Dollars and Cents: a week of ready-to-teach maths
Five days of lessons for Year 3 Measurement. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus play coins, amount cards, a mini-check and every answer.
Start here: five minutes to Monday
- Skim the week at a glance on the next page.
- Print the five days. Each day is two A4 sheets: a plan and a worksheet.
- Cut out the play coins and the amount cards once; they are reused all week.
- Open the free interactive unit on your board. Every plan tells you which picture to show and which buttons to press.
- Teach straight from the plan. Timings, talk prompts, misconceptions and answers are all on the one page.
No maths background needed
This pack is written for the busy generalist teacher. One dollar is 100 cents, and the same amount of money can be made with different coins. An amount in cents is written in dollars and cents with a point and two cent digits: 170 cents is $1.70, and 305 cents is $3.05. The coins on the sheets show only their values, at their real sizes relative to each other: a $2 coin is smaller than a 20c coin.
One day, one lesson
The five lessons fill a week of maths, one lesson of about 50 minutes a day. Run them in order: each day stands on the one before. Every plan marks a split point if your timetable runs two shorter sessions.
The week at a glance
One lesson a day for a week. Each day stands on the day before, so run them in order.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | A dollar in coins | Name and order the coins and notes, know that $1 is 100 cents, and make $1 in different ways | A dollar in coins |
| 2 | Count the coins | Count a handful of coins from the biggest first, and write the total two ways | Count the coins |
| 3 | Skip count and make amounts | Skip count coins of one kind, make an amount in different ways, and use the fewest coins | Skip count one coin |
| 4 | Dollars and cents | Change cents into dollars and cents and back, with a point and two cent digits | Dollars and cents |
| 5 | Estimate: is it enough? | Round prices to the nearest dollar to estimate, and decide whether there is enough money | Estimate the total; Enough money? |
How the week builds
Day 1 meets the coins and the 100 cents in a dollar. Days 2 and 3 count coins and make the same amount in different ways. Day 4 writes amounts in cents and in dollars and cents, and Day 5 uses them to estimate and to check whether there is enough. It leans on Money and Modelling (AC9M3N06) and Times Tables and Their Division (AC9M3A03).
Materials for the week (one trip)
- From the classroom: scissors, pencils, small cups or zip bags, this pack printed.
- Play money from the maths cupboard, or the play coins in this pack (a set per pair).
- A few real coins for children to look at (and give back), if you have them.
- Cut out once, use all week: the play coins and the amount cards.
Words for the word wall
coin, note, cent (c), dollar ($), value, total, count on, skip count, dollars and cents, decimal point, estimate, nearest dollar, enough, left over, short
Dear families
This week in maths, Year 3 is learning how dollars and cents fit together, and how to count, write and make amounts of money in different ways.
Try this at home
- Empty a purse or a money box and count it together, biggest coins first.
- Ask your child to make $1 in two different ways with the coins you have.
- Read prices aloud at the shops: $3.05 is 3 dollars and 5 cents.
- Before paying, round each price to the nearest dollar and estimate the total.
Our money this week
Fill one row a day: an amount you counted or made, written in cents and in dollars and cents.
| Day | What we counted or made | In cents | In $ and c |
|---|---|---|---|
| Monday | |||
| Tuesday | |||
| Wednesday | |||
| Thursday | |||
| Friday |
Printed from the free seegongsik Dollars and Cents teaching pack · seegongsik.com/au/y3/measurement/AC9M3M06/pack
A dollar in coins
One dollar is 100 cents. Our coins are 5c, 10c, 20c, 50c, $1 and $2, and our notes are $5, $10, $20, $50 and $100. The size of a coin does not tell its value: the 50c coin is the biggest, and the $2 coin is one of the smallest but worth the most. The same dollar can be made with different coins.
We are learning to
- name the coins and notes and order them by value,
- know that one dollar is 100 cents,
- make $1 with different sets of coins.
Success criteria
- I can order the coins from the smallest value to the biggest.
- I can make $1 in two different ways.
You need
Play money, or the play coins (cut-out sheet 1), a set per pair. A few real coins to look at, if you have them. The worksheet.
Lesson flow (about 50 minutes)
| 10 min | Coin detectives Pairs look at a set of coins, sort them into silver and gold, then order them by value. Hold up a 50c coin and a $2 coin side by side. Ask: “The 50c coin is bigger than the $2 coin. Which one is worth more? How do you know?” |
| 30 min | Make a dollar Show the ways to make $1 on the board (see the box). Pairs make $1 with play coins in as many ways as they can, then children order the coins and the notes and check the four sets on the worksheet. Ask: “Both sets make $1. How can different coins make the same amount?” |
| 10 min | Make $2 Pairs make $2 in two different ways and share one with the class. Ask: “How many 50c coins make $2? How did you work it out?” |
Two half-sessions instead? Split after the coin detectives; start Session B with the board picture.
