sense Learning Area / Strand Year Level | implementation ‘Savings plans Money and finance 56 Date 2010/16 Duration peas thour Prior knowledge of learners Leamers are avvare of financial plans and working with financial adding and taking away. Declarative (knowledge) objectives Procedural (skill) objectives The learner will know The leamer will be able to: + The purpose of savings plans ‘+ Work out and create savings plans * Create and work out savings pian ‘+ Understand and explain the purpose of the savings plans Links to Curriculum (identify relevant Strands and Content Descriptors) Year 5 Mathematics — Content descriptions Number and Algebra | Money and financial mathematics | Create simple financial plans (ACMNA106) | General capabi | Literacy Comprehending texts through listening, reading and viewing (word knowledge, visual knowledge) + Composing texts through speaking, writing and creating (word knowledge, visual knowledge) Numeracy Estimating and calculating with whole numbers 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 jb | Lesson Sequence | Investigate savings and spending plans | + Investigate and develop a savings plan. + Calculate how much money can be saved over different periods of time or within a set time frame. + Develop and write a spending plan over a projected period of time. Check spending and savings plans for balance. Classroom Management Strategies ‘+ Hands on head to signify that you have completed a section. ‘+ Use a 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 directly and q ly s0 it doesn't interrupt. Don’t let it well on + Ensure that the class is engaging forall earners. «| Ensure that all learners have fnished the required questions before moving on Py | ‘asking them to touch their nase/head/ elbows if they have finshed te fist tree questions. «Ensure that when modelling work on the board that al earners have thelr Books | moved to the top of their desk out of their reach «Close maths grid book wien completed all the questions, to show the teacher you have finished Resources | ‘+ Maths book \ © Pencil S + Rubber tC = | 2 Worksheet s + PowerPoint «White board es Differentiation strategies Ss Diterress / Ability: When revising conentatershe vider can ask stimulating questions to seek understanding from the learners. This way you can see and test whieh students understand, ‘Adjusting Questions: When talking tothe whole class you can adjust he questioning 8° thet you can ask higher-level questions tothe students who can Handle them and then adjust questions down to sound levels for those you cant. Compacting Curriculum: Compacting the curriculum involves assessing and evaluating students knowledge, skils and atttudes to provide actives that sult thei learning style and | that mateh’s their level. So for those you master the curriculum can get harder work | ‘Acceleration/Deceleration: Accelerating or decelerating the pace that students move through the content ofthe lesson. The students who work ata higher level can move through the content quicker and move further ahead than those you don't Learning ProfilesiStyles: Another differentiating pedagogy is by catering and molding the content and losson around each students learning style eg. implementing visual, Kinasetic ‘and viritten forms of information to cater for all. ‘Student Interes Pattern is everywhere they can be seen in flowers. Use examples of leaming by pulling things from student interest. E.9- peer Learning: Place struggling learners next to learners that re exceling S0 that they can help each other out and participate in peer learning[ Support: Provide pre-drawn tables for students to complete Extension: Students compose a savings/spending plan for a different group (e.g. family, | school, business, charity). Lesson + Revise and create a list on the board with leamers about what they Introduction have already leamt and key terms that they have focused on » Introducing the | « Talk to learners about what we are focusing on today — income and | ‘opie expenditure and savings plans. | + Engagement ot | the learners | Lesson Body | Developing a savings plan * Delivering the ‘© Revise on times we have had to save money content through |» Answers questions on saving money, specific © Inwhich ways can you get money? strategies What do you do with the money you get? > Why do people need to save money? S © Do you save any money you receive? t > What sorts of things do you save for? = How do you save your money? © Do you keep track of your savings? es + Give an example of a savings pian and discuss it with the class % 3 + Finalise the savings plan with the class IN\§ 2 Answer to key questions about the plan — VN + Pair students off and get them to create a savings plan together + Ensure they justfy ¢ Lesson « Revise what has been learnt and instruct leamers to angwer the @ few Conclusion key questions of the task. * Concluding Review everybody's answers and look for understanding, ifthe written activities answer is not modelled enough ensure that you question them orally to & + Summarizing seek undersjandin SD Lithetesson li Xo | Evaluation /Reflectict —Wodh 1SWSWaIT to erage + ~~ \iby Uxaunplls wal powelpoink wen \ndormaon. /lwns in quoter ated 40 whoh we {onal ove gp pohariont” became a bit of am (SSI ab Tr wis VO Sunday: | Door Ril fbrieh Aor misbehaved Cer struggld> ma engagement nud +o wok at ~ Ayons of ™ raed 40 hove 0 bodh up cate ob *echunctl (SSW GaN.