Money Problem-Solving Workshop

Overview

This is lesson 5 of 6 in the unit Money: Dollars and Cents. Students rotate through collaborative stations to revise Australian coin and note values, dollar–cent relationships, equivalent representations, comparison and ordering. They apply their understanding to practical problems, discuss strategies and complete an individual task targeting common misconceptions.

Learning intentions

Students will:

• recognise relationships between dollars and cents, including $1 = 100 cents
• represent the same money value in different ways
• compare and order money amounts using dollars and cents
• solve practical money problems using addition and subtraction strategies
• explain their thinking and respond constructively to feedback

Success criteria

• I can explain how dollars and cents are related.
• I can make the same amount in more than one way.
• I can compare and order money amounts accurately.
• I can choose an operation and explain my strategy for a money problem.

Curriculum links

• Measurement — recognising relationships between dollars and cents and representing money values in different ways.
• Number — modelling practical additive problems, including financial contexts, and communicating solutions.
• Number — adding and subtracting two- and three-digit numbers by partitioning and regrouping.
• Number — following and creating step-by-step algorithms and describing patterns.

Lesson structure (45 minutes)

1. 0–5 min · Hook and retrieval. Display a price tag such as $2.35 and ask, “How many different ways could we pay this amount?” Use the hook and retrieval slides to show the challenge and three quick questions. Students think-pair-share, then record one possible representation on mini-whiteboards.

2. 5–9 min · Model the workshop. Explain that groups of five will rotate through four stations, with one student taking responsibility for reading instructions, handling materials, recording and checking. Demonstrate that $2.35 is 235 cents and can be represented using $2 + 20c + 10c + 5c or $1 + $1 + 50c + 20c + 10c + 5c. Revisit the station instructions and success criteria and assign groups and starting stations.

3. 9–33 min · Collaborative station rotations. Students spend six minutes at each station, moving when the slide timer signals; the teacher circulates, questions reasoning and records misconceptions. Students use the money role-play pack and the group role cards to support roles and practical tasks.

• Station A — Make it multiple ways: Build teacher-provided amounts, such as $1.40, $2.05 and $3.75, using coins and notes. Record at least two different combinations and explain why they have equal value.
• Station B — Sort and order: Compare cards showing amounts in dollars, cents and mixed notation. Order them from least to greatest, using >, < or =, and justify one comparison by converting to cents.
• Station C — Shop and calculate: Role-play purchases using price tags. Find the total cost of two items or calculate change from $5 using a number line, counting on or partitioning. Write a matching number sentence.
• Station D — Spot the mistake: Examine statements such as “$3.07 is 37 cents” or “$2.50 is less than $2.05.” Decide whether each is correct, correct the error and explain the misconception using words, drawings or materials.

4. 33–40 min · Individual practice and feedback. Distribute the individual money practice worksheet. Students independently complete six questions: convert between dollars and cents, represent one amount in two ways, compare and order amounts, and solve a shopping problem involving change. Students use a coloured pen to check one answer against the worked example on the feedback and checking slides and write one correction or explanation. The teacher conferences with students identified during rotations.

5. 40–45 min · Plenary and readiness check. Display the plenary questions. Students share one strategy that helped them and respond to: “A drink costs $1.65. Show two ways to pay and calculate the change from $2.” Collect responses or sample whiteboards, address any final misconception, and explain that the next lesson will consolidate the unit learning.

Resources

• the Money Problem-Solving Workshop slide deck
• the individual money practice worksheet
• the money role-play pack
• the group role cards
• Australian play coins and notes, or virtual money
• Station instruction cards and amount cards
• Mini-whiteboards, markers and erasers
• Pencils and coloured checking pens
• Timer

Assessment

• During retrieval and modelling, check whether students can state that $1 equals 100 cents and distinguish dollars from cents.
• During rotations, question students about their representations, comparison strategies and choice of operation; record students needing further support with place value or change.
• Use the individual worksheet and plenary response as an exit check. Note whether each student can represent, compare and solve a money problem independently.

Differentiation

• Support students with a dollars-and-cents place-value mat, labelled coin and note values, a number line to $5, and sentence starters such as “I know these are equal because…” and “I counted on from…”.
• Pair students strategically and provide concrete money or virtual manipulatives before expecting written representations. Read station instructions aloud and use visual timers for students who need processing or attention support.
• For EAL learners, pre-teach and display value, amount, equal, greater than, less than, total, change; accept oral explanations, drawings and physical demonstrations.
• Extend confident students by asking them to find all possible representations for a selected amount, create a station challenge for a classmate, or solve a purchase problem where the most efficient strategy must be justified.