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INDENTIFICATION OF HIGH ACHIEVERS

CSF LEVELS AND ASSOCIATED KEY LEARNING AREAS

CSF LEVEL: 2

UNIT TITLE: NUMBER-MONEY

RELATED KLAs: TECHNOLOGY AND HUMANITIES (ECONOMICS, GEOGRAPHY and HISTORY)

2.4 MANUC 204

Read, record and order money amounts and deal with simple change situations.

This is evident when the student is able to

• Use coins to represent written money amounts and use numbers to record the value of a set of coins

• Order money amounts in dollar and cents

• Tender appropriate amounts and determine appropriate change in shopping situations

Appendices

MATHEMATICS UNIT PLANNER

|UNIT TITLE: |Money |

|HOST KLA: |Mathematics |

|RELATED KLA’S: |Technology |

|FOCUS STRAND: |Measurement |

|TERM, YEAR: |Term 3, 2005 |

|TEACHER: |Ms Dollar & Ms Cents |

|TARGET GROUP |Grade 1 & 2 students who have shown talent in Mathematics |

|CURRICULUM FOCUS |

|Our focus was to broaden the students’ scope of understanding money concepts. This was done by introducing the topic of money |

|concepts within a cultural, geographical and historical context. |

|UNDERSTANDINGS |FOCUS QUESTIONS |

|The main ideas and/or concepts students should acquire during |The key organisers to guide student learning through the inquiry |

|this unit of work. |process |

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|Extend students who already had a basic understanding of money |Why do we have money? |

|Challenge and broaden their understanding with regard to money |What is money? |

|Extend students’ understanding of money in a social, world and |Identify coins and notes in Australian currency. |

|cultural context. |When do we use money? |

|To improve the skill of rounding off and estimating. |Where is money found? |

|Using decimals to represent coin amounts and to add money amounts|Why do we have exchange rates? |

|using these decimals. |What are the kinds of money in Australia? |

|To expand students’ knowledge of other countries and the |Review the money available in Australia? |

|currencies they use. | |

|For students to be able to convert the Australian dollar into a |What are the different types of currency? |

|variety of different currencies. |What was used before money? |

| |Where is money made? |

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| | |

|KEY TERMS |

|Coins , notes, totals, combinations, take away, equal, currency converter, currency, calculator, world map, Euro, Pound, Lira, Yen,|

|Dollar, cents, Australia, Asia, Europe, England, America, Canada, Mint, Banks, gold, silver, costs, shopping, decimal points, |

|dollar signs, cent symbol, equivalencies |

|KEY CONCEPTS |

|Relationships between |Concepts |Quantities |Functions |

|Conversion |Mathematical concepts |Currency Rates |Types/kinds |

|Decimals |Repertoire of strategies | |Investigate |

| |Communicate | |Dimensions |

| |Relationships between | |Shapes |

| | | |Objects |

|K.L.A’s to be integrated (Highlight) |

|English |Society & Environment |The Arts |

|Maths |Technology |LOTE |

|Science |Health & Physical Education |Religious Education |

|SKILLS |

|Clarifying Values |Classifying |Expressing Preferences |

|Co-operating |Comparing |Giving Instructions |

|Describing |Hypothesising |Interpreting Data |

|Discussing |Imagining |Logical Thinking |

|Evaluating |Interviewing |Naming |

|Explaining |Listening |Observing |

|Gathering Information |Making Decisions |Reporting Orally |

|Presenting Data |Predicting | |

|Actively Listening | | |

|SUPPORTING RESOURCES AND MATERIALS |

|Money activity sheets | |

|CSF 11 Reference CAN 2.4 |CSF 11 Reference CAN 2.4 |

|Lesson: Money |Lesson: Money |

|Focus: shopping with a mixed coin collection |Focus: making money amounts in different ways |

|Page 66 |Page 56 |

|CSF 11 Reference CAN 2.4 | |

|Lesson: Money |CSF 11 Reference CAN 2.4 |

|Focus: giving and getting change |Lesson: Money |

|Page 59 |Focus: |

|CSF 11 Reference CAN 2.4 |Counting combinations of coins. Using numbers to record the value|

