Money EXPLORING. Bev Dunbar E X P L O R I N G M A T H S. Activities, blackline masters & assessment pages that are fun and easy to use

Transcription

1 E X P L O R I N G M A T H S EXPLORING Money Bev Dunbar Activities, blackline masters & assessment pages that are fun and easy to use N U M B E R L O W E R P R I M A R Y 10

2 with Lower Primary Bev Dunbar

3 Introduction Money is one mathematical topic that is familiar to all students. You discuss money regularly as part of your class routines and news, calculating the total collected for a charity, a special excursion or lunch costs at the school canteen. is a companion to the other Number books in the Exploring Maths series. Here are over 30 action-packed ideas for developing skills in recognising, naming, matching and using coins and notes in fun, practical ways. And the activities range from simple to super-challenging to help you cater for different ability groups. Making your teaching life easier is a major aim of this series. The book is divided into sequenced units, each packed with enough photocopiable playing cards, activity cards and worksheets for small groups, or a whole class, to explore for at least a week at a time. You ll find easy-to-follow instructions, with assessment help in the form of clearly stated outcomes linked to outcome indicators (see p.92). Each activity is designed to maximise the way in which your students construct their own understandings about money. The activities are open-ended and encourage each student to think and work mathematically, with an emphasis on mental recall as well as the practical manipulation of coins and notes. Look forward to exploring money with your students. Copyright Bev Dunbar Maths Matters 2000 ISBN Reprinted 2004, 2011 Published by Blake Education Locked bag 2022 Glebe NSW 2037 Series editor: Garda Turner Illustration and design by Janice Bowles Printed by Digital Creative Services The blackline masters in this book may be reproduced by the original purchaser for use with their class(es) only.

4 Contents How to use this book 2 Exploring Coins 3 Using Coins 27 Exploring, Using Notes 75 Outcome Indicators Record 92 Sample Yearly Programs 93 Sample Weekly Program 94

5 How to use this Book 30 Teaching Ideas More than 30 exciting teaching ideas have been placed into 3 sections to assist your lesson planning for the whole class or small groups. Each activity has clearly coded learning outcomes and easy-to-follow instructions. Activities are open-ended and encourage your students to think for themselves. Over 50 Blackline Masters There are four types of blackline masters. Reusable Resources e.g. p.6 What is a shop? These support your free exploration as well as structured activities. Laminate them for reuse with small groups. Playing Cards e.g. p.38 Stack them up Cut these out, shuffle and use over and over again for small group games. Photocopy each set in different colours. Activity Cards e.g. p.54 Shopping with up to 50 cents Use these as an additional stimulus in group work. The language is simple and easy-to-follow. Encourage your students to invent their own too. Sample Worksheets e.g. p. 64 Find the same amount These provide structured examples to support your learning outcomes. Some are re-usable, allowing for different solutions Find 3 items that together cost 50c. How many different combinations can you discover? Guess first then check. Could you buy 3 spades with 50c? Guess first then check. Why? Why not? I bought 2 items that cost me 25c. What could they be? How many different combinations can you discover? You have 20c. Your friend has 20c. Together how many books can you buy? Guess first then check. Outcomes Indicator Record The complete list of learning outcomes is available on page 92. Use this to record individual student progress. Sample Weekly Program GRADE 2 TERM 2 WEEK 8 OUTCOMES LANGUAGE RESOURCES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Sample Weekly Program On page 94 you ll find one example of how to organise a selection of activities from Using Coins as a 5 day unit. Whole class: Revise recording coin Revise adding coins of totals e.g. $1.20 same value (e.g. use goods from class shop) Shopping activities: Group A: $1, $2 coins Mix them up (p.40) (p.41, cards p.42) Class discussion Group B: 5c, 10c, 20c, 50c coins Activities: (p. 52, cards p.53, 54) Group A: 2 coins Group C: any coins ($1, $2) (p.55, cards p.56,57) Group B: 2-3 coins (any) Group C: 4 coins (any) Cash Registers (p.58) Whole class Whole class discussion Shopping activities: Group A: Free play at class shop (plus worksheet p.43) Group B: Find my match p.44 (plus worksheet p.47 with teacher) Group C: Shopping Challenge p.55 plus Who spent more? p.61 (worksheet p.62) Whole class: How to work out your change What s my change? p.66 activities: Group A: from $10 (plus worksheet p.67) Group B: from 50c (plus worksheet p.68) Group C: from $1 (plus worksheet p.69) Whole class discussion Revise week s activities Model Change challenges (p.70) with whole class Change Challenge pair activities: Group A: p.71 Group B: p.72 Group C: p.73 Whole class discussion using cards p.74 and Cash registers 2

6 Exploring Coins In this unit, your students will: Recognise the role of money in our daily lives (M1) Recognise, name, match 5c, 10c, 20c, 50c, $1, $2 coins (M2) Describe and sort coins by design, colour, shape, size, value (M3) Order coins by value (M4) (The coded outcomes in this section refer to the Outcome Indicators on page 92) 3

7 What is money? What are you trying to do? Recognise the role of money in our daily lives (M1). How many can play? Whole class What do you need? Money box, wallet, purse with mixed coins and notes inside How do you play? Discuss what you might find inside a purse or wallet. (e.g. a comb, tissue, bus ticket, money...). What is money? (e.g. small coins and plastic notes...). Why do we have money? How do you use it? (e.g. to buy something to eat, to pay for a visit to the doctor, to save for a special toy...). Where might you find it? (e.g. in a purse, wallet, handbag, money box, cash register at a shop, bank, ATM...). Variations Discuss the money students may have with them at school. Why do you need money at school? What can you buy with it? Discuss pocket money. Who gets this? What do you spend it on? Where do you keep it? Imagine there is no money in our world. Discuss ways in which your life would be different. 4

