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VCAL – Numeracy unit:Budgeting, losses and probability

SCHOOL EDUCATION PROGRAM

SCHOOL EDUCATION

PROGRAM

Acknowledgements

Project sponsor: Louise Glanville, Chief Executive Officer, Victorian Responsible Gambling Foundation

Resource authors: Sally Gissing, Senior Prevention Programs Advisor, Victorian Responsible Gambling Foundation, Jamie Gray, Leading VCAL teacher, Oliver Lovell, Secondary mathematics teacher, Ian Lowe Mathematics education consultant and Robert Money, Mathematics education consultant.

Resource editors: Alice Dunt, Director, Prevention, Victorian Responsible Gambling Foundation; and Steve Dobney, Editorial Consultant

First published 2016 Reprinted with amendments 2017

© The Victorian Responsible Gambling Foundation and licensed for re-use under the Creative Commons Attribution 3.0 Australia licence.

www.responsiblegambling.vic.gov.au/copyright

Victorian Responsible Gambling Foundation

Address: Level 6, 14–20 Blackwood Street, North Melbourne, Victoria 3051

Mail: PO Box 2156, Royal Melbourne Hospital, Victoria 3050

Ph: (03) 9452 2600

Website: www.responsiblegambling.vic.gov.au

Email: [email protected]

2 SCHOOL EDUCATION PROGRAM – Numeracy unit: Budgeting, losses and probability

SCHOOL EDUCATION

PROGRAM

School Education Program

The Victorian Responsible Gambling Foundation is working towards reducing harm from gambling in our community by building greater awareness and understanding of the risks involved. We work with young people, educators, coaches and parents, to provide balanced information and practical resources to prepare young people before they reach the legal gambling age.

The gambling environment has changed. Never before has gambling been so heavily promoted and accessible, especially through sport, making it feel like a normal part of the game. As a result it is harder for students to recognise the potential harms of gambling. We want young people to love the game, not the odds.

Our School Education Program is one of a suite of Love the Game community programs that raise awareness about the way young people are being increasingly exposed to gambling.

Drawing on the latest research, this free program supports your secondary school community to help students develop healthy and informed attitudes to gambling.

This program offers:

• face-to-face information sessions for teachers, parents and students

• units of work to incorporate in your curriculum plans across a variety of subject areas, including this unit

• useful resources for parents.

You can select these and other strategies for preventing gambling harm in the program’s School Gambling Policy template, which can be adapted to suit your school’s needs. Access the policy template at lovethegame.vic.gov.au/schools

If, when teaching this unit, you become concerned that gambling is affecting a student, you can refer them to our free and confidential Gambler’s Help Youthline support service on 1800 262 376 or at gamblershelp.com.au/youthline. Concerned teachers and parents can also contact this service for advice or visit gamblershelp.com.au for more information.



SCHOOL EDUCATION

PROGRAM

This unit has been written in partnership with Mathematical Association of Victoria (MAV). The MAV has existed for over 100 years and aims to promote mathematics in society. Most of MAV’s work is with teachers, helping them to make mathematics better understood and more relevant to students’ lives. The MAV has joined with the Victorian Responsible Gambling Foundation to help students learn to avoid gambling-related harm while developing numeracy skills.

The Mathematical Association of Victoria

THE MATHEMATICALASSOCIATION OF VICTORIA

mav.vic.edu.au

Unit overview

Unit structureThis unit consists of three lesson plans each including:

• learning sequences with teacher notes

• separate worksheets for foundation, intermediate and senior VCAL students.

The most up-to-date version of this resource is available at lovethegame.vic.gov.au/resources

Curriculum links

Foundation level Intermediate level Senior level

The foundation unit enables students to develop the confidence to perform simple and familiar numeracy tasks and to develop the ability to make sense of statistical information in their daily personal lives. On completion of the award level students will be able to perform everyday tasks in the collection, analysis and representation of data.

The intermediate unit looks at mathematics and statistics applied to gambling data and the place of gambling in budgeting scenarios. The tasks relate strongly to the immediate and post-school personal environment, the workplace and the community. The purpose is to enable students to develop everyday numeracy skills to make sense of their personal and public lives.

Numeracy skills senior enables students to apply mathematical and statistical analysis to gambling data and the place of gambling in budgeting scenarios. The tasks involve purposeful exploration of large data sets and data analysis and representation that extend their numeracy skills in application to wider, less personal contexts and issues.

Learning outcome 3: Numeracy for personal organisation – Money and time

Learning outcome 3: Numeracy for personal organisation – Money and time

Learning outcome 1: Numeracy for interpreting society – Data



Learning outcome 2: Numeracy for interpreting society – Numerical information



Learning outcome 3: Numeracy for knowledge – Further study in maths (formulae)


Unit focusOn completing this unit students will understand the importance of prioritising their spending when first becoming financially independent, and that recreation costs such as gambling should be treated as a lower priority. Following this, students will interpret gambling data using tables and graphs to explore gambling expenditure in Australia and the importance of understanding how chance works in order to develop healthy and informed attitudes to gambling.

