Maths

Money

Learning Intentions:

For students to gain an understanding on representing money in different ways and

making purchases and counting change.

Australian Curriculum Links:

ACARA Learning Area: Timeline:

Mathematics Weeks 7-9, Term 3
LEARNING OBJECTIVES/ANTICIPATED OUTCOMES
YEAR 3 YEAR 4

CONTENT DESCRIPTORS: CONTENT DESCRIPTORS:

Represent money values in multiple ways Solve problems involving purchases and
and count the change required for simple the calculation of change to the nearest
transactions to the nearest five cents five cents with and without digital
(ACMNA059) technologies (ACMNA080)

GENERAL CAPABILITIES: GENERAL CAPABILITIES:

 Critical and Creative Thinking  Critical and Creative Thinking
 Literacy  Literacy
 ICT  ICT
 Reading, Writing, Speaking,  Reading, Writing, Speaking,
Listening Listening

Year level/age range/ability information:

Year 3/4
Unit Plan

Lesson One: Introduction

Monday Week 7

Student Teacher
Prepare play money prior to lesson.

Get the students on the floor, calm them

– using behaviour management
techniques including ‘roly poly’ and non-
verbal attention grabbing techniques.

Teacher to lead class brainstorm about

the importance of money, what it is used
for and why students need to learn about
it.
Talking to shoulder buddies –
brainstorm what you use money for.
Then participate in
Read ‘The Pocket Money Blues’ to the
students.

Introduce Prior knowledge task

Teacher will then hand out ‘ordering

coins and notes’ to order the correct
coins and notes into their books.
‘I want to know what you know’
‘Mistakes are celebrated – it shows me
what I have to teach you’.
Students to glue the Australian coins
and notes in their books in the order
they think is correct – doesn’t matter if
it is wrong.

Small group working with Yvette –

Nathan, Rose and Lily
Movement ‘up and down’ game – 5c
small etc.
‘use your body to show me where you
think the value is of each coin’.

Participate in ‘up and down’ game.

Lesson Two:

Tuesday Week 7

Student Teacher
Students on the floor.

Teacher to bring students back to the

floor and show them a song on money:
https://www.youtube.com/watch?
v=7_5_rX_1s-8

Movement ‘up and down’ game – 5c

small etc.
‘use your body to show me where you
think the value is of each coin’.

Prior knowledge – introduce the money

memory task
Money memory task
Teacher to walk around while students
playing bingo game to see which
students need additional support.
Small group working with Yvette –
Nathan, Rose and Lily
‘Coin detective’

Extension for students who are

finished:
- Choose from money activities
At the end of the lesson the teacher is to
lead a group discussion about what the
students learnt.
Lesson Three:

Wednesday Week 7

Student Teacher
Prepare play money prior to lesson.

Students on the floor.

Repeat the money memory task

Participate in the money memory.
Teacher to walk around while students
playing bingo game to see which
students need additional support.

End the lesson with a money number

line.
Participate in money number line.

Lesson Four:

Thursday Week 7

Student Teacher
Prepare play money prior to lesson.

Students on the floor.

Repeat the money line game.

Participate in money number line.
Introduce $1.00 is 100 cents.

Go through an example with students

e.g. 50c.

50 is half of 100 so how many 50c coins

would we need to make $1.00?

Using play money blu-tac it to the

whiteboard or show it on the smartboard
so students can see the different ways
an amount of money can be represented
as the students are sharing.
Participate in group discussion.

Send students away to complete ‘how

Complete ‘how many coins makes…?’ many coins makes…?’ worksheet.
worksheet.

Small group working with Yvette –

Nathan, Rose and Lily
‘How much money in my piggy
bank?’
and
‘How much money is in my jar?’

Extension:
Can make a money dice net – can roll
the dice and use the play money to
create the amounts they roll – record
these in their books. End the lesson with a money number
line.

Participate in the money number line.

Lesson Five:

Wednesday Week 8

Student Teacher
Prepare play money prior to lesson.

Students on the floor.

Teacher to recap $1.00 is 100 cents.

Go through an example with students
e.g. 50c.
50 is half of 100 so how many 50c coins
would we need to make $1.00?

