This month's Bernard's Bag is really just a starting point for
    you to expand on with your children. The items, prices and
    promotions you choose to introduce can be altered to suit your
    class. If you do use it as it is, then printing off a copy is
    probably the easiest way for you to get an over-view of all the
    information.<br />
     Some of the learning objectives covered are:<br />

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      Using mathematical ideas and methods to solve "real life"
      problems
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      Using and understanding vocabulary and notation related to
      money
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      Organising and using data
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      Choosing and using appropriate number operations and
      calculation strategies Explaining methods and reasoning
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      Making and investigating general statements
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      Suggesting extensions by asking "what if?"
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      Younger children would enjoy having shops set up in the
      classroom and being involved in role play. Using empty
      packets and cartons, along with plastic money or tokens,
      would be a good way in for many pupils. Another excellent
      resource would be flyers or leaflets from local supermarkets
      advertising their offers. (We would have used these ourselves
      but would get in trouble for copyright reasons!)
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      The maths behind this scene can obviously be differentiated
      accordingly, from basic practice using coins and exchanging,
      to applications of addition and subtraction. It is worth
      reading the article in Staffroom which gives sound advice on
      the introduction of money to children.
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      This investigation will stimulate a great deal of relevant
      discussion. Try to make the most of it! With only a small
      amount of exemplification, the children themselves should be
      able to suggest different scenarios which may affect where
      they would shop. This may lead into "what if?" type
      extensions, initially instigated by you but later by them
      too.
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      At a higher level, a more general approach can be taken,
      perhaps along the lines of consumer versus retailer benefits.
      You can open up the investigation further by splitting the
      class into groups and setting them off on a "shopping
      project" with certain aims and/or constraints.
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      It would be interesting to see whether this investigation
      gives children a different approach to shopping themselves or
      with their family!
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