Big Idea:

Coding in Google Sheets or any spreadsheet program and using a budgeting program to help plan for reaching financial goals

Expectations:

Financial Literacy

• F1. demonstrate the knowledge and skills needed to make informed financial decisions

  • F1.2 identify different types of financial goals, including earning and saving goals, and outline some key steps in achieving them

  • F1.3 identify and describe various factors that may help or interfere with reaching financial goals

  • F1.5 describe trading, lending, borrowing, and donating as different ways to distribute financial and other resources among individuals and organizations

Number

• B1. demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life

  • B1.1 read and represent whole numbers up to and including one million, using appropriate tools and strategies, and describe various ways they are used in everyday life

  • B1.3 compare and order integers, decimal numbers, and fractions, separately and in combination, in various contexts

• B2. use knowledge of numbers and operations to solve mathematical problems encountered in everyday life

  • B2.4 represent and solve problems involving the addition and subtraction of whole numbers and decimal numbers, using estimation and algorithms

Algebra

• C3. solve problems and create computational representations of mathematical situations using coding concepts and skills

  • C3.1 solve problems and create computational representations of mathematical situations by writing and executing efficient code, including code that involves conditional statements and other control structures

  • C3.2 read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code

Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes

• A1. Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being and the ability to learn, build resilience, and thrive, students will apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum.

In this lesson, to the best of their ability, students will learn to build relationships and communicate effectively and to think critically and creatively as they apply the mathematical process communicating (express and understand mathematical thinking, and engage in mathematical arguments using everyday language, language resources as necessary, appropriate mathematical terminology, a variety of representations, and mathematical conventions), and connecting (make connections among mathematical concepts, procedures, and representations, and relate mathematical ideas to other contexts (e.g., other curriculum areas, daily life, sports), so they can work collaboratively on math problems – expressing their thinking, listening to the thinking of others, and practising inclusivity – and in that way fostering healthy relationships, and so they can make connections between math and everyday contexts to help them make informed judgements and decisions.

Materials

• Computer with projector, access to Internet

• Concept Map Tool (E.g., Google Jamboard, Padlet)

• Chart paper (if there is no technology available)

• Sticky notes

• Script for Teacher Reference- Pseudocode or Income Flowcharts Activity (for teacher use)

• Google Sheets or Excel

• Project Instructions (for students)

  • Mini-Project #1 - Calculating Earnings (Instructions)

  • Mini-Project #2 - Calculating Expenses (Instructions)

  • Mini-Project #3 - Is my idea viable? (Instructions)

• Glossary, embedded in the Financial Literacy Strand of the Grade 6 Mathematics Curriculum

Virtual/Editable version

• Teacher Reference - Pseudocode or Income Flowcharts Activity (for teacher use)
  

• Project Instructions (for students)

  • Mini-Project #1 - Calculating Earnings (Instructions)

  • Mini-Project #2 - Calculating Expenses (Instructions)

  • Mini-Project #3 - Is my idea viable? (Instructions)

Consider the virtual recording tool Flipgrid for questions and sharing

prior learning

Prior to this lesson, students may have had the opportunity to...

• learn about earnings, balances, savings, budgets, spending and financial goals

• identify and discuss key factors to consider when making decisions related to financial goals

• see how spending and saving behaviours may differ from one person to another

• run programs using spreadsheets (Google Sheets)

To begin the lesson, the teacher will lead a discussion about creative ways children might generate money. By means of a collaborative concept map using Google Jamboard (or chart paper for those without access to technology), this activity will give students the opportunity to collaborate with their peers.

Teacher prompt:

“Today we are learning about financial goals and factors that might influence our financial goals. To activate our prior knowledge about finances, think about the following question: Have you ever participated in a fundraiser to generate funds and/or items for non-profit organizations?”

Possible student responses could include:

• “Yes, I have done a walk-a-thon before for Terry Fox”

• “We have done a can drive to collect goods for the food bank.”

Teacher prompt: “What are some creative ways that children generate money and/or generate items?”