ResourcesTeachers need to ensure that students have access to:

• computers with software for graphing data sets

• the internet

• a data projector

• the student resources contained and mentioned in this unit (see below).

WorksheetsThree worksheets are provided for each lesson:

• Worksheet 1 is intended for foundation level

• Worksheet 2 is intended for intermediate level

• Worksheet 3 is intended for senior level.

There is also a reflection activity handout to be completed by students after each lesson.

If teachers have a mixed class they may give different worksheets to different students depending on their learning level.


Unit overview

Unit summary

Lesson Learning outcomes Activities and links to assessment

Resources

1. Gambling within a budget(100 minutes)

F, I, S: Students will know that budgeting is an important element in an individual’s financial planning.

F, I, S: Students will understand that budgets need to be up-dated as personal circumstances change.

F, I, S: Students will be able to recognise risky gambling expenditure in the context of personal budgeting.

I, S: Students will calculate accurately with whole numbers and simple fractions, decimals and percentages.

• Discussion about budgeting and tools available

• Introduction to the ‘Post-it’ budget task and the budgeting scenarios

• Use of appropriate levels of worksheets

• Final discussion

• Post-it notes

• Play money

• A3 poster paper

• Whiteboard markers

• Internet access

• Student worksheets 1, 2 and 3

• Student reflection activity

• Student self-assessment record

2. How much are people spending?(100 minutes)

F, I, S: Students will become aware of the amount of money spent on different forms of gambling.

F, I, S: Students will be able to interpret gambling data in terms of percentages and ratios.

• Introductory discussion about gambling expenditure in Australia





• Internet access

3. Chance and data(100 minutes)

F, I, S: Students will recognise that the notion of luck is not a reliable strategy to predict outcomes and that outcomes associated with some gambling games such as pokies and card games occur randomly.

F, I, S: Students will know that predicted outcomes and actual outcomes can differ.

I, S: Students will be able to create graphs in Excel, read information from graphs and interpret the information in a meaningful manner.

• Introduction to probability, graphing techniques and software



• Dice

• Coins

• Packs of cards

• Computer graphing software (Excel or similar)



• Student self-assessment record

Assessment and feedback

• Students may complete the student self-assessment both at the start and near the end of the unit.

• Teachers will provide feedback to students via conferencing, reflecting on the key elements achieved and areas for future development and focus. Students complete the reflection activity.


Unit overview

1. Gambling within a budget

Learning outcomes• F, I, S: Students will understand that budgeting

is an important element in an individual’s financial planning.

• F, I, S: Students will understand that budgets need to be up-dated as personal circumstances change.

• F, I, S: Students will be able to recognise risky gambling expenditure in the context of personal budgeting.

• I, S: Students will calculate accurately with whole numbers and simple fractions, decimals and percentages.

Resources• Play money: 30 × $20 notes (Appendix 2)

• A3 poster paper, whiteboard markers, Blu Tack (or similar), Post-it notes (or similar)

• Copies of Student ‘Post-it’ budget task – one per student (Appendix 3)

• Copies of worksheets levels 1, 2 or 3 as required (Appendices 4 to 6)

• Copies of the Student reflection activity (Appendix 13)

• Copies of the Student self-assessment record (Appendix 14)

• Teacher resource - Definitions (Appendix 1)

• Access to the Foundation’s ‘What are you prepare to bet?’ video at youtu.be/nR_AlP94Fjg

• Access to the MoneySmart website moneysmart.gov.au

Learning sequence with teachers notes

1.1 Tuning inStudents complete the Student self-assessment record (Appendix 14).

• Discuss with students what budgeting is and why it’s important, especially as they enter a phase in their lives where they’re becoming more financially independent but having to manage greater financial commitments with a limited income.

• Discuss the tools available that can assist in budgeting, for example spending tracker smart phone apps and websites such as moneysmart.gov.au

• Explain to students that this lesson is about creating different budgets for young people over 18 living independently and seeing what is left over for recreational activities including things like gambling.

1.2 ‘Post-it’ budget task• Provide all students with a copy of the ‘Post-it’

budget task (Appendix 3).

• Divide the class into groups of 3 or 4. Give each group: - A3 paper

- Post-it notes

- Blu Tack

- 20 × $20 play money notes.

• Students follow the instructions on the worksheet to generate a list of expenses and allocate money to each of them.

• The task is divided into five parts. After each part, discuss students’ responses. In the discussions, reiterate the importance of prioritising spending when budgeting to ensure that necessary living expenses can be covered. Remind students that recreational expenses such as gambling should be considered a lower priority.


This content is supported by Appendix 2: Play money and Appendix 3: ‘Post-it’ budget task.

1.3 Individual worksheets• Give students time to work individually on the

worksheet appropriate to their learning level. As students work, facilitate group discussions on:

- the scenarios described in the worksheet

- what is meant by ‘spending money’, i.e. money left over after paying for living expenses

- whether gambling might be included in ‘entertainment expenses’

- the techniques for converting annual or monthly estimates to weekly amounts.

This content is supported by Appendices 4 to 6.

1.4 Class discussion and reflection• Ask a selection of students to present their

budgeting responses to the various scenarios, in particular their answers to the questions about gambling.

