money. Electronic payment is explored in other ASIC MoneySmart Teaching units, including the Year 3 Unit Secret’. ‘Sal’s If parents/carers are unable or reluctant to take child shopping, you may prefer to arrange a class excursion to a local corner store. In this case, invite the class to suggest some questions that they will ask the shopkeeper. After students have completed this homework activity, discuss their shopping trip in class. Ask: What did you buy from your shopping list? What did you buy that was not on the list? How much did you What did you see on the shelves? What was at the front of the shop? What happens at the front of the shop? What questions did you ask and what were the answers? Who saw their parents/carers pay using notes and coins? Can you describe what happened when they paid? Did your parents/carers receive some back? What do we call getting back like this? After your parents/carers shop, do they have less money or more money? Why do you think this? Work towards students completing Worksheet 2: My shopping trip. Write the first question on the board. (What did you see when you went shopping?) Ask for some answers to the question. Write keywords from student responses on the board to form a word bank. Model using these words to complete the sentence on the worksheet. Repeat this process for the second question on the worksheet. Distribute supermarket catalogues to students, explaining that might help them think of additional words they can use. Students complete Worksheet 2: My shopping trip. Some students may require you, or a classroom helper, to scribe. Or you could suggest that students draw some of their answers. Some of the remaining activities (including the next one) will require plastic or cut-out currency (see Resource 4). You may wish to ask parents/carers to assist in cutting out the pictures of notes and coins. Activity 5: Classroom market 1 (90 minutes) To prepare for this activity, set up four stalls in the corners of the classroom. For example, a could consist of two desks. Part one Provide each stall with a set of cards from Resource 3: Classroom market 1 cut-outs, and at least ten plastic or cut-out coins (see Resource 4). Stall 1 will have at least ten $1 coins. 2 will have at least ten 10c coins. Stall 3 will have at least ten $2 coins.
money. Electronic payment is explored in other ASIC MoneySmart Teaching units, including the Year 3 Unit ‘Sal’s Secret’. If parents/carers are unable or reluctant to take child shopping, you may prefer to arrange a class excursion to a local corner store. In this case, invite the class to suggest some questions that they will ask the shopkeeper. After students have completed this homework activity, discuss their shopping trip in class. Ask: What did you buy from your shopping list? What did you buy that was not on the list? How much did you What did you see on the shelves? What was at the front of the shop? What happens at the front of the shop? What questions did you ask and what were the answers? Who saw their parents/carers pay using notes and coins? Can you describe what happened when they paid? Did your parents/carers receive some back? What do we call getting back like this? After your parents/carers shop, do they have less money or more money? Why do you think this? Work towards students completing Worksheet 2: My shopping trip. Write the first question on the board. (What did you see when you went shopping?) Ask for some answers to the question. Write keywords from student responses on the board to form a word bank. Model using these words to complete the sentence on the worksheet. Repeat this process for the second question on the worksheet. Distribute supermarket catalogues to students, explaining that might help them think of additional words they can use. Students complete Worksheet 2: My shopping trip. Some students may require you, or a classroom helper, to scribe. Or you could suggest that students draw some of their answers. Some of the remaining activities (including the next one) will require plastic or cut-out currency (see Resource 4). You may wish to ask parents/carers to assist in cutting out the pictures of notes and coins. Activity 5: Classroom market 1 (90 minutes) To prepare for this activity, set up four stalls in the corners of the classroom. For example, a could consist of two desks. Part one Provide each stall with a set of cards from Resource 3: Classroom market 1 cut-outs, and at least ten plastic or cut-out coins (see Resource 4). Stall 1 will have at least ten $1 coins. 2 will have at least ten 10c coins. Stall 3 will have at least ten $2 coins.
unit-of-work-yr1-berties-socks.docx