Measurement. Money. Teaching for mastery in primary maths

Transcription

1 Measurement Money Teaching for mastery in primary maths

2 Contents Introduction Introduction to coins and notes Understanding pounds and pence Adding and subtracting money Solving problems involving money 5 2

3 Introduction Throughout these chapters, pupils connect their experiences with money in everyday life to mathematical work on place value and calculation. Although pupils will have experienced different denominations of money, their knowledge of the names and values of coins and notes may initially be incomplete. Following a formal introduction, pupils will develop their understanding by linking it with their work on number and place value. For example, they will use different coins and notes to help them count in 2s, 5s and 10s. Over time, pupils will solve increasingly difficult problems in practical and real-life contexts. For example, they may hold a charity bake sale and practise finding the total cost and calculating change. They should also solve money-related problems as part of their work in other topic areas. 3

4 Chapter 1: Introduction to coins and notes In this chapter, pupils recognise and know the value of different coins and notes. Building on introductory work in the early years and through real-life experience, pupils recognise and know the value of coins and notes and use language such as pounds and pence. They know that 100 pence is equal to one pound and start to use coins to count in 1s, 2s, 5s, and 10s. Chapter 2: Understanding pounds and pence In this chapter, pupils recognise and start to use the symbols for pounds and pence. Pupils recognise and use the symbol for pounds ( ) and pence (p) and find a given amount of money by combining different coins and notes. At this stage, amounts involving pounds and pence should be separated without the use of the decimal point (ie, as 2 and 30 pence rather than 2.30). Moving on from this, pupils find different combinations of coins that equal the same amount and understand that money can be made up in different ways. When challenged to work out how many ways there are of making a particular amount, pupils reinforce their work on place value and counting. Pupils solve simple problems in practical contexts. These include those that involve the addition and subtraction of money of the same unit, as well as those that involve giving change. 4

5 Chapter 3: Adding and subtracting money In this chapter, pupils solve money problems involving addition and subtraction. Pupils add and subtract amounts of money to give change, using the symbols for pounds and pence in a practical context. Knowing that 100p is equal to 1, pupils start to convert between pounds and pence. In doing so, they make connections between the different denominations and their previous work on place value. Pounds and pence are still separated without the use of the decimal point (ie, as 2 and 30 pence rather than 2.30). In addition to finding total costs or calculating change, pupils pose their own problems involving money. They also start to tackle problems in other topic areas that are set in context of money. Chapter 4: Solving problems involving money In this chapter, pupils continue to solve problems involving money. Linked to their everyday experiences of money, pupils are introduced to the use of the decimal point in separating pounds and pence. They connect this with their understanding of place value, as well as that of fractions. They understand, for example, that 10p is one tenth of a pound and 1p is one hundredth of a pound. Pupils go on to use the formal notation to solve problems. They estimate and compare amounts, as well as solve problems involving all four rules. Pupils apply their knowledge to tackle money-related problems in other topic areas. For example, pupils may find a fraction of an amount of money. Copyright TES Global Ltd

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