Teaching pack: Money and Modelling (Year 3) -- a week of maths lessons

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Teaching pack · Year 3 Numberseegongsik /au

Money and Modelling: a week of ready-to-teach maths

Five days of lessons for Year 3 Number. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and answers.

AC9M3N06

use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation

Start here: five minutes to Monday

Skim the week at a glance on the next page.
Print the five days (plan + worksheet each).
Cut out the card sheet once; reuse all week.
Open the free interactive unit on your board.
Teach from the plan: timings, talk prompts and answers are on one page.

No maths background needed

Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan.

On the board

On-screen pictures for this unit include: “A dollar is a hundred cents”, “Writing money”, “Many ways to make it”, “Add up the basket”, “Counting the change”. Each day plan names which picture to show.

seegongsik.com/au/y3/number/AC9M3N06

Aligned to the Australian Curriculum V9 (AC9M3N06). Original material from seegongsik, not endorsed by ACARA. Descriptors (c) ACARA, CC BY 4.0. Free to print and use in class.

The week at a glance5 lessons

The week at a glance

One lesson a day. Run them in order where you can.

Day	Lesson	Children learn and do	On screen
1	A dollar is a hundred cents	Practise the idea with talk, board and worksheet	Board: A dollar is a hundred cents
2	Writing money	Practise the idea with talk, board and worksheet	Board: Writing money
3	Many ways to make it	Practise the idea with talk, board and worksheet	Board: Many ways to make it
4	Add up the basket	Practise the idea with talk, board and worksheet	Board: Add up the basket
5	Counting the change	Practise the idea with talk, board and worksheet	Board: Counting the change

Materials (one trip)

This pack printed (plans, worksheets, cards, mini-check).
Pencils, scrap paper, and the board or projector for the interactive unit.
Optional counters, number cards or rulers if your day plan names them.

A note home

This week in maths we work on money and modelling. Ask: What did you practise today? Can you show me with a drawing?

seegongsik.com/au/y3/number/AC9M3N06/pack

Day 1 · Teacher planDay 1 of 5

A dollar is a hundred cents

Children practise the idea behind “A dollar is a hundred cents” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of a dollar is a hundred cents in Year 3 words,
use the board picture to check our thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “A dollar is a hundred cents”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “A dollar is a hundred cents”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “A dollar is a hundred cents” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/number/AC9M3N06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about a dollar is a hundred cents.
Drawings or numbers match the board story, not random decoration.

Day 1 · Worksheet

A dollar is a hundred cents

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 2 · Teacher planDay 2 of 5

Writing money

Children practise the idea behind “Writing money” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of writing money in Year 3 words,
use the board picture to check our thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Writing money”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Writing money”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Writing money” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/number/AC9M3N06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about writing money.
Drawings or numbers match the board story, not random decoration.

Day 2 · Worksheet

Writing money

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 3 · Teacher planDay 3 of 5

Many ways to make it

Children practise the idea behind “Many ways to make it” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of many ways to make it in Year 3 words,
use the board picture to check our thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Many ways to make it”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Many ways to make it”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Many ways to make it” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/number/AC9M3N06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about many ways to make it.
Drawings or numbers match the board story, not random decoration.

Day 3 · Worksheet

Many ways to make it

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 4 · Teacher planDay 4 of 5

Add up the basket

Children practise the idea behind “Add up the basket” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of add up the basket in Year 3 words,
use the board picture to check our thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Add up the basket”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Add up the basket”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Add up the basket” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/number/AC9M3N06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about add up the basket.
Drawings or numbers match the board story, not random decoration.

Day 4 · Worksheet

Add up the basket

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 5 · Teacher planDay 5 of 5

Counting the change

Children practise the idea behind “Counting the change” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of counting the change in Year 3 words,
use the board picture to check our thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Counting the change”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Counting the change”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Counting the change” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/number/AC9M3N06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about counting the change.
Drawings or numbers match the board story, not random decoration.

Day 5 · Worksheet

Counting the change

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Cut-out cardsReuse all week

Talk cards for Money and Modelling

Cut out. Hold up a card and give an example. Partner checks with the board if needed.

A dollar is a hundred cents

Give an example.

Writing money

Give an example.

Many ways to make it

Give an example.

Add up the basket

Give an example.

Counting the change

Give an example.

Store in an envelope labelled AC9M3N06 for next year.

Mini-check · End of week

Show what you know: Money and Modelling

NameClassDate

Work on your own. Use pictures or numbers.

1. Draw or write the big idea of this week.

2. Give one clear example.

3. Give a second different example.

4. What mistake should we watch for?

I can explain this idea to a partner:Yes □ No □

Mini-check · AnswersTeacher

Answers and look-fors

Item 1: names the unit idea (money and modelling) in child words.
Items 2-3: two different correct examples linked to the week’s pictures.
Item 4: a real muddle (wrong place value, unfair compare, mixed units, etc.).
At standard: clear example + short explanation. Beyond: teaches a partner with a new example.

Use day-plan look-fors across the week; this check is summative, not a surprise trap.

Descriptor: use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation