| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Financial Literacy Intergrated with Food and Fibre |
| What length (min) | 45 |
| What age group | Year or Grade 4 |
| Class size | 20 |
| What curriculum | Australian Curriculum V9 strands learning objective success criteria and content discriptors |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Grade 4
Mathematics
Financial Literacy Integrated with Food and Fibre
20 students
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Introduce the topic of financial literacy related to food and fibre. Discuss its importance in daily life. Clarify lesson objectives. |
| 2 | Distributing Cards | 5 | Hand out the printable financial literacy cards to each student. Explain how they will fill them in throughout the lesson. |
| 3 | Group Activity | 10 | Divide students into groups (4-5 per group) to discuss and brainstorm expenses related to food and fibre. Each group creates a simple budget scenario. |
| 4 | Physical Activity Break | 5 | Conduct a short physical activity (e.g., stretch, quick game) to refresh and energize students before resuming the lesson. |
| 5 | Problem Solving | 10 | Bring students back together. Present budgeting problems derived from previous discussions. Students solve problems on whiteboards or in their notebooks. |
| 6 | Checking Cards | 5 | Collect or randomly check the filled financial literacy cards to assess understanding and provide feedback. |
| 7 | Reflection and Conclusion | 5 | Discuss as a class what they learned about budgeting, food costs, and how this can be applied in real life. Summarise key points. |
Assign students a task to create a personal budget for a week's worth of food items for themselves or a family member and submit it in the next class. Emphasize that they will not present it in front of the class.
"Good morning, class! Today, we are going to dive into the exciting world of financial literacy, specifically related to food and fibre. Financial literacy is something we all need because it helps us make informed decisions about how we spend our money, especially when it comes to buying food.
By the end of our lesson today, you will understand some basic concepts about budgeting for food, and you’ll apply some maths to real-life problems involving expenses and income. Are you ready to learn? Let’s get started!"
"Now, I'm going to hand out some printables. These are our financial literacy cards. Each of you will receive one, and throughout our lesson, you will fill them in with important information we discuss today.
Make sure to pay close attention, as these will help you with our activities. If you have any questions while filling them out, raise your hand and I’ll come to help you. Let’s begin!"
"Alright! Now that you have your cards, I would like you to form groups of four to five students. This means you’ll be working closely as a team!
In your groups, I want you to discuss and brainstorm different expenses related to food and fibre. Think about things like groceries, snacks, and any other costs you can think of.
Once you've discussed, your group will create a simple budget scenario based on your discussion. Make sure to take notes so you can share it with the class later. You have 10 minutes for this task!"
"Let’s take a short break! I want everyone to get up and move around. We’ll do a quick activity to refresh ourselves before we get back to our budgeting problems.
How about a quick game of ‘Simon Says’? I’ll give you some fun commands, and remember to only follow if I say ‘Simon says!’ Let’s get started!”
"Now that we’re refreshed, let’s gather back together. I hope you’re ready to put your thinking caps back on!
I’m going to present you with some budgeting problems based on the discussions you had in your groups.
You can solve these problems on your whiteboards or in your notebooks. Remember to use all the information you’ve learned today! You have 10 minutes to work through these problems, and then we will discuss your solutions together."
"Great work on the problem-solving activity, everyone! Now, I would like to check your financial literacy cards.
Please pass them to me or hold them up so I can come by and look at them. I’ll be checking to see how well you understood the content. If you have any questions or if something isn’t clear, now is the time to ask!"
"Before we wrap up today’s lesson, let’s have a class discussion. Can someone share what they learned about budgeting and how food costs can affect our spending?
Think about how this knowledge is useful in real life. I want to hear everyone’s thoughts!
To summarise, we explored financial literacy, worked on budgeting scenarios, and practiced some math skills—all while thinking creatively and working as teams. Well done, everyone!"
"For your homework, I’d like you to create a personal budget for one week’s worth of food items for yourself or a family member.
You don’t need to present this in class, but I want you to take it seriously and apply what you’ve learned today. Write it down neatly and bring it to our next class.
Make sure to think about what food items you might need and how much they could cost. I can’t wait to see your budgets!"
