Kieren's coin (unit of work)

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Year level 2 Enterprise Mathematics English Humanities and Social Sciences (HASS)

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Kieren is surprised when he finds a strange coin on the kitchen counter, and his class investigates through a money museum fundraising event.

This unit adds structured learning to any school or class fundraising event. The unit includes guidance for creating a money museum as a fundraising event, but the skills developed in the unit can also support an existing fundraising event.

Learning outcomes

Students:

Curriculum alignment

Year 2

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Number and place value
    • Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026)
    • Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
    • Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)
    • Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)
    • Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)

Strand: Statistics and Probability

  • Sub-strand: Chance
    • Identify practical activities and everyday events that involve chance. Describe outcomes as 'likely' or 'unlikely' and identify some events as 'certain' or 'impossible' (ACMSP047)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Language for interaction
    • Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)
  • Sub-strand: Text structure and organisation
    • Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)
    • Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
  • Sub-strand: Interpreting, analysing, evaluating
    • Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
  • Sub-strand: Creating texts
    • Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Learning area: HASS

Content descriptions

Strand: Inquiry and skills

  • Sub-strand: Analysing
    • Interpret data and information displayed n pictures and texts and on maps (ACHASS1040)
  • Sub-strand: Evaluating and reflecting
    • Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)

Strand: Knowledge and understanding

  • Sub-strand: History
    • The importance today of a historical site of cultural significance in the local area and why it should be preserved (ACHASSK045)
  • Sub-strand: Geography
    • The connections of people in Australia to people in other places in Australia and across the world (ACHASSK050)

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
    • compose and edit a small range of learning area texts
    • 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 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
    • visualise and describe halves and quarters
    • solve problems using halves and quarters
    • identify and describe familiar events that involve chance
  • ICT
    • 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
  • Critical and Creative Thinking
    • 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