1. Primary Mathematics
Money

2. Aims of the Session
To develop an understanding of progression in teaching money
To introduce you to some activities which you can use in school to teach money and problem solving
To introduce you to common mistakes which pupils make when using money

3. Money-a tough topic
Money (along with time) is one of the toughest topics to teach-Why?
Discuss on your tables

4. What makes money hard....
The value concept. We spend ages talking to children about 1 to 1 correspondence... Then we say this 1 item can have the value of 2, 5,10, 20 or (try blu-tacking a coin onto multi link e.g. 5 multi link and a 5p).
The change concept. I give the shop keeper one coin or a piece of paper and they give the item plus several coins back.
The coin value problem - I need 13p but there is no 13p coin?
Then we throw in decimal points (before we have actually taught decimals!) and expect them to be able to convert from £ to p.
When teaching money try to unpick all the issues they might have... Forget ability groups with money-some children may have little or no experience of ‘real’ money - everyone pays by card!
Other more streetwise children may be very money wise.... So always start money sessions in an open minded, open ended activity to gauge where they are at.

5. Money in Early Years
Coin recognition: 1p, 2p, 5p, 10p, 20p, 50p, £1 depending on what stage the child is up to in number recognition
Value of coins: know that a 5p is worth more than a 2p and that a 1p is less than a 2p etc.
Know that 5p = 5 pennies etc. Exchange
Simple practical oral problem solving e.g. if I buy 2 sweets and each costs 2 pennies, how many pennies altogether?

6. Coin recognition

7. Activity
What adult-led activities would you provide in nursery and reception to help children to understand money?
What about the continuous provision?

8. EYFS
Sorting money in a shop till - coins and notes e.g. put all 10ps together, all £2 coins together (even if they don’t recognise the coin they should be able to sort into coins/ notes that look the same)
Simple oral problems which they can solve practically with coins e.g. if a chew costs 2p, how much are two chews?
Simple totals e.g. 1p and 1p and 1p
Simple change in practical contexts e.g. I have £5 and spend £3. How much have I left (use £1 coins to work out)
Focus on coin and note recognition

9. Provision Real coins (as far as possible!)
Also large pictures of coins (for use and for working wall)
Contexts for money: shop, stories, rhymes
Till, sorting tray
Menus/ price lists
Include £ as well as p
One penny – pence is plural!
Real context if possible e.g. trip to local shop

10. Year 1 Recognition, value, exchange, change
Find totals e.g. 5p + 2p + 1p first with coins then by counting on mentally starting from the largest number
Find coins which will make an amount e.g. Which three coins could I use to make 14p?
Teach children to line the coins up in order of value, largest first
Calculate simple change e.g. Rosie had 15p, she spent 6p. How much has she got left. First solve with coins then by counting on mentally(finding the difference) to work out change .
Solve problems e.g. Chews are 5p each, how much are three chews?

11. Year 2 Recognise all coins including £2 coin Convert pounds to pence
Convert pence to pounds (use the decimal point)
Writing money: £ or p – never both!
Problems involving totals and change with larger numbers and using mental strategies
Finding coins to make a larger total e.g. what silver coins will make 50p

12. Money spent in coins
Total
Change in coins
Total change
How many of these could you buy for a pound? What change would you get?
How many ways could you spend a £5.00 gift voucher? Would you get any change in each case?

13. SATs question

15. Mastery problem
Using only 2p, 5p and 10p coins, how many ways can you find to make 20p?
Are you sure you have got them all?
Explain how you know.

16. National curriculum
Y3: add and subtract amounts of money to give change, using both £ and p in practical contexts
Y4: estimate, compare and calculate different measures, including money in pounds and pence

17. Lower KS2
Pupils continue to become fluent in recognising the value of coins, by adding and subtracting amounts, including mixed units, and giving change using manageable amounts.
They record £ and p separately.
The decimal recording of money is introduced formally in year 4, when pupils build on their understanding of place value and decimal notation to record metric measures, including money.

18. National curriculum UKS2
Y5: use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation...
Y6: pupils multiply decimals by whole numbers...and in practical contexts, such as measures and money.
Pupils are introduced to the division of decimal numbers by one-digit whole number, initially, in practical contexts involving measures and money.

19. Use real contexts: menus, catalogues, holiday costs, summer fete
Children can work on extended tasks e.g. raising money for resources/ a trip

20. Mastery questions
Sophie and Ravi have saved some money. Altogether they have saved £35. Sophie has saved £4 more than Ravi. How much have they each saved?
A shop sells magazines and comics. Freya buys a magazine and a comic. She pays £2.50. Evie buys a magazine and two comics. She pays £3.90. How much does a comic cost? How much does a magazine cost?

21. SATs questions
Have a go at the questions in your booklet