Addition and Subtraction (Money)

Outcome: MA2-4NA applies place value to order, read and represent numbers of up to five digits
Language:

Money, coins, notes, dollar(s), cent(s), denomination, value, change, transaction, addition, subtraction, add, subtract, round, rounding
Content Week Teaching and Learning Activities

Assessment

Calculate equivalent amounts of
money using different
denominations
7 Learning intention:
We are learning to add and subtract using money

Success criteria:
I can name all of the Australian coins and notes
I can calculate equal amounts of money using different coins and notes
I can use written or mental strategies to make transactions (add and subtract) using money
I can add or subtract decimal numbers
I can count the change when making a transaction
I can round money to the nearest five cents
I can calculate change mentally

Introduction
Introduce the language of money
Review all of the Australian coins and notes
Discuss how in Australian shops all prices are rounded to the nearest five cents
Discuss the learning intentions and success criteria

Activity Money Wallet 1 (pre assessment activity)
Provide each student with a money wallet (small bag with a zipper or a zip lock bag with play
Australian money).
Write an amount of money on the whiteboard. E.g. $1.00/1 dollar, or $1.30 or $2.85
Ask students to read the amount of money and use their play money to show one way of
representing this amount of money.
Ask student to represent the same amount of money in a different way. Use questions to help them
such as if you didnt have any gold coins how else could you represent this amount of money?
As a class discuss the multiple ways of representing $1.00/1 dollar. Using your copy of the play
money blue 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.
Repeat with other money amounts.
Formative
assessment

Anecdotal notes
of students
recorded during
observation,
discussion and
activities.

























Activity Coin Trading Game
Place students in small groups and provide them with a coin dice and a collection of paper coins
(counters can be used instead).
Place coins or counters in the centre of the group. Students roll the dice and collect the coins that
appear on the dice.
Students trade in lower value coins for bigger value coins when they can (two 5c for a 10c, five 10c
for a 50c etc).
The intention is to try to hold the fewest possible coins. The first student to have 3 $2 coins wins.
Activity Coin Dominoes
Students work in pairs or small groups.
Each student is provided with a set of Australian coin dominoes.
Students share the domino tiles equally

Anecdotal notes
of students
recorded during
observation,
discussion and
activities.

Represent money values in multiple
ways and count the change required
for simple transactions to the
nearest five cents
8 Activity money fraction wall

Similar to a fraction wall, students cut and paste copies of money in levelled tiers of equivalency.

Activity canteen menu
Students are given photocopied sheets with several of each coin on them
Canteen menu is displayed on the IWB
Students choose a menu item, list it in their maths book and then make that amount by gluing the
appropriate coins underneath.
Students then make that amount again using different coins and glue this underneath.
Repeat the activity with a number of canteen items.

Activity Money Wallet 2
Inform students that they will be going shopping with their money wallets.
Each student selects a number of items from the shop (students may begin with one item if they are
having difficulty adding 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 Lets go shopping worksheet.
Students take their items, money wallet and their Lets go shopping worksheet to the cashier (may
Formative
assessment

Anecdotal notes
of students
recorded during
observation,
discussion and
activities.

be another student or the teacher). 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 Lets go shopping worksheet. Did they calculate
the change correctly?
Students may then go back and buy more items.
Perform simple calculations with
money, including finding change,
and round to the nearest five cents

Calculate mentally to give change
9 Activity Coin Dice

In partners or small groups, students are given a coin dice and a wallet with money (coins and notes).
Students roll dice three times to make an amount of money.
They use this amount of money to purchase something from the catalogue, taking the amount from
the wallet and working out any necessary change.
Student rounds the change to the nearest five cents.
Repeat activity until all money in money wallet is spent.

Activity Ups and Downs

All students begin with the amount $2 written on their page.
Students roll a die and then:
o If they roll a 1, double the amount
o If they roll a 2, halve the amount
o If they roll a 3, add $1
o If they roll a 4, subtract $1
o If they roll a 5, add $2
o If they roll a 6, subtract 42
Student s keep a tally using these three columns:
I rolled a So l My new total is
e.g. 3 Add $1 $3


Students write the total that they finished the game with.

Activity catalogue

Students cut out a number of items from a catalog and order them from least expensive to most
expensive, gluing them in their books.
Students round each item to the nearest 5c and write the new price
Students add all of the items together to find the total price of the items.
Formative
Assessment

Anecdotal notes
of students
recorded during
observation,
discussion and
activities,
bookwork.

All of the above 10 Assessment Classroom Book Order

Students individually create a proposal for a book order for a classroom library.
Students are told they have a budget of $75 are instructed to find the best selection of books for the
best price.
Students are reminded to consider a variety of books that suit the different interests and reading
levels within the class.
Students access the Scholastic online catalogue to research their order.
http://www.scholastic.com.au/schools/bookclub/arrow.asp
Students can choose what written and mental computation strategies they employ to ensure the
order is within budget.
They record the strategies they have used and check their own answers.
Where required, students may be encouraged to use grid paper to assist in placing numerals in
correct columns for written algorithms.
Students compile their book order form including a small persuasive statement to justify the
reasoning behind their selection of books.
Student swap proposals for peer review checking and feedback, and for an opportunity to justify to
their peers their selections and share their strategies for working out the problem


Summative
assessment

questioning
techniques of
strategies and
students
reasoning;
observing
conversations
between peers
during peer
feedback; through
viewing work
sample written
strategies, book
order and
justification
statement.


Other Resources:
http://www.homeschoolmath.net/worksheets/australian-money.php (Australian currency worksheets)
http://www.primarytreasurechest.com/mathematics/money/australian-dollar.html (printable resources)

Problem of the Day Problems