TASK 3: Planning, Assessing, Record Keeping and Reporting

Backward Design - UNIT PLAN

Title: Representing money in different ways
Year Level: 2

Teachers: Miss Stephens

Focus Curriculum Area (s): Money and Financial Mathematics

Duration: 3-4 Weeks

STAGE 1: Curriculum Links

General Capabilities
(GP)
Cross-curriculum
Priorities (CCP)

Year Level
Content
Descriptors

Numeracy

ICT

Ethical Behaviour

Personal and Social

Intercultural

Aboriginal and TSI

Histories and Culture

Asia and Australias

Engagement with Asia

Literacy

Mathematics
Recognise, describe and order Australian coins according to
their value (ACMNA017) (Year 1)
Count and order small collections of Australian coins and
notes according to their value (ACMNA034) (Year 2)
Investigate number sequences, initially those increasing
and decreasing by twos, threes, fives and tens from any
starting point, then moving to other sequences
(ACMNA026)
Recognise and represent multiplication as repeated
addition, groups and arrays (ACMNA031)
Literacy
Use interaction skills including initiating topics, making
positive statements and voicing disagreement in an
appropriate manner, speaking clearly and varying tone,
volume and pace appropriately (ACELY1789)
Humanities and Social Sciences
The connections of people in Australia to other places in
Australia, in the Asia region, and across the world (e.g.
family connections, trade, travel, special events, natural
disasters) (ACHGK012)

Critical and Creative Thinking

Understanding

Sustainability
Year Level
Achievement
Standards

Mathematics
They associate collections of Australian
coins with their value.
Students make sense of collected
information.
They perform simple addition and
subtraction calculations using a range of
strategies.
English
When discussing their ideas and
experiences, students use everyday
language features and topic-specific
vocabulary.
Humanities and Social Sciences
Locate and record collected information
and/or data from provided sources.
Students locate geographical divisions of
the world.
They describe the interconnections
between people and places, and they
identify the factors that influence peoples
connections with others in different places.
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Knowledge At the end of the unit, students will be expected to:

Skills In order to commence this unit, students need to be abe to:

Explain how money is given in exchange for goods or services

Count by twos, threes, fives and tens

Use small amounts of money to buy basic goods or services in real life
contexts

Write and read one-three digit numbers

Understand and recognise Australian coins and their monetary value
Find the value of Australian coins from simple collections

LEARNING OUTCOMES:
Students will be able to......

Recognise and identify Australian coins

Demonstrate knowledge of the value of Australian coins by counting and ordering according to their value
Represent the value of Australian coins by applying a range of strategies (skip counting, multiplication, number sequences, groups and sets)
Select small collections of Australian coins to exchange for goods or services
Use appropriate interaction and listening skills when working in groups

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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description: Summative Assessment
Students will do a role play and act out a shopping scene at the end of the unit of work to assess their understanding of the topic. Students will be told before the assessment
exactly what the assessment will be assessing and what will be expected from them. A short discussion will be held on the appropriate skills needed when working with peers
and this will also be assessed. The students will be given their budget (coins) to role play shopping with their partner. The amount of money (budget) given to each student will
be decided by the teacher according to each students level of learning. Each pair will be given a shopping catalogue with lists of items and their cost as well as a receipt and
shopping list. The person shopping must buy 2 items from the catalogue without spending over the given amount. Once they decide what they are going to buy and write it on
their shopping list they need to calculate the money that they would use. They must record what coins they used before giving the money to the other person and telling the
amount. The person at the checkout will calculate the money given and confirm it by writing out a receipt of how much was received. Students then swap roles and repeat for
the other partner.
Catering for diversity: A budget is set by the teacher for each child based on their level of learning. Students level of understanding will be determined through analysis of
their work and discussions throughout the unit. Students that need extra support will be given worksheets with items at different low prices they will need to cross out the
amounts (pictures of coins on the worksheet) used to buy the item (coins will be given as physical aid).

Assessment Criteria:
Students will need to work in pairs using interaction skills such as correct volume and pace of voice, listening abilities and speaking clearly. They will need to identify, count and order
small sets of Australian coins according to their value recognising sequences (such as 2X5c having the same value as 1X10c) and employing strategies to represent multiplication as
repeated addition to make up a specific value of shopping items.