Watch for these ideas
- Thinking a bigger coin is worth more. The 50c coin is the biggest, but the $2 coin is worth the most.
- Counting the coins, not their values. Five coins are not 5 cents.
- Thinking a dollar is 10 cents. One dollar is 100 cents.
Answers
- Coins by value: 5c, 10c, 20c, 50c, $1, $2. The biggest coin is the 50c; it is not worth the most.
- Notes by value: $5, $10, $20, $50, $100.
- Sets: A yes, B no (90c), C yes, D no ($1.05).
- Make $1: any coins that add to 100 cents, such as ten 10c coins, or 50c + 20c + 20c + 10c.
A dollar in coins
Order the coins
Write the coins in order of value, from the smallest value to the biggest.
______ ______ ______ ______ ______ ______
Which coin is the biggest in size? ______________ Is it worth the most? ______________
Order the notes
Write these notes in order of value, from the smallest value to the biggest.
$20 $5 $100 $10 $50
______ ______ ______ ______ ______
Which sets make $1?
Add up each set. Tick yes if it makes exactly $1.
Make $1 your way
Draw or write two different sets of coins that make $1.
Count the coins
To count a handful of coins, sort them first, biggest value to smallest, then count on: $1, then 50c makes $1.50, 20c makes $1.70 and 10c makes $1.80. The total can be written in cents or in dollars and cents: 180 cents is $1.80.
We are learning to
- sort a handful of coins from the biggest value to the smallest,
- count on from the biggest coin to find the total,
- write the total in cents and in dollars and cents.
Success criteria
- I can count a handful of coins.
- I can write the total two ways.
You need
Play coins in small cups or zip bags, a handful in each, one bag per pair. The worksheet.
Lesson flow (about 50 minutes)
| 10 min | Count on together Hold up coins one at a time, biggest value first; the class counts on aloud after each one. Ask: “We had $1.50 and I added a 20c coin. What do we have now?” |
| 30 min | Count the purses Count the purses on the board (see the box). Children count the six purses on the worksheet and write each total two ways; pairs then swap bags and count each other’s coins. Ask: “Why is it easier to start with the $2 coins?” |
| 10 min | Check a friend Each child makes a purse for a partner to count, then they check the total together. Ask: “You got different totals. How can you find out which one is right?” |
Two half-sessions instead? Split after the board purses; start Session B with the worksheet.
Watch for these ideas
- Counting each coin as one. Count the value of each coin, not how many coins there are.
- Starting with the small coins and losing count. Sort the coins first, biggest value first.
- Writing 180 cents as $180 or $18.0. A dollar is 100 cents, so 180 cents is $1.80.
Answers
- Purses: A 290 cents = $2.90, B 265 cents = $2.65, C 130 cents = $1.30, D 550 cents = $5.50, E 75 cents = $0.75, F 225 cents = $2.25.
- Mia counted the coins, not their values. Purse E is 75 cents, or $0.75.
Count the coins
Start with the coin worth the most and count on, ticking each coin as you count it. Write each total two ways.
Help Mia
Mia counted purse E and said it was 6 cents. What did she do wrong? What is the right total?
Skip count and make amounts
When the coins are all the same, skip count in the coin’s value: four 20c coins are 20, 40, 60, 80 cents. The same amount can be made in different ways, and the way with the fewest coins starts with the biggest coin that fits, then the next biggest, until the amount is made.
We are learning to
- skip count a row of coins of one kind,
- make an amount in two different ways,
- make an amount with the fewest coins.
Success criteria
- I can skip count a row of the same coins.
- I can make an amount in two ways.
You need
Play coins, a set per pair. The amount cards (cut-out sheet 2). The worksheet.
Lesson flow (about 50 minutes)
| 10 min | Skip count chant Count in 5s, 10s, 20s and 50s, laying down a play coin for each count. Ask: “How many 20c coins make $1? Count to check.” |
| 25 min | Make it two ways Skip count on the board (see the box). Children skip count the rows on the worksheet, then make each amount two ways with play coins and record both. Ask: “You made 75c with six coins and I made it with three. Are we both right?” |
| 15 min | Fewest coins Pairs turn over an amount card and make the amount with the fewest coins they can, then finish the worksheet. Ask: “Which coin did you start with? Why that one?” |
Two half-sessions instead? Split after the skip counting; start Session B with making amounts.
Watch for these ideas
- Counting 50c coins as 50, 60, 70. Count on by the coin’s value each time: 50, 100, 150.
