Acting as financial experts, Grade 10G3 students tackle challenging real-world problems.

This hypothetical question is one of the real-life scenarios that students of class 10G3 were required to solve during their presentation on the topic “Personal Financial Planning.”cá nhân".

At GFS, Applied Mathematics requires students to use mathematical thinking to solve real-world problems, helping them learn how to manage personal resources before approaching more complex challenges.

As part of the four-module Applied Mathematics curriculum designed specifically for students in the Global Citizen Bilingual program, Module 3, themed “Personal Financial Planning,” provided class 10G3 with hands-on experience in cash flow management. Instead of focusing solely on theory, students explored practical skills such as calculating net income, taxes, insurance, and analyzing opportunity costs. Classic financial management models like the “6 Jars Rule,” “50/30/20 Rule,” and “3 Savings Buckets” were directly applied to build personal budgeting plans.

During the presentation session, the classroom was transformed into a professional consulting office. Six student groups role-played as financial firms, working to solve problems for different types of clients. These included an international student in Shanghai managing a budget in Chinese Yuan (CNY) to afford a flight home for Lunar New Year, or a student in Vietnam saving for the TOEIC exam. Handling multiple currencies (AUD, CNY, VND) required flexibility, awareness of exchange rates, and a strong connection to real-world conditions.

The biggest challenge came during the live Q&A session. After presenting their plans, competing teams and the teacher—acting as clients—posed unexpected questions, ranging from delayed salaries and loss of part-time jobs to sudden medical expenses. To persuade their “clients,” the Grade 10 “experts” had to apply mathematical reasoning and optimization skills to adjust their financial plans on the spot.

The most distinctive aspect of the project was its future-oriented approach. The scenarios were built around the students’ own potential futures—as university students and international learners. By managing their own budgets, students gradually developed a deeper understanding of the financial pressures their parents face daily. Creating financial plans not only helped them appreciate the value of money and hard work, but also fostered a sense of responsibility: managing their own finances while being mindful of their families.

Concluding Module 3 of the program, class 10G3 students have equipped themselves with practical cash flow management skills and the confidence to tackle financial challenges. GFS believes these experiences will serve as a strong foundation, empowering students to take control of their lives in the journey ahead.

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