Possible student responses could include, but are not limited to:

• Lemonade stands

• Make bracelets at school

• Make painted stones

• Walk-a-thon fundraisers

• Read-a-thons

• Donate items such as book, gently used toys

• Donate bracelets made from home to school

In order to prompt students to share more ideas, the teacher might even ask them, “How might children have generated money or items in the past?”

Possible student answers for this question could include:

• Selling newspapers

• Collecting pop bottles

• Bake sales

It is important that teachers note that this can be a highly complex and sensitive question. It is imperative that teachers consider their students' backgrounds as always so as to be prepared for difficult conversations. Reminding students of the classroom norms as established at the beginning of the year by the teacher will be important for these discussions. Students need to feel that their classroom is a safe environment where they respect and accept the views and ideas of all of their peers without judgment.

As students answer the question, the teacher will display Google Jamboard on the projector (or write their ideas on a piece of chart paper if there is limited access to technology) so as to allow students to see the development of ideas in real time. The teacher will take the time to discuss some of the ideas that students came up with as a class.

Below is an example of Google Jamboard that might be used by the teacher:

Following the class discussion, the teacher might consider asking:

• “What do you notice when looking at our collaborative brainstorm?”

Possible student responses could include:

• Some of these ideas require us to buy supplies

• Some of these ideas have no expenses associated with them, so we will make 100% of the profit from them

The teacher would then draw their attention to the fact that in the budget, they will have to include the cost of supplies so this will be an expense. Items that are donated can help generate earnings.

• “Were there any ways to generate money that surprised you?”

The teacher may notice particular class interests in certain ideas that might be useful for further development.

Teacher prompt: “We have come up with lots of creative ideas for generating money and items. Many of these ideas involve expenses. Let’s go back and look at what we have come up with, pick a few ideas and then determine what a financial goal might be for that idea to work.”

Anticipated answers might include:

• For the painted rocks, young people would have to research where to purchase rocks and their cost. They would also need to research where to purchase paint, sealer and brushes to paint the rocks as well as the costs associated with each of these things.

• For the painted rocks, students might also suggest that they could paint rocks from the garden, borrowing from nature. In this case, young people would only need to purchase paint, sealer and brushes.

Divide the class into random groups of 3 or 4 students and provide them with a piece of chart paper. Flexible groupings are important for students to learn from one another and have rich mathematical discussions (if online, breakout rooms for example, through Google Meet, are available.

Teacher prompt: “Now, in a group of 3 of 4, I want you to select an idea or a project and think about the potential expenses involved with that idea. Note all of the things you may be required to purchase in order for you to be able to complete the chosen idea.”

Allow students the time to complete the task while circulating and having meaningful math conversations. It is important that teachers take the time to remind students of the classroom norms for small group activities that were established at the beginning of the year. These norms could include sharing the writing tools, allowing peers the opportunity to share ideas, etc.

Opportunity for Differentiation

This activity can also be done using chart paper/white boards. Students could work in small groups of 3 or 4 and could share their thinking with the class afterwards.

Opportunity for Differentiation

If a computer with a projector is unavailable, ask the questions to students orally in order to prompt discussion.

Opportunity for Assessment

Assessment for Learning

This activity provides an opportunity to gather evidence through conversations.

Optional learning opportunity:

By reflecting on the conversations brought forward (Starting Learning, above), the teacher will ask students to create a financial literacy word wall by creating posters with definitions and/or illustrations to support the terms from the Financial Literacy Strand of the Grade 6 Mathematics Curriculum. As a virtual option, students could create a virtual word wall by using search engines to find the definition and/or images that represent the vocabulary term assigned from the Financial Literacy Glossary (look for the underlined terms). Applications such as Google Docs (or Microsoft Word) or Google Slides (or Microsoft PowerPoint) might be used for this. Teachers may also choose to use a virtual tool like FlipGrid that allows for students to share ideas orally or a virtual tool like Padlet that allows for collaboration virtually.