• Reiterate that budgeting is about prioritising spending and that entertainment expenses such as gambling should be of a lower priority than living expenses.

• Discuss how spending more on gambling leaves less for other important things that someone over 18 might need or want.

• Watch the Foundation’s ‘What are you prepare to bet?’ video to emphasise this point: https://youtu.be/nR_AlP94Fjg

• Students complete the Reflection activity (Appendix 13).

Key messages• The more money spent on gambling means less

is available for other things including ongoing financial commitments or recreation expenses.

• Gambling should not be a planned source of income.

2. How much are people spending?

Learning outcomes• F, I, S: Students will become aware of the

amount of money spent on different forms of gambling.

• F, I, S: Students will be able to interpret gambling data in terms of percentages and ratios.

Resources • Class set of calculators

• Copies of the worksheets and the reflection sheet (Appendices 7 to 9 and 13)

• For the worksheet for level 3, students will need computers loaded with the spreadsheet ‘Current LGA population density and gaming expenditure statistics’. This spreadsheet can be downloaded from www.vcglr.vic.gov.au/home/resources/data+and+research/data (the website of the Victorian Commission for Gambling and Liquor Regulation).

• For the final discussion the teacher will need internet access to the webpage ‘Pokies in your local government area’ (http://www.responsiblegambling.vic.gov.au/information-and-resources/your-local-government-area).


Learning sequence with teacher notes

2.1 Tuning in• Ask students to give examples of different

forms of gambling. Student may mention:

- horse racing

- sports betting

- Crown casino

- pokies (electronic gaming machines) in hotels and clubs

- lotteries

- keno

- raffles

- spinning wheels.

• Ask students to define gambling. Explain that the word gambling may be used in other contexts, such as ‘gambling with your life’ or ‘gambling’ in financial markets but the following definition will be used for the purposes of this unit

Gambling/betting requires a player to risk losing something of value (usually money) for the chance of winning more, which is dependent on their ability to correctly predict an uncertain outcome such as a particular horse coming first in a race, a particular team winning a sporting match, or having a certain combination of cards in a card game.

The content of this discussion is supported by Appendix 1: Teacher resource – Definitions.

2.2 Gambling losses in Australia• Discuss with students what they would do with

$1,273. Encourage students to consider the option of saving this money to reach financial goals. Then explain that in the 2015/16 financial year, Australian adults lost $23.6 billion across a range of gambling activities. Meaning that on average every person 18 and over in Australia lost $1,273.

Reiterate to students that this doesn’t mean that every Australian adult lost this amount and discuss how this average figure would have been calculated.

2.3 Individual worksheets• Give students time to work on the appropriate

worksheet. Monitor this work and assist with estimation and calculation skills, noting which students need further support. Note students to call on in the class discussion.

• Students doing worksheet level 3 may need support in accessing the VCGLR spreadsheet.

The content of this activity is supported by Appendices 7 to 9.

2.4 Class discussion and reflection• Allocate a generous amount of time to discuss

the answers.

• Have ready the ‘Pokies in your local government area’ webpage (on the Victorian Responsible Gambling Foundation website) for discussion of worksheet 1.

• The VCGLR spreadsheet needs to be available for discussion of worksheet 3.

• Students complete the Student reflection activity (Appendix 13).



• If convenient, type the data into an Excel spreadsheet and create a simple column graph showing the frequencies for each outcome. It is unlikely that the columns will be of equal heights.

• Use a simple six-sided die tossing demonstration to review experimental probability and how related graphs can be generated using Excel.

• Ask ‘Will the same number come up once in every six tosses?’

• Show how an Excel pie chart is created for the results of 6 tosses.

• Ask ‘Will each number come up close to one sixth of the time in a large number of tosses?

• Show how the Excel pie chart is modified as the number of tosses increases.

• Students can be asked how much variability is believable in a set of results.

- 60 tosses of a die giving frequencies of exactly 10 for each number (highly unlikely)

- 60 tosses of a die that give frequencies heavily biased towards one number (highly unlikely)

- 60 tosses of a die that give frequencies with realistic variability – a possibly genuine, set of results – say 8, 9, 12, 13, 8, 10.

3.2 Individual worksheets• Monitor and support students with their

predictions and explanations in the probability activities of worksheet for level 1.

• Excel is not involved in the worksheet for level 1, but the worksheets for levels 2 and 3 provide contexts in which beginners can strengthen their skill in using this important computer program. Students doing worksheets for levels 2 or 3 can be paired for peer tutoring in Excel graphing techniques.

Key messages There are many discussion points from these worksheets but teachers are encouraged to focus on the following:

• Poker machine losses are greater in some local government areas than in others.

• Some Australians spend a lot on gambling. This may be because they live closer to venues with a greater number of poker machines.

3. Chance and data

Learning outcomes• F, I, S: Students will recognise that the notion

of luck is not a reliable strategy to predict outcomes and that outcomes associated with some gambling games such as pokies and card games occur randomly.

• F, I, S: Students will know that predicted outcomes and actual outcomes can differ.

• I, S: Students will be able to create graphs in Excel, read information from graphs and interpret the information in a meaningful manner.

Resources • Playing cards, coins, dice

• Computers with Excel

• Copies of worksheets and reflection activity (Appendices 10 to 12 and 13)

• Copies of the Student self-assessment record (Appendix 14)

3.1 Tuning in• Toss a die 60 times and record the outcomes

(1 to 6) on the board. Each student makes their own copy.



This content is supported by Appendices 10 to 12.

3.3 Class discussion and reflection• Give foundation students first priority in

discussing the predictions, observations and explanations of their probability experiments. Ask:

- How much variation from equal frequencies would persuade you that the die was biased?

- Which types of gambling rely on probabilities and random events?

• Give students the chance to display their Excel graphs for the worksheets for levels 2 and 3 and explain how they were created and what they show.

• Ask students to present and interpret the graph provided in the worksheet for level 3.

• When discussing student responses to question 3c from the worksheet for level 3, two reasons why poker machine expenditure has decreased are that:

- smoking was banned in gaming rooms in 2002

- poker machine advertising was banned in 2004.

• The subsequent decrease after this time could also be attributed to reduced access to ATMs in gaming venues and a change in the maximum bet allowed from $10 to $5.

• When discussing student responses to question 3d from the worksheet for level 3, the reason why sports betting expenditure has increased is due to a removal of the ban on interstate advertising by Northern Territory betting agencies which allowed them to advertise Australia wide.

• Students complete the Student reflection activity (Appendix 13).

Key message• The notion of luck is not a reliable strategy

to predict outcomes and that outcomes associated with some gambling games such as pokies and card games occur randomly.

• Predicted outcomes and actual outcomes can differ.

• Skills in Excel are very valuable for carrying out these kinds of calculations.

Assessment and feedback• Provide students with the Student self-

assessment record near the end of the unit.

• Provide feedback to students via conferencing, reflecting on the key elements they achieved and areas for future development and focus.

This activity is supported by Appendix 14: Student self-assessment record.




Defining gambling/bettingGambling/betting requires a player to risk losing something of value (usually money) for the chance of winning more, which is dependent on their ability to correctly predict an uncertain outcome such as a particular horse coming first in a race, a particular team winning a sporting match, or having a certain combination of cards in a card game.

Common gambling termsGaming venue is the business that provides gambling products often associated with poker machines or casino card games. Examples of gaming venues include clubs, hotels and casinos. As with betting agencies, these businesses seek to make a profit at the expense of players.

Betting agency (bookmaker, bookie) is the business that provides the betting product or opportunity to bet/gamble. This term is often associated with sports or race betting. Like any business, betting agencies seek to make a profit at the expense of the players.

Expenditure is the expression used to describe the amount lost by a player or players from their gambling. It is calculated by deducting winnings paid out from the amount wagered (turnover).

Player is the person placing the bet.

Payout is the amount returned to the player for a winning bet, commonly understood to be for a bet of $1.

Pokie or poker machine is the popular name for an electronic gaming machine. These are found in Victorian hotels and clubs. They use random numbers to decide on wins and losses.

Teacher resource – definitions

Pre-commitment is a way in which a player can decide beforehand how much they are prepared to lose in a gambling session.

Probability is a way of calculating and describing how likely something is to happen.

Product is any opportunity to bet provided by a betting agency.

Sweep is a form of gambling that is often associated with racing that may or may not involve a betting agency. Each player pays a fixed price into a pool of money and then makes a selection of the outcome. The pool of money is then divided amongst the players who selected the correct outcome as well as the betting agency if it is involved.

Turnover is the expression used to describe the amount wagered. It is all the money bet before any winnings are paid out or losses incurred.

Wagering refers to all legal forms of betting/gambling on racing and sporting events.

Appendix 1


Appendix 2

Play money: 15 × $20 notes – student ‘post-it’ budget task

$20 $20 $20

$20 $20 $20

$20 $20 $20

$20 $20 $20

$20 $20 $20


Appendix 31/2

1. Consider the following scenario: Matt is an 18 year old who has just left school and is now living out of home with a few old school mates.

• As a group, list all the things that Matt would need to pay for including living and recreational expenses. Record each expense on a Post-it note and stick these on your A3 sheet of paper.

• On each Post-it note, write an estimate of how much each expense would cost per week.

• Thinking about these expenses, estimate how much money you will need per week once you’re living independently.

$ _________________

Student worksheet – ‘post-it’ budget task

2. Your teacher has allocated your group twenty $20 notes for one week.

• Place your $20 notes on each Post-it note according to your group’s estimates of the costs. Explain your choices in the table below.

• If you think of other expenses you can also list those on Post-it notes with an estimated cost per week and then add these to your A3 sheet.

• Compare your choices with those of other groups.

Expense Cost per week ($)

Explanation

Name: _______________________________ Class: ______________________ Date: ________________


3. Repeat this activity but this time allocate six $20 notes to rent/board, five $20 notes for food and four $20 notes for car/travel costs. Allocate the remaining money as your group decides.

• Explain your choices in the table below and discuss these with the rest of the class.

