goods explain usingmulplicaonwithmoney · 2019. 11. 17. ·...
TRANSCRIPT
Australian Curriculum Year 5 ACMNA106 Create simple financial plans Key Idea • Iden1fy cashless transac1on -‐ you pay for
goods without using actual money. • iden1fy and add GST to a product • Know that goods refers to what can be bought,
whether it is food, toys, clothes • Develop a budget • Measure keep within budgetary constraints.
Explain and jus1fy purchases made
Resources FISH problem solving kit junk mail calculators hardware catalogue grid paper Play money Vocabulary Goods, GST, Cash, ,transac1on, cost, EFTPOS, credit card, debit card ,cheque ,dollars, cents, budget,
Introductory Ac>vity Process -‐ Mr Money Bags 1. Provide each student with a ‘money wallet’ (small bag
with a zipper or a zip lock bag with play money).
2. Write an amount of money on the whiteboard. e.g. $1.00/1 dollar.
3. Ask students to read the amount of money and use their play money to show one way of represen1ng this amount of money.
4. Ask student to represent the same amount of money in a different way. Use ques1ons to help them such as ‘if you didn’t have any gold coins how else could you represent this amount of money?’
5. As a class discuss the mul1ple ways of represen1ng $1.00/1 dollar. Using your copy of the play money glue tac it to the whiteboard or show it on the smartboard so students can see the different ways an amount of money can be represented.
6. Repeat with other money amounts.
Ac>vity Process: Explicit teaching Whole Class Focus Link to students previous understandings The teacher will be in forma1ve assessment mode-‐ gauge learners levels – to customise instruc1on
Adding basic amounts Ask students to add amounts of money with
a variety of notes and coins combina1ons
Teachthis.com.au
Using mul4plica4on with money eg. James bought 5 hats @ $5.25 per hat Sharing amounts of money eg. Share a café bill of $12.84 among four people Revise and calculate change Revise concept of change and solve problems of any value where change is required. e.g. If James had $50 and he bought 3 items cos1ng $4.50, $12.95 and $5.60. How much change would he receive? Key terms when shopping • Students need to know that goods refer to what
can be bought, whether it is food, toys, clothes etc.
• Cash refers to notes and coins used. • Cost refers to the price of goods • A cashless transac1on is when you buy without
using notes and coins e.g. EFTPOS, credit card or online banking
h5p://www.studyladder.com.au/resources/teacher/financial-‐literacy?sec>on=80
Digital Learning
Lower level learners for coin/note recogni1on Teachthis.com.au Mathsisfun.com.au hMp://www.studyladder.com.au hMp://www.brainpop.com/
Cashless Transac4ons • Students need to Iden1fy what a cashless transac1on is. When you pay for goods without using actual money.
Iden1fy and use terms such as VISA, EFTPOS, MASTERCARD, ONLINE BANKING. • Demonstrate what they are using pictures of or actual cards, pictures of online banking site pages and explain how
they work. Students must realise that fees apply for these transac1ons such as the $2 fee for EFTPOS. • Students must understand the different terms and what they represent, but are not expected to solve problems
using these Cashless transac1ons
Real world shopping and rounding up and down • Using catalogues and price lists from a variety of stores iden1fy prices that are not mul1ples of 5 or ten, (e.g. $4.99)
and discuss how these prices are rounded to the nearest five. e.g. $4.96 is $4.95 and $56.98 you pay $57
GST • Discuss what a GST is and how it affects the cost for the customer. Provide or collect copies of receipts for payment
and iden1fy the GST component on the receipt.
Different combina4ons for a set total • Record different ways of represen1ng the same amount. Ask students in groups to iden1fy different combina1ons
and iden1fy the most ‘sensible combina1ons when shopping’ that are user friendly. e.g. 100 X 5 cent coins is not a sensible combina1on to shop with. Complete the table
Amount 5c 10c 20c 50c $1.00 $2.00 $5.00 $10.00 $20.00 $50.00
$7.00 ✓ ✓ $8.55
$17.30
$58.65
item Cost per item GST included per item
Quan4ty Total cost
Background: Even when children are very young, they become aware of the significance of money -‐ making it important to start teaching them about financial literacy. A report by the University of Cambridge states that children as young as three years old can grasp financial concepts like saving and spending and that children’s’ money habits are formed by age 7. Teaching children the basic steps, such as how to budget and shop around for the best price, will establish good money habits for life. hKp://www.abc.net.au/local/stories/2010/08/03/2971848.htm hKp://www.forbes.com/sites/laurashin/2013/10/15/the-‐5-‐most-‐important-‐money-‐lessons-‐to-‐teach-‐your-‐kids/2/ Links to other MAGs Budget Inves1ga1on Year 5
Inves>ga>on: Year 5 has been awarded $1000 to create a beau1ful vegetable garden for their year level. You will be given a list of the materials, seeds and tools that you can buy. You must work out what you want to purchase and in what quan11es. Remember your budget limit is $1000. You will complete your budget on a printed out table, which will be stuck on the back of an A3 piece of paper. You will have to specify the cost of each item, the GST included, the quan1ty, and the total cost of the garden. On the other side of the A3 piece of paper you will be able to design the vegetable garden from a bird’s eye view and include all the vegetables that you wish to grow. Achievement Standard-‐Assessment Students solve simple problems involving the four opera4ons using a range of strategies. They check the reasonableness of answers using es1ma1on and rounding. Students iden1fy and describe factors and mul1ples. They explain plans for simple budgets. Students connect three-‐dimensional objects with their two-‐dimensional representa1ons. They describe transforma1ons of two-‐dimensional shapes and iden1fy line and rota1onal symmetry. Students compare and interpret different data sets. Students order decimals and unit frac1ons and locate them on number lines. They add and subtract frac1ons with the same denominator. Students con1nue panerns by adding and subtrac1ng frac1ons and decimals. They find unknown quan11es in number sentences. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24 hour 1me. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabili1es between 0 and 1. Students pose ques1ons to gather data, and construct data displays appropriate for the data