Name: Imogen Carruthers

Unit Planner for Learning in Mathematics and Science

Learner context
Topic Focus: Money and Financial Maths
Level of schooling: Year 3
School and class context:
Pu Dong international school is one of six schools within the Xiehe education program. Schools that are apart of the
Xiehe education program focus on and implement what is known as, The Pioneer Curriculum (their equivalent to the
Australian Curriculum). Although the schools are bilingual students learn mathematics in Mandarin. The classes are run
with two classroom teachers, a western teacher and an eastern teacher. As stated this helps with their east meets west
curriculum and school culture. Each class has between 25 and 29 students. Although Pu Dong international school is a
primary school, they are set up more like a high school in the way that the students move from teacher to teacher for
every subject.

What is the learning focus?

Concept(s): Thinking and Working Scientifically/Mathematically:
Connections between addition and Using problem solving and simple addition and subtraction skills to solve
subtraction and solving different different money value problems and work out the correct answers and using
money value problems. reasoning to identify when to use addition or subtraction to allow for the correct
result.
Connections between decimals and Using reasoning to identify when money or change should be rounded up or
rounding money/change to the down to the nearest 5 cents and to apply known money and numerical facts to
nearest 5 cents. draw conclusions on the correct change and money that should be given/
received

Connections that different amounts Understanding the pace value in any given amount and recognising the place
of money have different values values of different notes and coins.
(higher or lower) and determining
where the numbers place value is
Money denominations are different Understanding that not all money is the same money and that money can be
for most countries. worth more or less in other countries
Dispositions:
Students will feel confident when solving problems with money, working out change and rounding money to the
nearest 5 cents.

Students should have an interest in learning about money denominations and money from other countries as well as
how money is made and where it comes from.

Students should feel confident in understanding money as different values and understanding how money can be made
up of different coin and note worths.

How will the students engage with this learning? (Provide here an outline of five sequential learning experience using any of the given
structures from the Maths/Science learning cycle or the 5Es model)
Prior Knowledge/Engagement Learning Experiences (s):

! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 Eliciting students prior knowledge:
Prior Knowledge - Strategy One:
Interviews: Students will need to walk around the class and interview one another to find out what other students know
about money values, the relationship between dollars and cents and other information students may already know.
Students will record answers down in their book and once finished will gather as a class to create a mind map on the
board to see how much the students know. The board will be photographed and the mind map will be re-drawn on
butchers paper to hang in the classroom.

Prior Knowledge - Strategy Two:

Students will write and record answers to five questions before viewing the ‘Funny Money’ video. (See Appendix A).

Engagement experience for this topic:

Students will view the short video clip continuing information about money and record any new information they have
learnt from the video in their books. After viewing the video clip students will be asked to draw the coins in size order
and then asked to draw the coins in order of value from largest to smallest. Students will need to write down what they
notice. (Splash ABC, 2014)

Extension Activity:
Students will need to answer the extension activity if they finish their work before the end of the lesson. If students are
not up to the extension activity, they should complete this for homework. Students should show all of their working out
when necessary. The teacher should direct students as to when working out needs to be shown. (See Appendix A)
Exploratory /Explore & Explain Learning Experiences:

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 Experience 1: Money Task Cards
As a table students will be given different sets of money task cards to work through. Students should write down the
questions and show their working out in their book. The money task cards contain a variety of questions ranging from
asking students to round money to the nearest five cents, asking students how much change they should be given,
asking students how much items cost and asking students to work out different ways values can be made up of for
example, 50cents can be made up of a 50cent coin or two 20cent coins and a 10cent coin. (See Appendix B)

Experience 2: Make this value

Students will be given a set of different money values on the whiteboard. Students will be asked to come up with as
many as five different ways, using different coin and note amounts, they can make the values they have been given.
Students should draw their maths book to represent the values of coins and notes and also include working out.
Students will be able to use money counters to help them count if needed. Students will also work one on one during
the activity with the teacher as a form of assessment.

Experience 3: Making a purchase and collecting change

Students will be given catalogues to various different stores like Coles, Woolworths, Big W, Kmart etc. Students will be
given $30 to spend on items they would like to purchase from the catalogue. Students will then need to work out the
total cost of their items. Students will then need to work out how much change or money they will have left over from
the $30 after purchasing the items. Students will need to show their working out in their books. Those students who
find it too easy to work with $30 may work with larger sums of money. This would prove more challenging in terms of
working out change.