Using play money blu-tac it to the

whiteboard or show it on the smartboard
so students can see the different ways
an amount of money can be represented
as the students are sharing.

Provide each student with a ‘money

wallet’ (small bag with a zipper or a zip
lock bag with play money).

Ask students to read the amount of

money on a card and use their play
money to show more than one way of
 representing this amount of money.

Use questions to help them such as ‘if

you didn’t have any gold coins how else
could you represent this amount of
money?’

Students are to participate in group

discussion and use their mathematic
skills of addition to create different
ways of making $1.00.

Students will then work in pairs to

make various combinations of different
amounts of money. They will need to
record how they made each money
amount with the different combinations
of coins in their books.

Small group working with Yvette –

Nathan, Rose and Lily
Yvette to organise activities on
iPads and using whiteboards

Extension for students who are

finished:
- Choose from money activities Bring the class back to the floor and ask
them to share the ways they made the
amounts of money in different ways.

Lesson Six:

Tuesday Week 9

Student Teacher
Students on the floor.

Recap $1.00 is 100 cents.

Go through an example with students

e.g. 50c.

50 is half of 100 so how many 50c coins

would we need to make $1.00?
Participate in group discussion.
Small group working with Yvette –
Nathan, Rose, Mia, Lucas, Lily and
Seth

End the lesson with an outdoor maths

game.

Change lesson:

Worksheets:
- Amelie
- Caleb
- Chloe
- Ava
- Cooper
- Conrad
- Emma
- Hudson M
- Jebb
- Mitch
- William

Extension:
- Any money activity

iPad: Targeting Maths

- Amy
- Ela A
- Ella
- Hudson L
- Jack
- Jackson
- Lillian
- Pippa
- Seb
- Seth
- Riley

Yvette:
- Mia
- Lily
- Rose
- Nathan
- Lucas
Lesson Seven:

Wednesday Week 9

change lesson continued

Worksheets:
- Amelie
- Caleb
- Chloe
- Ava
- Cooper
- Conrad
- Emma
- Hudson M
- Jebb
- Mitch
- William

Extension:
- Any money activity

iPad: Targeting Maths

- Amy
- Ela A
- Ella
- Hudson L
- Jack
- Jackson
- Lillian
- Pippa
- Seb
- Seth
- Riley

Yvette:
- Mia
- Lily
- Rose
- Nathan
Lucas

Lesson 8:

Thursday Week 9

rotation
ipads
- Amelie
- Caleb
- Chloe
- Ava
- Cooper
- Conrad
- Emma
- Hudson M
- Jebb
- Mitch
- William

Extension:
- Any money activity

Working with me on the floor doing change activites

- Amy
- Ela A
- Ella
- Hudson L
- Jack
- Jackson
- Lillian
- Pippa
- Seb
- Seth
- Riley

Yvette:
- Mia
- Lily
- Rose
- Nathan
Lucas

Lesson 9:

Monday Week 10

Whole class recap ‘steal from the neighbour lesson’ to address

misconceptions
Lesson 10: Assessment

Tuesday Week 10 Assessment

Lesson 11: Assessment Continued

Student Teacher
Prepare play money prior to lesson.

Students on the floor.

Tell students that they will be going

‘shopping’ with their money wallets.
Explain ‘let’s go shopping’ task.
Each student takes a number of ‘items’
(a picture laminated and labelled with
an amount’ from the ‘shop’ (students
may begin with 1 item if they are
having difficulty adding money
amounts together).

Using their items students fill out the

‘items purchased and their price’, ‘total
cost of items’, ‘money paid’ and ‘how
much change will you receive?’ on the
‘Let’s go shopping’ worksheet.

Students take their items, money

wallet and their ‘Let’s go shopping’
worksheet to the cashier (a peer).

The cashier checks the student has

filled in the necessary areas of the
worksheet. The student pays for their
items and sees how much change they
receive and writes it under the ‘change
received’ section of the ‘Let’s go
shopping’ worksheet.

Small group working with Jess –

Nathan, Rose and Lily
Teacher to check, did they calculate the
change and add coins together to create
larger amount correctly?
At the end of the lesson the teacher is to
lead a group discussion about what the
students learnt.