"That's it for today, class! Don’t forget to think about budgeting until our next lesson. Have a wonderful day!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students and a teacher} | - Introduction to financial literacy in relation to food and fibre. |
| - Importance of making informed decisions about spending money on food items. | ||
| - Overview of budgeting for food and applying mathematical concepts to real-life scenarios. | ||
| 2 | {Image: Printable financial literacy cards} | - Distribution of financial literacy cards for students to fill out. |
| - Importance of attention while filling out cards as they will be used in activities. | ||
| - Encouragement to ask questions if needed. | ||
| 3 | {Image: Students working in groups} | - Group activity to form teams of 4-5 students. |
| - Discussion and brainstorming of different food-related expenses (groceries, snacks, etc.). | ||
| - Creation of a simple budget scenario based on group discussions. | ||
| 4 | {Image: Students engaging in a physical activity} | - Physical activity break to energise students. |
| - Quick game of ‘Simon Says’ for fun and movement. | ||
| 5 | {Image: Students solving problems at desks} | - Problem-solving session with budgeting problems based on group discussions. |
| - Instructions to use whiteboards or notebooks to solve problems. | ||
| - Time allocated for problem-solving and upcoming discussion of solutions. | ||
| 6 | {Image: Teacher checking students' work} | - Review of financial literacy cards to assess understanding. |
| - Opportunity for students to ask questions about the content. | ||
| 7 | {Image: Students discussing in class} | - Class reflection discussion on what students learned about budgeting. |
| - How food costs affect spending and the relevance of budgeting in real life. | ||
| - Recap of financial literacy, budgeting scenarios, and practical maths skills learned during the lesson. | ||
| 8 | {Image: Homework assignment details} | - Homework assignment: Create a personal budget for one week's worth of food items for self or a family member. |
| - Emphasis on applying learned knowledge and keeping the budget neat. | ||
| - Reminder to bring it to the next class for review. |
| Question | Answer |
|------------------------------------------------------------------------------------------|--------|
| What are some common expenses related to food and fibre that you can identify? | |
| Why is financial literacy important when budgeting for food? | |
| Can you explain the concept of a budget in your own words? | |
| How can discussing expenses in groups help with understanding budgeting better? | |
| What did you learn about the relationship between food costs and our spending habits? | |
| How might you apply what you've learned about budgeting to your personal life? | |
| What strategies can you use to stay within a food budget? | |
| How did the group activity help you understand budgeting scenarios? | |
| What factors should you consider when creating a personal food budget? | |
| How can math skills aid in budgeting for food expenses? | |If you were to create a weekly food budget for a family of four, what items would you prioritise, and why?
Can anyone think of a time when they had to make a decision about spending money on food? What factors influenced your choice?
How do you think seasonal changes affect the prices of food? Can you give an example?
If you had $100 to spend on groceries for the week, how would you allocate that money? What would be your must-have items?
Why do you think it’s important to understand budgeting, not just for food but for other expenses as well? How can it help us in other areas of our lives?
Let's get up, let’s move around,
For some fun, let’s make a sound!
Here’s a list of exercises to play,
To keep you active throughout the day.
1. **Jumping Jacks** – flap your arms wide,
In and out, let’s do it with pride!
2. **Touch Your Toes** – bend down low,
Reach for your feet, let that energy flow.
3. **Arm Circles** – swing ‘em round,
Small and big, make a joyful sound.
4. **High Knees** – lift your legs up,
Run in place, like a speedy pup!
5. **Stand and Stretch** – reach for the sky,
Stand up tall, let your spirit fly.
6. **Side Steps** – shuffle to the side,
Step and slide, let’s enjoy the ride.
7. **Body Twists** – turn to the left and right,
Keep your hips loose, feel that delight.
8. **Squats** – down and up, feel the burn,
Legs are strong, it’s your turn to learn!
9. **Heel Raises** – rise up high,
On your toes, let’s reach for the sky.
10. **Dance It Out** – shake and groove,
Let the music make you move!
So come on now, let’s get it done,
Physical fun for everyone!
After this break, we'll refocus our minds,
With budgeting skills that are one of a kind.