Experience 4: ‘You can’t buy a dinosaur with a dime’ by Harriet Ziefert

Students will be introduced to the concept of not all countries have the same money denominations. Students will listen
to the teacher read the story ‘You can’t buy a dinosaur with a dime’ written by Harriet Ziefert. After reading students
will brainstorm with the teacher the different denominations they know of from around the world. If possible, teacher
should bring in currency from other countries so that students can see what other denominations of currency look like.

Teacher should ask students to see if their parents have any currency from around the world and ask to bring it in the
next lesson to show the class.

Students will come up with three questions each that they would like to find out about money, whether it be about
money overseas or where money comes from. Students should write these questions down in their notebooks as this
will be used at a later time during the unit plan.

Experience 5: Research Investigation

Students will first begin by sharing with the class the currency they were able to bring in from home with the students
at their table.

Students will be introduced to the research assignment they will be undertaking. Students will be given the task sheet
and will go through the task sheet with the teacher ensuring they understand what they need to do. Students will be split
into the pairs they will be completing the task with and will be given two countries. Students will research facts about
money and money from the two countries they have been given, students must research the information and then
present it to the class on a poster during an oral presentation. Students will also be assisted in working out how to find
the conversion rates of the countries to include this in their presentation. This will allow students to see how money
values differ from other countries and how goods differ in prices from country to country.
Investigations /Problem solving/Elaboration Learning Experiences:
Based on Student Questions
Experience 1: Special Guest
Depending on the students investigations and questions they have about money a special guest will be invited to come
and talk to the class. Students will have the opportunity to learn more about money from the special guest about how it
is made, where it comes from, what it means to make and have money as well as other things. Students will need to
record down any information they take away from the talk into their books. Students will then be invited to ask the
special guest the three questions they had written down from a previous lesson if they questions had not already been
answered during the presentation.
After views & reflection/ Evaluation learning Experience

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 Experience 1: Presentation of money investigation
Students will present to the class their finished poster of their money investigation. Students will read out to the class
the information they have found from their research. Each student within the pair should take turns at reading the
information to the class. The oral presentations will be marked along with the posters the students prepare, and will be
included as the final summative assessment for the money and financial maths unit of work.

Experience 2: Revisiting the interviews and mind map

As a class students will once again interview one another too find out what new knowledge they have gained from
undertaking the unit of money and financial mathematics.Students will again record the answers down in their books.
Once finished, students will come together to create another mind map on the board to show and see how much
students now know and what new information they know. As like the first time the mind map was completed, the mind
map will be photographer and will be re-drawn on butchers paper to stick up in the classroom.

How will you know what the students have learnt? (Assessment)
What will you How will you assess? When will you How will you What forms of
assess? assess? & Who leads record your feedback will
the assessment? assessments? you provide?
Concept(s):

Connections between Collection of answers from Assessment will occur C o l l e c t i o n o f Oral feedback
addition and questions in prior knowledge before, during and annotated written
subtraction and activity. Looking at how after the activity and notes and photos
solving different students work through the will be lead by the of students work.
money value money task cards and teacher.
problems. understanding how they solve
problems they are given
Thinking and (their way of thinking).
Working Asking students to show their
Mathematically/ working out to justify that
Scientifically: they understand the problems
and how to solve them.
Problem Solving:
Using simple addition
and subtraction skills
to solve different
money value problems
and work out the
correct answers

Reasoning:
Identifying when to
use addition or
subtraction to allow
for the correct result

! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 Concept(s):

Connections between The thinking and working Formative assessment Collection of The feedback will
decimals and rounding mathematically and the will occur during and annotated written be provided in the
money/change to the concept will be assessed by after the activity. notes and photos course of a 2 stars
nearest 5 cents. observing the work they have of students work. and a wish
done in the making a comment section
Thinking and purchase and collecting on their work.
Working change activity. Work will be
Mathematically/ collected and annotated to
Scientifically: see if students are
understanding how to
Reasoning: correctly identify the change
Identifying when they should be given, how
money or change much money they need and
should be rounded up how to round up or down to
or down to the nearest the nearest 5 cents.
5 cents.

