Planning tool

Students:

• recognise $1.00 is equal to 100 cents and describe a given money amount
• represent a given amount in multiple ways
• use addition strategies to work out a given amount
• find ‘the difference’ using coins when calculating change.

Some students may:

• not yet grasp that assigned money values don’t necessarily relate to size or colour. Hold regular conversations that build on existing knowledge of fairness. For instance, ask: Would it be fair for me to give you this 50 cent piece in exchange for two 20 cent pieces? Why / Why not?
• make a common place value error when making money calculations. For instance, they may describe 50c as 15c + 45c or as 35c + 25c. Have regular classroom talks using addition and subtraction problems such as 15 + 35, 25 + 35, 50 − 35, 70 − 25.
• use skip-counting by fives or tens to ‘count all’ when adding money amounts. For instance, when adding 45 cents and 15 cents they may count by fives starting from zero (5, 10, 15, 20, 25). Focus on building strategies such as identifying the larger number and trusting its value (e.g. start at 45) and using partitioning (e.g. think about 45 + 15 as 45 + 5 + 10. Or think of 45 + 15 as 40 + 15 + 5).

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning to make money amounts in different ways.

Why are we learning about this?

• Money is part of everyday life.

What to do

1. Think about the value of dollars and cents. For example, if there are 100 cents in $1, how many cents in $3? What about $4? $4.50?
2. Think about different ways to pay an amount of money. For example, if a bill comes to $3.50, we could use a $2 coin, a $1 coin and a 50c coin. What if we don’t have these exact coins? What other coin combinations can we use?
3. See if you can pay in different ways. You could count up enough coins to pay for items at the vegetable shop. Or predict the change you will get from a $5 note. Then count the change and see if you got it right.
4. See how many ways you can describe an amount of money. For example, $1.25 is $1 plus 25 cents. It is also 125 cents. It is also 25 cents more than $1 and 25 cents less than $1.50!
5. Find out what kind of money some other countries use. What are the different denominations of notes and coins? What is the value of each note and coin?

Success criteria

I can:

• explain the relationship between dollars and cents
• use the relationship between dollars and cents to calculate costs and amount of change required
• describe money amounts in different ways.