Comparing Money Amounts

Overview

In this fourth lesson of the six-lesson unit, students compare and order money amounts shown as dollars, cents and mixed forms. They build on their understanding that $1 equals 100 cents, use the symbols (<), (>) and (=), and justify comparisons using coins, place value and number lines.

Learning intentions

Students will:

• recognise equivalent money amounts written in different forms
• compare money values using (<), (>) and (=)
• order money amounts from smallest to largest and largest to smallest
• solve practical problems involving equivalent amounts and explain their reasoning

Success criteria

• I can change a money amount into dollars and cents or cents only.
• I can use (<), (>) or (=) to compare two money amounts.
• I can place money amounts correctly on a number line.
• I can explain how I know one amount is greater than, less than or equal to another.

Curriculum links

• Measurement — recognising the relationship between dollars and cents and representing money values in different ways.
• Number — modelling and solving practical additive problems in financial contexts.
• Number — adding and subtracting using place value, partitioning and regrouping.
• Number — following and creating step-by-step procedures and describing patterns.

Lesson structure (45 minutes)

1. 0–5 min · Hook and retrieval. Teacher displays the question “Which is more: $2.05 or 205c?” using the opening comparison slide, then revisits the fact that $1 equals 100c. Students show their choice with fingers or mini-whiteboards and explain their thinking to a partner.

2. 5–13 min · Direct teaching. Teacher models converting amounts into a common form before comparing: $1.40 = 140c, 95c = $0.95 and $2 + 5c = $2.05. Using the equivalence and symbols slides, teacher demonstrates comparing dollars first, then cents when the dollar amounts are equal, and records examples such as $1.40 (>) 95c and 75c (=) $0.75. Students practise two examples on whiteboards and justify each symbol.

3. 13–20 min · Number-line modelling. Teacher displays a 0–$3 number line on the number-line modelling slide and models placing 50c, $1, $1.50, $2.25 and $2.75. Emphasise that equal intervals must represent equal values and that 50c is halfway between $0 and $1. Students place three teacher-given amounts on individual number lines and compare neighbouring values.

4. 20–33 min · Pair investigation. Teacher distributes the comparing and ordering money worksheet and pairs students strategically. Students complete tasks that require them to convert mixed forms, insert (<), (>) or (=), order sets of amounts, place values on number lines and solve practical shopping comparisons. Teacher circulates, asking “What common form will help you compare?” and “How can you prove it?” Students record a number sentence and a brief explanation for selected answers.

5. 33–41 min · Practical reasoning challenge. Teacher displays the “Market Stall Challenge” on the practical problem and discussion slides: “A drink costs $1.25. Mia has $1 and three 10c coins. Does she have enough? Explain.” Students solve independently, then discuss in groups of three. Follow with: “Find two different ways to pay for an item costing 85c. Which way uses more coins?” Groups share solutions and explain equivalence and comparison. Teacher highlights efficient checking by converting all amounts to cents.

6. 41–45 min · Plenary and exit check. Teacher returns to the opening question using the plenary slide and asks students to correct or confirm their first response. Students complete the final three questions on the worksheet reflection and exit questions: compare $2.30 and 230c, order 80c, $1.05 and $0.95, and write one sentence explaining a comparison. Teacher collects responses for next-lesson grouping.

Resources

• the Comparing Money amounts slide deck
• the comparing and ordering money worksheet
• Mini-whiteboards, markers and erasers
• Classroom number lines from $0 to $3
• Australian play coins and notes, if available
• Projector or interactive whiteboard
• Pencils and coloured pencils
• Prepared group challenge prompt

Assessment

• Listen for students recognising that dollar and cent representations can describe the same value; note whether they compare using a common form.
• Check whiteboard responses, number-line placements and worksheet explanations for correct symbols, ordering and place-value reasoning.
• Use the final worksheet questions as an exit check. Record students who confuse dollars with cents, misread zero cents or place amounts inaccurately for targeted support in the next lesson.

Differentiation

• Support students with a conversion mat showing $1 = 100c, a place-value chart for dollars and cents, labelled number lines and sentence starters such as “I know ___ is greater because…”.
• Provide concrete coins for students who need to physically build equivalent amounts before recording them. Read worksheet instructions aloud and pair students for oral rehearsal before writing.
• For EAL learners, use consistent visual language for “greater than”, “less than”, “equal to”, “dollars” and “cents”; allow students to explain comparisons orally, with diagrams or by pointing before writing.
• Extend confident students by asking them to create three different representations of one amount, order five mixed-form amounts including equal values, or write a new shopping comparison that has more than one possible answer.