How can we obtain more money?

money in jars, increasingly filled with coins

unit of work 10.5 hours Share: Like MoneySmart on Facebook Follow MoneySmart on Twitter Email

Year level 9 Enterprise Mathematics Economics and business English Work Studies

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Students investigate different ways of earning money, including getting a job and then growing savings by using simple interest.

Learning outcomes:


Curriculum alignment

Year 9

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Real Numbers
    • Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208)
  • Sub-strand: Money and Financial Mathematics
    • Solve problems involving simple interest (ACMNA211)
  • Sub-strand: Linear and non-linear relationships
    • Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)

Strand: Statistics and Probability

  • Sub-strand: Chance
    • Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians (ACMSP227)
  • Sub-strand: Data representation and interpretation
    • Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly and from secondary sources (ACMSP228)
    • Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread (ACMSP283)

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
  • Sub-strand: Creating texts
    • Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Learning area: Economics and business

Content descriptions

Strand: Knowledge and Understanding

  • Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
  • The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)

Strand: Skills

  • Sub-strand: Questioning and research
    • Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
    • Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
  • Sub-strand: Interpretation and analysis
    • Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
  • Sub-strand: Economic reasoning, decision-making and application
    • Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
    • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
  • Sub-strand: Communication and reflection
    • Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
    • Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)

Learning area: Work Studies

Content descriptions

Strand: Skills for learning and work

  • Sub-strand: Entrepreneurial behaviours
    • Explain how the application of entrepreneurial behaviours can address a range of work and community challenges and provide benefits personally and to the community (ACWSCL011)

Strand: Career and life design

  • Sub-strand: Career development and management
    • Career development and management
  • Sub-strand: The nature of work
    • Describe the nature of work in Australia and the implications for current and future work opportunities (ACWSCL015)
  • Sub-strand: Gaining and keeping work
    • Identify the importance of rights and responsibilities for employers and workers (ACWSCL019)

General capabilities

Level 6: Typically, by the end of Year 10, students:

  • Literacy:
    • navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations
    • interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies
    • use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
    • plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience
    • use comprehensive knowledge of the structure and features of learning area texts to comprehend and compose complex texts in innovative ways, using conventions for citing others
    • use language that indirectly expresses opinions and constructs representations of people and events, and consider expressed and implied judgment
  • Numeracy
    • solve and model problems involving complex data by estimating and calculating using a variety of efficient mental, written and digital strategies
    • evaluate financial plans to support specific financial goals
    • explain how the practical application of patterns can be used to identify trends
    • illustrate and order relationships for fractions, decimals, percentages, ratios and rates
    • solve problems involving fractions, decimals, percentages, ratios and rates
    • evaluate media statistics and trends by linking claims to data displays, statistics and representative data
  • ICT
    • select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation
    • use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings
    • develop and use criteria to systematically to evaluate the quality, suitability and credibility of located data or information and source
    • select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
    • design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes
    • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
  • Critical and Creative Thinking
    • pose questions to critically analyse complex issues and abstract ideas
    • clarify complex information and ideas drawn from a range of sources
    • critically analyse independently sourced information to determine bias and reliability
    • assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action
    • balance rationale and irrational components of a complex or ambiguous problem to evaluate evidence
    • use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
  • Personal and Social Capability
    • assess their strengths and challenges and devise personally appropriate strategies to achieve future success
    • critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks
  • Ethical Understanding
    • critique generalised statements about ethical concepts
    • distinguish between the ethical and non-ethical dimensions of complex issues
    • evaluate diverse perceptions and ethical bases of action in complex contexts