Assessment recording template:

The teacher will observe students as they work in pairs and take note of their learning. Students grasp of concepts (counting strategies, knowledge of the value of coins and
equivalences in coins) will be noted as well as if they understand how to skip count and apply it for the activity. At the end of the assessment students work (shopping lists and
receipts) will be collected and analysed. Students ability to communicate and interact appropriately will also be observed. Their level of understanding gathered from the assessment
will be recorded in a rubric/ checklist format with areas for the teacher to make notes on each students areas of understanding and areas that need development. Students will be
assessed on their ability to skip count with small collections, identify equivalent values in collections of coins, understand the value of Australian coins and display ability to make up a
particular value using a variety of coins.

Feedback:
Students will be provided with constructive feedback and pointers during the unit of work. The summative assessment will include a rubric provided to the students prior to
assessment. The teacher will discuss the details of the rubric and what is required of the students before the assessment. Subsequently after the assessment, students will receive
feedback on their learning in note form on a completed rubric.

Self-assessment:
After feedback is given to students the teacher will discuss with them the outcome of the assessment, including a reflection with the class on what areas they had difficulty with
and overall ideas on the unit of work. Students will be given time to think before they participate as a class with a short reflective activity. The activity will require students to give
a thumb up if they feel confident with their current knowledge, thumbs to the side if they are not as confident and thumbs down if they dont understand a concept yet.

Reporting to parents:
At the end of the unit of work, teachers will inform parents that students work have been compiled into a mathematics portfolio that they can view. The portfolio will include the
completed assessment with notes and marks (grades) as well as the rubric and comments on students achievement. If students need extra support and interaction with money
or if they are having difficulties in certain areas, the teacher will inform parents either through email or a one on one meeting. Anecdotal notes and checklists of students
development can be viewed if parents are interested in their childs developing knowledge. Through the diagnostic, formative and summative assessment results the teacher will
record each students achievements into a report of their progress with details to inform parents of their childs progress.

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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Learning Experiences
Wk 1

Wk 2

Prior learning Identifying Coins

1. Discuss what countries the students have been to and if they know what the
currency is called. If possible, students can bring in the coins and on a big
map locate the countries the coins belong to. The teacher shows students
photos of coins from different countries together with Australian coins;
students must identify the Australian coins. A worksheet will be given with a
list of different countries around Australia. Students must research what the
currency is for each country. Discuss the value of another country currency
with Australias, relating it to things that students buy.
2. Students will observe and discuss different Australian coins, identifying both
sides while sitting in a circle using magnifying glasses. They will talk about
what they think the coins can buy from previous experiences and the
significances of the images on the coins. Using coloured pencils students will
rub and trace the features of the coins onto paper. Students given money
sheet where they need to identify the colours and features on each coin.
Students can create their own coin informing why they chose the images and
the significance.
Size vs Value Ratio
1. Discuss with students the value and size ratio of the coins to prevent any
misconceptions developing. Students are given coins that they will need to
order on a number line according to their value. Teacher will instruct
students to place $1 in its position and students need to count out how many
5c coins are needed to make $1 before using different coins to make a dollar.
This is to show the value of the different coins.
Skip Counting
2. Introduce skip counting with money (fives for 5c, tens for 10c etc.) to make it
easier to count money of the same denomination. Teacher calls out an
amount ($1) and students use skip counting to count out the amount using a
specific coin (10c) the teacher will specify which coins to use (start with
smaller). Students play games in pairs with the money. Each child is given
their set of coins, one person will place an amount on the table using specific
coins (10X10c coins to make $1) and the partner must display the same
amount but with different coins (20X5c coins) all while using skip counting

Assessment For/As Learning (Formative

Assessment)
Diagnostic
Observe and analyse students responses,
observations and completed worksheets.
This will identify students who have clear
prior knowledge of Australian money (coins
and notes) and its usage. The data collected
will determine the degree of explicit
teaching and assistance needed by specific
students. Anecdotal notes will be used to
record understanding at the end of the
lessons for the week.

Formative
Take notes of students work on checklists.
Formative
Observe students understanding during
activities making notes on a checklist.

Resources

Maps
Images of different
country coins
List of countries
worksheet
Computers
Play money/ real
money
Magnifying glasses
Paper and pencils
Identifying coins
worksheet

Play money/ real

money
Number line
worksheet
Collecting coin game
worksheet
Dice

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Wk 3

Wk 4

before swapping roles.

