Financial Literacy #4 - Buying a New Car
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Introduction Video Explainer
This activity guides students in evaluating the complex decision of buying a car, emphasising a holistic approach beyond just financial figures. Teachers will facilitate discussions where students consider various factors like running costs, environmental impact, and technology features, in addition to the purchase price.
The goal is to develop students' ability to analyse a real-life scenario comprehensively, fostering critical thinking and decision-making skills that consider multiple aspects of a practical situation.
This week, join Mr. Jordan Smith's journey in choosing his next car. As a 28-year-old marketing executive with a $60,000 salary and a $30,000 car budget, Jordan seeks a car that balances cost, technology, and environmental impact.
Your task is to analyze costs, maintenance, and eco-friendliness of different cars. Work in groups to find the best fit for Jordan, considering his income and passion for the environment and technology. Let's help Jordan make an informed, sustainable car choice!
Quote of the Week – Paul Halmos
Use this quote to start a conversation. Ask the children to discuss in pairs or small groups:
– What might Paul Halmos have meant by this?
– How is doing maths different from just watching someone else do it?
– Can they think of something they’ve learned better by trying it themselves?
After the group discussions, bring everyone together. Encourage children to share their interpretations — and if any of them know more about Paul Halmos, invite them to teach the class. This is a chance to celebrate curiosity and remind children that mathematics is a hands-on, minds-on subject — just like life.
Each week, we’ll shine a light on the words of a great mathematician — not just someone who crunches numbers, but a thinker, a dreamer, and a problem-solver who helped shape the world we live in.
Mathematicians have opened doors to discoveries, inventions, and ideas that touch every corner of our lives — from nature to technology, from art to architecture.
This week’s quote comes from Paul Halmos, who once said:
“The only way to learn mathematics is to do mathematics.”
Take a moment to read that again. What do you think he meant?
This week, as you explore patterns, numbers, and ideas, remember — mathematics isn’t just something you study. It’s something you experience, practise, and feel. Just like riding a bike or learning an instrument, the magic of maths unfolds when you dive in and give it a go.
Weekly Keywords
Introduce the spelling word list and choose from this list of tasks that can be repeated and expanded upon if necessary.
Copy the words into a spelling list/Vocabulary book for later reference.
Put each of the new words into a sentence and underline the new vocabulary in red pencil
Place the words in alphabetical order in a list.
Use a dictionary to define each of the words and place them into a vocabulary book.
Try to represent each of the words using a picture or a symbol and play the guessing game. (which image is matched to which word)
Write a paragraph containing all of the new vocabulary.
Make a vocabulary wall containing all of the new words.
Use a thesaurus to find synonyms for the words and create a synonym list.
These words will help you during this week’s lesson. You may already know some of these words however practice makes perfect!
First, read the words and then try to define them as simply as possible. Work with a partner or in a group to decide what each of these terms means.
An example has been completed for you. You can write these into your books, and draw a picture to match or simply complete the task card.
The Situation - Buying a New Car
In this activity, students guide Mr. Jordan Smith in choosing a car, emphasizing ethical and financial decision-making. Teachers will facilitate discussions on balancing upfront costs, running expenses, maintenance, and environmental impact. This encourages students to consider sustainability alongside budgeting.
The task enhances critical thinking and ethical reasoning, as students weigh the long-term effects of their choices on the environment and personal finance, fostering responsible and informed decision-making skills in real-world contexts
Join the journey of Mr. Jordan Smith, a young professional deciding on his next car purchase. Dive into the story and collaborate with your peers to guide Jordan through the automotive maze. Remember, buying a car isn't just about the upfront price; it's about weekly running costs, maintenance, and environmental considerations. After our group discussions, we'll reconvene to exchange insights.
Read all of the information provided and discuss with your peers about the details you can extract from the sheet. There are keywords and questions for you to answer before you move on to the next task.
This week presents a very interesting scenario
Let’s Calculate!
This activity is designed to foster independence, critical thinking, and real-world problem-solving skills in your students. Each week, they’ll be presented with a new financial topic and a practical scenario that mirrors challenges they may face in everyday life.
Before diving into calculations, students are encouraged to carefully consider the situation, identify the key costs involved, and weigh up the financial and ethical implications of each choice. They’ll use mathematics to explore which option is the most financially viable over time, but they’ll also be asked to consider broader factors — such as environmental impact, reliability, sustainability, and long-term value.
Take a look at the following task card where we’ve shown you how to calculate what each decision might look like over the next ten years. Use mathematics to work out which option might be the most financially viable, and don’t forget to consider the other important factors too — such as environmental impact and reliability.
The table includes some blank spaces for you to complete. Use the formulas provided to calculate the remaining totals and make an informed decision
Finding The Facts
In this lesson, students learn to identify key information hidden within word problems, using a relatable scenario where they evaluate different mortgage options for a character. The activity strengthens their ability to extract essential data from a narrative and apply mathematical reasoning to real-life financial decisions.
By engaging with practical calculations and critical thinking, students build confidence in navigating everyday money matters and develop skills that are crucial for independent, informed decision-making.
Before you can decide which option is best in this week’s scenario, it’s important to make sure you’ve got all the key facts in front of you.