8 What is a shop? What are you trying to do? Recognise the role of money in our daily lives (M1). How many can play? Whole class What do you need? Large colour posters of different shops (optional) Shops (BLM p.6) How do you play? What is a shop? Why do we have them? Why do you think shops have different names? (e.g. grocer, butcher, chemist, cafe...) Who works in each shop? What are special names for shopkeepers? (e.g. the grocer...) What sort of shops do you go to with your family? Which is your favourite shop to visit? Why? What sort of things can you buy there? Which shop don t you like to visit? Why? What sort of things can you buy there? Variations Make a class list of all the shops you discuss. How many different shops altogether? Make a class list of special shop vocabulary (e.g. customer, shopkeeper, grocer...). Use BLM p.6. Colour in each picture. Cut and paste the pictures onto a worksheet. Draw items you could buy in each shop beside each picture, or cut and paste related pictures from magazines. How much money do you think they cost? 5

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10 Let s make a class shop What are you trying to do? Recognise the role of money in our daily lives (M1). How many can play? Whole class What do you need? Tables, chairs, shelves to make a class shop Junk resources to sell in the shop How do you play? What sort of shop will we make in our classroom? What will it look like? What equipment do we need? What items do the shopkeepers need? (e.g. a shop counter, a cash register, products to sell...) What items do the customers need? (e.g. a shopping basket, money, a shopping list...) Collect all the suggested resources to make your class shop. Variations Make more than one class shop. Use BLM p.8. Discuss what sort of shop the children might have. What items would go on each shelf? Draw in the missing things. Write or copy the name of this shop on the sign at the front of the counter. 7

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12 What is a coin? What are you trying to do? Recognise, name, match 5c, 10c, 20c, 50c, $1, $2 coins (M2). Describe and sort coins by design, colour, shape, size, value (M3). How many can play? Whole class What do you need? Plenty of 5c, 10c, 20c, 50c, $1 and $2 coins Paper coins (BLM p.10) Coin designs (BLM p.11) How do you play? Discuss why people have coins. Describe and discuss the designs you see on the front of each coin. e.g. Australian animals and birds, an aborigine under the Southern Cross. How many kangaroos are on the $1 coin? How many stars are on the $2 coin? Describe and discuss the shape of each coin. e.g. Which one is like a circle? Which one has lots of small straight sides? Why do you think they are different shapes? Discuss the size of each coin. e.g. Which coin is the largest?... the smallest? Why do you think they are different sizes? Discuss the colour of each coin. e.g. Which coins are a gold colour?... a silver colour? Why do you think they are different colours? Discuss the value of each coin. e.g. What number can you see? Why do they have different numbers on them? Variations Cut out some mixed paper coins. Colour and match with real coins. Paste onto paper. Write a story about the animals you see. Look at the coin designs. Cut out, colour, match to a real or paper coin. Discuss what each coin looks like from the back. (e.g. They all have a picture of the Queen of England, there are dates...). 9

13 Australian Coins 10

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15 Trace it, rub it, press it What are you trying to do? Recognise, name, match 5c, 10c, 20c, 50c, $1, $2 coins (M2). Describe and sort coins by design, colour, shape, size, value (M3). How many can play? Small groups What do you need? Plenty of real 5c, 10c, 20c, 50c, $1 and $2 coins Paper, pencils, crayons Playdough, plasticine How do you play? Investigate the shape and size of each coin by tracing around the edge of a real coin. Can you recognise each coin just by looking at the traced outline? Copy the design on the inside of your tracing. Swap your drawing with a friend. Can you both recognise the coins you see? Place coins under paper and rub the surface with a crayon. Discuss key features, of each design, which appear in the rubbings. Why don t all coins have the same design? Press coins into playdough. Ask a friend to guess your coin just by looking at the impression. Variations Make a coin pattern. Ask a friend to continue your pattern. Trace the outline of a coin. Create your own design inside. Link the number of tracings/rubbings/pressings to your numeration topics (e.g. Rub 10 five cent coins when studying 10 ). Copy your coins by drawing them freehand. Make them as large or as small as you like. Can your friends recognise each coin just by looking at your drawings? 12

16 Match it What are you trying to do? Recognise, name, match 5c, 10c, 20c, 50c, $1, $2 coins (M2). Describe and sort coins by design, colour, shape, size, value (M3). How many can play? Small groups What do you need? Small items from the class shop Match it workstrips (BLMs p.14,15 - each cut into 5 strips) Paper, pencils, crayons How do you play? Look at different items from the class shop. What prices would you like them to be? Select prices from 5c, 10c, 20c, 50c, $1 or $2. Look at the item for sale on your strip. Decide how much it will cost (select from one of the coins). Copy the number onto the price tag. Swap strips with a partner. Circle or colour a coin that matches the price tag. Variations Match the prices on your Match it strips using real coins. Make up your own Match it strips by tracing or drawing different coins and items for sale. Can you find a different combination of coins to match each price tag? 13

