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Planning a Day Out Budget: Free Printable Planner for Year 5
- ForYear 5
- StageKey Stage 2
- CostFree
- FormatPrintable PDF
Planning a Day Out Budget is a free printable maths planner for Year 5 (ages 9 to 10). Children plan a trip with 100 pretend coins. They multiply to find the cost of each row, add the totals, and subtract to see what is left. It takes about 15 minutes, needs only a pencil, and page 2 gives the grown-up notes, help ideas, a stretch idea and the answers.
It comes from the Mini Minds Hub, the free library of printables from Jaques of London, the British games and toy company that has been making games for families since 1795. Print both pages, give page 1 to your child and keep page 2 for yourself. Black and white printing works well.
What is on the sheet
Children fill in a table with four columns: the item, the cost each, how many, and the total. They multiply the cost each by how many to complete every row. Numbered questions with space to answer then ask how many coins are spent in all, and how many are left from 100. The coins are pretend, so no real prices are used.
- Item
- Cost each
- How many
- Total
- How many coins do you spend in all?
- How many coins are left from 100?
Worked example: a smaller budget
You have 60 coins. Bus tickets cost 6 coins each and you buy 3. Picnic boxes cost 9 coins each and you buy 3. How many coins do you spend, and how many are left?
This is a different example to show the method. It uses a smaller budget and different items.
Method 1: row by row- Find each row total first. Tickets: 6 × 3 = 18. Picnic boxes: 9 × 3 = 27. Add the row totals: 18 + 27 = 45. Subtract from the budget: 60 − 45 = 15.
- Find the cost for one person: 6 + 9 = 15. Multiply by 3 people: 15 × 3 = 45. Check what is left by counting up from 45. 45 to 50 is 5, and 50 to 60 is 10. So 5 + 10 = 15 coins left.
Habits that make a good budget
Do one row at a time
Multiply the cost each by how many for a single row. Write the total in the table before moving on. Small steps keep the numbers tidy.
Add the totals last
Once every row has a total, add the totals together. This is the amount spent in all.
Subtract from the budget
Take the amount spent away from the starting number to find what is left. Ask whether the answer makes sense.
Check a different way
Count up from the total to the budget. If the jumps match the subtraction, the answer is probably right.
Why plan a budget in maths?
A budget is a plan for how much money to spend and what to spend it on. Families, schools and businesses all make budgets so they know that they have enough. Planning a day out is a good example because a trip often means buying the same thing for several people. That is exactly where multiplication helps.
Pretend coins let children practise the thinking without real prices getting in the way. The number 100 is friendly to work with, a bit like the 100 pence in a pound. Children can focus on choosing, multiplying, adding and subtracting, and then explain why their plan works. Explaining a choice is as important as the sums.
Skills and curriculum link
- Multiplying to find a cost
- Adding several totals
- Subtracting from 100
- Budgeting
- Checking by counting up
- Explaining choices
This sheet supports the area below. It is matched to the published England framework. Please check it against your own school plan.
| Framework | Subject or area | Strand | Year |
|---|---|---|---|
| National Curriculum (England) | Maths | Addition and subtraction | Year 5 |
| National Curriculum (England) | Maths | Multiplication and division | Year 5 |
What children will be able to do
- I can multiply to find a cost for a group.
- I can add up the total cost.
- I can subtract to see what money is left.
Ideas that help with budgets
- Multiplying is repeated addingFinding the cost of a group is the same as adding the cost each again and again. Multiplication is a quicker way to do it.
- Subtracting can be counting upTo find what is left, count up from the amount spent to the budget. The jumps add up to the difference.
- Order of adding does not matterRow totals can be added in any order and the sum is the same. Choose the order that feels easiest, such as adding pairs that make a round number first.
- Estimate firstRound each cost to a friendly number before working it out. An estimate helps children spot an answer that looks far too big or too small.
Key words
- BudgetA plan for how much money you will spend.
- Cost eachThe price of one item.
- TotalThe amount when you add everything together.
- MultiplyFind the cost of a group by using equal groups, such as 4 groups of 5.
- SubtractTake one amount away from another to find what is left.
- EstimateA sensible guess that is close to the real answer.
How to use it
- Print both pages. Page 1 is for your child. Keep page 2, which has the notes and answers.
- Read the table together. Talk about what each column means before any sums begin.
- Work through the activity together the first time. Talk about each choice and why it was made.