Expense Cost per week($)

Explanation

4. This time, imagine that Matt’s situation has changed and his weekly income has now been reduced to $260 (13 × $20 notes). Discuss with your group what items he would have to go without or spend less on.

• Do you think there would be much left over for Matt to spend on recreational activities including things like gambling? Why, why not?

5. In your group, brainstorm things that you might want to save up for, such as a car, a trip or new smart phone. In your group, choose one of these things and briefly discuss which Post-it note items you would have to go without or spend less on to start saving for this item.

• How would this affect the amount of money left over for recreational activities such as gambling?

• Should people who are 18 and over consider their saving goals if they are thinking about gambling?

Student worksheet – ‘post-it’ budget task 2/2

$ $$


Appendix 41/2

Name: _______________________________ Class: ______________________ Date: ________________

In the table below, create a budget for yourself for when you’re living independently. You must include at least 10 expense items.

Item Weekly income Weekly expenses and savings

1. Wage/allowance, etc. $ $

2. Saving goals such as a trip, a car, a new smart phone, etc.)

$

3. $

4. $

5. $

6. $

7. $

8. $

9. $

10. $

11.

12.

13. Entertainment $

14. Gifts $

WEEKLY TOTALS $

Student worksheet 1 – creating a budget


Student worksheet 1 – creating a budget 2/2

1. When budgeting you have to prioritise your spending. List the top five spending priorities in your budget.

2. Was entertainment in your top five? Why/why not?

3. Gambling could be considered an expense under ‘Entertainment’. What advice would you give to a friend over 18 who was spending part of their budget on gambling?

4. Consider this statement: ‘More money spent on gambling means less money available for other things’. What other things might someone miss out on if they spend too much money on gambling?

$ $$


Appendix 5 1/3

ScenarioThree 18-year-old friends have just finished school and need to create weekly budgets to plan and monitor their spending.

• Jenny is a full-time first year apprentice mechanic who is earning $444.60 a week. On average, each week Jenny pays rent of $120, food costs of $140, a phone bill of $20, car costs of $110, utilities (electricity, water and gas) costs of $20 and clothing costs of $40.


• Felix is working full-time as a builder’s labourer and is earning $743.58 a week. On average, each week Felix pays $250 board to his parents for living at home, car costs of $150, a phone bill of $30 and clothing costs of $50.

• Samantha is working 10 hours a week and is also completing her Diploma in Aged Care. Samantha gets a weekly Youth Allowance of $142.70 and $188.20 from her part-time job at an aged care facility. On average, each week Samantha pays $200 board to her parents, Myki costs of $25, a phone bill of $20 and clothing costs of $45.

Name: _______________________________ Class: ______________________ Date: ________________

1. Using the above information, work with your group to complete the tables below. Jenny’s budget has been completed as an example.

Jenny’s budget items Weekly income Weekly expenses

Wage $444.60

Rent $120.00

Food $140.00

Phone $20.00

Car $110.00

Utilities $20.00

Clothing $40.00

WEEKLY TOTAL $444.60 $450.00

$ $$



Felix’s budget items Weekly income Weekly expenses

Wage

Board

Phone

Car

Clothing

WEEKLY TOTAL

Samantha’s budget items Weekly income Weekly expenses

Youth Allowance

Part-time job

Board

Myki

Phone

Clothing

WEEKLY TOTAL

2. Using the above information, calculate the weekly spending money for Felix and Samantha. Follow the example for Jenny below.

• Income – Expenses for Jenny: $444.60 – $450.00 = –$5.40, no spending money!

• Income – Expenses for Felix: __________________________________________________________

• Income – Expenses for Samantha: ______________________________________________________


3. Budgeting is all about prioritising how to spend money. Gambling can be considered an entertainment expense. How would you prioritise gambling compared to living expenses such as rent, food etc?

4. What advice would you give to a friend over 18 who was spending part of their budget on gambling?


$ $$



Appendix 61/5

Name: _______________________________ Class: ______________________ Date: ________________

A group of young adults agreed to participate in a financial research study called the ‘50-25-25 Mix’.

The aim of this study is to research how young adults use their weekly income and to determine how many use 50% on living expenses, 25% on entertainment activities and 25% on savings.

1. You are presented with four case studies of young adults and their weekly budgets. Using the information provided in the case studies below, fill in the gaps in the budget tables to see if they are meeting the ‘50-25-25 Mix’. Suggest any changes they could make to their budget so it meets the ‘50-25-25 Mix’ target.

Case study 1: KimKim is 19 years old and is completing the second year of her Diploma in Business Management. Kim also works 8 hours a week tutoring students with their maths. Kim receives a weekly Youth Allowance of $140 and $320 from her part-time tutoring job. On average, each week Kim spends $100 on rent, $20 on utilities, $110 on food, $30 on travel, $30 on clothes, $30 on her phone and $100 on going out with friends on the weekend and she deposits $40 into the bank as savings for a car.

Kim’s budget items

Weekly income Weekly expense ($)

Weekly expense (%)

Did Kim meet the ‘50-25-25 Mix’? (Yes/No)Your advice to Kim?

