Grade 6 Math: Financial Literacy unit
Students look at how people pay for things, set saving and earning goals, and plan how to reach them, including the surprises that can help or get in the way. They learn what interest is, work out interest on savings and loans, compare accounts with fees, and look at ways to trade, lend, borrow and donate. In the performance task they build a two-day money plan for a goal. All prices, rates and accounts are made up for practice.
What's included
- Unit overviewBig ideas, expectations by code, learning goals and success criteria
- Day-by-day calendar16 days planned, including catch-up and review days
- 12 three-part lessonsMinds On, Action and Consolidation, with timings, questions to ask and common mistakes
- Lesson slidesA ready-to-project deck for every lesson: goals, worked examples, discussion questions and exit tickets, with your lesson steps in the speaker notes
- Student worksheets with answer keys118 questions in all, every numeric answer checked by software
- Diagnostic and quick checksA Day 1 diagnostic and 3 quick checks to adjust your teaching
- Performance task and rubric“My money plan”, with a rubric across all four achievement chart categories
- Unit test and answer key35 marks, sorted by achievement chart category
- AccommodationsSupports for students with IEPs, English language learners, and extensions
Look inside
These are real pages from the unit.
Day-by-day calendar
| Day | Lesson or assessment | Expectations |
|---|---|---|
| 1 | Diagnostic and unit launch | |
| 2 | Lesson 1: Ways to pay | F1.1 |
| 3 | Lesson 2: Choosing a way to pay | F1.1 |
| 4 | Lesson 3: Saving and earning goals | F1.2 |
| 5 | Lesson 4: Steps to reach a goal and trade-offs | F1.2, F1.3 |
| 6 | Lesson 5: Earning plans | F1.2 |
| 7 | Lesson 6: What helps and what gets in the way | F1.3 |
| 8 | Lesson 7: Interest on savings | F1.4 |
| 9 | Lesson 8: Interest on loans | F1.4 |
| 10 | Lesson 9: Fees on accounts | F1.4 |
| 11 | Lesson 10: Comparing accounts | F1.4 |
| 12 | Lesson 11: Trading, lending and borrowing | F1.5 |
| 13 | Lesson 12: Donating and sharing resources | F1.5 |
| 14 | Performance task, day 1 | F1.1, F1.2, F1.3, F1.4 |
| 15 | Performance task, day 2 | F1.1, F1.2, F1.3, F1.4 |
| 16 | Unit test | F1.1 to F1.5 |
Lesson 1: Ways to pay
Learning goal: We are learning to describe cash, debit, credit, mobile pay and gift cards, and to say what is good and not so good about each.
Success criteria:
- I can name at least five ways to pay.
- I can give an advantage and a disadvantage of a payment method.
- I can work out change and a new balance.
Minds On (10 min)
- Show a picture of a cashier counter with a card reader, a cash drawer and a phone tap. Ask: "If you could pay for a snack three different ways, how many ways can you name?"
- Students think alone, share with a partner, then share with the class.
Action (35 min)
- Build a class chart: cash, debit card, credit card, mobile pay (tap with a phone), gift card, e-transfer. For each, ask where the money comes from. Cash, debit and gift cards use money you already have. A credit card borrows money you must pay back.
- Model question 1 (change from cash) and question 2 (debit balance) on the board.
- Students complete the worksheet in pairs, then add one advantage and one disadvantage per method to the chart.
Consolidation (15 min)
- Discuss question 4: why a credit card is not extra money.
- Add ideas to the class chart. Star the ideas that are about safety.
- Exit: "Name one way to pay and one good thing and one not-so-good thing about it."
Ways to pay
Show your work. These numbers are made up for practice. They are not real prices or rates.
- Maya buys a notebook for $4.75 and a pack of pens for $3.40. She pays with a $10.00 bill. How much change does she get?
- Sam has $65.00 in a debit account. He buys a jacket for $38.50 with his debit card. What is left in the account?
- Lena has a gift card worth $25.00. She buys a game for $17.60. How much is left on the card?
- Ravi buys a $52.00 game with a credit card. He says, "I got it for free." Explain what is wrong with what Ravi said.