- Let your child complete the rest alone, about 15 minutes. Then check against the answers on page 2.
- Come back to it another day and try changing one item. Repeating a familiar activity builds confidence.
Help, stretch and game ideas
If it feels too hard
Work out each row first, then add the totals. Cover the other rows with a piece of paper so only one shows. Say the multiplication out loud, write the row total, then move on. Use counters or a drawing if the numbers feel big.
To stretch confident children
Check your answer by counting up from your total to 100. Say the jumps out loud, such as up to the next ten, then on to 100. Then explain to a grown-up why the jumps match your subtraction.
Make it a game
Change one item so the day costs exactly 100 coins. You can change how many you buy or choose a different item. Swap with a friend and see who can reach exactly 100 with the fewest changes.
Mistakes to watch for
Watch forA child adds the cost each and how many instead of multiplying.
Try thisAsk what the row is really asking. Draw equal groups, such as 3 bags with the same number of coins in each, and count them.
Watch forA child adds up the cost each column instead of the total column.
Try thisPoint to the heading. Say that the total column shows what each row costs for everyone, so that is the column to add.
Watch forA child subtracts from the wrong number and gets an answer bigger than the budget.
Try thisAsk whether it is possible to have more left than you started with. Remind them to start from 100 and take the spend away.
Talk about it
- How did you work out the cost for everyone?
- Which row cost the most, and was it worth it?
- What would you change to spend less?
- How could you check your total a different way?
- If you had 20 more coins, what would you add to the day?
- Why do you think people make a budget before a trip?
Take it off the page
Make paper coins
Cut out small paper circles and write a number on each. Use them to act out buying things for a family. Count what is spent and what is left.
Plan a pretend picnic
Write a list of picnic items with made up prices in coins. Work out the cost for everyone in your family and see if it fits a budget.
Shop role play
Set up a small shop at home with labels on toys. Take turns being the shopper and the shopkeeper, and work out the total together.
Who it is for
Parents
Sit beside your child for the first go, then let them lead. Ask them to explain each row out loud. Ten to fifteen minutes is plenty. Praise the thinking, not only the answer.
Teachers
Use it as a starter, a plenary, an early finisher task or a table activity after teaching multiplication and addition. It needs no preparation beyond printing. Page 2 gives support, a stretch idea and answers for quick marking.
Home educators
Print it as part of a wider maths plan and let your child work independently once they know the routine. It pairs well with real shopping talk, and you can print it again for brothers or sisters or for revision.
Where this fits in maths
Before this, children work on multiplication facts, adding larger numbers and subtracting from round numbers like 100. They also learn that multiplication is equal groups. Fact fluency makes planning a budget feel much quicker.
After this, children can move on to adding decimals, working with money in pounds and pence, and checking answers by estimating. They also meet scale drawings and maps, which use multiplication in a new setting.
Check it worked
Ask these when the sheet is finished. Listen for the reasoning, not just the answer.
- How did you work out the cost for everyone?
- How much is left in your budget?
- What would you change to spend less?
Questions parents and teachers ask
- What age is Planning a Day Out Budget for?
It is written for Year 5 (ages 9 to 10), in Key Stage 2. Children who are secure with multiplication and subtraction will manage best. It can also support slightly younger or older children with adult help.
- What will children practise?
They multiply to find the cost of a group, add the totals, and subtract to find what is left from 100 coins. They also practise choosing and explaining a budget, which helps them reason with numbers.
- How long does it take?
It takes about 15 minutes. Work through the first go together, then let your child finish alone. You can stop part way and come back to it on another day.
- Are real prices used?
No. The coins are pretend, so no real prices are used. This keeps the focus on the maths rather than on remembering what things cost, and it means the sheet never goes out of date.
- What if it feels too hard?
Work out each row first, then add the totals. Cover the other rows so only one shows. Counters or a quick drawing can help with the multiplication. Come back to it later if needed.
- Which part of the National Curriculum does it support?
It supports the Year 5 strands for addition and subtraction, and for multiplication and division, in the National Curriculum for England. It is a practice activity and does not replace classroom teaching.
- Is it screen free, and do I need colour?
Yes, it is screen free and needs only paper and a pencil. Colour is not needed. It prints well in black and white on plain A4 paper, so it is easy to use at home or in class.
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Made by Jaques of London, making games for families since 1795. A printable supports classroom learning and does not replace a teacher.