Student B: Saxon

Year Level: 4
Nutshell statement:
Saxon was skilled in his counting abilities, and proved that he was able to count
both backwards and forwards from various starting points, and by various
amounts. His place value knowledge was also strong, for example, he was able to
name a number as high as the hundreds of thousands, however showed signs of
struggle when asked to change the number by adding to it.
He was able to explain his strategies when asked, using correct terminology. For
example, when explaining how he did 12 9, he said he took 10 from 2, making
the 9 a 7, so 10 minus 7 = 3. He was very sure of himself in his answers and used
a variety of strategies for the different sections of the assessment.
He was confident in answering the assessment questions and calculated
mathematical processes quickly in his head, as well as also quickly verbalising his
answers. I was able to judge by the speed of Saxons answers that a lot of the
problems were known facts for him.
Saxon was unfamiliar with a multiplication problem that was worded using money
amounts. The extra wording in the problem (e.g. stickers cost 50 cents each, how
much are 6 packets? rather than 6 x 50) made the question difficult for Saxon and
he showed a loss of confidence in his ability to do the problem.

Recognising this difficulty led to planning a lesson based

around Money Maths

Mathematics lesson plan

Lesson Topic: Money Maths
Year Level: 4

Date:
Lesson duration:
1 hour

Mathematical Focus
Mathematics involves includes calculating different monetary amounts, including adding &
subtracting money, calculating purchases of a variety of items of different or same amounts.

AusVELS Curriculum
Year level: 4
Content strand: Mathematics
Sub-strand: Number and Algebra
Proficiency strands:
Understanding: making connections between representations of numbers, extending place
value to decimals
Reasoning: deriving strategies for unfamiliar multiplication and division tasks
Content description: Money & financial mathematics solve problems involving
purchases and that calculation of change to the nearest five cents, with and without digital
technologies (ACMNA079).

Background to the students current learning:

The students understand/know already:

Students can identify different coins and can relate them to the amount that
they represent.

The students understand/can do mathematically:

A sound understanding of addition, subtraction and multiplication of numbers

and amounts that are unrelated to money

Can count up and down by 1s, 2s, 5,s 10s, 20s and 50s.

Learning Objectives/Outcomes:
Mathematics content/concept/idea/learning outcome:
At the end of this lesson, the students will demonstrate understanding of the
mathematical processes behind using money.
Mathematics strategies/processes/ways of working and thinking
mathematically outcome:
Students will be able to solve problems involving purchases and the calculation of
change to the nearest five cents, and relate money directly to addition and
subtraction.

Assessment strategies:
What assessment strategies will you use in this lesson?

Observation of students confidence and ability in using money (Anecdotal

notes if necessary)

Collect and analyse students Lets Go Shopping worksheets to see strengths

and errors

What will you look for, and analyse, in the evidence found in the
assessment?

Which part of the transaction process children are difficulty with, e.g. the
addition of items, the recognition of what pretend money they will need to
pay, how much change they should be given