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19 Sort me What are you trying to do? Recognise, name, match 5c, 10c, 20c, 50c, $1, $2 coins (M2). Describe and sort coins by design, colour, shape, size, value (M3). How many can play? Small groups What do you need? A variety of coins or picture coins (BLM p.10) Sort me cards (BLM p.17) How do you play? Take a handful of coins. How many different ways can you sort these? e.g. Variations How many silver coins?... gold coins? How many 5 cent pieces? cent pieces? How many large, small coins? How many coins with kangaroos? How many coins with pictures of the Queen? Take a handful of coins each. Turn over a Sort me card. Race to find and count all the matching coins in your pile. Who collected the most? How many coins like this altogether in your group? Sort items from the class shop into groups according to price. e.g. All the things that cost 10c go on this shelf. Collect magazine cutouts, used wrappers, labels, drawings of items in real life that cost exactly 5c, 10 c, 20c, 50c, $1 and $2. Put these together into a large class book about money. 16

20 gold coins silver coins large coins small coins 17

21 Coin Bingo What are you trying to do? Recognise, name, match 5c, 10c, 20c, 50c, $1, $2 coins (M2). Describe and sort coins by design, colour, shape, size, value (M3). How many can play? Small groups What do you need? A variety of coins or picture coins (BLM p.10) Coin Bingo boards (BLM p.19) Six coins (5c, 10c, 20c, 50c, $1, $2) in a paper bag for the leader How do you play? Take a Coin Bingo board each. Take any 6 coins and place them face up at random on your board (e.g. 5c, 5c, 5c, 20c, $2, $2). The leader takes a coin from the bag and calls out its value. If you have that coin place it face down on your board. The first person to have all 6 coins face down calls out Bingo. Variations The leader describes the coin by size, shape and colour rather than by value. Place your 6 coins face down and turn them face up if they match the leader s coin. Make a 3 x 3 Coin Bingo board for 9 coins. Make a 4 x 4 Coin Bingo board for 16 coins. 18

22 Coin Bingo Coin Bingo 19

23 Spin a coin What are you trying to do? Recognise, name, match 5c, 10c, 20c, 50c, $1, $2 coins (M2). Describe and sort coins by design, colour, shape, size, value (M3). How many can play? Small groups What do you need? Plenty of coins or picture coins (BLM p.10) Coin Spinners (BLM p.21 - laminated; small skewer or match through the centre) Dice How do you play? Discuss the coins shown on the coin picture spinner. When it is your turn, spin the spinner and find your matching coin. At the end of a time limit (e.g. 5 minutes), count to see who has the most gold coins. Who has the most large coins? Who has the most 5 cent pieces? Who has the most coins altogether? Variations When it is your turn, throw a die. This tells you how many coins to collect. Use the spinner to find the type of coin you will collect. At the end of the time limit count up how many coins of each type are in your pile (e.g. use the Sort me cards - BLM p.17). Use the spinner showing the numerical values in place of the coin pictures. 20

24 Coin Spinners 5c 20c 50c $1 $2 10c 21

25 Hide a coin What are you trying to do? Recognise, name, match 5c, 10c, 20c, 50c, $1, $2 coins (M2). Describe and sort coins by design, colour, shape, size, value (M3). How many can play? Pairs, small groups What do you need? Six coins (5c, 10c, 20c, 50c, $1, $2) A paper bag How do you play? Secretly take a coin. Place your finger over the numerical value of this coin. Show it to a partner. Can they guess the value just by looking at the shape/colour/design that is showing? Secretly take a coin and place it in your partner s hand. Ask them to close their eyes. Can they guess the value of the coin just by feeling it? Variations The leader secretly takes a random coin from a bag. The rest of the group/class try to guess the coin by asking questions. The leader can only answer Yes or No to each question. Can you guess the value in fewer than 4 questions? Place the 6 coins at random in a line. Ask the rest of the group to close their eyes while you hide one coin. Can they quickly guess the missing coin when they open their eyes? Place the 6 coins at random in a line. Hide two or more coins. Make a coin pattern with a variety of coins. Ask someone to continue your pattern. Hide one or more coins. Ask a third student to guess the missing coin(s). 22

26 Coin concentration What are you trying to do? Recognise, name, match 5c, 10c, 20c, 50c, $1, $2 coins (M2). Describe and sort coins by design, colour, shape, size, value (M3). How many can play? Pairs, small groups What do you need? Coin Concentration cards (BLM p.24 - laminated, cut out) How do you play? Shuffle the cards. Place the cards face down in rows and columns. Turn over 3 cards at a time. If they match, keep them. If they don t match, turn them face down again for the next player. At the end of the game, try to be the player with the most cards. Variations For a more challenging game, use 2 copies of the Coin concentration cards (36 cards). Play Coin Snap. Use 2 copies of the Coin concentration cards (36 cards). Shuffle the cards. Deal out cards to each player. Take turns to reveal your top card. Call out Snap! if your card matches the previous card. Keep both cards if they match. Play Fast Match. You will need a pile of mixed coins in the centre. Shuffle the Coin concentration cards. A leader turns over the top card. The other players race to find the matching coin. 23

27 five cents ten cents twenty cents fifty cents one dollar two dollars 5c 10c 20c 50c $1 $2

28 Which is worth more? What are you trying to do? Order coins by value (M4). How many can play? Pairs, small groups What do you need? A pile of coins/picture coins (BLM p.10) Coin concentration cards (BLM p.24) How do you play? Discuss the fact that 50 cents is less in value than $1 or $2, even though the number sounds larger. Take a handful of coins each (about 10 coins). On a signal, race to sort these coins in order from the least value to the most value. Shuffle the cards. Place them in the centre face down. Take a card each and reveal it to your partner(s). Who has the most money? Whose money is worth the least? Who has the same amount? Variations Sort all the coins/cards from the highest value to the lowest value. Sort mixed items from the class shop into order by value. 25

