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Year level 5 Budgeting Mathematics Humanities and Social Sciences (HASS)

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Students present a financial plan for a family outing, and modify it as appropriate to fit a suggested budget.

Learning outcomes


Curriculum alignment

Year 5

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Number and place value
    • Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099)
    • Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
  • Sub-strand: Money and financial mathematics
    • Create simple financial plans (ACMNA106)

Learning area: HASS

Content descriptions

Strand: Knowledge and Understanding

  • Sub-strand: Economics and business
    • The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119)
    • Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)

Strand: Inquiry and skills

  • Sub-strand: Questioning
    • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
  • Sub-strand: Researching
    • Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)
    • Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
  • Sub-strand: Evaluating and reflecting
    • Evaluate evidence to draw conclusions (ACHASSI101)
    • Work in groups to generate responses to issues and challenges (ACHASSI102)
    • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)
    • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
  • Sub-strand: Communicating
    • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI105)

General capabilities

Typically, by the end of Year 6, students:

  • Literacy:
    • compose and edit learning area texts
    • use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts
  • Numeracy
    • solve problems and check calculations using efficient mental and written strategies
    • create simple financial plans, budgets and cost predictions
    • visualise, describe and order equivalent fractions, decimals and simple percentages
    • solve problems using equivalent fractions, decimals and simple percentages
    • describe chance events and compare observed outcomes with predictions using numerical representations such as a 75% chance of rain or 50/50 chance of snow
  • Creative and Critical Thinking
    • identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions
    • identify and justify the thinking behind choices they have made
    • assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome
    • scrutinise ideas or concepts, test conclusions and modify actions when designing a course of action 
  • Personal and Social Capability
    • identify factors that influence decision making and consider the usefulness of these in making their own decisions
  • Ethical Understanding
    • examine and explain ethical concepts such as truth and justice that contribute to the achievement of a particular outcome