aI es 4 Lesson Focus Learning Area / Strand YearLevel | implementation | Investigating income and | Money and finance 56 Date expenditure 18/1016 Duration t hour Prior knowledge of learners Students have an understanding money and rounding to the nearest cents. Learners aro aware of financial plans and working with financial adding and taking away. | Declarative (knowledge) objectives a Procedural (skill) objectives The leamer will know: The learner will be able to: * Investigate income and expenditure ‘+ Work out the difference between * Calculate amounts of costs or income income and expenditure + Compare and identify best deals + Calculate amounts of costs or income : + Work out the best deal Links to Curriculum (identify relevant Strands and Content Descriptors) Year § Mathematics — Content descriptions Number and Algebra Number and place value Use estimation and rounding to check the reasonableness of answers to calculations (ACMINAD99) Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100) Solve problems involving division by a one digit number, including those that result ina remainder (ACMNA101) Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291) Money and financial mathematics Create simple financial plans (ACMNA108) General capabilities Literacy + Comprehending texts through listening, reading and viewing (visual knowledge) + Composing texts through speaking, writing and creating (visual knowledge) Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Information and communication technology (ICT) capability + Managing and operating ICT + Investigating with ICT | Evidence of learning * Are able to calculate amounts of money | «Identify best deals in purchasing context Show understanding of cost or income + Identify and investigate income and expenditure iLesson Sequence Establish learning context Consider the objectives of the lesson. | Review equivalence between dollar and cent amounts (e.g. $4.25 = 425¢= 4 dollars and 25 cents), Investigate goods and services + Define goods and services. + Sort items as goods and services. Calculate costs of goods and services in simple and multi-step problems, Calculate best deals Discuss notion of ‘best price’ and ‘best deal’ when paying for goods or services, * Gompare and caleulate different offers, identifying the best price per item or the best deal out of a pair. Classroom Management Strategies *+ Hands on head to signify that you have completed a section. * Use. calm and natural voice to help control the class and don't get angry when trying to ‘calm them. Simply stay quiet as if you are waiting for them. * Speak only when students are quiet and ready, * Address behavioural issues drecty and quickly soit doesn't interrupt. Dont lett dwel on, ‘+ Ensure thatthe class is engaging for all learners, * _Etsuro that allleamers have fished the required questions before moving on by asking {hem to touch their nose/head! elbows if they have fished the fst three questions * Ensure that when medeting work on the board that all learners have ther books moved to the top oftheir desk out oftheir reach, * Close maths grid book when completed athe questions, o show the teacher you have finished oMigs Bivwan Says. Resources ai ‘+ Maths book tiny + Pencil | + Rubber + Worksheet + PowerPoint + White board Differentiation stratogios San 2sk higher-level questions to the students who can handle them and then adjust questions own to sound levels for those you cant. Compacting Curriculum: Compacting the curculum involves assessing and evaluating students Koowiedge, skis and attitudes to provide actives that sult their earring syle and that match's ‘heir level. So for those you master the curriculum can get harder workAccoleration/Decelers ion: Accelerating or decelerating the pace that students move through the content ofthe lesson. The students who work et higher level can move through the content | uicker and move further ahead than those you don't Learning Profiles(Styles: Another differentiating pedagogy is by catering and molding the content {and lesson around each students learning style ¢.. implementing visual, kinasetic and written foims of information to cater for al ‘Student Interest: Use examples of learning by pulling things from student interest. E.g. Pattern is. ‘everywhere they can be seen in flowers. Poor Le: ‘each other out and participate in peer learning ‘Support: Have students work in whole dollar amounts only or provide play money for students to represent and calculate amounts of money with, Extension: Include problems that involve fractional amounts (e.g. half price, + off) fe esta eae: voit eames so scae Sastey a ey Nace | Stuolul Off Lesson * Introduce the concept to learners by discuss money and finance as a group Introduction ‘Questioning leamners on what we think and know when we hear that? ‘Introducing | + Open up the PowerPoint and introduce to students what the focus of today is. the topic + Discuss the focus: We will be looking at income and expenditure. + Engagement | + We will lear to calculate the cost of goods and services and also compare ofthe learners | itferent offers to find out which isthe best price, Now lots looks at what we know. ‘Revising learners on what they already know. ye ‘Tak about wht you already know about money e.9. different combinations of ‘money and that we need to round to the nearest Scents when paying for, things. (read off PowerPoint) x + Explore different money combinations of money they can use to pay for things. se E.g. $70 can be made up of $50 and $20 or 3x $20 and $10 + Investigating how you can use different combinations to pay for different things. + Instruct learners to move onto what we are learning, Lesson Body | Focus on goods and servico (pulling from the PowerPoint the whole time) * Delivering the | » Instructing learners to focus on what goods and services are. content * Give a definition and instruct learners to write it down in their books. through {included in PowerPoint. specific |e Make information relatable to them. strategies“ | + Get learmers to discuss and answers question you give them in their books. * Begin to make a lst of things you spend at home. As a group work out whether or nol itis a service or goods a SHON © Give leamers individual time to work on their own list. qu + Getleamers to evaluate what they have found out by posing a question to them: WSU [S| + Now do an example of working out goods and services situations vB Once you have glven them example give them a question f work on individual, Wily Looking at best buys (pulling from the PowerPoint the whole time) 4f + Give leamers a defniion and example of best buys ‘+ Once the example is finished give learners four questions to answer in thei? books. ‘+ Ensure that they use working out to solve their answers. ‘+ Make sure they evaluate why they chose the given answer as a best deal Jp dist + Give them an example of how to workout best buys, Discuss tis examplein| | depth and as a class going into detail and using outined steps. idTak | Kil exter involved tn wartang Side of ry s vovjory invOed = wrun contributing fo re ne do ok hor. 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