Connecting Dollars and Cents

Overview

In this second lesson of the six-lesson unit, students build on their understanding of Australian coins and notes by connecting dollars with cents. They use play money, diagrams and place-value representations to show that $1 equals 100 cents, then represent whole-dollar and mixed money values in different ways.

Learning intentions

Students will:

• recognise that $1 is equal to 100 cents
• convert whole-dollar amounts into cents and cents into dollars
• represent mixed dollar-and-cent values using coins, diagrams and equations
• explain how dollars and cents are connected in a money amount

Success criteria

• I can explain that $1 = 100 cents.
• I can convert whole dollars to cents and cents to whole dollars.
• I can show the same money amount in more than one way.
• I can label my representation with dollars, cents and the correct symbols.

Curriculum links

• Measurement — recognising relationships between dollars and cents and representing money values in different ways
• Number — adding and subtracting using place value, partitioning and regrouping
• Number — modelling and solving practical financial problems
• Number — following and creating step-by-step algorithms involving numbers and decisions

Lesson structure (45 minutes)

1. 0–5 min · Hook and recall. Display a $1 coin and ask, “Would you rather have one $1 coin or one hundred 1-cent coins? Would they have the same value?” Open with the money mystery introduction slides and invite students to think-pair-share before revisiting the value of common Australian coins. Students explain their choice and recall that 100 cents make one dollar.

2. 5–13 min · Direct teaching. Use the dollars-and-cents teaching slides to model $1 = 100c, $2 = 200c and $5 = 500c, linking the zeros to place value. Build $1 using play money and record: $1 = 100c, 2 × $1 = $2 and 2 × 100c = 200c. Students copy a place-value model with dollars in one column and cents in another, then answer quick oral checks such as “How many cents are in $4?”

3. 13–23 min · Guided representations. Distribute the dollars-and-cents representation worksheet and model how to represent $1.85 as $1 + 50c + 20c + 10c + 5c. Demonstrate a second representation, such as 50c + 50c + 50c + 10c + 10c + 10c + 5c, and discuss why both have the same value. Students complete two examples with coins or drawings, recording an addition equation for each.

4. 23–35 min · Partner money challenge. In pairs, students use the Printable Money Role-play Pack and play money. One student chooses a price card or teacher-provided amount, while the other makes that amount in at least two ways; partners then swap roles. Include whole-dollar amounts such as $3 and $6, and mixed amounts such as $2.40, $4.75 and $1.35. Students record each representation on the worksheet and explain how they checked the total. Circulate and ask, “How do you know these combinations are equal?” and “Could you use fewer coins?”

5. 35–41 min · Algorithm and discussion. Display the conversion algorithm and discussion slides. Teach the steps: identify the unit, use 100 cents for each dollar, multiply whole dollars by 100 when converting to cents, and group each 100 cents as $1 when converting to dollars. Students follow the algorithm for $7 = 700c and 300c = $3, then create a three-step instruction for converting $5 into cents. Invite two students to read their instructions while the class checks whether each step is clear.

6. 41–45 min · Plenary and exit check. Return to the final reflection slides and ask students to complete the final worksheet questions independently: “Show $2.60 in two ways” and “How many cents are in $8?” Students share one useful strategy, then hand in their worksheet for assessment.

Resources

• the complete dollars-and-cents slide deck
• the dollars-and-cents representation worksheet
• the Printable Money Role-play Pack
• Australian play coins and notes, including 5c–$2 coins and $5–$10 notes
• Whiteboard and markers
• Document camera or interactive display
• Pencils and coloured pencils
• Small tubs or envelopes for partner money sets

Assessment

• Listen for accurate explanations during the hook and direct teaching, checking whether students connect one dollar with 100 cents rather than simply memorising the fact.
• Observe partner work and record whether students can make a value in two ways, convert whole dollars to cents, and justify equivalent representations.
• Use the final worksheet questions as an exit check. Provide a short follow-up group for students who confuse the dollar and cent units or misplace zeros.

Differentiation

• Support students with a labelled dollars/cents place-value mat, a visible reference showing $1 = 100c, and pre-selected coin collections. Allow them to build each amount before drawing or writing it.
• Provide sentence starters such as “These amounts are equal because…” and “I converted dollars to cents by…”. Pair students strategically and read instructions aloud for students requiring language or processing support.
• For EAL learners, use gestures, real coins and repeated language: “dollar”, “cents”, “same value”, “convert” and “represent”. Accept oral explanations alongside written responses.
• Extend confident students by asking them to find three ways to represent $3.75, use the fewest coins possible, or create a conversion challenge for a partner involving a whole-dollar amount up to $10.