Embedded Files
⭐ Connecting Financial Literacy to Essential Key Concepts ⭐️
Exploring Financial Literacy offers authentic opportunities to revisit the Essential Key Concepts of Decimal Reasoning and Operations and Proportional Reasoning:
B1.5 → Read, represnt, compare, and order decimal numbers up to hundredths
In financial tasks (e.g., comparing $12.97 to #13.45), students read and order prices to determine which is cheaper or more expensive
B1.6 → Round decimal numbers to the nearest tenth
After calculating a total cost with tax, (e.g., $25.874), students round to $25.90 to estimate shopping expenses quickly
B1.7 → Equivalences among fractions, decimal numbers up to hundredths, and whole number percents
Students convert between decimals and percents when computing taxes (e.g., showing that 13% = 0.13 and applying it to $20) to represent relationships in financial contexts
B2.1 → Solve problems involving whole numbers and decimal numbers, including those requiring more than one operation
When budgeting, students add multiple decimal expenses and subtract totals from income, checking with inverse operations (e.g., If I spend $9.75 and $15.20, oes adding them match what I subtracted from my $50 income?)
B2.3 → Use mental math to multiply whole numbers by 0.1 and 0.01 and estimate sums and differences of decimal numbers up to hundredths
Students estimate 10% of $23.00 as $2.30 mentally to quickly check if a 10% tip or discount is reasonable
B2.9 → Represent and create equivalent ratios and rates
Comparing "3 apples for $2.50" vs "5 apples for $4.00", students set up ratios and compute which is a better value based on equivalent unit rates
Expectation Cluster
Expectation Cluster
F1.1 describe several ways money can be transferred among individuals, organizations, and businesses
F1.2 estimate and calculate the cost of transactions involving multiple items priced in dollars and cents, including sales tax, using various strategies
F1.3 design sample basic budgets to manage finances for various earning and spending scenarios
F1.4 explain the concepts of credit and debt, and describe how financial decisions may be impacted by each
F1.5 calculate unit rates for various goods and services, and identify which rates offer the best value
F1.6 describe the types of taxes that are collected by the different levels of government in Canada, and explain how tax revenue is used to provide services in the community
Mathematical Modelling is a key process expectation that connects across multiple strands. Opportunities to engage students in modelling may arise naturally within rich, real-world contexts — for example, in financial literacy (e.g., creating a budget), measurement (e.g., designing a garden space), or data (e.g., interpreting results from a student survey).
We recommend using open-ended tasks where students define problems, make decisions, and justify their thinking — even in informal ways — as early steps toward developing modelling skills.
See our Mathematical Modelling page for more information.
Process Expectation Focus: Reasoning and Proving, Communicating
Organize your observations of student learning related to the key concepts and skills for this topic:
Explore a menu of possible MathUP lessons, Building Fluency lessons, problems, explorations and games.Please Note: Access is limited to current WRDSB employees.
During this topic, pay attention to the students' ability to think critically and creatively.
Do students connect the mathematics they are learning to familiar contexts?
Do students use their mathematical thinking to make and justify decisions?
Do students use mathematics to help them identify and/or address important social issues?
Models and Tools
Models and Tools
Concrete Learning Resources Tools:
grocery and other flyers
ratio tables
Virtual Learning Resources and Tools:
Google Sheets
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