eer Lesson Focus Learning Area / Strand | YeprLevel | implementation Investigating income and | Money and finance of Date expenditure AON6 | atic Oar | aK 30 mins Prior knowledge of learners Students have an understanding money and rounding to the nearest cents. Learners are auare of financial plans and working with financial adding and taking away. Declarative (knowledge) objectives Procedural (skill) objectives The learner will know: The leamer wil 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 Money and financial mathematics Create simple financial plans (ACMINA106) General capabilities | 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 * Identity best deals in purchasing context * Show understanding of cost or income * Identify and investigate income and expenditureLesson Sequence Establish learning context Consider the objectives ofthe lesson. Revise terms (e.g. income, expenditure, goods, and services). Investigate savings and spending plans + Investigate and develop a savings pian + Caleulate how much money can be saved over different periods of me 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 quickly soit doesn't interrupt. Don't let it dwell on. ‘+ Ensure that the class is engaging for all learners, + Ensure that all learners have finished the required questions before moving on by asking them to touch their nosefhead/ elbows if they have finished the fst three questions, ‘+ Ensure that when modeling work on the board that all learners have their books moved to the top of their desk out of their reach, ‘+ Close maths grid book when completed all the questions, to show the teacher you have finished. | Resources + Maths book Pencil Rubber Worksheet PowerPoint 4 + White board ifferentiation strategie Readiness / Ability: When revising content atyryreuidea san ask stimulating questions to seek understanding from the learners. This way you can see and ‘test’ which students understand. ‘Adjusting Questions: When talking to the whole class you can adjust the questioning so that you can ask higher-level questions to the students who can handle them and then adjust questions down to sound levels for those you cant | Compacting Curriculur : Compacting the curriculum involves assessing and evaluating‘Students Knowledge, Lesson Revise and create alist on the board with learners about what they Introduction have already learnt and key terms that they have focused on. + Introducing the /| « Talk to learners about what we are focusing on today — income and topic expenditure and savings plans + Engagement the learners ie Lesson Body ae at best buys (pulling from the PowerPoint the whole time) 7 .15~~ (C#5S— « Delivering th 4 Give learners a definition and example of best buys. content thro] + Give them an example of how to work out best buys, Discuss this 30m speaiic example in depth and a8 a class going into detail and using outlined strategies steps, + Once the example is finished give learners four questions to answer | | in thei books. + Ensure that they use working out to solve thelr answers. | + Make sure they evaluate why they chose the given answer as a best deal Revise what has been learnt and instruct learners to answer the two key questions ofthe task. + Review everybody's answers and look for understanding. I the \\.| written answer is not modelled enough ensure that you question them orally to seek understanding 4 Calculating income and expenditure (pulling from the PowerPoint {2 4S~ the whole timo) Give a detaled definition of each and discuss the diferent types of income.ee input from the learners, ‘+ Once two examples have been modelled give learners a few uestions to complete themselves within their maths book Developing a savings plan ‘+ Revise on times we have had to save money .nswers questions on saving money’ In which ways can you getertoney? What do you do with the'money you get? wer to key questions about the pl + Pair students off and get them to create | wings plan togéther * Ensure they justify Lesson ~ Revise what has been learnt and instruct learners to answer the a 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 understanding the lesson ca an cl ae con’ of Gow an. weg ? i dk M ; didnt am ihany Jin for r oe ae seg) ding (conti fo soe oe ws ee ab pdr ght aan foo leaning Ipy ess Pat we at ete dront rorhne sone Wd OX o - ure ot eae for oy leov nwt}