Tutoring

Allowance

(L) Rent

(L) Utilities

(L) Food

(L) Travel

(L) Phone

(E) Going out

(S) Savings

WEEKLY TOTAL


$ $$



Case study 2: Huynh Huynh is 18 years old and is working full time with a tiler, earning $650 a week. On average, each week Huynh spends $200 on board that he gives his parents, $150 to pay off his car, $35 on clothes, $30 on his phone, $65 on petrol, $20 on a Tattslotto ticket and places $150 into a savings account.

Huynh’s budget items


Weekly expense (%)

Did Huynh meet the ‘50-25-25 Mix’? (Yes/No)Your advice to Huynh?

Job

(L) Board

(S) Savings

WEEKLY TOTAL



Case study 3: HeidiHeidi is 18 years old and is studying her first year of a Diploma in Childcare. Heidi works 8 hours a week at a fast food restaurant, earning $20 an hour. She also receives a weekly Youth Allowance of $140 from the government. Heidi lives at home with her parents, who give her an allowance (pocket-money) of $100 a week. On average, each week Heidi spends $90 on clothes, $30 on her phone, $30 on gym membership, $100 on going out with friends on the weekend and $150 on the pokies.

Heidi’s budget items


Weekly expense (%)

Did Heidi meet the ‘50-25-25 Mix’? (Yes/No)Your advice to Heidi?

WEEKLY TOTAL

$ $$



Case study 4: MarkoMarko is 19 years old and is in his second year of a full-time mechanics apprenticeship. He earns $600 a week. Marko lives in a house with friends and pays $100 in rent and $20 each week for his share of the utilities. On average, each week he also spends $110 on food, $30 on clothes and $30 on his phone. Marko is paying off his new car at $150 a week and spends $40 on petrol each week. He also enjoys listening to live music and on average spends $120 a week on seeing bands.

Marko’s budget items


Weekly expense (%)

Did Marko meet the ‘50-25-25 Mix’? (Yes/No)Your advice to Marko?

WEEKLY TOTAL

2. Summarise your group’s research findings.

a. Which budgets met the ‘50-25-25 Mix’?

$ $$



b. Which category of weekly expenses (living, entertainment or savings) met the target percentage in most case studies?

c. Why do you think this was so?

3. Budgeting is all about prioritising how to spend money. Gambling can be considered an entertainment expense. How would you prioritise gambling compared to living expenses such as rent, food etc?

4. What advice would you give to a friend over 18 who was spending part of their budget on gambling?


$ $$


Appendix 71/2

Name: _______________________________ Class: ______________________ Date: ________________

Student worksheet 1 – how much are people spending?

City of Greater Dandenong

On average, $324,690 was lost to pokies each day in your community.

There are 15 gaming venues in the municipality.

There are 958 pokie machines in the City of Greater Dandenong. That’s 7.86 machines per 1,000 adults.

$118,836,649 was lost on pokie machines in the past year. That’s $124,047 per machine.

City of Greater Dandenong Is ranked 3 of 70 LGAs for gaming machine losses in Victoria.

Based on adult population data, at June 30 2016

$974 per adult

#3

958

2015 - 2016

The poster on the right shows gambling losses from electronic gaming machines (EGMs) in the local government area of Greater Dandenong.

1. $974 was lost per adult in this LGA. What are other ways adults in Greater Dandenong could use this money?

2. Use the information provided to estimate:

• the average amount of money lost per day at each venue

• the average amount of money lost per day on each EGM.

3. Go to the following website below to find the infographic about gambling losses from electronic gaming machines (EGMs) in Greater Dandenong from 2016-17 financial year. Describe any changes in these losses compared to the previous year. https://www.responsiblegambling.vic.gov.au/information-and-resources/your-local-government-area.

Source: VCGLR, 2016


Student worksheet 1 – how much are people spending? 2/2

4. Pick another local government area from this same web page with smaller losses to the electronic gaming machines. Why do you think this local government area has smaller losses?

5. If you worked at the local city council in Greater Dandenong, how might you reduce losses to electronic gaming machines in this area?

$ $$


Appendix 81/2

Name: _______________________________ Class: ______________________ Date: ________________

1. Use the figures below to answer the following questions.

• Total gambling expenditure in Victoria in 2014–15 = $5,753.74 million

• Gambling expenditure per adult in Victoria in 2014–15 = $1,250.17

a. Estimate the number of adults in Victoria in 2014–15.

b. If the Gambling expenditure per adult in Victoria was $1,250.17, does that mean that every adult in Victoria spent this amount on gambling in 2014–15? Why, why not?

2. Complete the table below by turning these figures into percentages of the total per capita expenditure for Victoria in 2014–15.

Type of gambling Spending per adult

% of total

Racing $117.93

Casino $405.10

Poker machines $558.83

Sports betting $56.44

Lotteries – Lotto etc. $111.87

TOTAL 100%


$ $$

Source: Australian Gambling Statistics, 32 edition, Queensland Government Statisticians Office, Queensland Treasury



3. Answer the following question using the information in the table below.

• LGA stands for local government area; the state of Victoria is broken up into 79 of these.

• EGMs stands for electronic gaming machines which are also known as pokies.