|Lesson: Money |of a set of coins. |

|Focus: Giving change to $1.00 |Page 57 |

|Page 58 | |

| |CSF 11 Reference CAN 2.4 |

| |Lesson: Money |

|CSF 11 Reference CAN 2.4 |Focus: counting coins of the same value |

|Lesson: Money |Page 62 |

|Focus: Knowing if you have enough money to buy two or more items.| |

|Page 61 |CSF 11 Reference CAN 2.4 |

| |Lesson: Money |

| |Focus: |

|CSF 11 Reference CAN 2.4 |Reading and writing money amounts using $ and c notation. |

|Lesson: Money |Ordering money amounts. |

|Focus: regrouping money to help in adding |Page 63 |

|Page 60 | |

| | |

|CSF 11 Reference CAN 2.4 | |

|Lesson: Money |CSF 11 Reference CAN 2.4 |

|Focus: shopping with a mixed coin collection |Lesson: Money |

|Page 66 |Focus: doing simple money calculations |

| |Page 63 |

| | |

|Section Two – Adding and Taking away | |

|Focus: Money |CSF 11 Reference CAN 2.4 |

|English Pence |Lesson: Money |

|Page 20 |Focus: knowing if you have enough money to buy two items. |

| |Rounding money amounts to the nearest dollar. |

|Lesson |Introduction / Focus |Activity |Assessment |Reflection |

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|One |The students were asked: |Magnetic Australian money was put up on a |Students were able to answer these questions. A good |Students were able to easily name and |

| |Why do we have money? |board. The students were asked to identify|discussion ensued about how people would trade things before |identify Australian notes and coins. |

| |What is money? |the notes and coins. . |money, and how this got too complicated after a while, and it|Most were unaware that English pounds were |

| |Where do we get it? | |was too difficult to keep up. Items were too big to carry |first used in Australia before Australia’s |

| |Where is it made? |They were asked to draw these in their |around. |own currency was introduced. |

| |What was used before money? |books. Once they did this, they were |One student suggested ‘gold’ was used next. This eventually |Many were aware that we used to have a 1c and|

| |Students were then asked to choose a note or coin, and make as many |asked to choose a note or coin and were |changed to notes and coins, as gold was too heavy to carry |a 2c coin, but now we don’t. |

| |combinations using other coins and notes to add up to that amount. |encouraged to use a combination of coins |around as well. We talked about how we used to use British |They were aware that we used to trade items |

| | |and notes to make up this amount. |Pounds as our form of money. Then, eventually Australia got |initially. One student suggested that gold |

| |We came back together as a group then to discuss how we represent | |its own money – dollars and cents. |was used next as a form of money. |

| |money in written form. We talked about the dollar and cent sign and |The students practiced writing amounts on |The students also talked about how the 1c and 2c coins have |When making up different money amounts, some |

| |where each goes when representing an amount of money. We also talked |the board, using the decimal sign. We |now been eliminated in money in Australia. |students confused the cents with the dollars |

| |about the use of the decimal when representing cents. |discussed how 100 cents must be converted |We also talked about other countries having different money |when adding them together. |

| | |to become an additional dollar |that is worth varied amounts compared to Australian money. | |

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| | | |They were able to do this correctly or amounts that were | |

| | | |greater than 10, and also for amounts that were less than 10.| |

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| | | | |Students enjoyed this activity. |

| | |On the board, there were a number of |Many came close to the $25.00. Some were well under the |They were able to choose items to $25 or |

| | |grocery items written. Beside each one |total. Those who were over were able to go back and replace |substitute if needed. |

| | |was a price. The students were given |with appropriate items. |Needed assistance with how to represent cents|

| | |their books, a pencil, and a calculator. | |on the calculator, but picked this up |

| |We talked about the decimal point and how it represents the ‘cent’ |They were told they had $25.00 to spend. |Some of the students were not sure how to do ‘cents’ and |quickly. |