- Give one advantage and one disadvantage of paying with cash.
- Give one advantage and one disadvantage of paying with a phone tap.
- A shop takes only cards. Name two ways you could pay.
Answer keys with worked steps are in the Teacher Guide.
Performance task: My money plan
Alex wants a $168.00 item. Alex has $36.00, walks dogs 3 times a week for $8.00 a walk, and gets $6.00 allowance. Alex donates 10% of all weekly earnings and saves the rest. Make a plan for Alex. All numbers are made up.
| Category | Level 1 | Level 2 | Level 3 | Level 4 |
|---|---|---|---|---|
| Knowledge and Understanding | Shows little understanding of earning, saving, interest or fees. | Shows some understanding with several errors in meanings or steps. | Shows clear understanding of the money ideas, with small errors. | Shows thorough understanding of every money idea used. |
| Thinking | Makes a plan with little planning or comparing. | Makes a plan with some comparing; steps are partly missing. | Makes a plan with clear steps and a sensible comparison of accounts. | Makes an effective plan, plans for surprises and justifies every choice. |
| Communication | Work is hard to follow; math words are rarely used. | Work can be followed with effort; some math words are used. | Work is clear, with correct math words and shown steps. | Work is very clear, well organized and uses math words precisely. |
| Application | Uses math with major errors for this situation. | Uses math with some errors for this situation. | Uses math correctly for the situation, with minor slips. | Uses math correctly and extends the plan to new situations. |
Lessons in this unit
- Ways to payLearning to describe cash, debit, credit, mobile pay and gift cards, and to say what is good and not so good about each.F1.1
- Choosing a way to payLearning to choose a good way to pay for different situations and to count the cost of fees.F1.1
- Saving and earning goalsWe are learning about saving goals and earning goals, and how to work out how long a goal will take.F1.2
- Steps to reach a goal and trade-offsWe are learning the steps for reaching a financial goal and what a trade-off is.F1.2, F1.3
- Earning plansLearning to plan ways of earning money and to find income, costs and profit.F1.2
- What helps and what gets in the wayWe are learning about things that can help or get in the way of reaching a financial goal.F1.3
- Interest on savingsWe are learning that a bank pays interest on money saved, and how to work out interest at a given rate.F1.4
- Interest on loansWe are learning that borrowers pay interest, and how to find the total to pay back.F1.4
- Fees on accountsWe are learning about the fees that come with bank accounts and loans, and how to compare them.F1.4
- Comparing accountsLearning to compare accounts by looking at both interest earned and fees paid.F1.4
- Trading, lending and borrowingWe are learning how people share what they have by trading, lending and borrowing.F1.5
- Donating and sharing resourcesWe are learning about donating and the many ways people share money and other resources.F1.5
Ontario curriculum expectations covered
- F1.1
- Describe good and not-so-good points of the different ways people can pay for goods and services.
- F1.2
- Name kinds of financial goals, such as saving and earning goals, and list main steps for reaching them.
- F1.3
- Describe things that can make it easier or harder to reach a financial goal.
- F1.4
- Explain what interest rates are and name the interest rates and fees on accounts and loans from different banks and other lenders.
- F1.5
- Describe trading, lending, borrowing and donating as ways that money and other resources move between people and groups.
Questions about this unit
How long is this unit?
16 school days: 12 lessons plus a diagnostic, a catch-up day, a two-day performance task, a review day and the unit test.
Which expectations does it cover?
F1.1, F1.2, F1.3, F1.4, F1.5 from Mathematics (2020), Strand F: Financial Literacy, F1 Money and Finances.
What format are the files?
Each unit comes as a Teacher Guide and Student Pages, both as editable Word files and print-ready PDFs, plus a PowerPoint deck of lesson slides. The Word files open in Google Docs and the slides open in Google Slides, so you can change anything.
Can I share it with my colleagues?
A single licence is for one teacher's classes. For a grade team, the team licence covers up to 5 teachers at one school for $49.99.
What if it isn't right for my class?
Email help@unitplans.ca within 7 days of buying for a full refund.