Making Amounts

Overview

In this second lesson of the three-lesson unit NZ Money Matters, students combine New Zealand coins and notes to make given amounts in different ways. They build on recognising coin and note values by counting on, recording combinations, and comparing the number of pieces used.

Learning intentions

• WALT combine New Zealand coins and notes to make a given amount.
• WALT count collections of money accurately by counting on from the largest value.
• WALT record the same amount in more than one way.
• WALT compare combinations using more or fewer pieces of money.

Success criteria

• I can count a collection of coins and notes accurately.
• I can make a target amount up to $20.
• I can show the same amount in more than one way.
• I can record my combinations using drawings, numerals and simple equations.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that challenge advanced learners and deepen understanding.
• Mathematics and Statistics — Mathsteasers / Alignment: challenging mathematical thinking connected with relevant textbook content.
• Number understanding and mathematical practices: represent, use and communicate amounts in meaningful contexts.
• Students develop perseverance, participation and collaboration while explaining and checking their strategies.

Lesson structure (60 minutes)

1. 0–7 min · Hook and revisit. Display a picture of a toy priced at $6 and ask, “How many different ways could we pay for it?” Open with the money hook and learning intention slides. Students name familiar New Zealand coins and notes, recall their values, and make a quick estimate before sharing ideas with a partner.

2. 7–17 min · Model counting on. Use large images or magnetic play money to model making $7.50, starting with a $5 note, then counting on $2, 50c and 10c. Think aloud: “I start with the largest amount so I do not need to count every piece.” Record the collection as a drawing and equation, such as $5 + $2 + 50c = $7.50. Students practise counting on with two teacher examples and show the total on their fingers or mini-whiteboards.

3. 17–25 min · Model different combinations. Demonstrate two ways to make $4: four $1 coins; or two $2 coins. Then model $6.50 in two ways, including a combination with a note and coins. Ask, “Are the amounts equal? Which combination uses more pieces? How do you know?” Students explain their thinking using the sentence frame, “Both combinations make __ because …”. Refer to the worked examples and compare-combinations slides.

4. 25–43 min · Pair target challenge. Place students in ten carefully selected pairs. Give each pair play New Zealand coins and notes, target price cards made by the teacher, and the making amounts recording sheet. Call out or display targets between 50c and $20, beginning with amounts within $5 for students needing support. For each target, students build one combination, count it together, draw or sketch the money, and record an equation. They then find a second combination and circle which uses more pieces. Partners swap roles as Builder and Checker. Display the instructions on the pair challenge and recording slides.

5. 43–52 min · Reasoning challenge. Invite pairs to choose a target such as $5, $8 or $10 and find as many different combinations as possible. Students record each combination on the worksheet and try to find one using the fewest pieces. Encourage them to organise their attempts by starting with the largest note or coin and explain how they know they have not missed a possibility. Confer with pairs and ask, “What did you change? What stayed the same?”

6. 52–60 min · Share and exit check. Select two or three pairs to show different solutions for the same target. Discuss whether combinations remain equal when the pieces change. Students complete the final worksheet prompt independently: “Make 75c in two ways. Draw the money and write an equation.” Finish with the discussion and exit prompt slide. Collect responses to identify students ready for larger targets in the next lesson.

Resources

• the money hook and learning intention slides
• the making amounts recording sheet
• Play New Zealand coins and notes, including 5c, 10c, 20c, 50c, $1, $2, $5, $10 and $20
• Teacher-made price or target cards
• Magnetic or enlarged coin and note images
• Mini-whiteboards and pens
• Pencils and crayons
• Optional number lines and ten-frames
• Small trays or envelopes for each pair’s money

Assessment

• Listen for accurate counting on during the modelling and pair activity, checking whether students begin with the largest value and keep track of the total.
• Review drawings and equations for accurate representation of the target amount; ask students to recount collections that do not match.
• Use the independent 75c exit prompt to identify who can create, record and compare equivalent combinations without prompting.

Differentiation

• Support students with concrete play money, enlarged coin and note images, a number line, ten-frame, worked examples and a reduced choice of targets within $5 or $10.
• Pair students strategically and assign Builder and Checker roles so that both learners handle money, explain a strategy and verify the total.
• Provide sentence starters such as “I started with __ because …”, “These are equal because …” and “This uses fewer pieces because …”. Allow students to draw before writing an equation.
• Extend confident students by asking them to find all possible combinations for selected amounts, use the fewest pieces, order combinations from fewest to most pieces, and explain how they know no other combination works.
• For EAL learners and students requiring additional support, use repeated visual language, gestures, bilingual discussion where available, and frequent partner rehearsal before sharing with the class.