- Thinking an amount can be made only one way. Different coins can make the same amount.
- Using lots of small coins for the fewest coins. Start with the biggest coin that fits.
Answers
- Skip counts: 6 × 10c: 10c, 20c, 30c, 40c, 50c, 60c; 5 × 20c: 20c, 40c, 60c, 80c, $1; 3 × 50c: 50c, $1, $1.50; 7 × 5c: 5c, 10c, 15c, 20c, 25c, 30c, 35c; 4 × $2: $2, $4, $6, $8 (a count in cents, such as 100c for $1, is right too).
- Two ways: any two different sets, such as 40c = 20c + 20c or four 10c; $2.50 = $2 + 50c or $1 + $1 + 50c.
- Fewest coins: 35c = 20c + 10c + 5c (3); 75c = 50c + 20c + 5c (3); $1.40 = $1 + 20c + 20c (3); $3.70 = $2 + $1 + 50c + 20c (4).
Skip count and make amounts
Skip count the coins
Write the count under each coin. Then write the total.
Make it two ways
Make each amount with play coins in two different ways. Write or draw the coins.
| Amount | One way | Another way |
|---|---|---|
| 40c | ||
| 75c | ||
| $1.20 | ||
| $2.50 |
Fewest coins
Make each amount with the fewest coins you can. Write the coins.
Dollars and cents
An amount can be written in cents or in dollars and cents. The dollars go before the point and the cents always take two places after it: 170 cents is $1.70, 305 cents is $3.05, and 80 cents is $0.80. Saying the amount helps: $3.05 is three dollars and five cents, so the cents need a zero in front of the 5.
We are learning to
- write an amount in cents in dollars and cents,
- write an amount in dollars and cents in cents,
- read prices aloud in dollars and cents.
Success criteria
- I can write cents in dollars and cents, with two cent digits.
- I can change dollars and cents back into cents.
You need
Mini whiteboards. Play coins. The amount cards (cut-out sheet 2). The worksheet. A shop catalogue or two, if you have them.
Lesson flow (about 50 minutes)
| 10 min | Say it, write it Say an amount, such as “two dollars and fifty cents”. Children write it on whiteboards as $2.50 and as 250 cents. Ask: “Why does five cents need a zero: $0.05?” |
| 30 min | Two ways Write amounts on the board (see the box). Children change the amounts on the worksheet; pairs then play memory with the amount cards, matching each $ and c card with its cents card. Ask: “$2.50 and $2.05 use the same digits. Are they the same amount? How do you know?” |
| 10 min | Price tags Children read prices from a catalogue or the board in words, then say each one in cents. Ask: “How many cents is $4.05? How many is $4.50?” |
Two half-sessions instead? Split after the board; start Session B with the amount cards.
Watch for these ideas
- Writing 305 cents as $3.5. The cents always take two places: $3.05.
- Writing 5 cents as $0.5. That reads as 50 cents; five cents is $0.05.
- Writing 250 cents as $250. That is 250 dollars; 250 cents is $2.50.
Answers
- To $ and c: 135 cents = $1.35, 260 cents = $2.60, 45 cents = $0.45, 508 cents = $5.08, 900 cents = $9.00, 210 cents = $2.10.
- To cents: $1.25 = 125 cents, $3.60 = 360 cents, $0.90 = 90 cents, $4.05 = 405 cents.
- Count and write: 230 cents = $2.30; 105 cents = $1.05.
- Match: $2.50 with 250 cents, $2.05 with 205 cents, $0.25 with 25 cents, $0.52 with 52 cents.
Dollars and cents
Write it in dollars and cents
Write it in cents
Count, then write it two ways
Match the same amounts
Draw a line from each amount to the same amount in cents.
Estimate: is it enough?
To estimate a total, round each price to the nearest dollar and add: $1.90 is about $2 and $3.10 is about $3, so the two cost about $5. To check whether there is enough money, compare what you have with the cost. If it is enough, count on from the cost to what you have to find what is left: from $7.60 to $8 is 40c, and on to $10 is $2 more, so $2.40 is left.
We are learning to
- round a price to the nearest dollar,
- estimate a total by adding the rounded prices,
- decide whether there is enough money, and find what is left or how much more is needed.
Success criteria
- I can estimate a total to the nearest dollar.
- I can say if there is enough money, and what is left.
You need
Play coins. The worksheet. The unit’s self-check quiz.
