The house of needs and wants

School backpack and a scateboard

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

Year level 3 Budgeting English Mathematics Science Humanities and Social Sciences (HASS)

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Students plan and cost a breakfast for themselves or other students within a given budget.

Note: Some activities in this unit of work are adapted in the following bite-size activities: Understanding Needs and wants (Year 3).

Learning outcomes


Curriculum alignment

Year 3

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Number and place value
    • Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)
    • Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
    • Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)
  • Sub-strand: Money and financial mathematics
    • Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
    • Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)

Learning area: English

Content descriptions

Strand: Language

  • Sub-strand: Language for interaction
    • Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Strand: Literacy

  • Sub-strand: Interacting with others
    • Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
  • Sub-strand: Creating texts
    • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Learning area: Science

Content descriptions

Strand: Science Inquiry Skills

  • Sub-strand: Questioning and predicting
    • With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)
  • Sub-strand: Planning and conducting
    • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
  • Sub-strand: Processing and analysing data and information
    • Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)
  • Sub-strand: Communicating
    • Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

Learning area: HASS

Content descriptions

Strand: Inquiry and skills

  • Sub-strand: Questioning
    • Pose questions to investigate people, events, places and issues (ACHASSI052)
  • Sub-strand: Researching
    • Locate and collect information and data from different sources, including observations (ACHASSI053)
  • Sub-strand: Evaluating and reflecting
    • Draw simple conclusions based on analysis of information and data (ACHASSI058)
    • Interact with others with respect to share points of view (ACHASSI059)
    • Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)

General capabilities

Level 3: Typically, by the end of Year 4, students:

  • Literacy:
    • listen to spoken instructions with some detail for undertaking learning area tasks, listen to identify key information in spoken and multimodal texts and respond to texts read aloud
    • compose and edit a range of learning area texts
    • use pair, group and class discussions about learning area topics as learning tools to explore and represent ideas and relationships, test possibilities and to prepare for creating texts
    • differentiate between the language of opinion and feeling and the language of factual reporting or recording
    • use growing subject-specific vocabulary to read, discuss and write about learning area topic
  • Numeracy
    • model, represent, order and use numbers up to five digits
    • estimate a solution to a problem and then check the solution by recalling addition, subtraction, multiplication and division facts
    • estimate the change from simple purchases
    • collect, record and display data as tables, diagrams, picture graphs and column graphs
    • estimate, measure and compare the length, temperature, volume, capacity and mass of everyday objects using metric units and scaled instruments
  • ICT
    • locate, retrieve or generate information from a range of digital sources
    • create and modify simple digital solutions, creative outputs or data representation/ transformation for particular purposes
  • Creative and Critical Thinking
    • pose questions to expand their knowledge about the world
    • identify main ideas and select and clarify information from a range of sources
    • collect, compare and categorise facts and opinions found in a widening range of sources
    • experiment with a range of options when seeking solutions and putting ideas into action
    • transfer and apply information in one setting to enrich another
    • identify and apply appropriate reasoning and thinking strategies for particular outcomes
    • explain and justify ideas and outcomes