Year level: 6

Strand: Number

Lesson length: 85 mins

In this fourth lesson in the series, we encourage financial literacy and reinforce understanding of fractions in a practical context, by learning how to find a fraction or percentage of an amount, through budgeting for a fictitious class party!

This lesson was developed in collaboration with the Australian Association of Mathematics Teachers (AAMT).

Fractional funds Image

Achievement standard

Students add and subtract fractions with related denominators and solve problems involving finding a fraction or percentage of a quantity. They use mathematical modelling to solve financial and other practical problems involving percentages and rational numbers, formulating and solving the problem, and justifying choices.

Content description

Students solve problems that require finding a familiar fraction, decimal or percentage of a quantity, including percentage discounts, choosing efficient calculation strategies and using digital tools where appropriate. AC9M6N07

Students solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions. AC9M6N05

Students use mathematical modelling to solve practical problems, involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and efficient calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made. AC9M6N09

General capabilities


  • Interpreting fractions (Level 8)
  • Understanding money (Level 7)
  • Proportional thinking (Level 2)
  • Interpreting and representing data (Level 4)

Critical and Creative Thinking

  • Create, communicate and collaborate

Personal and Social capability

  • Social management: Collaboration


  • Reserve time at the end of the lesson for students to reflect and demonstrate their learning.
  • Use the Fractional fund exit ticket (slide 8) to ask: ‘What percentage do you think these sections represent? Prove your answer using mathematical language.’
  • Expect responses such as: ‘They are 1 5 or 20% each because there are 5 pieces’; inappropriate ratios/explanations.

Some students may:

  • find it challenging to create equivalent fractions. Encourage hands-on activities or representations such as an area model with discussions to reinforce the concept of equivalence.
  • get confused finding fractions that sum to 1; restating all the fractions with the same denominator will allow students to test and adjust their fraction sums.
  • find it challenging to make trade-offs when allocating funds in the budget. They might need guidance to understand that increasing the budget for one category means reducing it for another by the same amount or fraction.
  • struggle with finding fractions of an amount if they use more challenging fractions such as 2 7 ,  2 15 or   1 23 . Encourage students to use more familiar divisors such as 2, 3, 4, 5, 8 or 10, or allow the use of calculators to help (or check) division.

Understanding of how to find equivalent fractions and to add/subtract fractions with related denominators.

What you need:

  • Lesson Plan (Word)

  • Teacher’s slides (PowerPoint)

  • Fractional funds class party budget (Excel)

  • Fractional funds budget planning sheet (Word)

  • Unifix cubes or counters

  • Technologies, such as tablets/computers with access to Microsoft Excel, Google Sheets or similar

  • Calculators (optional)

  • Protractors and pairs of compasses (optional)