Saving money

Saving money

Auto-markingPencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about working out how much savings people make over time.

Question 1Change answer

illustration: Joseph
a) Joseph is saving up to buy something special.
    He puts $8 into his bank account every week. 
    After 12 weeks how much has he put in the bank? $ 

Question

illustration: Wiremu
b) Wiremu wants to save for a $480 bike.
    He saves $20 per week.
    About how long does it take him to save the $480?

    • 5 weeks

    • 10 weeks

    • 15 weeks

    • 20 weeks

    • 25 weeks

    • 30 weeks

Question 1Change answer

illustration: Ethan
c) Ethan puts $690 into his bank account over 30 weeks.
    He puts the same amount each week.
    How much did he put each week? $ 
Task administration: 
This task can be completed with pen and paper or online (with auto marking).
Level:
3
Curriculum info: 
Maths, Number and Algebra, Number Strategies
Keywords: 
multiplication, division, money, saving, banking
Description of task: 
Student solve multiplication and division problems that involve money.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Multiplicative thinking, sets 4-5
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
    Y6 (11/2013) 
a) 96 very easy
b) E - 25 weeks very easy
c) 23 easy
a) - c)
All 3 correct
2 or more correct
easy
very easy
Based on an online sample of 65 Year 6 students.
Diagnostic and formative information: 
Student strategies
The range of strategies that students used in the trial were:
  • Fully multiplicative partitioning strategies (Number Framework Stage 7).
  • Fully multiplicative basic facts partitioning attracted students of equal ability to place value partitioning.
  • Using fully multiplicative doubling and halving, or a mix of multiplicative and additive strategies (Number Framework Stage 6).
  • Using doubling strategies involving some addition (Number Framework Stage 6).
  • Using only repeated addition (Number Framework Stage 5). Skip counters were of similar mean ability as repeated adders for this resource.
  • Using only array diagrams (Number Framework Stage 3).
     
a) 20
c) 660 or 720
 The student adds instead of multiplying. Students may have a reading issue. Ask the students to read the question out loud.
a) 88 or 104
    (11 or 13 groups of 8)
c) 22 or 24
 The student uses skip counting or repeated addition, but counts one group short or one group too many.  Encourage these students to record their tallies in a consistent manner. The student needs to then move on to part-whole strategies (e.g., 12 x 8 = 10 x 8 + 2 x 8). Click on the resource How many are there? for student work samples and more information about strategies.