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MATH UNIT: Number & Algebra

Class: R8
Topic or Theme: Money/Financial Math Year level: 3

Targeted (Relevant) Achievement Standards (ACARA)

By the end of year 2:

- Students associate collections of Australian coins and notes with their value.
- Students perform simple addition and subtraction calculation using a range of strategies i.e. skip counting (5s, 10s) partitioning,
counting on).

By the end of year 3:

- Students represent money values in various ways (i.e. money collections, numbers & symbols, language)
- Students correctly count out change from financial transactions.

Unit Learning intentions

Students will know that:

- Australian currency values can be represented in different ways.
- Australian currency differs to other world currencies (i.e. in value, different coins/notes).

Students will understand that:

- Money and financial mathematics have both classroom, and real world application.

Students will be able to(do):

- Know the value of Australian coins and notes
- know that value is not relative to the size of coins
- Order collections of coins in dollars and cents
- Use a range of strategies to add and subtract collections of Australian coins and notes
- Use simple addition and subtraction strategies to work out change amounts
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WEEKLY TIMETABLE

Time Monday Tuesday Wednesday Thursday Friday

9:40 –
10:30 NUMERACY

Recess Time
11:00 – NUMERACY NUMERACY NUMERACY NUMERACY
11:50

11:50- NUMERACY NUMERACY

12:40

Lunch Time

Note: Swimming Mon-Fri (week 5), 9:00am – 12:30pm will significantly impact student fatigue.
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SEQUENCE OF PHASES
AC LINKS:
Phase General Capabilities
1
PHASE: Focus and Activities Strategies/Resources to be used
Cross-curriculum Priorities

Phase 1: Introduction Suggested Teaching Strategies: Y2 Math: Number and

1 - Modelling Algebra
Inquiry: ‘How many Cents are there in a dollar?’ - Scaffolding Count and order small
- Joint-construction collections of Australian coins
Preassessment for readiness - Game based learning and notes according to their
- ICT games value (ACMNA034 )
Students will complete a preassessment (as discussed with mentor) that aims to assess
student readiness and identify gaps in knowledge and understandings. It will look to Assessment: Y3 Math: Number and
encompass the relevant achievement standards from years 2-3. The data collected from - Pre-test (formative assessment) Algebra
this test will guide the differentiation measures and inform teaching practices. The - KWL chart (What do students Represent money values in
planned teaching and learning cycle will be adapted pending analysis of the data. think they know about money, multiple ways and count the
what are they interested in change required for simple
A further goal of this phase is to assess student interest in relation to the topic and knowing, what have they learned transactions to the nearest
incorporate these interests throughout the exploration phase in order to make learning - Weekly test to give process five cents (ACMNA059)
more relatable and engaging for the students. related feedback (i.e. number
sense, addition/subtraction
Teaching focus strategies)
- Exit cards
This phase will be heavily teacher led, incorporating explicit teaching strategies and
whole class approaches to tasks. Learning outcomes will focus on connecting prior Differentiated strategies:
knowledge of money, and number sense explored in term 1 i.e. addition strategies. - 0 to 100 charts (support)
Given limited prior learning in regard to subtraction, it is expected this area of learning - Increase/decrease coin
may take time and require scaffolded support structures. This will be explored through collections
the concept of ‘finding the difference’ between values. This approach will allow students - Mix coin collections targeting
to use addition skills already developed. Literacy integration specific to the topic will be each readiness tier
incorporated through an exploration into the language that surrounds money. This will be - Vocab wall to support math
represented in a money vocab wall at the back of the classroom that will act as a visual literacy
classroom resource during the unit.
Teacher Ideas/Resources:
Learning outcomes - Money-Vocab wall
- Physical games – students order
Students will be able to (do): values of currency written on
cards. Variations: largest to
- Use skip counting strategies (i.e. 5s or 10s) to find the value of coin collections smallest/smallest to
- Identify equivalent values in collections of coins such as two five-cent coins largest/talking/silently
having the same value as one 10-cent coin - Students create adapted
- associate collections of Australian coins and notes with their value. versions of the board game:
‘Race to the Bank’
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https://www.youtube.com/watch?
v=9n1FFcKi8Jw
Students in each differentiated
Pre-assessment data tier are instructed to use specific
values or amount of coins e.g.
only 10c and 5c coins, or
maximum to coins per mixed
value collection.
0-10 Tier 1 0-16 Tier 2 17-21 Tier 3 - PBL: “I have a pocket full of
Indi Jamie Shanaya coins. Every time I sit down or
Ava M John Ava O stand up, coins fall out of my
Hollie Layla C Hari pocket and I end up losing
money each time. How can I still
Ruby Jack Sabra
carry around the same value of
Galaxy Faisal Sam money in my pocket without this
Layla S Josh Cornelius problem?”
Aki Elyssa
Aiden
Classroom management
Jessica
- Fake money reward system (in
Mason connection with the goals of the
unit).
- To be introduced prior to the unit
and run concurrently in order to
provide everyday relevant
opportunities to add, subtract
and partition collections of coins
Phase 2: Building the field Teaching Strategies: Y3 Math: Number and
2 - Game-based learning Algebra
Teaching focus - Small group games Represent money values in
- Interactive ICT multiple ways and count the
In this phase students will further explore counting strategies through mixed money change required for simple
collections. Students will be supported through this exploration by being provided explicit Teacher Ideas/Resources: transactions to the nearest
approaches to partitioning. - http://mathwire.com/money/ five cents (ACMNA059)
money.html
Learning outcomes - https://www.crackerjackeduc
ation.com.au/resources/loos
Students will be able to (do): e-change/
- Use ICT to identify small groups of mixed coins with their accumulative value. - Students create money
- Explore various partitioning strategies using mixed coins (i.e. grouping same value dominoes (Tier 1 – 2
value coins, grouping large values first, making $1) coins, Tier 2 – 3 coins, Tier 3
- Match written amounts with mixed coin collections – 4 coins).
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Formative assessment to make connections to prior learning and inform teaching: Formative assessment:
- Photograph students’
How many cents in total, make a dollar? gameplay (ensure first
How many ways can I make a dollar using addition only? names are visible)

