Budgeting with Money

ST Name: Kym Fox
ST Number: 40036679
Class Level: 6th Class
Date: 05/11/2025

Subject: Maths
Time: 11:10
Duration of Lesson: 50 minutes
No of Pupils: 24

---

Strand(s)

Measures

Strand Unit(s)/Element(s)

Money

---

Learning Outcome(s) / Content Objectives

• From the Curriculum Framework for Primary Mathematics, Strand Measures, Money (Senior Classes 5th and 6th Class):
  • Recognise and solve problems involving money in practical contexts, including familiar purchases, simple budgets and financial plans.
• Students will solve and pose practical tasks to investigate and make informed judgements about transactions and financial plans.
• Develop financial literacy by working on budgeting, understanding expenses, and comparing costs.

---

Learning Objectives

The child should be enabled to:

1. Interpret and write solutions to money-related word problems, using clear strategies and justifying answers.
2. Collaboratively create a class budget for a shared class event, practising addition, subtraction, and comparison of costs.
3. (Optional) Critically evaluate spending choices by comparing products and determining cost differences to foster responsible financial decision-making.

---

Assessment/Measúnú

1. Method:
   • Formative assessment through observation during whiteboard responses and class discussion.
   • Evaluation of written solutions on pg 50 Busy at Maths workbook.
2. Assessment of:
   • Understanding of budgeting concepts, solution accuracy in word problems, and ability to explain reasoning.
3. To be recorded:
   • Anecdotal notes focusing on individual problem-solving strategies and participation in budgeting activity.

---

Teacher Questioning

Lower order questions:

1. What is the cost of each item in our budget?
2. How much money do we have in total to spend?
3. Which expense is the biggest in our budget?

Higher order questions:

1. Why might we choose Aldi chocolate over Cadbury’s chocolate? What are the benefits or drawbacks?
2. How could we adjust our budget if we find out we have less money to spend?
3. Can you come up with another way to solve these word problems? Would it be more efficient?

---

Language Development opportunities in this lesson

• Use of specific mathematical vocabulary such as: budget, expense, total cost, difference, comparison, transaction, financial plan.
• Encouraging full sentence answers to word problems to build mathematical reasoning and communication skills.
• Students discuss and justify choices during the budgeting activity, extending oral language proficiency.

---

Literacy Development opportunities in this lesson

• Reading comprehension through word problems in Busy at Maths.
• Writing detailed explanations for solutions on whiteboards and workbook.
• Following step-by-step instructions when creating budgets.
• Interpretation of numerical information presented in text form.

---

Teaching Methodologies

• Talk and Discussion: Stimulate sharing of ideas for budget and word problems.
• Collaborative/Co-operative Learning: Working in pairs or small groups for the budgeting task.
• Active Learning: Using whiteboards for immediate feedback, interactive IWB budgeting.
• Skills Through Content: Maths integrated into real-life contexts (class party budget).
• Problem Solving: Using practical budgeting problems to develop strategies.
• For Mathematics specifically:
  • Using cognitively challenging tasks (multi-step budgets).
  • Promoting maths talk by questioning and discussion.
  • Encouraging playfulness and exploration by using familiar scenarios like chocolate purchases.
  • Emphasising mathematical modelling through the class budget activity.

---

Introduction (10 minutes)

Stimulus:

• Begin with “Maths Chat”: money-related word problems displayed and read aloud. Examples: “If you buy 3 bars of chocolate at €1.20 each, how much will that cost?”
• Students write answers on mini whiteboards and hold them up simultaneously for a quick formative check.

Elicit Prior Knowledge:

• Quick discussion on everyday money use (pocket money, shopping).
• Ask about their experiences or knowledge of budgeting (e.g., saving for something they want).

Share Learning Intentions:

• “Today we will learn how to solve real money problems.”
• “We will create a budget together for a class party.”
• “We will practise working out expenses and comparing costs.”

---

Development (30 minutes)

• Step 1 (10 mins):
  • Using the Interactive Whiteboard (IWB), compile a list of potential expenses for a class party where each pupil brings in €2. E.g. food, decorations, games, prizes.
  • Model adding costs to form a budget.
  • Ask targeted questions: “What is the biggest cost?” “How much money will we collect in total?” “What if we buy cheaper snacks? How much can we save?”
• Step 2 (15 mins):
  • Distribute Busy at Maths workbook pg 50, focused on budgeting and word problems.
  • Children work individually or in pairs to solve these tasks, applying understanding from the class exercise.
• Step 3 (5 mins):
  • Circulate and support; encourage children to explain their reasoning.
  • Use questioning to deepen understanding and prompt self-correction.

---

Conclusion (10 minutes)

Cognitive:

• Recap key vocabulary and concepts: budget, expense, difference, total.
• Invite 2-3 students to explain how they solved a problem or made a decision during budgeting.

Social:

• Praise collaborative efforts and contributions.
• Encourage reflection on real-life applications like household budgeting or saving money.

Transition:

• Explain how money skills will help them with everyday tasks and future topics.
• Preview next lesson (e.g., introduction to saving and interest).

---

Universal Design for Learning (UDL)

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Visual learners	Benefit from IWB visual cues	Use clear, colour-coded budgeting chart	Use symbols/pics for expenses if needed
EAL learners	Support with unfamiliar vocabulary	Pre-teach key words; pair work discussion	Use sentence stems for oral responses
Pupils with Dyscalculia	Need extra scaffolds	Provide step-by-step calculation guides	Allow use of calculators if appropriate

---

The Learning Environment

• Tables arranged for pairs/small groups to encourage collaboration.
• Whiteboards and markers readily available for all pupils.
• Interactive Whiteboard set up for class budgeting visualisation.

---

Resources

• Busy at Maths Workbook, pg 50 (Budgeting and word problems)
• Mini whiteboards and markers
• Interactive Whiteboard (IWB) with budgeting template
• Sample price tags for snack items (milk, fruit, chocolate, biscuits)
• Calculators (optional)

---

This lesson plan aligns carefully with the IE Curriculum Framework’s Measures strand, focusing on money and practical financial literacy skills. It encourages active student participation, collaborative learning, and the application of maths in meaningful contexts likely to engage 6th class students. The budgeting for a class party, where each pupil contributes €2, gives real-world relevance, helping them appreciate the value and management of money.