29 Exploring Coins Check-up Match the front and back of each coin. Match each design to its coin. Circle the highest value coin. Cross out the lowest value coin. 26 Blake Education Exploring Maths -

30 Using Coins In this unit, your students will: Add coins of the same value (M5) Add 2 or more coins of mixed value (M6) Record coin totals using $ and c (M7) Identify higher or lower coin totals (M8) Identify coins needed for a given price (M9) Identify coins of equivalent value (M10) Calculate change with coins (M11) 27

31 Count with me What are you trying to do? Add coins of the same value (M5). How many can play? Whole class What do you need? A jar of 10c coins Jars of 5c, 20c, 50c, $1, $2 coins as needed How do you play? Take a handful of 10c coins. Guess how much money there is altogether. Count by 10s to check (e.g. 10c, 20c, 30c...). Practise counting backwards by 10s too. Put the coins you have counted back into the jar until there are none left in your hand (e.g. 90c, 80c, 70c...). Repeat with a different handful of 10c coins. Did you collect more money this time? Variation Count forwards and backwards using 5c, 20c, 50c, $1, $2 coins. Discuss what happens when you reach 100 cents. Do you want to call this $1? 28

32 Money boxes What are you trying to do? Add coins of the same value (M5). How many can play? Pairs What do you need? A pile of 10c coins (real, plastic or coin cut-outs) A purse/wallet for each student (or use Money Boxes BLM p.30 - cut into 2 cards) How do you play? Secretly place 10c coins in your money box. Show it to your partner. Ask them to guess how much money you have altogether. Count by 10s to check. Sit back to back with a partner. Have a money box and a pile of 10c coins each. Call out 2 instructions for each other to follow. e.g. Put in 4 coins. Put in 8 coins. Now count up how much money you have in your money box. Does it match your partner s? Swap roles. Variations Place same value coins in 2 or more money boxes. Guess first then find out how much money you have altogether. Use multiples of 5c, 20c, 50c, $1 and $2 coins in place of 10c coins, as appropriate. Count by 5s, 20s, 50s, 1s or 2s to find out how much money you have altogether. 29

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34 Match my card What are you trying to do? Add coins of the same value (M5). Identify higher or lower coin values (M8). How many can play? Small groups What do you need? A pile of 10c coins (real, plastic or coin cut-outs) BLM p.32 - cut into 10 cards Tokens/counters How do you play? Shuffle the cards and place them face down in the centre. Take turns to look at the top card and collect that much money in 10c pieces. At the end of each round, discuss who has the largest amount of money, and who has the smallest amount of money. Whoever has the largest amount takes a token. Who has the most tokens at the end of this session? Variations Use 5c, 20c, 50c, $1 and $2 coins in place of the 10c coins. Make new sets of 10 cards to match. Use BLM p.33. Discuss how much each toy costs. Colour coins to match the price tags. Use BLM p.34. The coins show the coins in each money box. Colour the matching amount underneath each money box. Use BLM p.35. Imagine you sorted all the coins you saved into these rows. Write how much money you have in each row of coins. Use BLM p.36. Look at the coins in each money box. Circle the highest value coin in each box. Colour in the lowest value coin in each box. 31

35 10 cents 20 cents 30 cents 40 cents 50 cents 60 cents 70 cents 80 cents 90 cents 100 cents 32 Blake Education Exploring Maths -

36 Colour coins to match $2 $6 15c 50c 40c 33

37 How much money was in each money box? $3 $4 $5 $10 $12 $14 50c 45c 55c 40c 50c 60c 80c 100c 90c 34 Blake Education Exploring Maths -

38 Write how much money is in each row 35

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40 Stack them up What are you trying to do? Add coins of the same value (M5). Identify higher or lower coin totals (M8). How many can play? Small groups What do you need? A large pile of 5c, 10c, 20c, 50c, $1 and $2 coins (real, plastic or coin cut-outs) Stack them up cards (BLM p.38 - cut into 8 cards) Coin Spinner (see p.21) Stack them up Challenge cards (BLM p.39) How do you play? Practise counting aloud by 2s, 5s, 10s, 20s and 50s. If you get to 100, decide whether to call it one dollar or not. e.g. 80, 90, 100, 110, , 90, $1, $1.10, $ Take a handful of the same value coins (e.g. 20c pieces). Stack them up to make a coin cylinder. Guess how much money you have altogether. Check by counting (e.g. by 20s...). Variations Use the Stack them up cards. Shuffle and place them face down in the centre. Turn over the top card. Spin the spinner to see what type of coins are in this stack (e.g. $2 coins). Guess how much money there is if all the coins in the stack match this. Check by counting (e.g. 2, 4, 6...). Try the four Stack them up challenges, or invent your own. e.g. Which is worth more money, a stack of four $2 coins or a stack of seven $1 coins? I have a pile of 20 c coins. Altogether it is worth $1.40. How many coins do I have? 37

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42 Which is worth more money, a stack of five 20c coins or a stack of nine 10c coins? Guess first then check. I have a pile of 5c coins. Altogether it is worth 45c. How many coins do I have? Guess first then check. Which is worth more money, two $2 coins or a stack of twenty 10c coins? Guess first then check. I have two 50c coins in my top pocket. I have four 20c coins in my bottom pocket. Which pocket is worth more money? Guess first then check. 39

