Orb Shop Profit & Loss

Overview

In this lesson (21 of 30) you will connect Year 6 maths to the Red Orb Shop in your Gothic Adventure Project by calculating profit and loss, interpreting scenarios using visual charts, and then applying the same thinking to real-life style “shop” moments. You will also use business vocabulary and create a short entrepreneurial song that explains the maths.

Learning intentions

• Students will calculate simple profit and loss and explain what the numbers mean in a shop scenario.
• Students will interpret “Red Orb Shop” scenarios using visual representations (charts/bar models).
• Students will apply percentage discounts to determine sale prices.
• Students will use business-related vocabulary accurately (spelling + meaning) in speaking or writing.
• Students will connect the maths to everyday decisions (buying, selling, budgeting).

Success criteria

• I can calculate profit or loss from cost and price using a clear working method.
• I can show a scenario on a bar/visual chart and interpret what it tells me.
• I can calculate a discounted price and explain whether the shop made profit or loss.
• I can use key business words correctly (for example: profit, loss, cost, revenue, discount) in my song or short explanation.

Curriculum links

• Mathematics: apply profit/loss and percentage discount reasoning in real-world contexts (using workable mental/strategy steps).
• English (Literature): adapt familiar scenarios from the Gothic Adventure world into a short explanation/song (connecting ideas/characters to a new purpose).
• English (Language): identify and use vivid, emotive vocabulary for impact in a short performance.
• English (Literacy): monitor meaning and summarise scenario outcomes during chart interpretation.
• Cohesion: use repetition/word associations to keep explanations clear across drafts and performances.

Lesson structure (60 minutes)

1. 0–5 min · Mission intro (high dopamine). Teacher displays a “Red Orb Shop Profit Alarm” slide: “Uh-oh! Did we earn or lose orbs?” Students choose (point/choose cards) whether today’s mission is “Profit” or “Loss” and why, using 1 sentence starter.

2. 5–12 min · Mini-teach: Profit & Loss meaning. Teacher uses a visual anchor chart with three boxes: Cost → Revenue → Result, plus a simple formula sentence (“Profit = revenue − cost; Loss = cost − revenue”). Students do a quick “thumb check” on two teacher-read scenarios (no writing yet).

3. 12–22 min · Visual charts burst: bar model or “profit ladder”. Teacher reads 3 Red Orb Shop scenarios aloud and writes only the numbers/labels on the board. Students, in pairs, build one chart per scenario using pre-printed bar model strips or a paper ladder template.

• Scenario types: a) Cost 18.50, price 25.00 b) Cost 30.00, price 27.00 c) Cost 12.20, price after sale 15.00 Students record the result with a single label: PROFIT or LOSS and the amount.

4. 22–33 min · Discount workshop: calculate sale price. Teacher models one example with an “Orbs Sale” visual: Original price, discount %, then sale price. Students complete 2 problems on a “discount menu” sheet:

• 40.00 with 25% off
• 18.00 with 10% off Dyslexia-friendly support: students circle key info and underline the question. Teacher reads each problem aloud twice; then students choose either “work it out on the chart” or “use the number line method” (both provided).

5. 33–45 min · Business vocabulary spelling sprint (low reading friction). Students practise key words using a word bank and sound-it-out blocks: profit, loss, cost, revenue, discount, sale, budget. Options:

• Option A (minimal writing): match word cards to picture prompts (coins, receipts, sale tag).
• Option B (spoken): students record a 20-second spoken word quiz (teacher checks live). Teacher briefly corrects spelling using “look–cover–say–write” for only 2 words per student.

6. 45–58 min · Entrepreneurial song creation (math-to-life). Teacher provides a simple template and a story-rhyme structure:

• Line 1: “Our cost was ___ orbs.”
• Line 2: “We earned revenue of ___.”
• Line 3: “That means ___ (profit/loss) of ___ orbs.”
• Line 4: “So for everyday life, I’ll ___ (choose/budget/compare).” Students choose a rhythm (beat tap, drum pad, or claps) and write/draw one verse. For neurodivergent needs, allow a “talk song”: students perform the lines with cue cards rather than writing.

7. 58–60 min · Exit evidence (1 minute). Each student holds up:

• One visual chart result card (profit or loss + amount)
• One business word card correctly used (in a spoken sentence)

Resources

• Pre-printed bar model strips (cost vs revenue) and “profit ladder” template
• Red Orb Shop scenario cards with numbers and labels only (minimal text)
• Discount menu worksheet (original price, discount %, sale price blanks)
• Word bank cards + picture prompts (receipt, money bag, sale tag)
• Sentence starters and cue cards for song template
• Coloured counters or small paper “orb chips” for hands-on support
• Timer + visual “mission checkpoints” board
• Optional audio recorder for spoken explanations

Assessment

• Formative check 1 (during chart burst): teacher observes whether students correctly label PROFIT/LOSS and match amounts to the chart.
• Formative check 2 (discount workshop): teacher spot-checks one student’s working method and final sale price.
• Exit ticket: teacher listens for one correct business term used accurately and verifies profit/loss amount from the chart.

Differentiation

• Provide choice: chart-based method OR number-line method for discount calculations; sentence starter support vs cue-card “talk song”.
• Reduce writing load: allow typed answers, single-number responses, or labels only (profit/loss + amount).
• Dyslexia-friendly supports: short, repeated read-alouds; large font scenario cards; underline key question; colour-coding labels (cost=blue, revenue=green, discount=sale=orange).
• Neurodivergent regulation: scheduled “movement beats” during song creation (tap/clap rhythm) and optional sensory break at 35 minutes (standing stretch 1–2 minutes).
• For students needing extension: add a third discount scenario and ask, “Would you buy the item again? Explain using profit/loss words.”