LGA City of Greater Geelong

City of Yarra CalculateCity of Greater Geelong

City of Yarraas a percentage

Number of venues 25 8

Number of EGMs 1,265 308

Net Expenditure ($) 111,854,042.58 32,992,353.39

Adult population (2016)

182,373 78,970

EGMs per 1,000 adults (2016)

6.94 3.90

Expenditure per adult (2016)

613.32 417.78

Which of the two LGAs had the greatest gambling losses in total and per adult? Why do you think that is? Consider the number of gaming venues and EGMs in each LGA.

Use the data to identify another pattern and show evidence to support this.


Appendix 91/2

Name: _______________________________ Class: ______________________ Date: ________________

1. A typical group of 100 Victorian adults were surveyed about how much they gambled in the previous year. They were then broken into 4 smaller groups based on their answers.

• Group A - 30 people who did not gamble at all in the previous year

• Group B – 60 people who each gambled an average of $250 during the year

• Group C – 9 people who each gambled an average of $800 during the year

• Group D – 1 person who gambled an average of __________ during the year

How much did the person from Group D have to gamble to take the overall average for everyone to above $1,000?

For the rest of this worksheet, download the ‘Current LGA population density and gaming expenditure statistics’ spreadsheet from vcglr.vic.gov.au/home/resources/data+and+research/data/index.html

Click on the following links in the order listed.

- ‘Gambling data’

- ‘Population density and gaming expenditure’

- ‘Current LEGA population density and gaming expenditure statistics’.

- Then click on the ‘Summary data set’ tab.


© State of Victoria through the Victorian Commission for Gambling and Liquor Regulation

$ $$



2. Are there more pokies in metropolitan areas than in country areas? Use the spreadsheet to obtain data to support your answer.

3. What LGAs have the highest density of pokies? Do people living in these areas spend more on pokies? Show evidence of this possible pattern.

4. Use the data to identify another pattern and show evidence to support this.

Pattern:

Your supporting data (evidence):


Appendix 10 1/5

Name: _______________________________ Class: ______________________ Date: ________________

1. Flynn tossed a coin 12 times and recorded the results in a pie graph. He did this experiment a total of 6 times and graphed the results, as shown below.

Student worksheet 1 – Chance and data

a. Flynn was pleased that he threw more heads than tails, as he was hoping to do so. Flynn regarded himself as lucky. Do you think Flynn was lucky in this experiment? State your reasons.

b. Repeat Flynn’s experiment and record your results in the pie graphs below. Before you begin, predict the number of heads you think you will toss (out of 72 tosses) and state why you chose this number.

Prediction:

Reason:

7566

TailsTails

Heads66

Tails Heads Heads

Heads

Tails TailsHeadsTails

Heads8

457

9

3

$ $$


Student worksheet 1 – Chance and data 2/5

c. Compare your prediction for the number of heads you would get (out of 72 tosses) to the actual number of heads you got. What is your explanation for any difference between your prediction and the actual result?

d. Do you think luck played a part in your experiment? Discuss your response with a classmate, or your teacher.

2. Susie shuffled a normal deck of 52 cards. She then selected 28 cards at random from the deck. Susie recorded her experiment in the pictograph below;

Hearts ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥ ♥Diamonds ♦ ♦ ♦ ♦Spades ♠ ♠ ♠ ♠ ♠ ♠ ♠Clubs ♣ ♣ ♣ ♣ ♣ ♣

a. Susie was unhappy that she drew only four diamonds, as she was hoping that diamonds would be the most selected suit. Do you think Susie was unlucky? State your reason.

b. Repeat Susie’s experiment and record your results in a pictograph in the grid provided. Before you begin, predict how many diamonds you think you will draw.

Prediction:



Hearts

Diamonds

Spades

Clubs

c. Revisit your prediction and compare it to the actual number of diamonds you drew. What is your explanation for any difference between your prediction and the actual result?

d. Do you think luck played a part in your experiment? Discuss your response with a classmate and prepare notes for a class presentation.

3. Benny rolled a six-sided die 60 times. He recorded his experiment in the table below and then constructed a column graph;

Face number on die Tally Frequency

1 //// / 6

2 //// //// // 12

3 //// //// 9

4 //// //// //// 14

5 //// //// // 12

6 //// // 7

TOTAL 60


0

4

2

6

8

14

12

10

16

18BENNY’S DIE ROLLING RESULTS

1

Fre

que

ncy

Face number on die2 3 4 5 6


c. Repeat Benny’s experiment and record it in the table below. Before you begin, predict the number of sixes you think you will toss.

Prediction:


1

2

3

4

5

6

TOTAL 60

a. Benny drew this column graph of his results but made one minor mistake. What did he get wrong?

b. Benny was happy with the result as he had chosen 4 as his lucky number. Do you think being a ‘lucky number’ influenced the result? State your reason.


d. Compare your prediction to what actually happened. What is your explanation for any difference between your prediction and the actual result?

e. Reflection: Do you think ‘lucky people’ can influence or predict the result of a toss of a die, or do you believe that people have no control over the result?



