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NSW Syllabuses

Mathematics K–10 - Life Skills - Number and Algebra Money

Money: Recognising and Matching Money

Outcomes

A student:

  • MALS-1WM

    responds to and uses mathematical language to demonstrate understanding

  • MALS-2WM

    applies mathematical strategies to solve problems

  • MALS-12NA

    recognises and matches coins and notes

Related Stage 4/5 outcomes: MA4-6NA , MA5.1-4NA , MA5.2-4NA

Content

  • Students:
  • recognise a range of Australian coins and notes WE
  • use the terms 'coin' and 'note' when referring to money, eg 20-cent coin, $10 note (Communicating)
  • match coins and notes
  • sort coins and notes into groups on the basis of face value
  • recognise alternative forms of currency in ancient cultures, eg the bartering system used by Aboriginal and Torres Strait Islander cultures AHCIU
  • recognise and use appropriate coins to purchase items WE
  • recognise and use groups of coins to purchase items WE
  • recognise and use appropriate notes to purchase items WE
  • indicate the most appropriate note to purchase an item in a shop (Communicating, Understanding) PSC
  • recognise some coins and notes of foreign currencies, such as Asian currencies IUA

Money: Comparing and Ordering Money

Outcomes

A student:

  • MALS-2WM

    applies mathematical strategies to solve problems

  • MALS-3WM

    uses reasoning to recognise mathematical relationships

  • MALS-13NA

    compares and orders coins and notes

Related Stage 4/5 outcomes: MA4-6NA , MA5.1-4NA , MA5.2-4NA

Content

  • Students:
  • recognise that coins and notes have different values WE
  • order coins and notes on the basis of face value (Understanding, Fluency)
  • recognise that the value of a coin is not necessarily related to its size, eg a $2 coin is smaller in size but greater in value than a 20-cent coin (Understanding) CCT
  • order silver coins
  • identify whether a coin is worth more or less than other coins (Reasoning)
  • order gold coins
  • order notes
  • identify whether a given note is worth more or less than other notes (Reasoning)
  • order coins and notes CCT
  • compare and order a combination of coins and notes when gathering money to purchase an item (Communicating, Reasoning) CCTPSC

Money: Reading and Writing Amounts of Money

Outcomes

A student:

  • MALS-1WM

    responds to and uses mathematical language to demonstrate understanding

  • MALS-2WM

    applies mathematical strategies to solve problems

  • MALS-14NA

    reads and writes amounts of money

Related Stage 4/5 outcomes: MA4-6NA , MA5.1-4NA , MA5.2-4NA

Content

  • Students:
  • read the face value of Australian coins and notes LWE
  • read amounts in cents
  • read amounts in dollars and cents
  • write amounts in cents, eg 35 cents is written as 35c
  • write amounts in dollars, eg 5 dollars is written as $5
  • write amounts of money using decimal notation
  • write amounts of money involving cents, dollars, and combinations of dollars and cents, eg $0.25, $5.00, $4.75, $89.95 (Communicating, Fluency)
  • write amounts of money in words L
  • complete a deposit form using words and decimal notation (Communicating, Understanding, Fluency) LPSC
  • use the language of money, eg dollars, cents, purchase, cost, change, in a range of contexts L

Money: Calculating with Money

Outcomes

A student:

  • MALS-2WM

    applies mathematical strategies to solve problems

  • MALS-3WM

    uses reasoning to recognise mathematical relationships

  • MALS-15NA

    calculates with money

Related Stage 4/5 outcomes: MA4-6NA , MA5.1-4NA , MA5.2-4NA

Content

  • Students:
  • add coins of the same denomination
  • add coins of different denominations
  • add notes of the same denomination
  • count out notes of the same denomination, indicating the total value of the collection as each note is added, eg counting by $10 notes: $10, $20, $30, ... (Communicating, Fluency) WE
  • add notes of different denominations
  • combine a range of coins to demonstrate equivalence of value, eg 2 × 20-cent coins and 1 × 10-cent coin are equivalent to a 50-cent coin, 6 × 5-cent coins are equivalent to 3 × 10-cent coins
  • determine the number of coins of each denomination required to form $1 in value, eg 5 × 20-cent coins, 10 × 10-cent coins (Problem Solving) CCT
  • combine a range of notes to demonstrate equivalence of value, eg 2 × $5 notes and 1 × $10 note are equivalent to a $20 note
  • select and use coins and notes to purchase goods or services PSC
  • calculate amounts of money to purchase goods or services using mental strategies, written processes and/or calculator strategies PSC
  • recognise the cost of goods or services, eg read price tags attached to clothing, identify the cost of items in a supermarket as indicated on the shelf, read a noticeboard at a theatre to determine the price of entry LPSC
  • identify the cost of items up to $10 in value by locating prices, eg a drink at the school canteen is $2, a magazine at the supermarket is $4.75 (Problem Solving, Understanding) PSC
  • identify the cost of items up to $100 in value by locating prices, eg a meal at a restaurant is $22, a jacket is $80, a pair of sunglasses is $99.95 (Problem Solving, Understanding) PSC
  • estimate amounts of money to purchase goods or services CCTPSC
  • estimate the cost of a range of items and select the appropriate coin or note to pay for the items, eg select a $2 coin to pay for a drink or snack, select a $20 note to pay for a T-shirt, estimate that a $50 note will be needed to pay for a number of items at a supermarket (Communicating, Understanding, Fluency) CCTPSC
  • select additional coins or notes to pay for an item if the original amount tendered was not sufficient (Reasoning, Understanding) CCT
  • calculate the amount of change due in relation to a transaction for goods or services, using mental strategies, written processes and/or calculator strategies
  • calculate the change to be given when purchasing an item, eg calculate the change to be given when purchasing a $2.50 magazine with a $5 note and count the coins received in change (Problem Solving, Reasoning) CCTPSC
  • estimate the amount of change due in relation to a transaction for goods or services CCTPSC
  • estimate the amount of change due for a purchase and check using a calculator, eg the change due following a purchase of $3.50 if a $5 note is tendered (Problem Solving, Reasoning) CCTPSC