Teacher prompt: While we were activating our learning, I asked you to choose a project or an idea and think about the potential expenses associated with that project. I see that all of the groups came up with some really great ideas. Now we are going to go one step further and research actual expenses associated with your group’s idea. We are going to do some financial planning. Before you work in a small group, let’s do a whole group practice activity with the rock painting example. Where might we be able to find the costs for rocks? How would I search for this on Google? (Depending on the knowledge of the kids for boolean search terms, additional information/guidance might be needed from the teacher.) What words would I use to search for this?

Possible student responses could include:

• I know people who shop online using Amazon

• Michaels is where I bought some rocks I painted before

• You can buy paint at the dollar store.

The teacher guides students to think about how many rocks they may want to purchase and encourages them to do some comparison shopping. The teacher would display this research on their computer screen and repeats this process for all items required to realize their project.

Teacher prompt: Now, it is your turn. With the same group of students you were with for the previous activity, research the costs associated with the supplies necessary for your project.

The students will work with their group members to find costs associated with the project they selected. The teacher will circulate to guide students in the research.

Following this activity, the teacher will have students return to their seats for the pseudocode activity.

Teacher prompt: Now that we have had the opportunity to conduct some research, we are going to verbalize the process for adding generated funds (or earnings).

LOOK-FORS:

Note: Both of these activities are designed to show errors in the pseudocode so that students are able to see and correct them (debugging), similarly to how they will correct (debug) the errors when they use coding with Excel or Google Sheets.

Opportunity for Differentiation

• If it is appropriate, the teacher could have students research the cost of something they would like to save up for or a cause they would like to support (charity).

• Depending on the students background experience with spreadsheet programs such as Excel or Sheet, the teacher may have to provide additional guidance to the students.

Opportunity for Assessment

Assessment for Learning: This activity provides an opportunity to gather evidence through observations, conversations and products.

By using the information that students have brought forward through “Starting Learning” and “Active Learning” sessions, it’s now time to connect their learning back to the learning goal and draw out some success criteria (anticipated and incidental).

Teacher prompt: Now that we have practised calculating generated funds and determining expenses associated with various ideas, let’s think back to our Learning Goal. Our learning goal is ‘I am learning to use and alter the existing budgeting codes in Google Sheets in order to help reach a financial goal.

Together, the teacher and students can co-create the success criteria with the teacher which could then be turned into the assessment rubric.

Learning Goal:

• I am learning to use and alter the existing budgeting codes in Google Sheets in order to help reach a financial goal.

Possible examples of success criteria could include:

• Identify and set specific financial goals

• Identify and describe various factors that may help or interfere with reaching financial goals

• Use software to understand and develop a plan to reach a financial goal I have set for myself.

The teacher will distribute Mini-Project #3 - Is my idea viable? to the students.

Teacher prompt:

Now that you have determined generated funds and expenses associated with your project, you will add on to the existing Google Sheets program in order to be able to determine whether their budget for their chosen idea is viable and reasonable. Students will be required to refer to the financial goal they selected and give possible examples of incoming funds and expenditures and then calculate the difference between the two.

This activity will likely take several periods to complete.

Assessment of Learning:

This activity provides an opportunity to gather evidence through observations, conversations and products. Students will share their completed budgeting program with the teacher. The teacher can evaluate the use of formulas within the budgeting program.

Based on the needs of all learners, any one or more of the following can be used as next steps for students and drawn out, accordingly, over time.

1. Teachers may have students choose a non-material community-minded financial goal (for example, a pizza dinner for first responders, socks for people who are homeless in the community, donations to the local animal shelter). The teacher could have students conduct research to find out actual costs and identify targets. For example, the teacher and students might look at contacting the homeless shelter to determine the number of people who are homeless in the community and determining the price of socks in order to incorporate the amounts into the budgeting program. This could be done in groups or individually and could be done with the possibility of the activity being carried out as a class (leading to another Opportunity for Assessment).

2. Teachers might have students choose a material financial goal and conduct research to find out actual costs. This could be done individually (leading to another Opportunity for Assessment)

Teachers might find time between lessons to refer to the budget projects of students in the class in order to further elicit student thinking and foster conversation (leading to another Opportunity for Assessment).