It's raining cats and dogs... and chickens?

Cartoon cat, dog and chickens

unit of work 12 hours Share: Like MoneySmart on Facebook Follow MoneySmart on Twitter Email

Year level 6 Budgeting Enterprise Mathematics English Design and Technologies Humanities and Social Sciences (HASS)

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Students investigate the financial and non-financial costs of becoming a pet owner, and consider other factors that influence the choice of pet.

Note: Some activities in this unit of work are adapted in the following bite-size activities: The cost of owning a pet (Year 6).

Learning outcomes


Curriculum alignment

Year 6

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra 

  • Sub-strand: Fractions and decimals
    • Make connections between equivalent fractions, decimals and percentages (ACMNA131)
  • Sub-strand: Money and financial mathematics
    • Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)

Strand: Measurement and Geometry

  • Sub-strand: Using units of measurement
    • Convert between common metric units of length, mass and capacity (ACMMG136)
    • Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
  • Sub-strand: Shape
    • Construct simple prisms and pyramids (ACMMG140)

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)
    • Interpret secondary data presented in digital media and elsewhere (ACMSP148)

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
    • Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
  • Sub-strand: Creating texts
    • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Learning area: HASS

Content descriptions

Strand: Knowledge and understanding

  • Sub-strand: Economics and business
    • How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)
    • The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150)

Strand: Inquiry and skills

  • Sub-strand: Researching
    • Locate and collect relevant information and data from primary and secondary sources (ACHASSI123)
    • Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124)
  • Sub-strand: Analysing
    • Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)
  • Sub-strand: Evaluating and reflecting
    • Evaluate evidence to draw conclusions (ACHASSI129)
    • Work in groups to generate responses to issues and challenges (ACHASSI130)
    • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
  • Sub-strand: Communicating
    • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

Learning area: Design and Technologies

Content descriptions

Strand: Processes and Production Skills

  • Sub-strand: Generating and designing
    • Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
  • Sub-strand: Evaluating
    • Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
  • Sub-strand: Collaborating and managing
    • Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

General capabilities

Typically, by the end of Year 6, students:

  • Literacy:
    • compose and edit learning area texts
    • use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes
  • Numeracy
    • identify, describe and use numbers larger than one million
    • solve problems and check calculations using efficient mental and written strategies
    • visualise, describe and order equivalent fractions, decimals and simple percentages
    • solve problems using equivalent fractions, decimals and simple percentages
    • visualise, sort, describe and compare the features of objects such as prisms and pyramids in the environment
    • collect, compare and describe and interpret data as 2-way tables, double column graphs and sector graphs, including from digital media
    • choose and use appropriate metric units for length, area, volume, capacity and mass to solve everyday problems
  • ICT
    • independently or collaboratively create and modify digital solutions, creative outputs or data representation/ transformation for particular audiences and purposes
  • Creative and Critical Thinking
    • analyse, condense and combine relevant information from multiple sources
    • assess and test options to identify the most effective solution and to put ideas into action
    • reflect on assumptions made, consider reasonable criticism and adjust their thinking if necessary
    • identify and justify the thinking behind choices they have made
    • evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria
  • 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
    • explain what constitutes an ethically better or worse outcome and how it might be accomplished
    • explore the reasons behind there being a variety of ethical positions on a social issue
  • Intercultural Understanding
    • explain perspectives that differ to expand their understanding of an issue