacher ensuring they understand what they need to do. Students will be split
into the pairs they will be completing the task with and will be given two countries. Students will research facts about
money and money from the two countries they have been given, students must research the information and then
present it to the class on a poster during an oral presentation. Students will also be assisted in working out how to find
the conversion rates of the countries to include this in their presentation. This will allow students to see how money
values differ from other countries and how goods differ in prices from country to country.
Investigations /Problem solving/Elaboration Learning Experiences:
Based on Student Questions
Experience 1: Special Guest
Depending on the students investigations and questions they have about money a special guest will be invited to come
and talk to the class. Students will have the opportunity to learn more about money from the special guest about how it
is made, where it comes from, what it means to make and have money as well as other things. Students will need to
record down any information they take away from the talk into their books. Students will then be invited to ask the
special guest the three questions they had written down from a previous lesson if they questions had not already been
answered during the presentation.
After views & reflection/ Evaluation learning Experience
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Experience 1: Presentation of money investigation
Students will present to the class their finished poster of their money investigation. Students will read out to the class
the information they have found from their research. Each student within the pair should take turns at reading the
information to the class. The oral presentations will be marked along with the posters the students prepare, and will be
included as the final summative assessment for the money and financial maths unit of work.
How will you know what the students have learnt? (Assessment)
What will you How will you assess? When will you How will you What forms of
assess? assess? & Who leads record your feedback will
the assessment? assessments? you provide?
Concept(s):
Connections between Collection of answers from Assessment will occur C o l l e c t i o n o f Oral feedback
addition and questions in prior knowledge before, during and annotated written
subtraction and activity. Looking at how after the activity and notes and photos
solving different students work through the will be lead by the of students work.
money value money task cards and teacher.
problems. understanding how they solve
problems they are given
Thinking and (their way of thinking).
Working Asking students to show their
Mathematically/ working out to justify that
Scientifically: they understand the problems
and how to solve them.
Problem Solving:
Using simple addition
and subtraction skills
to solve different
money value problems
and work out the
correct answers
Reasoning:
Identifying when to
use addition or
subtraction to allow
for the correct result
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Concept(s):
Connections between The thinking and working Formative assessment Collection of The feedback will
decimals and rounding mathematically and the will occur during and annotated written be provided in the
money/change to the concept will be assessed by after the activity. notes and photos course of a 2 stars
nearest 5 cents. observing the work they have of students work. and a wish
done in the making a comment section
Thinking and purchase and collecting on their work.
Working change activity. Work will be
Mathematically/ collected and annotated to
Scientifically: see if students are
understanding how to
Reasoning: correctly identify the change
Identifying when they should be given, how
money or change much money they need and
should be rounded up how to round up or down to
or down to the nearest the nearest 5 cents.
5 cents.
Reasoning: Applying
known money and
numerical facts to
draw conclusions on
the correct change and
money that should be
given/received
Concept(s):
Connections that The thinking and working Formative assessment Collection of Both oral (at the
different amounts of mathematically and concept will occur before and annotated written time of
money have different will be assessed by collecting during the activity as notes and photos assessment) and
values (higher or answers from questions in students will not only of students work written (at the
lower), that money prior knowledge activity as work independently and comparison conclusion of
can be made up in well as through the Make this but will also work one of individual and assessment)
more than one way value work sheet. on one with a teacher. one on one work. feedback will be
and determining The notes taken from given to the
where the numbers the one on one work student.
place value is will be used to
compare with the
Thinking and students own work.
Working
Mathematically/
Scientifically:
Understanding: The
pace value in any
given amount and
recognising the place
values of different
notes and coins.
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Concept(s):
Money denominations Both this concept and the At the beginning Summative Rubric for
are different for most t h i n k i n g a n d w o r k i n g , when finding out what Assessment: summative
countries. mathematically will be they know (Lesson 1). Boxes marked on assessment
assessed by collecting rubric with including final
Thinking and students answers from the At the end to see what overall grade for grade and written
Working questions they completed in they have learnt (Last assessment. comment.
Mathematically/ the prior knowledge activity lesson).
Scientifically: ad well as from the questions
asked t the special guest. It Teacher lead.
