Money Management

Unit: Budgeting Basics for Kids

Lesson 1 of 6: Introduction to Money Management

Duration: 60 minutes
Class size: 25 Year 6 students
Curriculum: Aligned with New Zealand Curriculum Refresh (The refreshed national curriculum for New Zealand schools)

WALT (We Are Learning To)

Understand what money is and the different forms it takes.
Recognise the uses of money in everyday life.
Understand the importance of managing money wisely.

Success Criteria

I can identify different types of money (coins, notes, digital money).
I can explain why we use money and its importance in daily life.
I can describe basic ways to manage money responsibly.
I can contribute ideas during class activities and discussions.

Curriculum Links

Learning area: Mathematics and Statistics / Financial Mathematics (Year 6)

Make amounts of money using dollars and cents; represent money values in multiple ways using notes and coins.
Solve problems involving purchases and managing money (e.g., ensuring enough money is available).
Create simple financial plans such as shopping lists and family budgets.
Estimate and calculate total costs and change for whole-dollar amounts.
Explain procedures linked to percentages (10%, 25%, 50%) and their meaning in practical contexts.

Key Competencies:

Thinking: Analysing information about money.
Using language, symbols, and texts: Understanding financial vocabulary.
Managing self: Making responsible financial choices.
Relating to others: Sharing ideas in discussions.

(These points follow the NZC and the refreshed Te Mātaiaho framework for financial maths at Year 6 level) .

Learning Context

Students are beginning a 6-lesson unit on budgeting basics, developing foundational money management skills appropriate for Year 6 students.

Resources Required

Play money (coins and notes) representing NZ currency.
Whiteboard and markers.
Word cards with vocabulary: money, budget, coins, notes, spend, save, digital money, etc.
Sticky notes or index cards.
"Money Mix-Up" worksheet (simple sorting/differentiation of money forms).
Dyslexia-friendly printed handouts summarising key points (clear font, large spacing, simple sentences).

Lesson Plan Outline

Time	Activity	Description & Notes
0–10 mins	Warm-Up & Prior Knowledge Activation	Discussion: What is money? Show NZ coins and notes.
		Use real or play coins. Ask: "What do we use money for?"
		Write student ideas on whiteboard.
10–25 mins	Exploring Money	Mini-explanation: Different forms of money (coins, notes, digital).
		Hands-on activity: Group sorting money types with play money cards.
		Use word cards to connect vocabulary to items.
25–40 mins	Importance of Money Management Discussion	Group think-pair-share: Why do we need to manage money wisely? Examples: buying things, saving for something.
		Share examples from their lives. Teacher-records key ideas.
40–50 mins	Interactive Mini-Game: Spend or Save?	Students sort example scenarios (on cards) into 'Spend' or 'Save' piles.
		Discuss choices and consequences briefly.
50–58 mins	Reflection & Sharing	Students write one thing they learned about money on sticky notes.
		Some share to class.
58–60 mins	Recap & Homework Introduction	Recap WALT and success criteria.
		Simple task for next lesson: observe money use at home/shop.

Detailed Activity Notes

Warm-Up (10 mins)

Hold up several NZ coins and notes (using play money if necessary).
Ask students what money is and why people use it. Expect answers: to buy things, pay for services, save for later.
Write answers on the board for visual reinforcement.
Use dyslexia-friendly fonts on the board to display key vocabulary.

Exploring Money (15 mins)

Explain different forms: coins, notes, digital money (e.g., EFTPOS, online).
Give students sets of play money and word cards. In small groups, they match names to pictures and physical money.
Allow hands-on grouping by money type and value.
Reinforce vocabulary with clear pronunciation and visuals for dyslexic learners.

Importance of Money Management (15 mins)

Use a think-pair-share format: individually think about why managing money is important; pair up to discuss; share with class.
Teacher models linking concepts: budget, saving, spending wisely.
Record key points with simple language, large font on board.

Spend or Save? Mini-Game (10 mins)

Have cards with scenarios (e.g., "Buying a toy," "Saving for a bike," "Buying snacks every day," "Putting money in a savings jar").
Students decide as a group if it represents spending or saving.
Discuss briefly why wise spending and saving matter.

Reflection & Sharing (8 mins)

Each student writes one new thing they learned on a sticky note.
Teacher circles classroom, offers support as needed (dyslexia-friendly spelling prompts).
Volunteers share reflections aloud or teacher shares a few examples.

Recap & Homework (2 mins)

Restate WALT and success criteria.
Assign a simple home observation task: notice when money is used in their home or community.

Success Criteria Checklist for Teachers

Students correctly identify different types of money.
Participated actively in discussions and activities.
Demonstrated understanding of the concept of managing money wisely.

Extension Activity for Advanced Learners

Challenge students to create a small saving plan for a desired item (draw or write steps).
Compare forms of money and discuss pros and cons, such as digital vs physical money.

Dyslexia-Friendly Strategies

Use large, clear fonts on all printed materials (e.g., Arial, Comic Sans).
Present information in short, simple sentences.
Use visuals alongside text (pictures of coins, notes, scenarios).
Break instructions into small, manageable steps.
Allow oral responses as well as written.
Repeat key vocabulary frequently and display words visibly.

This lesson aligns closely with the New Zealand Curriculum Refresh’s mathematics and financial literacy strands for Year 6 and uses engaging pedagogical strategies while respecting diverse learners’ needs .

Teaching Instructions