Hampshire primary schools resource directory for financial education

Phil’s game (2)

Resource 1 –Week 1 lesson plan

Courtesy of GomerJuniorSchool

Money and real life problems

Lesson plan: / Class/group:
Date: / Time:

Reference to schemes, National Curriculum (NC), National Numeracy Strategy (NNS), Revised framework.

Learning objectives:Shared success criteria

  • Solve one step and two step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations.
  • Round twodigit or three digit numbers to the nearest ten or 100 and give estimates for their sums and differences.
  • Add or subtract mentally combinations of onedigit and twodigit numbers.
  • Develop and use written methods to record, support or explain addition and subtraction of two digit and three digit numbers.

Links to previous learning/feedback

  • Differentiation– higher average, average, lower average, special educational needs (SEN):

–adult support where appropriate

–use of practical money to support counting on and back

–number lines to support counting on/back and bridging

–use of bead bar to support bridging through 100s and 1000s.

  • Assessment– questions/assessment opportunities/self and peer assessment:

–identify – What maths did we use?List/display

–children to identify what was hard/easy. Highlight areas for targets (danger zones)

–childrento gain certificate when target reached at least 3 times

–questioning by adults throughout lesson

–jottings and methods used to support learning.

  • Resources – visual/auditory/kinaesthetic/information and communications technology (ICT):

–game sheets

–paper money

–dice and counters

–table and graph frameworks

–number lines

–interactive whiteboard for game and graph (teacher prepared).

Organisation of lesson and management of learning/support staff

Introduction

1Counting on/back bridging through 100s and 1000s – display and highlight danger zones

–focus: targets – counting on/back, bridging, checking answers

2Model game – recording, calculating, money, number lines. Clarify – credit, debit.

3Questions:

–how does an adult make, receive money each week?

–What expenses does an adult have each week? (List ideas on poster, eg: food petrol, etc)

–What wages do you think an adult would need to earn each week? (Display range of earning possibilities.)

4Model game – recording, calculating, money, number lines. Clarify – credit, debit

5Children complete own cards for debits and credits using sheets from previous work showing direct debits and own knowledge of food expenses, etc.

Main activities
  • Children to work in groups of three – two players and one banker.
  • Children to complete table as they go, use number lines to support calculations, check each others’ workings, discuss methods.
  • If they do not have enough money, they can not buy an item, but do continue playing.
  • Identify what maths did we use? List/display.
  • Children to identify what was hard/easy. Highlight areas for targets (danger zones).
  • Children to self/peer assess whether targets met.
Expected barriers to learning
  • Below average: Counting on/back in 10s, 100s – support to overcome provided by using paper money, chanting at start of lesson and subsequent display to refer to throughout lesson and adult support. Bead bars to help.
  • Average/above average: Bridging through whole pounds – support to overcome provided by using number lines and emphasising danger zone.

HIAS PDL websitePhil's game (2) – Week 1 lesson plan1