Represent an amount in different ways
1. As a class, discuss different ways to represent $1 using a variety of coins and
slowly increasing the amount. Students are given a certain amount of money
(e.g. $5) and shown an image of an item (orange juice at $1.50) on the IWB
with its price. Students will need to use a range of coins to calculate the
amount discussing the left over amount. Working in small groups students
will take turns to say an amount while the rest have to make that amount
using a variety of coins and calculating what they have left over. Each child
should come up with the same answer displayed with a range of different
coins. Students will be taught how to work co-operatively in groups using
appropriate skills.
2. Teacher asks students to recall if they see people using only one type of
denomination to pay for goods or services. As a class ask students to calculate
an amount (50c) using a range of coins and continue with different amounts.
Give students a worksheet with pictures of different coins in a row from start
to finish. Students play in pairs, they need to roll a dice and record what coin
they land on, when they reach $1 they get a $1 coin. The winner is the one
with the most $1 coins at the finish.
1. In groups students are given shopping catalogues and play money for each
person. The money will be a certain amount (budget) and students need to
choose an item that will give the least amount of change.
Assessment
2. Students work in pairs to reflect and show their learning of the unit by
completing a summative assessment in real life context as discussed above in
stage 2.

Formative
Takes notes in a checklist of student
understanding through participation,
interaction and group work at the end of the
weeks lessons.

IWB
Play money/ real
money

Summative
Students work will be analysed to assess
their understanding and learning from the
unit. This assessment will be used to
determine students understanding of the
concept of the value of Australian coins and
their uses in real-life context. A rubric will be
provided to students ad explained before
assessing.
Self-Assessment
Discussion and reflection activity (thumbs
up).

Shopping catalogue
Play money/ real
money
Shopping catalogue
Receipt slip
Shopping list

