SAPS UNDERSTANDING BY DESIGN TEMPLATE 2020

(MATHEMATICS)

Title of unit of work Money and Financial Mathematics

Year level(s) Grade 3
Teacher name and school Claudia Huppatz

Learning Area - Achievement Standard

Learning Area - Achievement Standard
By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for
multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the
environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and
compare data displays.
Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-
digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and
subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-
dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for
categorical variables.

Learning Area - Content Descriptions

Number and Algebra Measurement and Geometry Statistics and Probability
Number and place value Using units of measurement Chance
Investigate the conditions required for a number to Measure, order and compare objects using Conduct chance experiments, identify and
be odd or even and identify odd and even familiar metric units of length, mass and capacity  describe possible outcomes and recognise
numbers  (ACMMG061 - Scootle ) variation in results 
(ACMNA051 - Scootle) (ACMSP067 - Scootle )
Recognise, model, represent and order numbers to Tell time to the minute and investigate the
at least 10,000  relationship between units of time (ACMMG062 - Data representation and interpretation
(ACMNA052 - Scootle ) Scootle ) Identify questions or issues for categorical
Apply place value to partition, rearrange and variables. Identify data sources and plan
regroup numbers to at least 10 000 to assist Shape methods of data collection and recording
calculations and solve problems(ACMNA053 - Make models of three-dimensional objects and (ACMSP068 - Scootle )
Scootle ) describe key features 
Recognise and explain the connection between (ACMMG063 - Scootle ) Collect data, organise into categories and
addition and subtraction  create displays using lists, tables, picture
(ACMNA054 - Scootle ) Location and transformation graphs and simple column graphs, with and
Recall addition facts for single-digit numbers and Create and interpret simple grid maps to show without the use of digital technologies 
related subtraction facts to develop increasingly position and pathways  (ACMSP069 - Scootle )
efficient mental strategies for computation  (ACMMG065 - Scootle )
(ACMNA055 - Scootle ) Interpret and compare data displays 
Recall multiplication facts of two, three, five and Identify symmetry in the (ACMSP070 - Scootle )
ten and related division facts  environment (ACMMG066 - Scootle )
(ACMNA056 - Scootle )
Represent and solve problems involving Geometric reasoning
multiplication using efficient mental and written Identify angles as measures of turn and
strategies and appropriate digital technologies  compare angle sizes in everyday situations 
(ACMNA057 - Scootle ) (ACMMG064 - Scootle )

Fractions and decimals

Model and represent unit fractions including 1/2,
1/4, 1/3, 1/5 and their multiples to a complete
whole 
(ACMNA058 - Scootle)

Money and financial mathematics

Represent money values in multiple ways and
count the change required for simple transactions
to the nearest five cents 
(ACMNA059 - Scootle )

Patterns and algebra

Describe, continue, and create number patterns
resulting from performing addition or subtraction 
(ACMNA060 - Scootle )

General capabilities (GC)

Sub Intercultural Understanding Critical and Creative Thinking Numeracy
element Recognising culture and Inquiring – identifying, exploring Estimating and uses number in context
and level developing respect and organising information and Estimate and calculate
Explore and compare cultural ideas Use money
knowledge, beliefs and Organise and process information
practices Reflect on thinking and processes
 SAPS UNDERSTANDING BY DESIGN TEMPLATE 2020
(MATHEMATICS)

Transfer knowledge to new

contexts (=,-x,÷ to money)

Cross Curriculum Priorities

Aboriginal and Torres Strait Asia and Australia’s Sustainability/Ecological Catholic Identity
Islander histories and engagement with Asia conversion
cultures

Links to KS:CPC (If Required)

Focus Area: NA
Topic: NA
Key Outcomes: NA

UNDERSTANDING
Understanding includes
connecting number
representations with number
sequences, partitioning and
combining numbers flexibly,
representing unit fractions,
using appropriate language to
communicate times, and
identifying environmental
symmetry
Proficiency Strand
FLUENCY PROBLEM SOLVING
Fluency includes recalling Problem-solving includes
multiplication facts, using formulating and modelling
familiar metric units to order authentic situations
and compare objects, involving planning methods
identifying and describing of data collection and
outcomes of chance representation, making
experiments, interpreting models of three-dimensional
maps and communicating objects and using number
positions properties to continue
number patterns.
REASONING
Reasoning includes using
generalising from number
properties and results of
calculations, comparing
angles and creating and
interpreting variations in the
results of data collections
and data displays.

