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# Year Level 3

Duration 45mins

## Focus Grocery Shopping

Implementation Date(s)

## Curriculum Area(s) Mathematics

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)

Prior knowledge:

## What does the learner already know?

Different countries use different currencies Recognise coins and notes have different values Change is given if you do not give the correct amount of money Order small collections of Australian coins Identify equivalent values in collections of money (5c + 5c = 10c) Count coins and notes to make up particular values

## Where does the learner need/want to be?

(declarative) Skills: (procedural/do)

DK1- Calculate small change and select appropriate coins to represent change Learning processes: Time Learning Procedures

PK1 Subtract money amounts using currency manipulatives to make simulated purchases and give change

Modifications

Resources

## Assessment & Feedback

10mins

Introduction 1. Warm up activity As a class, work on the word problems in the Making Change unit on IXL Maths http://au.ixl.com/math/year-3/making-change Body

## Modification: Use student scribes to demonstrate the answer

Interactive whiteboard

## Anecdotal notes on which students

30mins

5mins

2. Grocery Shop Half of the class are given a small grocery list on an index card (all different) with a list of items and prices of each item that they must purchase. They will be role-playing as customers. These students must work out the total cost of these items before they start. Once checked by the LM, they will be given fake money to use. Students must collect their items in their basket and make their way to any student who is the cashier. The student/cashier and student/customer must then determine the change that will be given. After the transaction, students can swap roles, get a new index card/grocery list and repeat the activity. Conclusion/Closure/Wrap-up 3. Gather students on the carpet and have a quick discussion of the lesson. Give students the opportunity to express difficulties they found What did you like about this activity?

## could calculate the total cost of their items.

Anecdotal notes on which students could correctly calculate the change required for their transaction. Observation before, during and after whole class activity Can they share their ideas with the class? Who completed the activity correctly? Who didnt? Who needs more help on this topic?

Extension: Have students create their own shopping list and prices.

Reflection: - Did the lesson flow nicely? What would I change next time? - What was the best part of the lesson? - Were the learning outcomes achieved?