Money Place Value

Overview

Age Group: Year 3 (7-8 years)
Class Size: 11 students
Duration: 60 minutes
Unit: Money Matters: Decimals and Change (Lesson 1 of 3)
Theme: Understanding Place Value with Money

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National Curriculum Links

Mathematics – Year 3 (England)

• Number – decimals:
  • Recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10. (NC Statement)
  • Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and from dividing numbers or quantities by 10. (NC Objectives)
• Number – money:
  • Pupils should be taught to:
    • add and subtract amounts of money to give change, using both £ and p in practical contexts
    • recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value.

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Learning Objectives

By the end of the lesson, pupils will:

• Understand the concept of place value in decimals with reference to money amounts (£ and p).
• Identify the value of individual UK coins and notes up to £20.
• Express amounts in decimal notation, recognising pounds as whole numbers and pence as tenths and hundredths.
• Collaborate to create and solve word problems involving money expressed as decimals.

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Success Criteria

Pupils will be able to:

• Correctly identify coins and notes and state their decimal values (e.g., 10p = £0.10).
• Accurately write money amounts in decimal form (e.g., £1.50, £0.70).
• Develop simple real-life money problems and present their solutions using decimal notation.

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Resources

• Real or replica UK coins and notes (pennies, 2p, 5p, 10p, 20p, 50p, £1, £2, £5, £10, £20)
• Place value charts showing pounds and pence columns
• Whiteboards/markers for each pair
• Worksheets with pictorial coin/note representations and decimal notation exercises
• Interactive money value game cards
• Large coin flashcards for group activity
• Visual timer (to support time management)

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Lesson Structure

1. Starter (10 minutes): Coin Value Warm-up

• Display a selection of UK coins and notes on the board.
• Ask individual pupils to identify the name and value of the displayed coin/note aloud.
• Introduce the decimal notation for the coins, explaining £ and p notation (e.g., 50p = £0.50).
• Use a place value chart showing "Pounds | Pence (tenths and hundredths)" to demonstrate how money amounts relate to decimals.
• Quick Q&A:
  • "What decimal value does a 20p coin represent?"
  • "How many tenths in 50p?"

2. Main Activity 1 (15 minutes): Hands-On Place Value Exploration

• Pupils work in pairs with sets of physical coins and notes.
• Each pair creates 5 different amounts using coins and notes (e.g., £1.30, £0.75, £2.05).
• Pupils then write the corresponding decimal numbers to represent these amounts on their whiteboards.
• Circulate to support understanding and check for correct decimal placement—particularly the importance of the decimal point separating pounds and pence.
• Reinforce how the first digit(s) before the decimal point represent pounds (whole numbers), and the digits after represent pence (as tenths or hundredths).

3. Main Activity 2 (20 minutes): Problem Creation and Peer Challenge

• Explain the task: Each pair creates 2 word problems involving money, which will require adding or subtracting amounts expressed in decimal notation (e.g., "If I have £2.50 and spend 70p, how much do I have left?").
• Pairs write these problems clearly on their worksheets or whiteboards.
• Pairs swap problems with another pair, who then solves them and explains their method aloud.
• Encourage them to represent the problems pictorially where appropriate (using coins and place value charts).
• Teacher offers scaffolded support if difficulties arise.

4. Plenary (10 minutes): Reflect and Consolidate

• Whole-class discussion:
  • What did you find easy or tricky about placing money amounts in decimal form?
  • How can knowing place value help when working with money?
• Quick quiz using flashcards (teacher shows coin value, pupils shout out decimal value).
• Recap main learning point: decimals in money represent pounds and pence through place value.
• Affirm teamwork and encourage them to observe decimals when handling money in daily life.

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Assessment & Feedback

• Formative Assessment: Observation during pair work – correct identification and decimal placement.
• Peer Assessment: Pupils evaluate solutions to money problems created by other pairs.
• Teacher Feedback: Instant verbal feedback during activities; address misconceptions immediately.
• Exit Question: Each pupil writes one sentence describing how pounds and pence relate in decimal numbers.

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Differentiation

• Support: Provide coin value charts with visual cues and sentence starters for students requiring extra help.
• Challenge: Encourage higher-ability pupils to create problems involving mixed operations (add and subtract) with decimals beyond whole pounds (e.g., £3.45 - £1.78).
• Include extension activity: estimating total amounts using rounding to the nearest pound.

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Cross-Curricular Links

• English: Developing problem-solving language and clear written explanations.
• PSHE: Understanding and managing money provides life skills.

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Teacher's Reflection Points for Next Lessons

• Which coins/notes did pupils most frequently confuse?
• How confident were pupils in mapping physical coins to decimal values?
• Were students able to create authentic money problems with decimals?
• Adjust scaffolding in lessons 2 and 3 based on observed challenges.

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This lesson plan aims to blend practical money-handling with core decimal place value skills, making abstract maths concepts tangible and relevant for Year 3 learners in accordance with the National Curriculum for England.