Goals/Key Understandings (Learning Intentions)

(Transfer) – Children will be able to independently use their learning to: (Rationale/Aims)
Students will be able to investigate and represent situations by communicating their thinking through mathematical
reasoning and apply their mathematical understanding creatively and efficiently.
Children will understand that: (Big idea, Abstract Nouns)
 money values can be represented in a variety of ways.
 They can use a variety of strategies to solve financial addition and subtraction number sums.
 They can use a variety of multiplication strategies to solve problems.
Children will know: (AS, CD, CCP, GC)
 How to represent money values in multiple ways.
 How to count the change required for simple transactions to the nearest five cents by counting on or counting back.
 How to recognise the relationship between dollars and cents.
 That not all countries use the same denominations.
 practise, understand and recall basic addition subtraction and multiplication facts/strategies to solve problems. (doubles,
near doubles, rainbow facts, partitioning, rearranging, regroup, groups of, arrays, number lines etc)
 How to use mathematical language to describe and represent how they solved problems.
Children will be skilled at: (AS, CD, CCP, GC)
 Correctly counting out change from financial transactions
 Applying strategies to solve addition, subtraction and multiplication problems relating to financial mathematics.
 SAPS UNDERSTANDING BY DESIGN TEMPLATE 2020
(MATHEMATICS)

 Using a variety of strategy to solve number sums and worded problems

 Estimating how much items will cost to see if they have enough money.
Essential Questions: (Flip understanding)
 How can we solve worded problems using a variety of strategies and represent them in a variety of ways?

Assessment task(s) / Evidence /Rubric

Summary of Assessment Task:
Prior Knowledge
Discussion with students about money. Asking children to order the value and size of Australian coins and notes.
Formative (ongoing assessment throughout)
Observations, Anecdotal Notes, Work Samples, Questioning (to check for understanding), Discussions (students’
contribution and participation) etc.
Summative
Assessment prior to unit and at the end of unit to demonstrate growth
How many ways to make, grocery shopping, problem solving and party planning.
A B C D E
Students represent Students represent Students represent Students represent Students begin to
money values in an money values in a money values in simple money values represent simple
extensive variety of large variety of ways various ways and in various ways and money values
ways and clearly and justify their explain their begin to explain their
justify their reasoning reasoning reasoning reasoning
Students correctly Students correctly Students correctly Students mostly Students begin to
count out change count out change count out change correctly count out count out change
from complex from financial from financial change from simple from simple financial
financial transactions transactions using transactions. financial transactions transactions
using efficient efficient strategies
strategies
Applies addition and Applies addition and Applies addition and Sometimes applies Begins to apply
subtraction strategies subtraction strategies subtraction strategies addition and addition and
efficiently to solve confidently to solve to solve worded subtraction strategies subtraction strategies
worded money worded money money problems to solve worded to solve worded
problems with problems with some money problems money problems
detailed explanations detail
Applies Applies Applies Sometimes applies Begins to Apply
multiplication multiplication multiplication multiplication multiplication
strategies efficiently strategies confidently strategies to solve strategies to solve strategies to solve
to solve worded to solve worded worded money worded money worded money
money problems with money problems with problems problems problems
detailed explanations. some detail.

Suggested Learning Ideas

Warm Up(s)

Change it up – Game that practices giving change

Money, money, money – game that earns coins and then exchange them for $1 when you get to that amount
What’s your worth? Each letter of the alphabet has a monetary value. Write your name and find out hat it is worth.
(activity later on to complete with their spelling words)
I have who has? Hand out cards of different money amounts. 1 persons say I have $2 who has $3.50. Continue until all
the cards have been used.
Bingo – Each child is given a board. Play until someone either completes a line or the board.
Money match up – Spread out all the cards and in small groups the children have to match up the cards.
POWER POINT – Use to revise concepts that you are teaching. LY – identifies coins, values and collections, MY – 5-21
coins notes to buy, 22-37 two things totalled,38-45 giving change

Investigation(s)
Suggested Lesson Reflection
Lesson 1: Prior Knowledge This lesson went well and
What do you know? Why do we need money? gave me a good indication of
Please cover money from different countries to cover CCP. Dollar, pound, franc, etc student’s abilities however I
 SAPS UNDERSTANDING BY DESIGN TEMPLATE 2020
(MATHEMATICS)

Provide students with a range of different materials (e.g. plastic coins, paper notes, did not plan enough activities
crayons for rubbing). Students use a double page in their books to share what they for students. I also did not
already know about money (e.g. value of each piece, ways of making $1). Encourage plan for the students who
students to use labelling to help explain their ideas. Allow children to explore their own needed extending and
ideas and the teacher walks around questioning children. Encourage children to add to therefore did not get an
this page in a different colour to show their growth. Use one colour. accurate understanding of
their understanding.
Activity 1:
- Share your ideas with the person next to you and add any new ideas to your
page in another colour crayon.

Activity 2:
- With your partner order the coins from smallest to largest in size
- Then order in monetary value
- What do you notice?
- Discussion about order. How many cents are in a dollar?

