Students understand the need for a variety of and coins, and learn to determine their value. They explore simple equivalences. The exploration of the equivalence between a $10 note and ten $1 coins provides a foundation for the understanding of place value. Fluency Students use Australian coins and $10 notes in practical contexts. They practise counting by twos, fives and tens to pay for items. They practise decomposing two-digit numbers into tens and ones. Problem solving Students currency problems involving simple equivalences, including a problem with more than one solution. They identify, formulate and articulate strategies in a simple game. Reasoning Students deduce the need for coins that have a value of less than one dollar. They evaluate and justify the fairness of simple exchanges of currency. Diversity of learners The Australian Curriculum is based on the assumptions that each student can learn and that the needs of every student are important. These needs are shaped by individual learning histories and abilities as well as personal, cultural and language backgrounds, and socio-economic factors. Teachers may adapt or plan additional learning activities depending on the multiple, diverse, and changing needs of their students. National Consumer and Financial Literacy Framework (Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.) Dimension Student learnings by the end of Year 2 Knowledge and understanding Recognise Australian money includes notes and coins Recognise that money is limited and comes from a variety of sources Recognise that money can be saved to meet needs and wants Explain how money is exchanged in return for goods and services Identify and describe the differences between needs and wants Competence Use money to buy basic goods and services in 'real-life' contexts Recognise common symbols and used on a variety of Australian notes and coins Identify consumer and financial matters that are part of daily life such as earning money, spending, saving, paying bills, making donations Compare the cost of similar items Order spending preferences and explain reasons for their choices Responsibility and enterprise Identify and explain how peer pressure can affect what you buy
Assessment rubric This rubric aligns with Year 1 Australian Curriculum: Mathematics, which is the focus of this unit. Teachers may wish to expand to include other learning areas. This rubric is intended as a guide only. It can be modified to suit teachers' needs and to be integrated into existing assessment systems. Teachers may also wish to collect the worksheets as work samples for individual student folios. Student's name: Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes The student can recognise and name Australian coins. Recognise, describe and order Australian coins according to their value (ACMNA017) Activities 2 and 7 The student correctly names coins according to their value, on sight. The student can find and read the numbers on coins and deduce their value with minimal prompting. The student requires assistance to determine the correct value of coins. The student can read a simple price. Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) Activities 5, 9, 10 and 11 The number as well as the unit (dollars or is read correctly on the first attempt. The number as well as the unit (dollars or cents) is read incorrectly on the first attempt, but correctly on the second attempt. The student notices their error without assistance. The number as well as the unit (dollars or cents) is read incorrectly on the first attempt, and the student requires assistance to find their error. The student can determine the of a collection comprising $10 notes and $1 coins. Count collections to 100 by partitioning numbers using place value (ACMNA014) Worksheet 3 The student determines the correct value without prompting or assistance. The student determines the correct value with minimal prompting. The student requires assistance to determine the value. The student can determine the number of identical coins needed to pay for an item. Develop confidence with number sequences to and from 100 by ones from any starting Activities 5, 10 and 11 Worksheet 4 The number of coins is determined correctly with no assistance. The number of is determined correctly with some prompting to count in twos, fives or tens. The student requires assistance to count in twos, fives or tens and/or having counted, to deduce the number of coins needed.
Skip count by twos, fives and tens starting from zero (ACMNA012) The student can pay for an item using $10 notes and $1 coins. See ACMNA014 Activities 9, 10 and 11 The student pays the amount correctly with no assistance. The student pays the correct amount after some prompting to count out the $10 notes first, then the $1 coins. Assistance in counting out the $10 notes or $1 coins is required for the student to pay the correct amount. The student can write simple prices involving whole numbers. See ACMNA013 Activity 11 The dollar symbol, cents symbol and digits are all written correctly with accurate positioning, with no assistance. The dollar symbol, cents symbol and digits are written correctly, with slight positioning or sizing errors. Substantial assistance is needed to the dollar symbol, cents symbol and digits correctly.
money. Electronic payment is explored in other ASIC MoneySmart Teaching units, including the Year 3 Unit ‘Sal’s Secret’. If parents/carers are unable or reluctant to take child shopping, you may prefer to arrange a class excursion to a local corner store. In this case, invite the class to suggest some questions that they will ask the shopkeeper. After students have completed this homework activity, discuss their shopping trip in class. Ask: What did you buy from your shopping list? What did you buy that was not on the list? How much did you What did you see on the shelves? What was at the front of the shop? What happens at the front of the shop? What questions did you ask and what were the answers? Who saw their parents/carers pay using notes and coins? Can you describe what happened when they paid? Did your parents/carers receive some back? What do we call getting back like this? After your parents/carers shop, do they have less money or more money? Why do you think this? Work towards students completing Worksheet 2: My shopping trip. Write the first question on the board. (What did you see when you went shopping?) Ask for some answers to the question. Write keywords from student responses on the board to form a word bank. Model using these words to complete the sentence on the worksheet. Repeat this process for the second question on the worksheet. Distribute supermarket catalogues to students, explaining that might help them think of additional words they can use. Students complete Worksheet 2: My shopping trip. Some students may require you, or a classroom helper, to scribe. Or you could suggest that students draw some of their answers. Some of the remaining activities (including the next one) will require plastic or cut-out currency (see Resource 4). You may wish to ask parents/carers to assist in cutting out the pictures of notes and coins. Activity 5: Classroom market 1 (90 minutes) To prepare for this activity, set up four stalls in the corners of the classroom. For example, a could consist of two desks. Part one Provide each stall with a set of cards from Resource 3: Classroom market 1 cut-outs, and at least ten plastic or cut-out coins (see Resource 4). Stall 1 will have at least ten $1 coins. 2 will have at least ten 10c coins. Stall 3 will have at least ten $2 coins.