Money: Making Decisions About Purchasing

Outcomes

A student:

  • MALS-1WM

    responds to and uses mathematical language to demonstrate understanding

  • MALS-2WM

    applies mathematical strategies to solve problems

  • MALS-3WM

    uses reasoning to recognise mathematical relationships

  • MALS-16NA

    makes informed decisions about purchasing goods and services

Related Stage 4/5 outcomes: MA4-6NA , MA5.1-4NA , MA5.2-4NA

Content

  • Students:
  • recognise the relationship between value and price for a range of goods and services WE
  • compare costs of goods and services CCT
  • calculate discounts and compare them to full prices (Reasoning, Fluency) CCT
  • compare the cost of goods using price comparison websites (Reasoning, Fluency) CCTICTPSC
  • compare, using the internet, interest rates and other costs for loans and interest rates for investments (Reasoning, Fluency) ICTPSC
  • determine the value of a range of goods and services PSC
  • investigate 'unit pricing' used by retailers and determine the best buy (Understanding, Fluency) CCTPSC
  • determine the value of 'deals' when purchasing goods or services, eg 'buy-one-get-one-free', 'buy-one-get-another-half-price' (Problem Solving, Fluency) CCTWE
  • determine the costs involved when purchasing by different means, eg cash, lay-by, credit card, loan, online (Problem Solving, Reasoning) CCTWE
  • identify the implications of terms and conditions, eg fees, penalties, interest, warranties LCCTPSCEU
  • investigate the processes of refunding and exchanging goods LPSCEU
  • recognise the difference between refunding and exchanging goods (Communicating, Understanding) PSC
  • recognise how refund and exchange policies vary between businesses, eg time limits, condition of the product, sale items (Reasoning, Understanding) PSCLEU
  • understand the process involved when refunding or exchanging an item, such as producing a receipt as proof of purchase (Understanding) PSCEU
  • recognise the relationship between a warranty and value LPSC
  • recognise the purpose of a warranty, eg for refund, exchange, repair of faulty goods or services (Communicating, Reasoning, Understanding) PSCEU
  • identify types of goods and services that offer warranties (Understanding)
  • recognise how warranty policies vary between businesses, eg the length of the warranty, what is covered, the cost, the receipt as proof of purchase, registering online, extended warranties (Communicating, Reasoning, Understanding) PSCLEU
  • demonstrate an understanding of why someone would purchase a warranty (Communicating, Reasoning) WE

Money: Personal Finance

Outcomes

A student:

  • MALS-1WM

    responds to and uses mathematical language to demonstrate understanding

  • MALS-2WM

    applies mathematical strategies to solve problems

  • MALS-17NA

    plans and manages personal finances

Related Stage 4/5 outcomes: MA4-6NA , MA5.1-4NA , MA5.2-4NA

Content

  • Students:
  • identify financial matters that influence daily life, eg spending, earning, saving PSCWE
  • allocate amounts of money from an allowance for specific purposes, eg 'From my $10 allowance I need to keep $4 for pool entry, so I have $6 to spend or save' (Communicating, Problem Solving, Fluency) PSC
  • calculate earnings from a range of sources, eg allowance, casual or part-time work WE
  • use a pay slip to determine an amount of pay (Understanding) LWE
  • calculate a week's wage, given the hourly rate of pay and number of hours worked (Fluency) WE
  • read and interpret a timesheet to calculate weekly earnings (Fluency) LWE
  • interpret information from a variety of bills L
  • recognise common terms used on bills, eg 'amount due', 'interest charged', 'discount', 'due date' (Understanding) LPSC
  • interpret the variety of payment options, eg BPAY, direct debit, phone payments using credit card (Communicating, Understanding) PSCL
  • interpret information presented graphically, eg electricity usage (Communicating, Understanding) LPSC
  • manage income and expenditure PSCWE
  • check bank statements online (Understanding, Fluency) ICTPSC
  • investigate different methods for making payments, eg direct debit (Understanding) PSCWE
  • use digital technologies to manage accounts, eg alerts and reminders via SMS and email (Understanding, Fluency) LICTPSC
  • balance expenses with available funds PSC
  • identify personal funds available for specific purposes, eg 'From my weekly wage I have saved $30 this month, which I can spend at the movies on Saturday' (Communicating, Problem Solving, Fluency) PSC
  • calculate the amount of time it will take to save for items at a specific amount per week or month (Problem Solving, Fluency) PSC
  • develop a budget, with or without the use of digital technologies, to meet personal financial needs (Communicating, Problem Solving, Understanding, Fluency) ICTPSC
  • identify and describe financial terms, eg income, expenditure, saving, borrowing, interest LWE
  • use a variety of banking services, eg over the counter, ATM, EFTPOS, cheque book, telephone banking, internet banking, credit card (Understanding, Fluency) ICTPSC
  • keep and check records of financial transactions, eg keep card number and PIN confidential and in a safe place, retain card and receipt after using ATM, retain and check receipts after purchasing goods and services, record receipt number when using telephone or internet services to make payments (Problem Solving, Understanding) LICTPSC
  • retain and review bank statements (Problem Solving, Understanding) LPSC