Lesson flow (about 50 minutes)
| 10 min | Nearest dollar Draw a line from $0 to $5 on the board, marked at every 50c. Say prices; children point to the nearest dollar. Ask: “$2.45 sits between $2 and $3. Which one is it closer to?” |
| 25 min | Shop and check Estimate and check on the board (see the box). Children round the prices and estimate the totals on the worksheet, then decide whether each child has enough. Ask: “You have $2 and it costs $2.35. How much more do you need?” |
| 15 min | Class quiz Run the self-check quiz as a team game: teams hold up one, two or three fingers for their choice. Ask: “Which picture from this week would prove that answer?” |
Two half-sessions instead? Split after the estimates; start Session B with “Enough money?” and the quiz.
Watch for these ideas
- Rounding $2.45 up to $3 because 45 looks big. Under 50 cents rounds down: about $2.
- Adding the exact prices when asked to estimate. Round each price first, then add.
- Thinking $2 is enough for $2.35 because both start with 2. Compare the cents too.
Answers
- Rounded: $1.80 is about $2, $3.20 is about $3, $0.95 is about $1, $4.70 is about $5, $2.45 is about $2, $6.70 is about $7.
- Estimates: about $5 (exactly $5.00), about $4 (exactly $4.35), about $6 (exactly $6.05).
- Enough: $10 for $7.60: yes, $2.40 left; $2 for $2.35: no, 35c short; $5 for $4.25: yes, 75c left; $20 for $14.80: yes, $5.20 left.
Estimate: is it enough?
Round to the nearest dollar
Estimate the total
Round each price to the nearest dollar, then add the rounded prices.
Is it enough?
Write yes or no. Then write how much is left, or how much more is needed.
| You have | It costs | Enough? | Left over, or how much more? |
|---|---|---|---|
| $10 | $7.60 | ||
| $2 | $2.35 | ||
| $5 | $4.25 | ||
| $20 | $14.80 |
Play coins
Cut around each coin. One sheet is a set for a pair: 6 × $2, 6 × $1, 6 × 50c, 8 × 20c, 10 × 10c, 10 × 5c, which is $24.10 in all. The coins show only their values, at their sizes compared with each other, so the gold $2 coin is smaller than the 20c coin.
Keep each pair’s coins in a small cup or zip bag. Real coins are best of all for looking at.
Amount cards
Cut out the twelve cards. Six amounts are each written two ways. On Day 3, pairs turn over a card and make the amount with the fewest coins. On Day 4, they play memory: turn over two cards and keep them if they show the same amount.
Teacher note, pairs: $1.45 and 145 cents; $2.05 and 205 cents; $0.65 and 65 cents; $3.40 and 340 cents; $4.00 and 400 cents; $1.10 and 110 cents.
Fewest coins: $1.45 = $1 + 20c + 20c + 5c; $2.05 = $2 + 5c; 65c = 50c + 10c + 5c; $3.40 = $2 + $1 + 20c + 20c; $4.00 = $2 + $2; $1.10 = $1 + 10c.
What we know: Dollars and Cents
Work on your own. You may use play coins.
- Write the coins in question 1 in order of value, smallest first: ________________________________
- How many cents are in $3? ______ cents
- How many 20c coins make $1? ______
- How much money is in question 4? ______ cents = $______
- Write 407 cents in dollars and cents: $______
- Write $6.20 in cents: ______ cents
- Round each price to the nearest dollar, then estimate: $2.80 + $1.10 is about $______
- You have $5. A drink costs $3.70. Is that enough? ______ How much is left? ______
Answers and marking guide
Answers
- 5c, 10c, 20c, 50c, $1, $2.
- 300 cents.
- 5.
- 190 cents = $1.90.
- $4.07.
- 620 cents.
- $3 + $1, about $4 (exactly $3.90).
- Yes; $1.30 is left.
A quick three-level guide
| Idea | Working towards | At standard | Beyond |
|---|---|---|---|
| Coins and value (Q1, Q2, Q3) | orders coins by size, not value | orders the coins by value and knows $1 is 100 cents | makes an amount in several ways, and with the fewest coins |
| Counting and writing money (Q4, Q5, Q6) | counts each coin as one, or loses count | counts a handful from the biggest coin and writes it two ways | writes any amount in cents or in dollars and cents, zeros in place |
| Using money (Q7, Q8) | adds exact prices, or guesses | estimates to the nearest dollar and says whether there is enough | finds what is left over by counting on, and checks it against the estimate |
Eight questions, three ideas. A child at standard counts a handful of coins from the biggest value and writes the total with two cent digits, such as $4.07.
Weekly class record
Jot a tick as you move around the room; the mini-check fills any gaps. A tick a day is plenty.
| Name | Coins and $1 | Counts coins | Makes amounts | Dollars and cents | Estimates, enough |
|---|---|---|---|---|---|
The five columns are the five days: the coins and $1, counting coins, making amounts, dollars and cents, and estimating and enough.