43 Mix them up What are you trying to do? Add 2 or more coins of mixed value (M6). Record coin totals using $ and c (M7). Identify higher or lower coin totals (M8). How many can play? Pairs, small groups What do you need? A large pile of 5c, 10c, 20c, 50c, $1 and $2 coins (real, plastic or coin cut-outs) A purse/wallet for each player (or use BLM p.30) How do you play? Take two different coins (e.g. a 20c and a 5c coin) and place them in your wallet. Swap wallets with your partner. Find out how much money you have in your new wallet. Who has the larger amount of money? Find a way to record your findings (e.g. trace the two coins on paper and write the total amount). Variations Discuss what happens when you mix $1 or $2 coins with a smaller value coin. What language do we use? e.g. and One dollar and twenty cents How can you record this? e.g. $1.20 Collect 3 coins of different value and find out how much money you have altogether. Record your total. For a Super Challenge, collect 4 or more coins at random. Guess how much money you have then check by counting. 40

44 Supermarket challenges What are you trying to do? Add 2 or more coins of mixed value (M6). Record coin totals using $ and c (M7). Identify higher or lower coin totals (M8). Identify coins needed for a given price (M9). How many can play? Small groups What do you need? Plenty of 5c, 10c, 20c, 50c, $1 and $2 coins A collection of supermarket grocery advertisements (usually found in your letter box at home) or use BLM p. 42 Pencils, paper, scissors and glue How do you play? Make your own supermarket challenges. Look for grocery items that have whole number price tags of $10 and under. e.g. Mince $2 Juice $3 Cereals $6 Soap powder $8 Cut out items for sale and paste them onto paper. Write a shopping challenge for another team to solve. e.g. What can you buy for $10? How much for 2 mince packs and 4 bottles of juice? Record all the items you can buy for $15. How many different combinations can you discover? You have $20 altogether. Can you buy 3 packets of cereal and some mince? Use coins to work out the total price for your purchases. Variations Build up a class collection of supermarket challenges. Label them into three levels of difficulty. e.g. green (easy challenge) orange (challenge) red (super challenge). Use BLM p.43. Each basket shows grocery items bought in a supermarket. Write the total amount you will pay, in the star. 41

45 $1 $2 $3 $4 $5 $6 $7 $8 $9 $10 $10 $10 42 Blake Education Exploring Maths -

46 What does it cost? Write the total amount for each basket. 43

47 Find my match What are you trying to do? Add 2 or more coins of mixed value (M6). Identify higher or lower coin totals (M8). Identify coins needed for a given price (M9). How many can play? Small groups What do you need? Plenty of 5c, 10c, 20c, 50c, $1 and $2 coins Find my match coin cards (BLM p.45) Find my match word cards (BLM p.46) How do you play? Shuffle the coin cards and place them face down in the centre. Turn over the top card and say how much money altogether. Find the matching word card. Shuffle the word cards and place them face down in the centre. Turn over the top card and collect the matching amount in coins. Is there more than one way to match that amount? Find the matching coin card. Variations Check amounts on coin cards by matching with real coins. Turn over a coin or a word card each. Who has the most money? Use both sets of cards. Lay cards face down in rows and columns. Play Memory. Turn over two cards at a time. Try to find two matches. Turn the cards face down again if there is no match. Record the amount to match either the coin or the word cards (e.g. $2.70). Draw a picture of the coins to match. Use BLM p.47. Which combination of coins will you need to buy each toy? Colour coins to match each price tag. Use BLM p.48. Look at the coins in each group. Look at the price tags. Draw a line to join the price tag to the matching coins. Use BLM p.49. Look at each row of coins. Write how much money is in each row. 44

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49 thirty-five cents sixty cents three dollars and fifty cents ninety-five cents forty-five cents four dollars and thirty cents three dollars and eighty-five cents two dollars and seventy cents 46 Blake Education Exploring Maths -

50 Colour coins to match the price tags. 35c 40c 45c 50c 55c 47

51 Draw a line from the coins to the matching price tag. 45c $ c $1 90c 75c 48 Blake Education Exploring Maths -

52 Write how much money is in each row. 49

53 Class shop What are you trying to do? Add 2 or more coins of mixed value (M6). Record coin totals using $ and c (M7). Identify higher or lower coin totals (M8). Identify coins needed for a given price (M9). How many can play? Small groups What do you need? Plenty of 5c, 10c, 20c, 50c, $1 and $2 coins A class shop (e.g. table, chair, shelves...) Mixed items to buy in the class shop Price tags (BLM p.51) How do you play? Write a price tag for each item in the class shop. Prices should match each of the six coins. e.g. 5c 10c 20c 50c $1 $2 Practise buying several items at once. How much do you need to pay altogether? Which coins will you use? Find a way to record your purchases. Variations Arrange the items in the shop from the lowest to the highest value. Give each item a price tag which uses 2 or more coins. e.g. 45c 70c $1.30 What could you buy with 75c?... ten 10c coins?... five 50c coins? 50

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55 Shopping with up to 50c What are you trying to do? Add 2 or more coins of mixed value (M6). Record coin totals using $ and c (M7). Identify higher or lower coin totals (M8). Identify coins needed for a given price (M9). How many can play? Small groups What do you need? Plenty of 5c, 10c, 20c, 50c, $1 and $2 coins Shopping with up to 50c cards (BLM p.53) Shopping with up to 50c challenge cards (BLM p.54) How do you play? Imagine you are at the School Fete. There are plenty of items for sale at good prices. Imagine each card represents one type of item. For example, there might be plenty of balls at 20c each, not just one. Shuffle the cards and place them face down in the centre. Turn over two cards. Look at the price for each item. Work out the total cost if you buy both items. Find the coin or coins needed to buy those items. Record what you bought and the amount you need to pay. Variations Turn over 3 or more cards. What could you buy with 25c? 35c? 40c? 50c? Try the Shopping with up to 50c challenges. Make up more challenges like this for another team to try. 52