Phase 3: Building the field Formative assessment:

3 - Collect students’ work and Y3 Math: Number and
Big Question “How many different ways are there to make $1? assess for understanding of Algebra
different counting strategies i.e. Represent money values in
Teaching focus does the student only use same multiple ways and count the
value coins? Does the student change required for simple
Students explore the overarching question How many ways are there to make $1? The group larger values first? Does transactions to the nearest
goal is to highlight different ways that values can be created using addition and the student show several five cents (ACMNA059)
subtraction. This open-ended investigation question is designed to allow students of all strategies?
readiness levels to be appropriately challenged and engaged and show their - Weekly test to give students
understanding of number sense and money. This exploration will also provide an feedback and individualise
opportunity for formative assessment of students’ counting strategies and number sense. learning
This phase will act to provide feedback to assess students’ current level of understanding
in alignment with the direction and desired learning outcomes of the unit. Teacher Ideas/Resources:
- Open/Exploration based activity
Learning outcomes - Game-based learning
- Investigation wall
Students will (do):
- Identify Formative assessment:
- Utilise strategies explored in phase 2 to partition larger groups of coins i.e.
grouping same value coins, grouping large values first, making $ values Differentiated support strategies:
- Explore mental and written strategies to count and subtract to $1 - Number lines
- 0 to 100 charts

Phase 4: Building the field – Show ways of making change Teacher Ideas/Resources: Y3 Math: Number and
4 - Interest-based learning Algebra
During this phase students will investigate items they wish to purchase in the scholastic - Scholastic book brochures to be Represent money values in
book catalogue. Students will represent the required money values and calculate change supplied in week 2 or 3. multiple ways and count the
amounts using a set budget. Students within each tier will be given different budgets to change required for simple
promote working under appropriate levels of challenge. Formative assessment: transactions to the nearest
- Collect investigations (in Math five cents (ACMNA059)
For example: books)
Tier 1 works with: - Problem Based learning
Dollar amounts only and has a budget of $20 - focus group (Tier 1)
Tier 2 works with:
Mixed value amounts and a budget of $100
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Tier 3 works with:

Mixed value amounts and a budget of $1000

Learning outcomes

Students will:
- Conduct investigations into the purchasing items of interest using resources such as
junk mail, and represent money values in different ways i.e. price tags and decimal
points
- Calculate change amounts from simple transactions

Phase 5: Summative Assessment Suggested Teaching strategies: Y3 Math: Number and

5 Algebra
Learning outcomes Summative assessment: Represent money values in
- At the end of the week, multiple ways and count the
Students will: students complete the Pre- change required for simple
- Students will recap partition strategies in order to calculate collections of test (for the second time) to transactions to the nearest
currency assess for progress and five cents (ACMNA059)
- Students will recap strategies (finding the difference) to calculate change achievement
required for simple transactions involving a range of Australian currency notes
and coins. Teacher Ideas/Resources:
- Complete summative assessment school that will contribute to grades and end - Problem based learning cards
of term math reports