TOPIC
11
Money
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Strand: Measures
Strand unit: Money
Rename amounts of money as euro or cent and record amounts of money using
€ symbol and decimal point.
Solve and complete practical 1-step and 2-step problems and tasks involving the
addition, subtraction, multiplication and simple division of money.
Looking back: What the 3rd class programme covered
1. Renaming amounts of euro and cent.
2. Recording euro and cent using a decimal point.
3. Addition and subtraction of money.
Maths skills used in this topic
1. Applying and problem-solving: Apply mathematical concepts and processes, and plan and
implement solutions to problems, in a variety of contexts.
2. Communicating and expressing: Communicate and express mathematical ideas, processes
and results in oral and written form.
Price lists, counters
Vocabulary
Change, compare
Teaching points
1. Guidelines on the use of the euro state that the plurals of both ‘euro’ and ‘cent’ are to be
written without the ‘s’ in English, particularly in legal texts. However, in documents intended
for the general public, use the natural plural (with ‘s’) for both terms.
2. Pupils should be advised about using the € and c symbols – though €5.23c is sometimes seen,
it is more common to use one (€5.23) or the other (523c) but not both.
Target board 7:
Round each number to 1 decimal place. If the number represents money
1.20 = €1.20, then how much must be added to each to make €5? How many 10 cent in a euro?
Use this fact to calculate how many 10 cents in each amount of money shown on the target board.
More able children might be able to calculate the number of 5 cents in each amount.
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Counting stick:
Practise counting in 5s, 10s, 20s and 50s to reach a euro, then continue counting including the
euro, e.g. €1.05, €1.10, €1.15.
Topic suggestions
1. Learning a sense of price and value is more important than the mechanical money operations.
Spend time pricing everyday items and doing mock shopping basket activities, examining
prices on restaurant menus, looking at special offers, bargains and sale items, etc.
2. Spending your allowance – write the names of and suitable prices for items in which the
children have an interest and give them an imaginary amount of pocket money which can
be spent. Discuss going over budget, saving 2 or more weeks’ allowance in order to buy
something expensive.
3. Show 4 x 4 and 5 x 5 grids of coins on a whiteboard if available. Total the amounts in each
row and each column. Delete 1 or more coins in each row. The children have to work out the
denomination of the missing coins. Sample provided on activity page.
Activity A
The grid shows the 8 coins of the euro–cent currency.
1. Call out different amounts of money (11c, 23c, 48c, €1.32, €2.99, etc.), the children then
show that amount of money by covering the appropriate coins with counters, using as few
coins/counters as possible.
2. Make the task harder by asking the children to nominate the coins they would give as
change, again using as few coins as possible (e.g. What change do you give a customer who
hands you €5 for an item that costs €3.25?).
3. How much money will you have, if you have 1 of each coin, 2 of each coin, etc?
4. Name something you can buy for €1, 50c, €2.50, etc.
Differentiation
Lower attainers:
Separate activity page.
Higher attainers:
Distribute catalogues or online lists of goods in which prices are listed. Ask the children to make
up questions (and find the answers) based on the lists. For example: What is the most expensive/
least expensive item? What could you buy for €20? Name something you could not afford if you
only had €20. What is the price of x and y? What would x cost if there is a delivery charge of
€4.50 and a packaging cost of 75c?
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Topic
Topic
11
11
1. Find the missing coins in each grid. The total of each column and each row is shown.
€5.00
€2.50
€12.50
€24.00
€1.65
€1.26
€2.32
€1.54
€2.71
€2.57
€1.08
€1.30
€1.61
€59.00
€4.75
€44.25
€79.99
1. Find the price of each of the following.
(a) ball and doll ______
(b) windmill and digger ______
(d) train and rocking horse ______ (e) windmill and train ______
(g) doll and blocks ______
(c) see-saw and blocks _____
€1.32
52c
€4.72
€2.53
76c
39c
€3.25
€1.66
23c
2. How much for each of the following?
(c) blocks, train and digger ______
€3.07
€2.13
€2.07
€1.15
(f) digger and see-saw ______
(h) rocking horse and ball ______ (i) all of the toys ______
(a) windmill, digger and doll ______
€2.56
87c
€2.82
(b) see-saw, ball and rocking horse ______
€6.04
€1.30 €3.22 €3.17 €2.09
(d) rocking horse, windmill and doll ______
€3.41
€2
19c
€4.02
33c
€3.54
3. Write two things you could buy if you had €10. What change would you get if you bought both?
2. Work out which coins are missing and fill in the total of each column.
_______________ and _______________, _______________
4. What change would you get from €50 if you bought the following?
(a) ball and doll ______
(b) windmill and digger ______
(c) blocks and train ______
(d) doll and blocks ______
(e) all items in the top row ______
(f) train ______
7. Jill and Jack bought the rocking horse. Jill paid €35. How much did Jack pay? _________
8. Laura and Lara bought the ball. Laura paid €1 more than Lara. How much did each pay? _______
Name: _______________________________________
Page 135: Money
Date: ___________________
135
€4.56
€1.52
€2.22
€2.53
€2.92
€2.25
€0.41
€
€
€
€
€
Name: _______________________________________
Page 136: Money
€
€
Date: ___________________
€
€
€
© Folens Photocopiables
6. Sarah and Jane bought the doll between them. How much did each pay? _________, _________
© Folens Photocopiables
5. Which item is the most expensive? Which item is least expensive? _________, _________
€2.75
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Linkage
2D Shapes: Which 2D shapes have symmetry?
Integration
SESE History: Early civilisations, barter, exchange, need for a currency
Maths at home/parental involvement
Find the price of everyday items, weekly grocery bill, utility bill, newspaper, etc.
How to save money when shopping: 2 for the price of 1, 20% extra free, buying in bulk,
comparing brands, comparing amounts in packages, buying online, not buying luxury items, etc.
Why it might be a good idea to put savings in a post office or bank account? (earns interest,
can’t be stolen, less likely to be spent frivolously, saving towards a goal, etc.)
Notes
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