1. School-initiated Mathematics Programme JING SHAN PRIMARY SCHOOL Primary 4 Shopping Trip

2. PR 4 SHOPPING TRIP Objectives To provide an opportunity for the pupils to handle real money to purchase items. To plan what to purchase and to work out the costs involved.

3. PR 4 SHOPPING TRIP Objectives To work together in a team to get the best value for money for the items purchased. To provide pupils with a meaningful real-life Math activity that provides learning as well as fun.

4. PRIOR KNOWLEDGE Multiplying decimals up to hundredths place by a 1-digit number. The concept of money -how money values are written -addition and subtraction of money values

5. WRITTEN ASSIGNMENTS Many of the written assignments for the topic of money is based on the P4 Shopping Trip and the exercises in the workbook are selectively done.

6. PREPARATION FOR THE ACTIVITY Raising the funds Pupils and their parents are informed of the shopping activity and of the adoption of AWWA Social Services as the beneficiary of the items bought with the donations raised. The old folks are a regular part of the audience during celebrations such as Children’s Day so the pupils and parents are aware of the help the school renders.

7. PREPARATION FOR THE ACTIVITY Collecting and sharing the funds raised The total amount donated is then shared among the number of groups in the class. Each group comprises 5-6 pupils, so in a class there could be 6-8 groups, depending on class size. The pupils work out the amount that each group will get and actually share the amount out, sometimes seeking change from the canteen vendors. (Practice of division and rounding off)

8. SHARING THE DONATIONS AMONG THE GROUPS Example of a possible scenario: Total amount collected: $ 222 Number of pupils in the class: 40 Number of groups: 8 Amount each group gets: $ _____ Pupils work out the amount in their groups. Interesting examples arise when the amount cannot be equally shared like $223÷8. Then pupils discuss how best to solve the problem and whether to round up or down and give reasons for their answers. Questions like how much change is left after the sharing can also be discussed.

9. PREPARATION FOR THE ACTIVITY Shopping list The teacher then discusses with the class the items the Centre has asked for and they tick off to see how many of these items are on their list. An indicative price list of the items (from the previous year’s activity) is then given to the pupils.

10. PLANNING WHAT TO BUY The pupils sit in their groups and work out how many of each item they want to buy. After school, some of the pupils or the teachers visit the outlet to check on the prices of these items. The next day, the pupils finalise their purchase list and work out the total amount they will spend.

11. MAKING THE BEST BUYS Permutations Pupils in the groups must buy at least one of each of 6 items from the list given by the Home/School. Pupils work out in their groups the permutations to maximise the number of different items which would get them as close to their given amount to spend without exceeding it.

12. EXAMPLE OF A LIST OF ITEMS TO PURCHASE ITEMUNIT PRICENUMBER OF ITEM TO BUY TOTAL PRICE PAID FOR ITEM MILO HORLICKS SUGAR SALT COOKING OIL BISCUITS TOTAL PAID

13. PERMUTATIONS This activity involves a lot of Mathematical calculations and thought. The pupils work out their cost in tables and then compare and contrast the options available before reaching a decision. (Topics: Multiplying decimals and Money) The teacher acts as a facilitator and at no time offers any solution to the problem.

14. PLANNING WHAT TO BUY

15. MORE BANG FOR YOUR BUCK Teacher and pupils discuss how to make value buys, for example:- a) Would it be better value for money to buy a 2-kg pack of sugar for $2.70 or 2x1-kg packs at $1.45 each? b) Would it be better value to buy a 3l Brand A cooking oil for $10 or 3l Brand A+ 250ml free for $12? Pupils work out their answers and offer their reasons for what they feel are the value buys.

16. PLANNING WHAT TO BUY It is interesting that on the day of the shopping trip, some items may be either cheaper or more expensive and pupils need to make changes to the shopping list.

17. THE SHOPPING TRIP Accompanied by teachers and parent volunteers, the pupils in a class make their way to the nearby ‘Shop and Save’ outlet. Pupils shop in their group, total up their purchases and double-check their shopping list as well as make changes if there are price discrepancies.

18. MAKING WISE BUYS

19. PAYING FOR THE PURCHASES

20. MAKING THE PURCHASES Pupils may source for special offers and compare the same items of different brands to make better choices. For example, they can choose between a housebrand of digestives for a branded one and work out the savings.

21. POST SHOPPING Pupils return to school with their purchases and work out a table showing their purchases and amount spent. The amount has to tally with the receipt issued for items purchased. The groups then present their tables during a gallery walk.

22. HAPPY SHOPPERS

23. EXAMPLE OF A COMPLETED TABLE WITH AMOUNT GIVEN OF $30 ITEMUNIT PRICENUMBER OF ITEM TO BUY TOTAL PRICE PAID FOR ITEM MILO$5.501 HORLICKS$4.901 SUGAR (2KG)$2.702$5.40 SALT (250G)$0.203$0.60 COOKING OIL (3l)$10.001 BISCUITS$1.203$3.60 TOTAL PAID$30.00

24. POST SHOPPING In their groups, pupils may then take note and work out some of the following:- -the total amount spent on each item, as a class -the total amount spent during the trip -the most common item bought, etc

25. EXAMPLE OF A TABLE OF PURCHASES AS A CLASS ITEMNUMBER OF ITEM BOUGHTTOTAL AMOUNT SPENT MILO HORLICKS SUGAR (2KG) SALT (250G) BISCUITS

26. STRETCHING THE MIND Pupils may have difficulty working out multiplication of a money value by a 2-digit number, like $4.90 x 12.(12 tins of MILO) This is where pupils’ thinking can be stretched and they can work in groups to offer their solutions.

27. POST SHOPPING Pupils pack similar items together and store them in a special room for the visit to the Centre. During the visit, some of the P4 pupils interact and entertain the residents. It is a CIP activity that the pupils enjoy and for which positive feedback has been obtained.