Reasoning: Applying
known money and
numerical facts to
draw conclusions on
the correct change and
money that should be
given/received
Concept(s):

Connections that The thinking and working Formative assessment Collection of Both oral (at the
different amounts of mathematically and concept will occur before and annotated written time of
money have different will be assessed by collecting during the activity as notes and photos assessment) and
values (higher or answers from questions in students will not only of students work written (at the
lower), that money prior knowledge activity as work independently and comparison conclusion of
can be made up in well as through the Make this but will also work one of individual and assessment)
more than one way value work sheet. on one with a teacher. one on one work. feedback will be
and determining The notes taken from given to the
where the numbers the one on one work student.
place value is will be used to
compare with the
Thinking and students own work.
Working
Mathematically/
Scientifically:

Understanding: The
pace value in any
given amount and
recognising the place
values of different
notes and coins.

! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 Concept(s):

Money denominations Both this concept and the At the beginning Summative Rubric for
are different for most t h i n k i n g a n d w o r k i n g , when finding out what Assessment: summative
countries. mathematically will be they know (Lesson 1). Boxes marked on assessment
assessed by collecting rubric with including final
Thinking and students answers from the At the end to see what overall grade for grade and written
Working questions they completed in they have learnt (Last assessment. comment.
Mathematically/ the prior knowledge activity lesson).
Scientifically: ad well as from the questions
asked t the special guest. It Teacher lead.
Understanding: Not will also be assessed through
all money is the same t h e i r o r a l a n d p o s t e r
money and that presentation at the end of the
money can be worth unit.
more or less in other
countries

Links with the ACARA Framework (Use this at least once, copy and paste more if required)
Strand: Number and Algebra Sub- Strand: Money and Financial Mathematics
Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)

Represent money values
in multiple ways and
count the change required
for simple transactions to
the nearest five cents
(ACMNA059)
They represent money
values in various ways.
Students correctly count
out change from financial
transactions (Australian
Curriculum, 2017)
Understanding: Not all • Critical and Creative
money is the same money Thinking
and that money can be • Numeracy
worth more or less in other
• Asia and Australia’s
countries and the place
Engagement with Asia
value in any given amount
• Intercultural Thinking
and recognising the place
values of different notes and
coins.

Problem Solving: Using

simple addition and
subtraction skills to solve
different money value
problems and work out the
correct answers

Reasoning: Identifying when

to use addition or subtraction
to allow for the correct result
and identifying when money
or change should be rounded
up or down to the nearest 5
cents and applying known
money and numerical facts to
draw conclusions on the
correct change and money
that should be given/received

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
1. 5Es Teaching and Learning Model - PrimaryConnections: Linking science with literacy 2012, viewed 4 April 2017,
<https://primaryconnections.org.au/about/teaching>.
• Used for planning out the unit and used to figure out where activities should go

2. ABC online education - ABC Splash 2014, viewed 6 April 2017, <http://splash.abc.net.au/home#!/media/1566328/
funny-money>.
• Used to prepare questions to ask students for the prior knowledge activity

! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 • Used to gain insight on money

3. Activating Strategies 2016, viewed 22 September 2016, <http://www.gcasd.org/ Downloads/Activating_Strategies.pdf>

• Used to work out a suitable prior knowledge activity for the students to introduce them to the unit of work

4. Australian Money Task Cards Higher Order Thinking HOTS Grades 3 and 4 2017, viewed 7 April 2017, <https://
au.pinterest.com/pin/319614904789581419/>.
• Used for one of the activities

5. Mathematics Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.3 2017, viewed 12 April
2017, <http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level3>.
• Used for content descriptor, proficiencies, general capabilities and achievement standards.

6. Mathematics: Key ideas - The Australian Curriculum v8.3 2017, viewed 11 April 2017, <http://
www.australiancurriculum.edu.au/mathematics/key-ideas>.

7. The History of Money 2015, viewed 10 April 2017, <https://www.youtube.com/watch?v=YCN2aTlocOw>.

• Used to gain insight on the history of money

8. The Invention of Money 2011, viewed 8 April 2017, <https://www.youtube.com/watch?v=FuHQhGqZvY0>.

• Used to gain background knowledge

9. Walle, V. and Bay-Williams, K. (2014). Elementary and Middle School mathematics. 8th ed. Edinburgh Gate: Pearson
Education. 