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Explanation on Unit of Work

The unit of work essentially focuses on mathematics with elements of humanities and social sciences and English. It is aimed at year two level and follows the Western
Australian curriculum content descriptors (SCSA, 2014). The unit of work carries over four weeks with two lessons per week covering topics being taught throughout and
an assessment at the end of each week. The central focus of the unit of work is to address the representation of Australian coins in various ways applying a range of
counting and ordering strategies. The lessons link with the achievement standards as they are created to engage and motivate students while teaching them the value of
money and different strategies they can apply in real world context.
The Understanding by Design (UbD) approach was applied when creating the unit of work which allows students to build on their knowledge and apply acquired skills to a
clear end goal. This links to a constructive approach emphasising meaningful learning by drawing on existing knowledge and skills (Lake, 2000: Learning Theories, 2016).
When creating the unit of work, the outcome of the lesson was developed first with consideration to the knowledge and understandings students would need and how
this would be communicated to them (Readman & Allen, 2015). The learning outcomes then permitted explicit criteria to be formed for students success which were
used for assessing students understanding during and at the end of the unit of work. The learning activities were constructed with an inquiry approach where the teacher
models a new topic and works as a guide throughout the rest of the lesson (Independent together, 2003). This means that students are placed at the centre of the
learning experience and are given opportunities to develop their own understanding themselves and through peers (Capacity building series, 2013). Inquiry learning
and integrated programming both supports each other as the focus is centred on children developing their own understanding through real world examples to make
learning relevant and meaningful (Edwards, Gandini, and Forman 2001). Therefore, the lessons integrated with aspects of humanities and social sciences as well as
English. Humanities and social sciences (HASS) was brought into the start of the lesson with a prior learning approach that delved into students previous experiences
whereas the English aspects were focused on working with others using the correct interaction skills. This also gives the students the opportunity to relate to the world
around them outside of Australia specifically neighbouring countries.
The unit of work covers a variety of assessment forms as specified by the Australian Standards, these include a diagnostic assessment to assess students prior learning,
formative assessments throughout the unit for the educator to adjust learning experiences based on students strength and weaknesses and a summative assessment at
the end (AITSL, 2014). The assessments started with prior learning allowing the teacher to discover what students already know while at the same time presenting the
topic with a bigger picture on real world aspects. Throughout the starting lessons the teacher will observe and analyse students work and understanding, completing a
diagnostic assessment in the form of anecdotal notes for each student. This will assist the teacher in formulating lessons to cater for students that need further
development in certain areas. The criteria are written to cover areas of understanding gathered from the curriculum content descriptors for the specific lessons based on
prior knowledge for example; students can identify coins by their different features. An area is left where the teacher can write any extra notes for individual students.
The following lessons focus on teaching students strategies for representing coins in different ways. Therefore, formative assessment strategies such as checklists were
used to assess each students knowledge, skill and understanding. The criteria for the checklists focused on the strategies used such as being capable of arranging coins
correctly on a number line. The checklist gives the teacher a clearer view into students understanding for specific areas of strategies taught that need further developing.
The summative assessment at the end of the unit of work was created as a rich and creative form of assessment that relates to real life experiences. The task requires
students to use their imagination and prior knowledge for a shopping role play where they must buy items from a partner, recording on a shopping list and giving receipts
and the correct amount required. This gives students the opportunity to connect and apply their new skills and strategies to the real world in an authentic way. The
assessment tasks are aligned to ethical practices as outlined by the Australian standards 7.1 (AITSL, Std. 7.1, 2014). Students are treated with equal and fair principles that
allow the educator to cater for their individual needs. The summative assessment creates a fair, equal and relevant task connected to each students level of learning
keeping the assessment flexible and accommodative by providing students of different levels a range of budgets or different options to complete the task (worksheet
form for individual learners or students with learning difficulties).
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During the unit of work, as students complete tasks, the teacher will mark their work leaving written and spoken comments to prompt and assist students learning and
understanding and prepare them for the summative assessment. Prior to the assessment, students will discuss the rubric to provide clear instruction on the outcomes
required. On completion of the summative assessment the teacher will collect students work and provide feedback as soon as possible as identified by the Australian
standards 5.2 (AITSL, Std 5.2, 2014). Students work (shopping lists and receipts showing working out) will be collected and assessed as well as observations made by the
teacher during the assessment. The rubric would then be marked after assessing, with constructive notes on achievement and any necessary feedback to improve
learning. The rubric provides each student with a method to visually see how well they have achieved and if they need further development. Individual students learning
needs will be written in the notes section of the rubric for example if further work is needed in skip counting or the student needs to use more variety of coins. At the end
of the unit of work, students will do a self-reflection on their learning while the teacher discusses the outcomes of the assessment giving positive and constructive
feedback as well as the areas that need improvement. The rubric and other forms of assessment mentioned earlier are essential for the reporting of students learning to
their parents and carers. Students marked work will be gathered into a portfolio (mathematics book) as the unit progresses with notes and comments on their learning
development. The summative assessment and rubric will be included in the portfolio for parent to view with comments that are supported by evidence shown in the
students learning (Readman & Allen, 2015). If extra assistance is needed from parents where students need more experience with counting and ordering strategies, the
teacher will contact the carers to arrange a meeting to provide explanations and constructive advice on how to achieve expected outcomes. Parents and carers that are
interested in their childs progress can be shown the checklists and anecdotal notes taken over the progression of lessons. The teacher will also provide a report of
students amalgamated progress from the diagnostic, formative and summative assessments carried out throughout the unit of work. The Australian standards 5.5 clearly
states that teachers should provide a range of reporting strategies that are clear and accurate therefore it is important to keep records fair and informative (AITSL, Std
5.5, 2014).
The learning tasks were designed to align with the achievement standards for year 2 mathematics. The tasks linked with the standards by slowly introducing collections
and relating it to Australian coins and their value (SCSA, 2014). The first lessons verified students prior knowledge and brought in the aspect that coins had value and that
the values of coins in other countries are different from Australian coins. This linked with the cross curricula aspect of Australias engagement with Asia as the focus were
on currencies of neighbouring countries. Students learnt to identify Australian coins through their features and size and show their prior knowledge. They then learnt the
important concept, that the size of the coin did not affect the value of the coins. This linked with the standard as students would need to carry out simple addition and
subtraction to calculate an amount using a denominator (SCSA, 2014). The following lessons moved to strategies of counting collections of coins through skip counting
and representing amounts in different ways which align with the standards as students would have to employ multiplication strategies to group into sets or collections.
The lessons were created sequentially starting with prior knowledge, slowly building students understanding through strategies and concepts that led to the final
assessment task where each concept taught would be assessed. In order to teach the lessons in engaging and motivating methods, play money, games and group work
were adopted. These physical and relatable strategies aimed at creating authentic learning experiences for students and allowed them to become associated with
handling money. The unit of work used constructive and inquiry based approaches to construct the learning experiences in order to make the learning experiences
authentic and related to the real world.

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