Sometimes, the most important numbers and details are hidden within the text of the story — so it’s essential to read carefully and think critically.
Work together to complete the accompanying sheet by answering each question and calculating the relevant amounts. These figures will help guide your thinking and give you the evidence you need to make an informed decision in the next part of the learning sequence
Make Up Your Mind - Rubric and Discussion
In this lesson, children will support Jordan in making a big decision by using a scoring rubric. They'll rate each car option on a scale of 1 to 5 across a range of important factors — from cost and reliability to environmental impact and ethical considerations.
The activity encourages children to go beyond the numbers, helping them recognise that real-life decisions often involve a mix of logic, values, and long-term thinking. By weighing up both the data and the bigger picture, students will strengthen their critical thinking and learn how to make thoughtful, well-balanced choices in a meaningful and engaging way.
Jordan needs to choose a car — but this decision isn’t just about dollars and cents. While the numbers help us understand the financial side of things, there are always other important factors to think about too.
Use the rubric opposite to score each car option out of 5 for different criteria. Look at things like cost, environmental impact, reliability, and how well the car suits Jordan’s lifestyle.
Once you've filled in the rubric, total the scores at the bottom. But before you decide which car is best, take a moment to reflect.
Ask yourself:
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Which car is best for the planet?
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Which one gives good value over time?
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Which option helps Jordan commute comfortably and safely every day?
Remember — this isn’t just a maths task. It’s about thinking deeply and making a choice that balances numbers, values, and long-term thinking.
Jordan is counting on you to guide him toward a decision that’s smart, responsible, and future-focused.
Car Comparison Research Task – Poster Presentation
In this activity, students will practise real-world research skills by investigating three different types of cars: a second-hand vehicle over 10 years old, a brand new electric vehicle, and a petrol SUV. Using real car selling websites and manufacturer pages, they will gather accurate information about each car’s price, benefits, and drawbacks.
They will present their findings on a poster, clearly outlining three positive features and two negatives for each option. This task encourages independent inquiry, critical thinking, and collaborative learning, while helping students develop their ability to interpret and evaluate information from real sources to inform a practical decision.
Now it’s your turn to help Jordan!
In this activity, you will research three real cars and present your findings to the class using a poster. Each group will choose one car from each of the following categories:
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A second-hand car
– Must be over 10 years old
– Found on a real car selling website
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A brand new electric vehicle (EV)
– Look for the latest models on official dealer or manufacturer websites
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A new petrol SUV
– Choose a car that is currently available on the market -
Once your poster is ready, you’ll present it to the class. Be prepared to explain which car you think Jordan should buy, and why.
Your Mission: Write to Someone Who Can Make a Difference
In this activity, students will apply persuasive writing skills to a real-world context. Using an example letter to the Transport Minister about bike lanes, children will explore how to write respectfully and convincingly to someone in power.
They will then research their own regional Transport Minister and write a persuasive letter recommending which type of car should be more common in the community — considering both environmental impact and value for families. This task strengthens research, reasoning, and writing skills while encouraging students to use their voices to advocate for sustainable, community-focused transport solutions.
Today, you’re going to become a voice for change!
You’ve already seen an example of a persuasive letter written to the Transport Minister, asking for more bike lanes in the city. Now it’s your turn to take that idea and make it your own.
Here’s what you’ll do:
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Research who the Transport Minister is in your state, region, or country.
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Think carefully about everything you’ve learned about different types of cars.
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Decide which type of car you think should be more common in your community — because it’s the best value for families and it helps protect the environment.
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Write a persuasive letter to the Transport Minister. Use strong reasons, clear facts, and passionate language to explain why this type of car should be encouraged and supported.
Remember — real change starts with real voices like yours. Be confident, be clear, and speak up for what you believe is right for your community and the planet!
Weekly Inspiration - The Domino Effect
This story serves as a powerful metaphor for exponential growth, persistence, and the impact of small actions over time. It’s a perfect way to close a lesson sequence focused on financial literacy, exponential thinking, or ethical decision-making.
Watch the video and discuss.
Physicist Lorne Whitehead discovered that a single domino can knock over another domino 50% bigger than itself. That means one small domino can topple something much larger — not all at once, but step by step.
In 2001, a physicist recreated the experiment using 13 dominoes.
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The first domino was only 5 millimetres tall.
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The final domino? A massive one metre tall and over 100 pounds.
With just one tiny push, that first little domino brought down something 200 times its size.
Now imagine:
If you lined up 29 dominoes, each 1.5 times larger than the last, the final domino would be taller than the Empire State Building.
Getting Your Certificate
This final step builds reflection, recall and self assessment skills. The quiz reinforces students’ understanding of budgeting, interest and sustainable car choices while rewarding their effort with certification. Encourage learners to view the certificate as a symbol of their personal progress, not just a score.
Well done!! You have explored the challenge of buying a new car, learning how budgeting, running costs and environmental choices can shape a responsible decision. To celebrate your journey, you will now complete a short quiz on the skills and lessons you have gained.
If you achieve 80 percent or more, you will proudly receive your certificate. This is a way of honouring the responsibility, problem solving and financial awareness you have demonstrated throughout this course. Great job!
