Mathematics Lesson 2: Value for Money PLEASE NOTE: Information on potential Assessment for Learning (AfL) strategies or Thinking Skills and Personal Capabilities will appear in these notes in italics. Instructions to the teacher, notes, or questions to discuss in class will appear in these notes as normal text.

Learning Intentions We are learning how to find the best value for goods. AfL    Focus on learning   Share this AfL learning intention with pupils in your introduction to the lesson.    Share and negotiate success criteria with pupils.   Examples of success criteria Pupils will be able to: compare costs like with like; calculate unit costs and compare to find the best value; and explain when it is not appropriate to buy goods with the cheapest per unit price.

AfL      This part of the lesson uses the following strategies:      effective questioning; and      scaffolding reflection by asking for feedback from pupils.    Thinking Skills and Personal Capabilities     In this activity, pupils have the opportunity to develop the following skills:   Thinking, Problem-Solving and Decision-Making;   Being Creative; Working with Others; and   Self-Management. Discuss with the class the deals that attract customers into shops.  Customers are attracted by the deals and then what happens? Customers buy things they hadn’t planned to buy, they spend more to save more etc.

AfL      This part of the lesson uses the following strategies:      effective questioning; and      scaffolding reflection by asking for feedback from pupils.    Thinking Skills and Personal Capabilities     In this activity, pupils have the opportunity to develop the following skills:   Thinking, Problem-Solving and Decision-Making;   Being Creative;   Working with Others; and   Self-Management. Discuss online, clearance and sale deals.  Retailers can offer deals that help customers save money. They can also make deals seem better than they really are. Brainstorm activity: How do we know it is a good deal?

Deal or No Deal? Use this amusing sign to explain that deals are not always the best value.

Deal or No Deal? AfL       This part of the lesson uses the following strategies:       effective questioning; and       scaffolding reflection by asking for feedback from pupils;      Thinking Skills and Personal Capabilities      In this activity, pupils have the opportunity to develop the following skills:    Managing Information; Thinking, Problem-Solving and Decision-Making; and    Working with Others.    For the Deal or No Deal game, use Resource 2a to create cards if required. Put the pupils into groups of three or four.  Give them a whiteboard and a marker or the Deal and No Deal cards to hold up for their choices.  Show slides 6–10 one at a time and ask the groups to write Deal or No Deal on the whiteboard or hold up the relevant card. 

Deal or No Deal?

Deal or No Deal?

Deal or No Deal?

Deal or No Deal?

Deal A or Deal B? AfL        This part of the lesson uses the following strategies:        effective questioning; and        scaffolding reflection by asking for feedback from pupils. Thinking Skills and Personal Capabilities       In this activity, pupils have the opportunity to develop the following skills:     Managing Information;  Thinking, Problem-Solving and Decision-Making; and     Working with Others.   For the Best Value game, use Resource 2b to create cards if required. Put the pupils into groups of three or four.  Give them a whiteboard and a marker or the Deal A and Deal B cards to hold up for their choices. Show slides 11–16 one at a time and ask the groups to work out which is the best deal and write Deal A or Deal B on the whiteboard or hold up the relevant card.

Deal A or Deal B?

Deal A or Deal B?

Deal A or Deal B?

Deal A or Deal B?

Deal A or Deal B?

Comparing like with like Bran Flakes 1Kg Bran Flakes 500g AfL         This part of the lesson uses the following strategies:         effective questioning; and         scaffolding reflection by asking for feedback from pupils.        Thinking Skills and Personal Capabilities        In this activity, pupils have the opportunity to develop the following skills:      Managing Information;   Thinking, Problem-Solving and Decision-Making; and      Working with Others.   Discuss with the pupils the need to compare like with like and unit cost.  Explain different ways of comparing like with like, for example simple proportion, doubling and dividing down to give price per 100 g or price per item    Use this example: How can we compare the cost of these two items? Double the cost of 500 g to get the cost of two boxes, which would be the same quantity as the large 1 kg box. Or do the opposite – divide in two the cost of the 1 kg box. £3.99 £2.69 Two 500g boxes would cost £2.69 x 2 = £5.38

Comparing like with like Bran Flakes 1Kg Bran Flakes 500g Explain to the pupils that many shops show an item’s unit cost, which is the price for an amount such as 100 g. Unit cost £3.99 £2.69 (£0.40/100g) (£0.54/100g)

Comparing like with like And dishwasher tablets For kitchen roll And dishwasher tablets Kitchen Roll 2 pack Kitchen Roll 4 pack Dishwasher Tablets 34 tablets Dishwasher Tablets 84 tablets AfL         This part of the lesson uses the following strategies:         effective questioning; formative feedback; and         scaffolding reflection by asking for feedback from pupils.        Thinking Skills and Personal Capabilities        In this activity, pupils have the opportunity to develop the following skills:      Managing Information;  Thinking, Problem-Solving and Decision-Making; and      Working with Others.   Discuss reasons why you might not buy the item that is the best value, for example: You wouldn’t use it all and if it’s something like oranges they could go off. You might not have enough money to spend at that time. Give pupils Worksheet 2: Best Value, let them work though it and discuss after. You could create other examples to extend or adapt the activity. £1.35 £2.60 £8.00 £12.00 (£1.35/100 sheet) (£1.30/100 sheet) (£0.24/each) (£0.14/each) Cost per 100 sheets Cost for each tablet