Activity 3: Foreign Currency

- Look at the foreign currencies
- What do you notice? Why can you not spend it here? Do you think it is worth the
same? Discuss conversion dis

Lesson 2 The lesson ran smoothly, and

How many ways can you make it? students engaged well with the
Warm up – Times table challenge activities. Next lesson I need
to focus on extending
Activity: students, ensuring I have
- Use powerpoint: enough planned and having
activities for students to go on
- Introduce coins and notes with once theyre finished.

- Identify who is on each coin

- What is a dollar? How does it relate to cents?

- Discuss how to use dollar and cent signs, decimal point

- Study ladder activities

- How many ways can you make a dollar?

- Display an amount of money on the Smartboard. Allow students to access
play coins on their desk. Give them a time limit to make the amount in as
many different ways as they can using the play money. REPEAT this
activity with different amounts the following lesson and use it as a part of
the assessment.
-

Sharing and Reflection:

- Thumbs up, side, down
- What strategies were you using to make the amount on the board

Lesson 3 Students came up with some

Warm up – Maths Mental really great strategies and
were able to articulate their
- Coin Powerpoint slide: revisit coins and relate to skip counting ideas. It became evident in
- Revisit skip counting – 5s, 10s, 20s, 50s this lesson who requires extra
support and who needs
Activity: extending.
- Challenge students to consider how they would count all of the play money in
the box? What would be the most effective way?
- Have students sit in circle and come up with a strategy
- Give small groups of students a handful of money and have them count it
 SAPS UNDERSTANDING BY DESIGN TEMPLATE 2020
(MATHEMATICS)

- Discuss what strategy they used

- Explain and demonstrate that grouping coins into amounts that are easy to count
helps (e.g, 5 x 20c = $1) and counting in 5s and 10s works well.
- Once finished play money, money, money game
- Complete skip counting sheet
- Interactive coin game

- https://www.crackerjackeducation.com.au/resources/loose-change/
-

Sharing and Reflection:

- Thumbs up, side, down
- What strategies did you use? What didn’t work and why?

Lesson 4
Warm up – money, money, money

Activity:
- Revisit strategies used to count money

- Catalogue Money Lets go shopping

- Provide students with smiggle catalogue. Students cut out and paste 5 items into
their books. They draw/rub/cut out the coins they would use to pay for the item,
showing the least amount of coins possible they would use to pay with. Early
finishers explore other coins they could use to pay or purchase multiple items at a
time.

- Children will look at the price tags of the items on the task card. They must find
out how much it will cost to buy 2 or 3 items. They must show how they can pay
for their items in 2 different ways using coins and notes. The items must not cost
more than $10

- Extension: Imagine you are buying your family presents for Christmas. You
decided to buy your mum and your 2 sisters the same present, and your dad and
brother the same present. Select your presents and calculate the amount you’ll
need to save in order to be able to afford the presents.
-

Sharing and Reflection:

- Discuss strategies used for adding values with decimals

Lesson 5: Explicit teaching of Change

Warm up:
- Whats your word worth
- Times Table challenge

Activity:
- Explicitly show students how to count back change. Have them say the
amount owing and then place coins in the other persons hand, counting up
until they reach the amount handed over. Show how to make the amount
to the nearest $1 first before continuing in whole amounts eg: $5 paid for
a $2.50 ice cream (add 50c to make $3.00 then add $2)
- Discuss other strategies for giving change. E.g. counting by tens, using
number lines. Counting up or counting back.

- Show any other strategies the students might use to calculate change
including skip counting
- Provide children with simple problems to solve involving calculating
change to the nearest 5 cents. For example, buy a muffin for $1.30 and
pay with $2
 SAPS UNDERSTANDING BY DESIGN TEMPLATE 2020
(MATHEMATICS)

- Have students write answers on white boards and hold it up

- Choose perfect wrong answer and explain
- Give students a variety of equations and have them use 3 strategies for
each equation
- When finished students can play money, money, money

Sharing and Reflection:

- What strategy did you prefer and why?
- Thumbs feedback

Lesson 6:
Warm up:
- Times table challenge

Activity:
- Revisit strategies for calculating change using write and wipe
- Print number line with various values for students to practice
- Have students use play money to assist understanding – calculate the amount first
using play money and the count up strategy
- Once students are feeling confident have them represent this value on the number
line
- Complete calculating change activity sheet
- Label each equation and complete the two strategies for both
- Those who have finish can play the change game

Sharing and Reflection:

- Thumbs feedback

Lesson 7: Focus more on repetition and

Warm up: supporting low levels. This
Maths mental lesson was an assessment
piece which showed the
Activity: differences between abilities. I
- Revisit calculating change strategies of counting up and using a timeline need to focus more on student
understanding than I do
extending students who have a
basic understanding.

