MONEY UNIT

Unit Title: FRACTIONS Band: Primary Years Standard: 2 & 3

Year Level: Term: 2 Length of Unit: 1 Week:

3/4/5 Weeks

Unit/topic outcome description

Students will be able to recognise, use and workout amounts of
money; both from money to written form and written to pictorial form.
Students will be able to add and subtract money to find the total and
change in real life situations.

Strand Key Essential Learning

Competencies
NUMBER KC1 – collecting Identity
analysing and Interdependence
organising Thinking
information Communication

Key ideas SACSA outcomes (verbatim)

Students use their number sense
to refine their ability to estimate,
calculate and present using
spreadsheets, measurements and
amounts of money in their
personal, family and community
activities, and in their experiences
in other Learning Areas.
2.8 – Uses a variety of estimating
and calculating strategies,
including memorising addition
and subtraction facts with whole
numbers, and with money
represented in decimals.
3.8 – Uses a variety of estimating
and calculating strategies with
while numbers, including
memorizing multiplication and
division facts, fractions and
decimals.

Assessment
Who and Assessment Tasks
What

Teacher – Skills In the last lesson. The students will use catalogues to ‘spend’ a
of adding and certain amount of money and how much change they will have.
subtracting The students will have to show their working in their book. The
money teacher will assess who can demonstrate money needed,
adding money and subtracting money to find out the change.
Students – how At the end of the money unit students will fill in a smiley sheet
they feel (what on how they feel they went, how they feel about money and
they learnt) what the most important thing they learnt in this unit.
 MONEY
Mathematic Unit Planner – Specific Activities
Year 3/4/5 Class 30 students Length of 1 weeks or 4 (1.20 Hours) lessons
level size Unit

Specific objectives Activity Teaching points Class Resources

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Finding out about 1.1 WHOLE UNIT: post
the learner Class Exploration • This activity is run by In a circle of coins around the
Students look at catalogues and the students and the on the classroom
have a whole class discussion what teacher is a floor.
the catalogue is telling us as buyers. facilitator for the Categlogues
Go through with the students discussion.
different amounts and write them on Whiteboard marker
the board, students are to read the
numbers and draw the money which Students maths
 would be needed to pay for the item. books
Students look at the persons work
next to them and see if they have
the same answers.

1.2
Different ways to make certain ‘Mathematics 3 –
money Money’ sheet
Students work through different
ways of making the same amount of
money. Students complete the sheet
‘Mathematics 3 – Money’ sharing
their answer with a friend.
Exploring the idea 1.3 White board
Adding Money Play money
Class look at different ways of
adding money. The students use ‘Maths homework
play money to add up basic money thats too good for
sums using ‘Maths homework thats the dog sheet’.
too good for the dog sheet’. ‘Lets add up’ &
 Extension: ‘Lets add up’ & ‘Lets go ‘Lets go again’
Getting the idea again’
Whiteboard
1.4
Adding Written Money
Class goes through the different
strategies which can be used to add ‘Shopping list’
written sums, DECIMAL as they may ‘Maths 4 –
not of come across this yet. Shopping lists’
Students use everyday examples to
do sums from ‘Shopping list’ (1 for ‘All Cents’ ‘Lets
younger students), Year 5’s to add’
‘Maths 4 Shopping lists’ and “Counting your
depending on their understanding of money’
the decimal point when adding, ‘All ‘Shopping for
Cents’, ‘Counting your money’ OR presents’
‘Let’s Add’.
EXTENSION: ‘Shopping for Presents’
Organise and 1.5
practice Change when Shopping
Students look at change and when Butchers paper
you should get it. Real life stories
from the students in these examples,
get students to explore how you get
change (process undertaken – buy ‘What’s left’
finding out how much it costs and ‘Menu’
how much left).
Students complete ‘What’s Left’ and
‘Menu’

Apply the idea 1.6

Final Assessment Task
Students use catalogues and are Students maths
able to spend $50. They need to cut books
out what they would buy and stick it
in, show what coins they would use Cataglogues
to purchase that item and add it to
their shopping list, students need to
keep a written record of how much
they are spending. They also need to
work out how much change they
would get.
 Money: Assessment marking sheet
NAME:_____________________
 I felt that my effort was…

Because:____________________
___________________________
___________________________
_

 I feel like I know more about money

The most important thing I learnt about money was....

______________________________________
______________________________________

Money: Assessment marking sheet

NAME:_____________________
 I felt that my effort was…

Because:____________________
___________________________
___________________________
_

 I feel like I know more about money

The most important thing I learnt about money was....

______________________________________
______________________________________
______________________________________