Topic 1.2.9 Money Strand: Sub-strand: Recommended teaching time: Number and Algebra Money and Financial Mathematics 1 week Mapping to F–10 curriculum in Victoria Content descriptions Recognise, describe and order Australian coins according to their value Achievement standard (excerpt in bold) Foundation Level Level 1 Level 2 Students connect number names Students count to and from 100 and Students count to and from, and order and numerals with sets of up to 20 locate these numbers on a number numbers up to 1000. They perform elements, estimate the size of these line. They partition numbers using simple addition and subtraction sets, and use counting strategies to place value and carry out simple calculations, using a range of solve problems that involve additions and subtractions, using strategies. They find the total value of comparing, combining and counting strategies. Students simple collections of Australian notes separating these sets. They match recognise Australian coins and coins. Students represent individual objects with counting according to their value. They multiplication and division by grouping sequences up to and back from 20. identify representations of one half. into sets and divide collections and Students order the first 10 elements Students describe number shapes into halves, quarters and of a set. They represent, continue sequences resulting from skip eighths. They recognise increasing and create simple patterns. counting by 2s, 5s and 10s. They and decreasing number sequences continue simple patterns involving involving 2s, 3s, 5s and 10s, identify numbers and objects with and the missing element in a number without the use of digital technology. sequence, and use digital technology to produce sequences by constant addition. Activities Proficiencies Consolidate recall of the value of coins Fluency through ordering and comparing coins and determining equivalency between Develop understandings of which coins added together are sets of coins. the same as either a single coin or another group, e.g. 20c can be 4 five-cent pieces or 2 ten-cent pieces; 20c, 20c and Understanding that coins have a 10c and be the same as 5 ten cent pieces predetermined value and can be recognised by their symbols Consolidate understanding that value is not related to size Problem solving through using money in Order coins according to value everyday situations, e.g. lunch orders. Use money in everyday contexts to develop the concepts of Reasoning through explanation of the value value for money of coins that represent equivalence to an item to be purchased Considering different levels Level F
Topic 1.2.9 Money Strand: Number and Algebra Sub-strand: Money and Financial Mathematics Recommended teaching time: 1 week Mapping to F–10 curriculum in Victoria Content descriptions Recognise, describe and order Australian coins according to their value Achievement standard (excerpt in bold) Foundation Level Level 1 Level 2 Students connect number names and numerals with sets of up to 20 elements, estimate the size of these sets, and use counting strategies to solve problems that involve comparing, combining and separating these sets. They match individual objects with counting sequences up to and back from 20. Students order the first 10 elements of a set. They represent, continue and create simple patterns. Students count to and from 100 and locate these numbers on a number line. They partition numbers using place value and carry out simple additions and subtractions, using counting strategies. Students recognise Australian coins according to their value. They identify representations of one half. Students describe number sequences resulting from skip counting by 2s, 5s and 10s. They continue simple patterns involving numbers and objects with and without the use of digital technology. Students count to and from, and order numbers up to 1000. They perform simple addition and subtraction calculations, using a range of strategies. They find the total value of simple collections of Australian notes and coins. Students represent multiplication and division by grouping into sets and divide collections and shapes into halves, quarters and eighths. They recognise increasing and decreasing number sequences involving 2s, 3s, 5s and 10s, identify the missing element in a number sequence, and use digital technology to produce sequences by constant addition. Activities Proficiencies Consolidate recall of the value of coins Develop understandings of which coins added together are the same as either a single coin or another group, e.g. 20c can be 4 five-cent pieces or 2 ten-cent pieces; 20c, 20c and 10c and be the same as 5 ten cent pieces Consolidate understanding that value is not related to size Order coins according to value Use money in everyday contexts to develop the concepts of value for money Fluency through ordering and comparing coins and determining equivalency between sets of coins. Understanding that coins have a predetermined value and can be recognised by their symbols Problem solving through using money in everyday situations, e.g. lunch orders. Reasoning through explanation of the value of coins that represent equivalence to an item to be purchased Considering different levels Level F