56 20c 10c 10c 15c 10c 5c 20c 5c 5c 5c 20c 15c 53

57 Find 3 items that together cost 50c. How many different combinations can you discover? Guess first then check. Could you buy 3 spades with 50c? Guess first then check. Why? Why not? I bought 2 items that cost me 25c. What could they be? How many different combinations can you discover? You have 20c. Your friend has 20c. Together how many books can you buy? Guess first then check. 54 Blake Education Exploring Maths -

58 Shopping with up to $2 What are you trying to do? Add 2 or more coins of mixed value (M6). Record coin totals using $ and c (M7). Identify higher or lower coin totals (M8). Identify coins needed for a given price (M9). How many can play? Small groups What do you need? Plenty of 5c, 10c, 20c, 50c, $1 and $2 coins Shopping with up to $2 cards (BLM p.56) Shopping with up to $2 challenge cards (BLM p.57) How do you play? Imagine you are at the School Canteen. There are plenty of items for sale at good prices. Imagine each card represents one type of item. For example, there is a range of sandwiches at 80c each. Shuffle the cards and place them face down in the centre. Turn over one card. Say which coins you will use to buy this item. Turn over two cards. How much do the items cost altogether? Find the coin or coins needed to buy those objects. Record what you bought and the amount you need to pay. Variations Use a real School Canteen price list. Find different combinations for a lunch order. Turn over 3 or more cards. Find the total. Use the four Shopping challenge cards. Invent your own shopping challenges. e.g. What could you buy with $1? $1.50? $2? Find 2 items that together cost $1 or less (e.g. a drink and a bag of marbles...). How many different combinations can you discover? 55

59 25c 30c 35c 40c 45c 50c 55c 60c 65c 70c 75c 56 Blake Education Exploring Maths - 80c

60 You want to buy 3 cans of drink. Will $2 be enough money? Guess first then check. You have $1.50 to spend at the canteen. What can you buy? Guess first then check. You have $2 to spend. How many slices of pizza can you buy to eat with your friends? Guess first then check. You have 50c. Your friend has $1.20. Together how many paddle-pops can you buy? Guess first then check. Blake Education Exploring Maths - 57

61 Cash Registers What are you trying to do? Add 2 or more coins of mixed value (M6). Record coin totals using $ and c (M7). Identify coins needed for a given price (M9). How many can play? Small groups What do you need? Cash Register for each player (BLM p.59) Four Cash Register price strips for each player (BLM p.60) Scissors, glue Items from the class shop or Shopping cards (see BLMs p.42, 53, 56) How do you play? Cut along the four dotted lines on your cash register to make 4 slots. Cut out the 4 price strips. Leave the blank space at the top of each strip. Cut off the bottom, blank end. Glue the top end of the $10 - $19 strip to the bottom of the $0 - $9 strip. Thread this new $0 - $19 strip through the left hand slots from behind your cash register. Glue the ends together to form one long loop. Glue the top end of the strip to the bottom of the strip. Thread this new strip through the right hand slots from behind your cash register. Glue the ends together to form one long loop. You are now ready to record price totals on your cash register by pulling the loops through until the price you want is revealed. Variations The leader selects 2 items from the class shop. Race to show the total on your cash register. Shuffle the shopping cards. Turn over 2 cards. Race to show the total on your cash register. Add more than 2 prices. Show the total on your cash register. 58

62 59

63 $0 $ $1 $ $2 $ $3 $ $4 $ $5 $ $6 $ $7 $ $8 $ $9 $

64 Who spent more? What are you trying to do? Add 2 or more coins of mixed value (M6). Record coin totals using $ and c (M7). Identify higher or lower coin totals (M8). How many can play? Pairs What do you need? Calculators Who spent more? worksheet (BLM p.62) Mixed items from the class shop (or use Shopping cards BLMs p.42, 53, 56) How do you play? Buy 2 or more items from the class shop. Record your costs on your worksheet. e.g. Calculate your total cost by adding in your head, working it out on paper or using a calculator. Write your total cost on your worksheet. e.g. Who spent the most money in your group? Who spent the least money? Who spent less than $2? More than $5? Variations Secretly take 2 or more shopping cards. Record the costs and find the total. Who spent more money? Secretly select 2 or more items from a real shopping catalogue. Calculate your total costs. Who spent more money? 61

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66 Find the same amount What are you trying to do? Identify coins of equivalent value (M10) How many can play? Individuals, pairs, small groups What do you need? Plenty of mixed coins Find the same amount worksheets (BLMs p.64, 65) A3 paper stapled to make a large class book about coin discoveries How do you play? Take a coin at random. Can you find 2 or more other coins that are worth the same amount? e.g. 10c Can you find 2 coins worth the same amount? 20c 50c Can you find 2 coins worth the same amount? Can you find 3 coins? 4 coins? Can you find 2 coins worth the same amount? Can you find 3 coins? 4 coins? 5 coins? Record your discoveries. e.g. Draw, trace, cut out or rub real coins on paper. Build up a class collection of all the different ways you can combine coins to make the same value. Variations Challenge other members of your class. e.g. How many 10c coins are worth the same as $1? How many 20c coins are worth the same as $1? Use the worksheets. Draw, trace or cut out and paste coins to make up the total amounts in each section. 63