| |amount when money is written. |They had to choose 10 items, and keep the |‘dollars’ on the calculators. We discussed using the decimal| |

| | |total under $25.00. |to represent ‘cents’. They were then able to do it. | |

| | |They chose their items and wrote them in a| | |

|Two | |list in their books. They wrote the prices| | |

| | |next to each item in another column. Then| | |

| | |they used the calculators to add up the | | |

| | |total amounts of their items. They aimed | | |

| | |to get close to $25.00. If they were | | |

| | |over, they were to go back and replace | | |

| | |some more expensive items with some less | | |

| | |expensive items. | | |

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|Three |Look at food shopping dockets and total them up. What notes and coins|Teacher asked the students to try to find |There were some great combinations and students liked writing|Students were enthusiastic and highly |

| |do you need to match the totals on the dockets, would you receive |out the amount of money that will give you|out the combination and sharing their findings with others in|interested. |

| |change and how much? |the least amount of change. Then what note|the group. |They enjoyed handling money. |

| | |would you choose to receive a greater |Some students found this activity challenging totalling and |Varied combinations were written up. |

| |Using shopping brochures and catalogues make combinations to equal |amount of change. |rounding off the numbers. Others searched through the |Students enjoyed writing these ups and |

| |$50.00. | |brochures to find various combinations. A few of the students|sharing it with the group. |

| | |I insisted that students needed to cut out|made combinations of items that totalled up in a pattern of |It was a challenge for them to total up |

| | |two or three items out of the brochures |tens so it was easy to count and write out the equation. |amounts and round off numbers. |

| | |that equal $50.00. They should not go over| |Some students found items that totalled up in|

| | |this amount. | |a pattern of 10’s, so it was easy to count |

| | |Then students wrote out the equation to | |and write the equation. |

| | |match the pictures to have the combination| | |

| | |equal the budget of $50.00. | | |

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| | | | |A student asked where money was made. |

| | |Students brought in currency from France, | |A good discussion ensued about the name of |

| | |Italy and Switzerland, as well as a number| |different coins and notes. |

| | |of other countries. One student brought |Dear Parent, |Students were surprised by “1,000” lire, and |

| | |in a Euro. This prompted the discussion | |thought it was a lot of money. |

| | |of the euro and why it was introduced. We|For our maths extension unit on money, we are talking about |There was also a discussion about the |

| |The students were asked to bring in coins and note from other |talked about how France, Italy and |money from other countries. If you have some notes and/or |introduction of the euro. |

| |countries if they had any at home. Each student who brought in coins|Switzerland now use the euro. |coins from another country that your child would like to show|Students were very interested in sharing |

|Four |showed them to the rest of the group. We wrote on the white board |Next, the students went to the computers |others in the group, please send these notes and coins to |their money for others to see. |

| |the |and we did a goggle search for “currency |school with your child this Thursday, 11 August. |They loved using the “Currency Converter” on |

| |different countries that were represented and the currency of that |exchange”. Once there, we clicked onto | |the computer. |

| |country. |‘currency converter’. Here the students |Thank you for your assistance with this. |They asked for a copy of the web site so that|

| | |could choose an amount, click on a country| |they could try it at home. |

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| | |that they wanted to convert from, then |Type in: currency exchange | |

| | |they clicked on a country that they wanted| | |

| | |to convert to. Finally they clicked the |Click on: “Currency Converter” | |

| | |‘converter’ button to find out the |Convert any currency amount in real time. | |

| | |exchange rate. The students wrote these |Fast and free.At the sight it says: | |

| | |in their books. | | |

| | | |I want to convert… | |

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| | | |this amount of this type of currency | |

| | | |into this type of currency | |

| | | |convert | |

| | | |currency | |

| | |The students then cut out pictures of five| | |

| | |different items and glued them in their | |The students did well with the “Currency |

| | |books. They wrote down the amount of each| |Converter”, and really enjoyed using it. They|

| | |item in their book. Then they went to the| |understood the rounding of decimals. |

| | |computer and used the currency converter | |The “Big Mac” comparisons were difficult for |

| | |to find out how much each item cost in | |them to understand. They had to think about |