Appendix 111/3

Name: _______________________________ Class: ______________________ Date: ________________

1. The following activities are based on tossing a coin.

a. Predict the number of heads you think there will be in 72 coin tosses.

Predicted number of heads =

b. Toss a coin 12 times and show the results on a pie graph in Excel, like the one shown here.

c. Repeat this experiment 6 times to obtain 6 Excel pie graphs, each showing the percentages of heads and tails for 12 tosses.

d. How many heads were there in the 72 coin tosses?

e. How does that compare with your prediction? Close enough – or not close enough?

f. Do you think luck played a part in your experiment? Discuss your response with a classmate and make notes for a class discussion.

2. The following activities are based on selecting cards from a deck.

a. Predict the number of diamonds you will get when 28 cards are drawn at random from a deck of 52 cards.

Predicted number of diamonds =


12 COIN TOSSES

Heads42%

Tails58%

$ $$



b. Now select 28 cards at random and record your results as a pictograph.

Hearts

Diamonds

Spades

Clubs

c. Using Excel, create a well-labelled column graph from your experimental data. Staple a print-out of your graph to the worksheet.

d. Revisit your predicted number of diamonds and compare it to your experimental number of diamonds. Was there a close enough agreement between the predicted and actual numbers?

e. Do you think luck played a part in your experiment? Discuss your response with a classmate.

3. The following activities are based on rolling a six-sided die.

a. How many sixes do you predict you will get when you roll a six-sided die 60 times?

Predicted number of sixes =

b. Why did you predict that number?

c. Roll a six-sided die 60 times, record the results in the following table and then construct a column graph using Excel.




1

2

3

4

5

6

TOTAL 60

d. Compare your predicted number of sixes with your experimental number of sixes. Was there a close enough agreement between the predicted and actual numbers?

e. Do you think luck played a part in your experiment? Discuss your response with a classmate.

f. Do you think certain people are lucky most or all of the time, or do you believe that people have no control over the result of a gambling event?


Appendix 121/2

Name: _______________________________ Class: ______________________ Date: ________________

1. The following questions relate to the graph shown below.

0

200

400

600

800

1000

0

10

20

30

40

50

60

Victorian real per capita sportsbetting expenditure (right axis)Victorian real per capita gaming expenditure (gaming machines) (left axis)

1994

-95

1995

-96

1996

-97

1997

-98

1998

-99

1999

-00

2000-0

120

01-02

2002-

0320

03-04

2004-0

520

05-06

2006-

0720

07-08

2008-

0920

09-10

2010

-1120

11-12

2012

-1320

13-14

2014

-15

a. Describe the column graph and what it shows. Use a range of descriptive language of graphs, such as maximum, minimum, increasing, decreasing, constant, slope and fluctuating.

b. Describe the line graph and what it shows. Use the same range of descriptive language to describe the changes over time.


Source: Australian Gambling Statistics, 32 edition, Queensland Government Statisticians Office, Queensland Treasury



c. Why do you think the Victorian real per capita gaming (pokies) expenditure decreased after the peak period of 2001–02?

d. Why do you think the Victorian real per capita sports betting expenditure increased after 2008–09?

e. Predict what you believe will happen to the Victorian real per capita gaming (pokies) expenditure over the period 2016–2020.

f. Predict what you believe will happen to the Victorian real per capita sports betting expenditure over the period 2016–2020.

g. Make notes for a presentation to a class discussion.

$ $$


Appendix 13

Name: _______________________________ Class: ______________________ Date: ________________

Rate yourself on the effort scale! 0 means you didn’t try at all in the lesson and 10 means you tried your best the whole time! Circle the number that best suits how much effort you put into this lesson.

0 1 2 3 4 5 6 7 8 9 10

In one sentence, explain something that you learnt in the lesson

Write below an example of what you learnt.

Complete the following sentence:

Something I’d like to learn more about is

Student reflection activity


Appendix 14

Name: _______________________________ Class: ______________________ Date: ________________

To be completed by students as a self-assessment and moderated by teachers through a feedback conversation.

Please rate yourself on your achievements in this unit.

Unit: Budgeting and interpreting data

Before the unit After the unit

F, I, S: Students will know that budgeting is an important element in an individual’s financial planning.

I can do or know this I need practice on this I need to learn this


F, I, S: Students will be able to recognise risky gambling expenditure in the context of personal budgeting.



F, I, S: Students will understand that budgets need to be up-dated as personal circumstances change.



F, I, S: Students will know that a lot of money is spent on different forms of gambling.



F, I, S: Students will be able to interpret gambling data in terms of percentages and ratios.



F, I, S: Students will recognise that the notion of luck is not a reliable strategy to predict outcomes and that outcomes associated with some gambling games such as pokies and card games occur randomly.



F, I, S: Students will know that predicted outcomes and actual outcomes can differ.



I, S: Students will calculate accurately with whole numbers and simple fractions, decimals and percentages.



I, S: Students will be able to create graphs in Excel, read information from graphs and interpret the information in a meaningful manner.



Student self-assessment record

SCHOOL EDUCATION

PROGRAM


Notes

lovethegame.vic.gov.au/schools

school education program · 4 school education program – numeracy unit: budgeting, losses and...

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