67 Draw more coins to make $1. Draw more coins to make 50c. 64

68 Draw coins to the value of $2. Colour coins to make $1. Colour coins to make $2. 65

69 What s my change? What are you trying to do? Calculate change with coins (M11). How many can play? Individuals, pairs, small groups What do you need? Plenty of mixed coins Shopping cards (BLM p.42) What s my change? worksheet (BLMs p.67) How do you play? Imagine you have $10 to spend. Shuffle the shopping cards and turn over the top card. How much change will you have if you buy that item? e.g. Bananas $5 I ll have $5 left. Find a way to record your actions. What if you bought 2 items? Turn over 2 cards. Find out how much you need to spend. Will $10 be enough money? How much change will you get from $10?...from $20? When you think you are ready and can figure out change from $10, use the worksheet. Look at each item for sale. If you had $10 to spend, how much change would you receive? Write this amount next to each item. Invent your own Change Challenge on the back of your worksheet. Variations Reuse the worksheet later with a different amount to spend (e.g. $15 or $20). Use the shopping cards from BLM p.53. Repeat the activities, but this time you only have 50c to spend. What if you had 60c? Would you have enough money to buy 2 items? What if you had $1? Review with What s my change? worksheet (BLM p.68) and 50 c (or more) to spend. Write the change beside each purchase. Use the shopping cards from BLM p.56. Repeat the activities, but this time you have $1 to spend. What if you had $2? $3? $4? $5? Review with What s my change? worksheet (BLM p.69) and $1 (or more) to spend. 66

70 $2 $4 $9 $10 $3 $5 $2 $6 $1 $7 $2 $3 $4 67

71 5c 20c 35c 40c 20c 15c 5c 20c 40c 10c 20c 20c 68 Blake Education Exploring Maths -

72 65c 40c 85c 70c 30c 30c 80c 5c 20c 30c 10c 50c 10c 15c 69

73 Change challenges What are you trying to do? Add 2 or more coins of mixed value (M6). Calculate change with coins (M11). How many can play? Individuals, pairs, small groups What do you need? Change challenge picture (BLM p.71 - School Fete) Mixed coins Pencils, paper for recording (optional) How do you play? Imagine you are at a School Fete. Look at the picture with your partner(s). Discuss all the different things you can see. Which one is your favourite? Why? Which one costs the most? Why? Invent your own School Fete change problem based on the picture. Imagine you have 50c or more to spend. In turn, challenge your partner(s) to solve your problem. e.g. Granny gave you 50c. Can you buy 2 cakes and 2 toys? How much change will you have? You have $1. How much change will you get if you buy 6 paddle-pops to eat with your friends? Build up a class collection of written problems to go with this School Fete picture. Challenge students in another class to solve your problems. Variations Use the Toy Shop picture (BLM p.72) for Change challenges with $2 or more to spend. Use the Fun Fair picture (BLM p.73) for Change challenges with $5 or more to spend. Use the How much change cards (BLM p.74). Shuffle them, and turn over the top card. Invent a Challenge based on 2 or more purchases from the School Fete, Toy Shop or Fun Fair pictures. 70

74 71

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76 73

77 How much change from $1? How much change from $6? How much change from $2? How much change from $7? How much change from $3? How much change from $8? How much change from $4? How much change from $9? How much change from $5? How much change from $10? 74 Blake Education Exploring Maths -

78 Exploring and Using Notes In this unit, your students will: Recognise, name, match $5, $10, $20, $50 and $100 notes (M12) Describe and sort notes by design, colour and value (M13) Order notes by value (M14) Add multiples of $5, $10, $20, $50 and $100 notes (M15) 75

79 What is a note? What are you trying to do? Recognise, name, match $5, $10, $20, $50 and $100 notes (M12). Describe and sort notes by design, colour, size and value (M13). How many can play? Whole class What do you need? Examples of $5, $10, $20, $50 and $100 notes How do you play? Discuss why people have notes for money. Why don t we just use coins? Describe and discuss the designs you see on each side of a note. e.g. $5 A portrait of Queen Elizabeth, some gum leaves, a small see-through section... The other side has a drawing of Parliament House, Canberra and a number... Discuss the size of each note. e.g. Are they all the same size?...the same height?...the same length? Why do you think they are different? Discuss the colour of each note. What colours can you see? e.g. Which note is a pink colour?... a red colour? Why do you think they are different colours? Discuss the value of each note. e.g. What numbers can you see? Why do they have different numbers on them? Variation Investigate the people who appear on each note. Why do you think their portrait was selected? Why do we need to remember them? e.g. $10 Who was Banjo Paterson? Who is Mary Gilmore? Whose painted portrait is behind her? 76

80 Make your own notes What are you trying to do? Recognise, name, match $5, $10, $20, $50 and $100 notes (M12). Describe and sort notes by design, colour, size, value (M13). How many can play? Individuals, pairs, small groups, whole class What do you need? Examples of $5, $10, $20, $50 and $100 notes Australian notes (BLMs p.78, 79, 80) Scissors, coloured pencils, paste How do you play? Let s investigate each note further. Reveal just one corner of a note. Can you recognise a note just by looking at a tiny section? Is it possible to guess its value just by looking at the colour? What do you notice if you join the 2 short ends together to form a cylinder? (they match exactly and join to form a continuous pattern...) Why do you think they were designed this way? Does this happen with every note? e.g. What do you notice if you join the 2 long ends together to form a cylinder? (they also match exactly and join to form a continuous pattern...) e.g. Cut out the 2 Australian notes pictures of the front and back of a $5 note. Colour them to match a real $5 note s colour. Paste the 2 sides together. Use these notes in your class shop. Repeat for each of the other notes. Variations Design your own notes. Think about the value, size, the colour of the designs and the pattern linkups. Who or what would you like to represent Australia on your note? Investigate the link between coins and notes. How many $1 coins match a $5 note? What other coin combinations make $5? 77