| | |another country. Once this was done they | |two things at once, which was a bit confusing|

| | |added up the total amounts in each country| |for them. They had to think about the |

| | |– Australia and some other country, using | |conversion as well as the fact that when |

| | |calculators. | |converted, the “Big Mac” cost different |

| | | | |amounts in different countries. |

| | | | |One child was able to say why things might |

| | | | |cost more or less in some countries – “Some |

| |We started the lesson by having the students tell us some of the | | |countries don’t have as much money, so the |

| |exchange rates that they found last week. Many of the exchange | | |hamburgers would have to cost less so that |

|Five |amounts had decimal places greater than two places, so we discussed | | |they can eat”. |

| |how money amounts are usually listed with only two numerals after the| | | |

| |decimal place. We then talked about how we would need to round off | | | |

| |the numbers to two places only. A sheet was then passed out to each | | | |

| |student that listed the cost of a McDonald’s Big Mac in a variety of | | | |

| |different countries. We talked about the different costs and their | | | |

| |conversion amounts in U.S. dollars. Even when amounts were | | | |

| |converted, the cost of a Big Mac was different in different | | | |

| |countries. | | | |

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|Six |Students shared the cost of the items they picked out of the flyers, |The students were then given a map of the | |Students enjoyed finding countries and where |

| |and the converted amounts for each item from the country of their |world, with country names written on it. | |they were located on the map. |

| |choice. They gave the totals for their purchases in both, Australian|The students then used the currency | |They found the names of some currencies |

| |dollars, and the currency of the country that they converted the cost|converter site on the internet to write | |“funny” or “interesting”. |

| |of their items in. |down the name of the currency that each | |They were excited to find Madagascar on the |

| | |country used beside the country name on | |map – they were familiar with the movie. |

| |We then discussed the McDonald’s hamburger cost comparison in |the map. | | |

| |different countries. We talked about the fact that even when we | | | |

| |converted the actual cost into different currencies, a McDonald’s | | | |

| |hamburger cost different amounts in different countries. We talked | | | |

| |about why this might be the case. | | | |

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|Seven |The students designed their own currency. First of all, the students|The students were then given paper, |DESIGN YOUR OWN CURRENCY |Students really enjoyed designing their own |

| |made a plan. They had to decide what they wanted to call their |scissors and textas to design and make | |currencies |

| |currency. They then decided what notes they would have, and the |their own notes and coins. They could put |Name________________________ Date_________ |Although the names of their currencies tended|

| |coins that they would have. They had to decide what to call their |their own pictures or logos onto their own| |to be similar to each others. |

| |coins, as well. The students were then asked to decide what the |money. Some designed their own symbol to |WHAT WILL YOU CALL YOUR CURRENCY? |Their notes and coins tended to be similar to|

| |currency exchange would be for their currency compared to the |represent their money (For example: dollar|WHAT NOTES WILL YOU HAVE? |that of Australian money, but they still |

| |Australian dollar. |= $). I then asked them to find a few | |enjoyed the opportunity to design and make |

| | |things in flyers that they could buy, add |WHAT COINS WILL YOU HAVE? |their own currency |

| | |this up and then convert into their own |MY______________WILL BE WORTH ____________ AUSTRALIAN DOLLARS| |

| | |dollars. | | |

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|Eight |As a summary of this unit, the students figured out the answers to a |The students were then asked to do another|This was done so that we could see what new concepts they |Students’ responses to the mind map were |

| |number of problems, using the money strategies they learned how to |Mind Map of money. They completed one |learned and any new information they gained from completing |richer and included more than at the |

| |use over the course of this unit. |before they began these sessions on money.|this extension unit. |beginning of the unit. |

| | | | |They included the names of many different |

| | | | |currencies on their mind map, as well as the |

| | | | |names of different banks. They also |

| | | | |mentioned the mint as well. |

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Identification of HIGH ACHIEVERS in Mathematics

Mind Maps

Testing Results

Observations

Strategies used and responses observed

SINE Pre Test

PAT Maths

Targeting Maths Text

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