Bertie's socks (unit of work)

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Year level 1 Shopping Budgeting Mathematics English Humanities and Social Sciences (HASS)

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Students learn about Australian notes and coins and that money is a finite resource. In their family supermarket shop they make decisions about what they can afford (needs) and what they might be able to spend if they make savings (wants). Can they afford socks for Finn's teddy bear?

Note: Some activities in this unit of work are adapted in the following bite-size activities:

Learning outcomes

Students:

Curriculum alignment

Year 1

Learning areas: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Number and place value
    • Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)
    • Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)
    • Count collections to 100 by partitioning numbers using place value (ACMNA014)
  • Sub-strand: Money and financial mathematics
    • Recognise, describe and order Australian coins according to their value (ACMNA017)

Strand: Measurement and Geometry

  • Sub-strand: Shape
    • Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Choose simple questions and gather responses and make simple inferences (ACMSP262)

Learning areas: English

Content descriptions

Strand: Language

  • Sub-strand: Language for interaction
    • Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
  • Sub-strand: Expressing and developing ideas
    • Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)

Strand: Literature

  • Sub-strand: Responding to literature
    • Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
    • Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Learning areas: HASS

Content descriptions

Strand: Inquiry and skills

  • Sub-strand: Questioning
    • Pose questions about past and present objects, people, places and events (ACHASSI018)
  • Sub-strand: Researching
    • Collect data and information from observations and identify information and data from sources provided (ACHASSI019)

General capabilities

Level 2: Typically, by the end of Year 2, students:

  • Literacy:
    • listen to two or more step instructions for undertaking learning tasks, listen for information about topics being learned in spoken and audio texts and respond to texts read aloud
    • interpret and use texts to explore topics, gather information and make some obvious inferences using comprehension strategies
    • use pair, group and class discussions as learning tools to explore learning area topics, to represent ideas and relationships, and to prepare for creating texts
    • use simple and compound sentences to record observations, and make connections between ideas
    • use mostly familiar vocabulary, with a steady introduction of new vocabulary in learning area contexts
  • Numeracy
    • model, represent, order and use numbers up to four digits
    • estimate the solution to a problem and then calculate the answer
    • identify and use combinations of coins and notes for simple purchases
  • Creative and Critical Thinking
    • pose questions to identify and clarify issues, and compare information in their world
    • identify and explore information and ideas from source materials
    • describe the thinking strategies used in given situations and tasks
    • evaluate whether they have accomplished what they set out to achieve
  • Personal and Social Capability
    • identify cooperative behaviours in a range of group activities
    • discuss the use of verbal and nonverbal communication skills to respond appropriately to adults and peers

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