Money Math Choices

Overview

Students use real-life money situations to choose whether to add or subtract, then represent their thinking with drawings and money manipulatives. They practise solving short shopping and “change” problems in pairs and share strategies with the class.

Learning intentions

Students will learn to:

• WALT solve simple money problems using addition or subtraction.
• WALT represent money amounts using coins and notes.
• WALT explain how they know whether to add or subtract in a real context.

Success criteria

Students will be able to:

• I can choose the correct operation (add or subtract) for a money story.
• I can solve money problems using manipulatives and/or number sentences.
• I can use dollars and cents (or whole dollars for simpler tasks) correctly in my work.
• I can explain my thinking using words like “altogether”, “left”, “more than”, and “take away”.

Curriculum links

• Number and place value: use counting and known facts to make and compare amounts.
• Addition and subtraction: solve simple word problems and describe strategies.
• Measurement and money contexts: use Australian coins/notes in practical tasks (including “how much in total” and “how much is left/change”).
• Mathematical communication: describe reasoning using representations (materials, pictures, numbers, symbols).

Lesson structure (30 minutes)

1. 0–5 min | Hook & model

• Show a “shop” picture or use real items with price tags (e.g., $1, $2, $3).
• Teacher models one problem: “I have $5. I buy something for $2. How much money is left?”
• Think aloud: “I started with $5 and I’m taking away $2, so I subtract.”

2. 5–10 min | Guided practice (whole class)

• Use 2 short problems on the board.
• Students hold up the correct operation using signs: “ADD” or “TAKE AWAY”.
• Teacher prompts: “What tells you to add? What tells you to subtract?” Students justify with sentence stems:
• “I’m adding because…”
• “I’m subtracting because…”

3. 10–18 min | Hands-on stations (pairs)

• Set up 3–4 quick stations. Each pair picks a problem card and solves it with money manipulatives.
• Station types (choose based on your class needs):
• Total cost: “I have $4 and $3. How much altogether?”
• Change: “I pay with $5 for a $2 item. How much change?”
• Compare/left: “I spend $3 from $6. How much left?”
• Students record with a simple method:
• Draw the coins/notes, write a number sentence (e.g., 4 + 3 = 7, 6 − 3 = 3), and use one explanation sentence.

4. 18–24 min | Share strategies (teacher-led)

• Invite 3–4 students (or groups) to share one solution.
• Focus questions:
• “Which operation did you choose and why?”
• “How do your coins match your number sentence?”
• Use a class anchor chart: “Add when we find altogether / Subtract when we find left or change.”

5. 24–29 min | Independent quick check

• Give each student 1 problem sheet page with 3 items of increasing difficulty:
• 1 easy total problem
• 1 easy “left/change” problem
• 1 challenge (for early finishers, not everyone)
• Students solve using manipulatives at their desks, then finish with a short explanation.

6. 29–30 min | Exit reflection

• Students answer verbally or with a one-word/one-sentence response: “Today I used addition/subtraction when…”
• Collect quick checks for assessment.

Resources

• Coin and note manipulatives (to support whole dollars or limited cents amounts)
• Money problem cards with clear pictures (show money amounts and what happens)
• Operation signs: “ADD” and “TAKE AWAY”
• Student recording sheets: draw + number sentence + one explanation line
• Price tags/paper shop items or a “pretend shop” display
• Dice or spinner (optional) to choose item prices for station problems
• Anchor chart paper for “Add when… / Subtract when…”
• Visual supports for EALD students (e.g., “altogether”, “left”, “change” icons)

Assessment

• Observation during stations: correct operation choice and accurate representation of amounts with money.
• Check student number sentences and explanations for clarity (“altogether” → add; “left/change” → subtract).
• Quick check sheet: identify who needs re-teaching (operation choice, counting on, or regrouping if using coins).

Differentiation

• Support (including multiple neurodivergent learners and EALD):
• Use concrete money manipulatives first, then pictures, then symbols.
• Provide sentence starters and a word bank with icons: altogether, left, change, more than, take away.
• Reduce amount range (e.g., 1–6 dollars) and limit to whole dollars for learners needing it.
• Offer step-by-step guidance: “What do you start with? What happens? What do you need?”
• Targeting EALD:
• Read problem cards aloud; students point to the key action words (“buy”, “spend”, “left”, “change”).
• Pair with a supportive peer; encourage drawing and matching coins to amounts.
• Extension (for advanced learners):
• Include problems with two-step reasoning, e.g., “I have $6. I buy a $2 item and then a $1 item. How much is left?”
• Encourage using more than one representation: coins + number sentence + brief explanation.
• SEN/ADHD-friendly adjustments:
• Keep station tasks short (1–2 problems per card).
• Use timers and clear start/stop signals; allow movement with a “coin delivery” role (pick the right coins).

Extension (optional)

• Students create their own shopping scenario for a peer:
• Provide a template: “I start with __. I buy __ for __. Now I have __ left (or change __).”
• Peer must circle add/subtract and solve using the creator’s scenario.
• Teacher collects 2–3 examples to highlight strong reasoning.