Money Representations

Overview

This final lesson in the six-part unit is an individual summative assessment. Students demonstrate that they understand the relationship between dollars and cents and can represent familiar and unfamiliar money values in more than one way, explaining their thinking where required.

Learning intentions

Students will:

• recognise that $1 equals 100 cents
• represent money values using dollars, cents, coins and notes
• convert between dollar and cent representations
• solve and explain practical money problems independently

Success criteria

• I can explain the relationship between dollars and cents.
• I can show the same money value in different ways.
• I can use a number sentence, drawing or words to show my thinking.
• I can check that my representations are equivalent.

Curriculum links

• Measurement — relationships between dollars and cents and representing money values in different ways
• Number — modelling and solving practical financial problems
• Number — adding and subtracting using place value and efficient strategies

Lesson structure (45 minutes)

1. 0–5 min · Settle and explain. Open with the assessment introduction slides and remind students that this is an individual assessment, not a speed test; students may use permitted classroom equipment but must complete their own work. Students listen to the instructions, ask clarifying questions and prepare a quiet workspace.

2. 5–8 min · Readiness check. Display the assessment rules and a non-assessed example, such as showing $1.20 as $1 and 20c or as $1 and two 10c coins; clarify that equivalent answers can look different. Students identify whether two sample representations have the same value and explain why without solving any assessment question.

3. 8–32 min · Individual assessment. Distribute the individual money representations assessment and read the general instructions aloud without explaining specific answers; circulate quietly, checking that students understand the task format rather than coaching their calculations. Students work independently through tasks involving identifying values, converting dollars and cents, making equivalent representations, and solving practical money situations.

4. 32–38 min · Review and justify. Use the assessment review prompt to remind students to check symbols, decimal points, coin values, totals and whether each representation is equivalent; invite students to add written or drawn justifications where requested. Students independently review their answers, correct calculation errors they notice and complete any unfinished explanation.

5. 38–43 min · Final submission. Give a two-minute warning, then ask students to place pencils down, write their name and submit the completed worksheet; collect any manipulatives or support materials used. Students check that every question is attempted, submit their work and remain quietly seated.

6. 43–45 min · Reflect and close. Display the closing reflection slide and ask students to consider which representation was easiest and which task required the most careful thinking; do not record responses as part of the assessment. Students share a brief reflection with a partner or write one sentence: “One way I know two money representations are equal is …”

Resources

• the assessment introduction, review and closing slides
• the individual money representations assessment
• Classroom pencils, erasers and rulers
• Optional play coins and notes for students who require concrete support
• Individual working spaces
• Teacher assessment rubric and class checklist
• Timer or classroom clock

Assessment

• The worksheet is the summative assessment. Assess each student against the following rubric:
• Emerging: Identifies some coins, notes or values with substantial support.
• Developing: Correctly represents and converts familiar money values, with occasional errors.
• Proficient: Accurately recognises dollar–cent relationships and represents values in multiple ways.
• Highly proficient: Accurately and efficiently solves unfamiliar money tasks and clearly justifies equivalent representations.
• During the assessment, record observations of independence, use of representations, accuracy and explanation. Avoid leading questions; use neutral prompts such as, “Read the instruction again” or “How could you check that?”
• Use the closing reflection as a metacognitive check only. Do not award or deduct assessment marks for verbal confidence or speed.

Differentiation

• Provide optional play coins and notes, a place-value mat or a reference showing that $1 is 100c for students who need concrete or visual support. Record the support provided when judging independence.
• Read instructions aloud, enlarge the worksheet, provide extra processing time or scribe dictated explanations where documented adjustments require it. Do not simplify the mathematical demand.
• For EAL learners, clarify vocabulary such as value, equivalent, represent and change using examples and gestures, while ensuring answers remain the student’s own.
• Students ready for challenge should attempt the unfamiliar tasks and justify more than one efficient representation; do not provide additional questions that create time pressure.