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

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

Learning outcomes

Students:

investigate the costs involved in a family outing
discuss the differences between essential and optional costs
justify reasons for spending preferences
review addition and subtraction of money
solve problems involving multiplication of large numbers by one or two-digit numbers in the context of producing a simple budget
investigate how reasonable their answers are using estimation strategies
present their financial plan for an outing

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)

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)

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