Mathematics · Year 5

Active learning ideas

Comparing Value for Money

Active learning works well for comparing value for money because students need to handle real items, compare concrete numbers, and discuss their reasoning. Calculating unit prices becomes clearer when they measure grams or millilitres themselves rather than just looking at labels.

• ACARA Content Descriptions
• AC9M5N08

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Collaborative Problem-Solving
• 45 min · Small Groups

Supermarket Sweep: Cereal Comparison

Provide flyers or real cereal boxes in small groups. Students record total price and mass, calculate unit price per 100g using division, then rank options. Groups present top value with evidence.

Analyze the most effective way to compare value for money between two different sized products.

Facilitation Tip

During Supermarket Sweep, have students physically weigh cereal samples to confirm grams before calculating.

What to look for

Present students with two similar products, each with a different size and price (e.g., 250g of biscuits for $3.00 vs. 400g for $4.50). Ask them to calculate the unit price for each and write which offers better value for money, showing their working.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 02

• Collaborative Problem-Solving
• 30 min · Pairs

Drink Deal Debate: Pairs Challenge

Pairs receive labels from juice bottles of varying sizes and prices. They compute price per litre, compare results in a table, and debate which offers best value considering taste preferences.

Design a strategy for a consumer to make informed purchasing decisions.

Facilitation Tip

For Drink Deal Debate, assign roles so each pair must defend their calculation to the other.

What to look for

Pose the question: 'Imagine a cereal box is advertised as 'Family Size' and costs $6, while a smaller box costs $4. What information do you need to decide which is actually better value?' Guide students to discuss quantity and unit price calculation.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 03

• Collaborative Problem-Solving
• 35 min · Whole Class

Marketing Makeover: Whole Class Critique

Display ads with misleading claims as a class. Students vote on value using unit prices, then redesign packaging labels to show true comparisons clearly.

Critique common marketing tactics that might mislead consumers about value.

Facilitation Tip

In Marketing Makeover, display packaging side-by-side and ask students to circle hidden costs like excess plastic.

What to look for

Give students a scenario: 'You need to buy juice. Option A is 1 litre for $3.50. Option B is 500ml for $1.80.' Ask them to calculate the unit price for both and state which is the better deal, explaining their reasoning in one sentence.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 04

• Collaborative Problem-Solving
• 40 min · Individual

Budget Shop: Individual Planner

Give each student a $20 budget and product lists. They calculate unit prices, select items for best value, and justify choices in a shopping list report.

Analyze the most effective way to compare value for money between two different sized products.

Facilitation Tip

During Budget Shop, provide a blank table so students structure their price and quantity data before writing conclusions.

What to look for

Present students with two similar products, each with a different size and price (e.g., 250g of biscuits for $3.00 vs. 400g for $4.50). Ask them to calculate the unit price for each and write which offers better value for money, showing their working.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

A few notes on teaching this unit

Teachers should first model a worked example with clear steps: note size, note price, divide, label. Avoid skipping the labeling step because students often forget to distinguish between price per gram and price per kilogram. Research shows students learn best when they teach their method to peers, so pair or small-group sharing deepens understanding. Keep the focus on process, not just answers, by asking 'How did you reach that rate?' often.

Successful learning looks like students confidently calculating unit prices, explaining why a larger package may not be cheaper, and justifying choices with evidence. By the end, they should prefer unit rates over total prices or marketing claims.

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Watch Out for These Misconceptions

• During Supermarket Sweep, watch for students who assume the larger cereal box is automatically the better deal without checking unit prices.

  Give each group a 500g box priced at $4 and a 1kg box priced at $7.50. Require them to calculate both unit prices on the board and identify the cheaper rate before they can claim which is better value.

• During Drink Deal Debate, watch for students who rely on the discount percentage rather than recalculating the unit price after the sale.

  Provide a small bottle on sale for 20% off and a larger bottle at full price. Ask pairs to calculate the final unit price for both and defend which is truly cheaper, forcing them to compare actual rates instead of percentages.

• During Budget Shop, watch for students who select options based only on the lowest total price without considering quantity.

  Give students a 250g snack priced at $2.50 and a 400g snack priced at $4.00. Require them to fill a results table with unit prices and justify their choice in writing, linking quantity to value.

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Methods used in this brief

• Collaborative Problem-Solving