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Students then plan a birthday party using a $100 budget, make informed trade-offs, and discuss how needs and wants vary across people and cultures, linking choices to spending decisions through listening, analysis and interpretation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/lets-party-lesson-plan-middle-primary/381971/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/lets-party-lesson-plan-middle-primary/381971.png","ImageObject",442,249,{"name":42,"@type":43},"Bintang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-09-24",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main learning focus of the “Let’s party!” lesson?","Question",{"text":63,"@type":64},"Students learn to understand and compare needs and wants and to budget for a birthday party, considering how these factors affect spending choices.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do students develop and analyze needs and wants?",{"text":68,"@type":64},"Students work in small groups to list items that should be included, explore the want/need difference using worksheets, and then represent differences using tools such as graphs, spreadsheets, or tables.",{"name":70,"@type":61,"acceptedAnswer":71},"How do students use the budget in the lesson?",{"text":72,"@type":64},"Each student plans a birthday party with a $100 budget, using catalogues or online shopping options to compare prices and then reflecting on compromises and decisions made.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},381971,1791725085,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,103,108,113,118,123],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},11,90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},21,"Paper Templates",5,"papers-templates",{"id":124,"doc_module":22,"doc_module_name":25,"category_name":125,"show_sort_weight":4,"slug":126},158,"General","general-158",{"code":4,"msg":82,"data":128},{"doc_id":79,"user_id":129,"nickname":42,"user_avatar":130,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":136,"language":137,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":12,"update_tm":141,"read_time":26},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","45–60 mins.  \nMiddle Primary  \nLet’s party!  \nIn this lesson students learn about needs and wants whilst budgeting for a birthday party.  \nOutcomes  \nStudents:  \n• understand and compare data  \n• grasp the notion of budgeting  \n• appreciate how needs and wants vary between people and cultures  \n• consider how needs and wants impact spending choices  \n• listen, analyse and interpret peers’ viewpoints  \n Curriculum links v9.0 English  \nAC9E3LY02  \nAC9E3LA09  \nAC9E4LA02  \nAC9E4LY02  \nMathematics  \nAC9M3ST01  \nAC9M4ST01  \nAC9M4N01  \nAC9M4N06  \nAC9M4N08  \nAC9M4ST03  \nHASS  \nAC9HS3S07  \nAC9HS3S06  \nAC9HS4S06  \nTechnologies  \nAC9TDI4P06  \nAC9TDI4P07  \nGetting started (10 mins)  \n1. What makes a good birthday party?  \n• As a class warm-up ask students to physically line up in order of their birth dates. Whose birthday is coming up?  \nOpen a conversation with your students about birthday parties:  \n• Share a few different examples from the class about various ways people celebrate birthdays.  \n• What makes a good birthday party? Explore the variety of views in the classroom.  \nDiscovery (35-50 mins)  \n1. Needs and wants  \n• Split the class into small groups.  \n• Give the groups 5 mins to develop a list of items they agree should be included in a birthday party. Then what they agree doesn’t have to be included. Appoint someone from the group to record the responsesand someone to share the group’s conclusions to the class (see Worksheet 1) .  \n• Briefly explore the difference between a want and a need (see Worksheet 2) .  \n• What ways can the class collate and represent the difference in one another’s needs and wants (eg., a graph, spreadsheet, table)? What are they discovering in their analysis?  \n2. Plan your birthday party  \n• Based on the information they shared, have each student plan a birthday party with a budget of $100 (see example Worksheet 3) .  \n• Offer students access to catalogues or online shopping options to assist with decisions and to compare prices.  \n• Choose from the following discussion points which lead to more inquiry-based question(s) . (Use examples from the Worksheets below or create your own.)  \nǀ What compromises did you have to make?  \nǀ What was difficult to go without?  \nǀ What decisions were made so the event would still be fun?  \n(E.g., Did anyone combine parties with another person? Did anyone ask for gifts that would add to the party atmosphere?)  \nǀ Why do people’s needs and wants differ? How might this changeover a lifetime?  \nǀ What did you discover about the process?  \nǀ What can this activity teach us about money?  \nǀ How does this impact our lives as consumers?  \nJuly 2023  \nMiddle Primary  \nLet’s party!  \n General Capabilities  \nDigital Literacy  \nLocate information Level 3 Acquire and collate data Level 3 Interpret data Level 3  \nNumeracy  \nMeasuring time Level 4 Interpreting and representing data Level 3  \nAdditive strategies Level 7 Multiplicative Strategies Level 7 Understanding Money level 6–7  \nOther resources  \nHow to do a budget  \nBudget planner-Moneysmart. [gov.au](gov.au)  \nInquiry based learning  \nFirst Nations cultural considerations NB – This can be adapted to investigate the budgeting for a celebration using traditional foods or a celebration other than a birthday party. What might a sporting celebration at the end of a sporting season look like? Or the welcoming of a baby cousin? Or create activities in preparation for an event during NAIDOC Week? or National Reconciliation Week-Twinkl. What needs to be paid for? What are some items that need to be purchased? What will the budget look like?  \nExtension (30 mins)  \n• Have your students explore Dollar Street ([gapminder.org](gapminder.org)) .  \nThere are stories of 264 families across 50 countries to showcase how people around the world really live.  \nǀ Click on a country and explore the link ‘Visit this home’.  \nǀ Share together the notable differences and similarities in the standard of living (see Worksheet 4) .  \n• For a take ho","cbCaisUzWmIngV54","https://ap.wps.com/l/cbCaisUzWmIngV54","pdf",352987,6,"English","# Getting started (10 mins)\n## What makes a good birthday party?\n# Discovery (35-50 mins)\n## Needs and wants\n## Plan your birthday party\n# Extension (30 mins)\n## Explore Dollar Street and comparisons\n# Worksheets","[{\"question\":\"What is the main learning focus of the “Let’s party!” lesson?\",\"answer\":\"Students learn to understand and compare needs and wants and to budget for a birthday party, considering how these factors affect spending choices.\"},{\"question\":\"How do students develop and analyze needs and wants?\",\"answer\":\"Students work in small groups to list items that should be included, explore the want/need difference using worksheets, and then represent differences using tools such as graphs, spreadsheets, or tables.\"},{\"question\":\"How do students use the budget in the lesson?\",\"answer\":\"Each student plans a birthday party with a $100 budget, using catalogues or online shopping options to compare prices and then reflecting on compromises and decisions made.\"}]","Let’s party! - Lesson plan - Middle Primary | PDF",1790248248]