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 the context of a shopping trip.

Learning outcomes


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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