10. Workshop Overview | StartSmart 2017, viewed 14 April 2017, <http://www.startsmart.com.au/primary/program-

overview/>.
• Used to organise the special guest visitor for the elaboration learning experience

11. Ziefert, H & Haley, A 2012, You can't buy a dinosaur with a dime, 1st edn, Blue Apple Books, Maplewood, N.J.
• Used for one of the activities

• White Board and White Board Markers

• Butchers paper and Textas
• Coins from other countries

Student Resources (resources that engage students with the learning)

1. ABC online education - ABC Splash 2014, viewed 6 April 2017, <http://splash.abc.net.au/home#!/media/1566328/
funny-money>.
• Engaging video for the students about money

• Writing Materials
• Drawing Materials
• Rulers, Compasses, Scissors and Glue
• Mathematics Books
• Money Task Cards (One lot per group)
• Make this Value Worksheet
• Shopping Catalogues
• You Can't Buy A Dinosaur With a Dime Book
• Research Assignment Task Sheet
• Computer or Tablet Access
• Calculators
• Poster Board
• Coins from various countries.

Teacher Evaluation (Reflection: How effective have you been? This can be left blank until after implementation)
To consider:

! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 What worked?

What didn’t work?

Was it worth learning?

Why and why not?

How were the skills

integrated into other
learning areas?
How was the learning
shared with others?

! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Reference List:
1. 5Es Teaching and Learning Model - PrimaryConnections: Linking science with literacy 2012, viewed 4 April 2017,
<https://primaryconnections.org.au/about/teaching>.

2. ABC online education - ABC Splash 2014, viewed 6 April 2017, <http://splash.abc.net.au/home#!/media/1566328/
funny-money>.

3. Activating Strategies 2016, viewed 22 September 2016, <http://www.gcasd.org/ Downloads/

Activating_Strategies.pdf>

4. Australian Money Task Cards Higher Order Thinking HOTS Grades 3 and 4 2017, viewed 7 April 2017, <https://
au.pinterest.com/pin/319614904789581419/>.

5. Mathematics Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.3 2017, viewed 12 April
2017, <http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level3>.

6. Mathematics: Key ideas - The Australian Curriculum v8.3 2017, viewed 11 April 2017, <http://
www.australiancurriculum.edu.au/mathematics/key-ideas>.

7. The History of Money 2015, viewed 10 April 2017, <https://www.youtube.com/watch?v=YCN2aTlocOw>.

8. The Invention of Money 2011, viewed 8 April 2017, <https://www.youtube.com/watch?v=FuHQhGqZvY0>.

9. Walle, V. and Bay-Williams, K. (2014). Elementary and Middle School mathematics. 8th ed. Edinburgh Gate: Pearson
Education. 


10.Workshop Overview | StartSmart 2017, viewed 14 April 2017, <http://www.startsmart.com.au/primary/program-

overview/>.

11.Ziefert, H & Haley, A 2012, You can't buy a dinosaur with a dime, 1st edn, Blue Apple Books, Maplewood, N.J.

! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix:

Appendix A

Prior Knowledge Activity - Strategy Two:

1. ‘Which is worth more, a two dollar coin or 27 five cent pieces? How many rows of 8 five cent pieces would you need
to equal two dollars?’ (Splash ABC, 2014)
2. ‘Which is worth more, 3 one dollar coins or 9 fifty cent pieces?’ (Splash ABC, 2014)
3. ‘How much would I have altogether if I had, 2 one dollar coins, a two dollar coin, a fifty cent piece piece, 2 twenty
cent pieces and a ten cent piece? Would you have enough to buy a piggy bank worth five dollars?’ (Splash ABC, 2014)
4. Does every country in the world use the same currency?
5. How many cents are there in one dollar?

Extension Activity:
1. ‘How many fifty cent coins do you need to make up the amount of $1.50? Now imagine how many 10 cent pieces you
would need to make up the same amount. How many 10 cent pieces make fifty cents?’ (Splash ABC, 2014)

Appendix B:

! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix C:

Appendix D:

! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix E:

Appendix F:

! ©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.