N&A1.13 Students will familiarise themselves with money.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

NES 1.1: Counts to 30, and orders, reads and represents numbers in the range 0 to 20.

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating)

WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning)

WMES1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content (Reflecting)

 

 

Early Stage 1 Outcome 2015

MAe-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-2WM Uses objects, actions, technology and/or trial and error to explore mathematical problems.

Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions.

MAe-4NA Counts to 30, and orders, reads and represents numbers in the range 0 to 20.

 

 

Life Skills 7-10 Outcome 2015

MALS-4NA: Recognises language to represent number.

MALS-5NA: Counts in familiar contexts.

MALS-6NA: Reads and represents numbers.

MALS-7NA: Compares and orders numbers.

MALS-12NA: Compares and matches coins and notes.

 

HSC Life Skills 11-12 Outcomes 2007

1.1: Demonstrates understanding of number sense.

1.2: Recognises matches and sorts concrete objects to represent numbers.

1.3: Counts objects in meaningful contexts.

1.4: Understands and uses ordinal terms.

1.5: Reads and writes numbers and demonstrates understanding of place value.

5.1: Understands that money is a medium for purchasing goods and services.

5.2: Identify matches and counts coins and notes. 

 

Framework Indicators

 

  • Makes eye contact with money or representations of money.
  • Reaches for money or representations of money.
  • Makes physical contact with money or representations of money.
  • Identifies what is and what is not money.
  • Recognises money is used to purchase goods.
  • WM Indicate that a coin is used to purchase items (from a selection of a coin or a non-money item).

Teacher Language

 

Make a statement

‘This is money’.

‘You have the money’.

‘You are touching the money’.

‘I am touching/picking up the money’.

 

Give an instruction

‘Look at the money’.

‘It’s your turn’.

‘Touch/pick up the money’ (when given a choice between money and a non-money item).

 

Ask a question

‘What do you need to buy the …...’.

 

Correction/prompt

‘Try again’.

‘Have a look’.
 
 

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.

 

There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.

 

Makes eye contact with money or representations of money.

Place money or a representation of money directly in the student’s eyesight and state ‘This is money. Look at the money’. The student may make eye contact for a brief period of time. Immediately reinforce the student for looking at the money even if it’s a fleeting look in order to shape this behaviour into an intentional action. If the student does not make any eye contact, the teacher mirrors student head movement and eye gaze with the money so that it is in front of the student’s eyes. For students who make intentional eye contact, activities such as flashing pictures of money onan IWB may be appropriate.

 

Reaches for, explores and makes physical contact with money.

Repeat the above activity with a focus on encouraging the student to reach for and interact with the money or representation of money and state ‘You are touching the money’. Once the student grasps it, reinforce them immediately by saying You have the money’. If the student does not reach for it, use the lowest level of support required to assist them to make physical contact.

 

Identify what is and what is not money.

Provide the student with the opportunity to complete this activity using a variety of coins and notes. Teacher places money of any value and any other item, such as a set of keys, in front of the student. Teacher models touching/picking up the money and states ‘I am touching/picking up the money. SN it’s your turn. Touch/pick up the money’. Once the student has independently identified which is the money the teacher needs to modify and repeat this activity by changing the money and/or increasing the amount of non-money items.  

 

Recognise money is used to purchase goods.

This skill is taught through providing students with opportunities to exchange money of any value for an item. This can be implemented by having a classroom shop. The value of the money exchanged does not have to match the value of the item purchased. Teacher presents student with a preferred item and states ‘SN, what do you need to buy the …..?’ Student is required to exchange money for the preferred item. 

 

 

 

Websites

Websites that contain resources, games or activities that could be used to support this goal include:

 

 

Suggested Apps

 

Discriminating Money
Matching Money Using Pictures