Adding Pounds and Pence

Overview

Duration: 55 minutes
Class size: 20 students
Support staff: 1 Teaching Assistant (TA) for lower-ability students (approx. 20%)
Age group: Year 3 (7–8 year olds)
Curriculum: National Curriculum for England (Mathematics)
Unit reference: White Rose Maths – Year 3, Block 3: Money (Lesson 2-3, adding money)

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Learning Objectives

Aligned with the National Curriculum for England Mathematics Programme of Study (Year 3):

• MA3.M11: Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value.
• MA3.M12: Add and subtract amounts of money to give change, using both £ and p in practical contexts.
• Mathematical fluency: Use mental and formal written methods to add money amounts efficiently.

Specifically for this lesson:

• Identify the correct pounds and pence in given amounts (e.g., recognising £ and p values in mixed amounts).
• Use a variety of strategies (mental calculation, partitioning, column addition) to add pounds and pence together accurately.

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Prior Learning Recap (5 minutes)

Recall:

• Pupils have learned how to convert between pounds and pence (e.g., 145p = £1.45) yesterday.
• They understand pounds as whole numbers and pence as decimal parts or separate amounts.
• Brief flashcard quiz or quick oral questioning to reconfirm prior knowledge on conversion and currency symbols.

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Resources

• Play money sets (plastic or paper coins and notes) - £1, £2, 50p, 20p, 10p, 5p, £5 notes etc.
• Whiteboard and markers
• Individual whiteboards and pens for each pupil
• Printed worksheets adapted from White Rose Maths adding money resources
• Visual place value charts adapted for money (pounds and pence columns)
• Number lines showing pounds and pence
• Realistic shop labels and price tags made from card
• TA’s resource basket: simplified money cards and additional manipulative coins for targeted support

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Lesson Structure

1. Introduction (10 minutes)

• Begin with a fun "shopkeeper" role-play setup: teacher acts as a shopkeeper; pupils use play money to buy items.
• Show mixed price tags (e.g., £1.50, £2.45), ask pupils what these represent in pounds and pence.
• Use questioning: “How many pounds and how many pence?”
• Display amounts on whiteboard and practise reading and writing these amounts correctly (reinforcing £ and p symbols).

Engagement Tip: Create excitement by allowing pupils to “buy” small rewards (stickers, pencils) after correctly adding amounts.

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2. Main Activity Part 1 – Mental Strategies (15 minutes)

• Pupils use play money and price tags in pairs to add two amounts of money mentally.
• Example task: “You buy an apple (£1.20) and a juice (£0.85). How much do you spend?”
• Encourage mental strategies: partitioning pence and pounds separately (e.g., £1 + £0 = £1, 20p + 85p = 105p = £1.05, total = £2.05).
• Pupils record answers on individual whiteboards or verbally report answers.
• Teacher circulates to model thinking aloud and supports verbalisation of strategies.

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3. Main Activity Part 2 – Formal Method (15 minutes)

• Introduce addition of money using column addition on the board with pounds and pence aligned under each other.
• Demonstrate how to regroup pence over 100 into pounds (e.g., 145p = £1 and 45p).
• Pupils practise on their worksheets with structured column addition of money amounts (mix of 2 and 3 addends).
• Support lower-ability students with TA using concrete play money to physically add and regroup.

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4. Cross-Curricular Link (5 minutes)

• English / Literacy: Encourage pupils to write short shopping diary entries recounting what they bought and how much they spent, using correct currency terms.
• This develops writing for a purpose and reinforces vocabulary associated with money.

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5. Plenary and Assessment (10 minutes)

• Quick-fire quiz: Present 3 shopping items and ask pupils to add the total cost orally and write answer on their whiteboards.
• Class discussion on which strategies worked best and why.
• Use a simple exit ticket: pupils write down one thing they learnt about adding money today, one strategy they found helpful.

Assessment Focus:

• Observation of ability to identify pounds and pence
• Accuracy of addition, especially handling pence beyond 100p
• Ability to explain or demonstrate method used

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Differentiation and SEND Support

• TA works closely with lower-ability pupils (approx. 20% of class), using concrete manipulatives and visual aids to scaffold addition.
• Visual aids (place value charts, number lines) will help pupils who struggle with abstract concepts.
• Simplifying tasks: initially adding amounts less than £5, then increasing complexity.
• Use of clear, large print materials and multisensory approaches for pupils with dyslexia or visual processing difficulties.
• Frequent check-ins and one-to-one questioning to assess understanding and scaffold next steps.

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Role of Other Adults

• Teaching Assistant (TA): Works with lower-ability pupils on concrete resources, reinforces vocabulary for pounds and pence; supports formative assessment through questioning and guided practice.
• Teacher: Direct instruction of strategies, modelling, whole class facilitation, and assessment of learning.

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University Curriculum Link

• The teaching and learning strategies implemented in this lesson directly align with best practice pedagogical approaches based on cognitive science research emphasising:
  • Concrete-Pictorial-Abstract (CPA) progression (Bruner, 1966) to build conceptual understanding before abstract manipulation.
  • Metacognitive reflection: pupils explicitly discuss which addition strategies were helpful, representing key principles in educational psychology on developing problem-solving skills (Flavell, 1979).
  • Incorporation of cross-curricular literacy links supports holistic development and cognitive connections across domains.

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Summary

This lesson carefully blends concrete resources and structured methods following the UK National Curriculum for Year 3 money objectives. It uses engaging role-play and play money to make maths meaningful and taps into proven cognitive approaches for conceptual understanding. The TA plays a vital role in inclusivity and differentiation, ensuring all learners succeed. Cross-curricular links build literacy skills, enriching the learning experience.