- Discuss why we round up to the closest whole dollar amount

- Discuss why we use a timeline and how to calculate the change at the end
- Have student’s complete assessment piece to gauge where they are at
- Finish by playing

Lesson 8: Single Lesson After this lesson I felt

- Students who are understanding the concepts are able to play the maths games extremely confused as to
- Work with other students to revisit strategies and questions from last lesson where to progress to next due
- Use play money to visually represent counting up strategy to the varying levels of
- Use masking tape on ground as a number line understanding found within
- Begin by placing cost of money at the start of the number line – write on masking the class. I wondered if I had
tape potentially moved on from the
- Have students copy numberline onto write and wipes initial skill of adding money
- Instruct students to first round cost up to the nearest whole dollar too fast and if this was why
 SAPS UNDERSTANDING BY DESIGN TEMPLATE 2020
(MATHEMATICS)

- Revisit what a whole dollar is and looks like students were having issues
- Instruct students to then calculate how much they have added on with the concepts.

Lesson 9/10: Hands on learning This lesson allowed for me to

Warm up: times table challenge observe students understand
more closely due to the
- Set up 3 stations around the room each with a different focus groups.

Station 1: Adding
- Students work independently to complete basic adding activity eg: money puzzle/
cutting items out of catalogue and add together
Station 2: Count up Strategy
- Students work with Mrs Koliopoulos to complete counting up activity.
Station 3: numberline
- Students work with myself to complete numberline activity. Student use masking
tape and play money to create numberlines on the ground and calculate the
change.

Lesson 11: More time was needed in

Market Day: order to explain the task. I
- Students set up various stalls with a variety of products – clothes, food etc. believe students would have a
- Students are each given $10 better understanding of the
- Students who are confident with calculating change work on stalls process if they were to
- Students will walk around to stalls buying objects and recording them on their complete this task again with
shopping list whilst calculating the change more differentiated options
- They must work out what they can and cannot afford and write down how much available for students who
each item was and how much change they were given, the total spent, and the need more support. I need to
amount left over develop a way to make this
- Rotate once all students have spent their money task possible to do with only
one teacher in the classroom.
Sharing and Reflection:
- How did you make the most of your money?

Lesson 12: Rotations completing calculating change activities working to nearest 5c

Warm up:
Times Table Challenge

- Introduce students to working with 5c amounts

- Discuss the importance of using the same strategy: first rounding up to the next
whole dollar amount
- Discuss the strategy of first working towards making 50c then adding 50c to
make the next whole dollar
- Explicitly explain the independent task

Activity 1: Independent
- Students are to choose a value to go shopping with
- They are to see how many or how little items they can buy for that amount
- They are to use the catalogues to cut and stick items
- Students will need to bring their book to this station

Activity 2: Number Line

- Work with students to finish their market stall worksheet
- Have other students modelling buying something from the markets with play
money and calculating their own change then representing it using the timeline to
check their answers

Activity 3: Counting Up strategy

- Completing change sheet using play money
- Have students identify the amount
- Reinforce the importance of rounding to the next whole dollar

Sharing and Reflection:

 SAPS UNDERSTANDING BY DESIGN TEMPLATE 2020
(MATHEMATICS)

Lesson 13:
Worded problems using calculating to the nearest 5c:
-

Lesson 14: Lunch Order Investigation

Warm up – change, change, change

Activity:
Lunch Order Investigation
- You have $5.00. Use the lunch order form to work out what you would buy from
the canteen for lunch and the change that you would receive.
You are only allowed to buy one item….

Modified: You have $2.00 to spend

Extension: You have $20 note and are only allowed to buy three items… What would you
change be?

Lesson 15: Some students still required an

immense amount of support
Smiggle Final Assessment: and scaffolding to complete
You are planning to head to the smiggle shop on the weekend, but decided to look this task. The final grade
at the catalogue beforehand to decide what you want to buy. Make a list of the needs to be created from a
items you would like to buy and record their prices. combination of assessment
- You will only have a budget of $50.00 and cannot go over this amount. pieces as for some students
- show how they can pay for their items in 2 different way using coins and notes they did not do their best
work.

Sharing/Reflection
The following statements may be used as stimulus questions when children are sharing. It is helpful to write them on
laminated strips and give to different children to ask the sharer during sharing time. Children are encouraged to share - even
their mistakes.

At the end of each investigation, children should be allowed a short period for reflection. Reflection could be verbal or
written. Reflection statements include...

 Today I....
 I discovered....
 I check my work by...
 The equipment helped me by....
 It was interesting when
 It was tricky when....
 Next time I might....
 I’m not sure about or some questions I have are...
 I practiced...
 Today I used...
 Today was different because...
 I got confused when...
 My big success was ...
 Tomorrow I would like to ....
 I found it really easy to...
 I have learnt...
 I found it helpful to...
 I worked it out by ....
 These materials helped me to work through the task....

-
SAPS UNDERSTANDING BY DESIGN TEMPLATE 2020
(MATHEMATICS)