Understanding: Not will also be assessed through
all money is the same t h e i r o r a l a n d p o s t e r
money and that presentation at the end of the
money can be worth unit.
more or less in other
countries
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 Standards: Proficiencies (for General capability
Mathematics)
Represent money values They represent money Understanding: Not all • Critical and Creative
in multiple ways and values in various ways. money is the same money Thinking
count the change required Students correctly count and that money can be • Numeracy
worth more or less in other
for simple transactions to out change from financial • Asia and Australia’s
countries and the place
the nearest five cents transactions (Australian Engagement with Asia
value in any given amount
(ACMNA059) Curriculum, 2017) • Intercultural Thinking
and recognising the place
values of different notes and
coins.
Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
1. 5Es Teaching and Learning Model - PrimaryConnections: Linking science with literacy 2012, viewed 4 April 2017,
<https://primaryconnections.org.au/about/teaching>.
• Used for planning out the unit and used to figure out where activities should go
2. ABC online education - ABC Splash 2014, viewed 6 April 2017, <http://splash.abc.net.au/home#!/media/1566328/
funny-money>.
• Used to prepare questions to ask students for the prior knowledge activity
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
• Used to gain insight on money
4. Australian Money Task Cards Higher Order Thinking HOTS Grades 3 and 4 2017, viewed 7 April 2017, <https://
au.pinterest.com/pin/319614904789581419/>.
• Used for one of the activities
5. Mathematics Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.3 2017, viewed 12 April
2017, <http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level3>.
• Used for content descriptor, proficiencies, general capabilities and achievement standards.
6. Mathematics: Key ideas - The Australian Curriculum v8.3 2017, viewed 11 April 2017, <http://
www.australiancurriculum.edu.au/mathematics/key-ideas>.
9. Walle, V. and Bay-Williams, K. (2014). Elementary and Middle School mathematics. 8th ed. Edinburgh Gate: Pearson
Education.
11. Ziefert, H & Haley, A 2012, You can't buy a dinosaur with a dime, 1st edn, Blue Apple Books, Maplewood, N.J.
• Used for one of the activities
• Writing Materials
• Drawing Materials
• Rulers, Compasses, Scissors and Glue
• Mathematics Books
• Money Task Cards (One lot per group)
• Make this Value Worksheet
• Shopping Catalogues
• You Can't Buy A Dinosaur With a Dime Book
• Research Assignment Task Sheet
• Computer or Tablet Access
• Calculators
• Poster Board
• Coins from various countries.
Teacher Evaluation (Reflection: How effective have you been? This can be left blank until after implementation)
To consider:
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
What worked?
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Reference List:
1. 5Es Teaching and Learning Model - PrimaryConnections: Linking science with literacy 2012, viewed 4 April 2017,
<https://primaryconnections.org.au/about/teaching>.
2. ABC online education - ABC Splash 2014, viewed 6 April 2017, <http://splash.abc.net.au/home#!/media/1566328/
funny-money>.
4. Australian Money Task Cards Higher Order Thinking HOTS Grades 3 and 4 2017, viewed 7 April 2017, <https://
au.pinterest.com/pin/319614904789581419/>.
5. Mathematics Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.3 2017, viewed 12 April
2017, <http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level3>.
6. Mathematics: Key ideas - The Australian Curriculum v8.3 2017, viewed 11 April 2017, <http://
www.australiancurriculum.edu.au/mathematics/key-ideas>.
9. Walle, V. and Bay-Williams, K. (2014). Elementary and Middle School mathematics. 8th ed. Edinburgh Gate: Pearson
Education.
11.Ziefert, H & Haley, A 2012, You can't buy a dinosaur with a dime, 1st edn, Blue Apple Books, Maplewood, N.J.
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix:
Appendix A
Extension Activity:
1. ‘How many fifty cent coins do you need to make up the amount of $1.50? Now imagine how many 10 cent pieces you
would need to make up the same amount. How many 10 cent pieces make fifty cents?’ (Splash ABC, 2014)
Appendix B:
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix C:
Appendix D:
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix E:
Appendix F:
! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.