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82 Blake Education Exploring Maths -

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84 Which is worth more? What are you trying to do? Recognise, name, match $5, $10, $20, $50 and $100 notes (M12). Order notes by value (M14). How many can play? Individuals, pairs, small groups, whole class What do you need? Examples of $5, $10, $20, $50 and $100 notes Home-made Australian notes (BLMs p.78, 79, 80 - coloured, cut-out and glued back to back) Australian notes cards (BLMs p.82, 83) How do you play? Which of these 2 notes is worth more money? (Hold up 2 different notes) How do you know? (e.g. $5 is worth five $1 coins, $10 is worth ten $1 coins...) Shuffle the homemade notes. Select two at random. Which one is worth more? Shuffle the cards. Select two at random. Which one is worth more? Or are they the same value? Try sorting 3 or more cards into order by value. Place the 5 different notes in order from the smallest to the largest values. Variations Play Note Snap in small groups. Shuffle the 20 cards and deal them face down to each player. In turn, reveal your top card. If it matches the card before it, call out Snap and win those cards. Try to collect the most matching cards. Play Note Memory in small groups. Shuffle the 20 cards and place them face down in rows and columns. Turn over 2 cards. If they match, keep them and have one more turn. If they don t match, turn them face down again for the next player to try. 81

85 $5 $10 $20 $50 $ Blake Education Exploring Maths -

86 five dollars ten dollars twenty dollars fifty dollars one hundred dollars Blake Education Exploring Maths - 83

87 Make your own catalogue What are you trying to do? Solve problems related to money. Order notes by value (M14). Add multiples of $5, $10, $20, $50 and $100 notes (M15). How many can play? Individuals, pairs, small groups, whole class What do you need? A large collection of supermarket, toy, grocery shopping catalogues (usually found in your letter box at home...) A3 pages to make a book about Australian notes Scissors, paste, pencils How do you play? Imagine you have $5 to spend. What do you know that costs about $5? Would you like to buy lots of small price items or one $5 item? Look through the shopping catalogues. Find things you could buy for $5. Cut out your favourite ones and paste them onto a page. Draw a picture if you can t find what you d like in a catalogue. Build up a collection of things to buy for $5. How much would you need if you bought all your $5 collections? Guess first, then check. Repeat, making your own catalogue pages for $10, $20, $50 and $100 items. Can you mentally add up the prices of several items at once? Variations Ask a friend to challenge you by calling out several items to buy, without you looking at your catalogue. Can you remember the correct prices and add them all up to get the total? Can you mentally add more than 4 prices?... more than 5?... more than 10? Create your own shopping list based on spending up to $100 from your personal shopping catalogue. Ask a friend to guess, then check, how much money the items on one list will cost. 84

88 How much is that? What are you trying to do? Solve problems related to money. Add multiples of $5, $10, $20, $50 and $100 notes (M15). How many can play? Pairs, small groups, whole class What do you need? Australian notes cards (BLMs p.82, 83) Die (dots or numerals 1-6) Maths workbooks, pencils (for recording) How much is that? cards (BLM p cut into 10 cards) How do you play? Practise counting by 5s, 10s, 20s, 50s or 100s (as appropriate). Imagine you have lots of money. You like to count it aloud each day. Where would you keep it? What might you spend it on? Shuffle the cards and place them face down in the centre. Turn over the top card. This tells you what note you have. e.g. $20 Throw the die. This tells you how many of this note you have. e.g. 5 x $20 Now work out how much money you have altogether. Find a way to record your actions. At the end of each round, who counted the most money? Variations Shuffle the How much is that? cards and place them face down in the centre. Turn over the top card. Work out how much money that will cost altogether. Record it in your workbook. Invent your own How much is that? cards for another team to use. 85

89 Horse rides are $5 each. We had three rides. How much did we pay? Movie tickets are $10 each. How much for six tickets? Boxes of mangoes are $20 each. How much for three boxes? A pair of new school shoes is $50. Mum buys four pairs. How much is that? My dog has five puppies. Each one is worth $100. How much altogether? Eight pies cost $40. How much for one pie? Books were on special for $10 each. I spent $80. How many books did I buy? We bought five kittens from the vet for $100. How much for one kitten? I paid $100 for two computer games. How much did one game cost? Grandpa paid $400 for four nights at a motel. How much for one night? 86

90 Pocket money What are you trying to do? Solve problems related to money. Work cooperatively as a team. Add multiples of $5, $10, $20, $50 and $100 notes (M15). How many can play? Pairs What do you need? Pocket money problem (BLM p.88 - cut into 6 strips) How do you play? Discuss pocket money and how much you receive each week. What do you spend it on? Do you save any of it? Discuss how much money you might save in a week....a month....a year. How much might you have if you combined it with your friends pocket money too? Look at the Pocket money problem. The strips tell you a story about some friends. Discuss the problem in your own words. How can you work out your answer? Work together to find a solution. What different strategies do you use? Check your solution against each statement. When you are convinced your solution is correct, see if you can discover another possibility. Invent your own problem about money for another team to solve. Try to make it have more than one solution. Variations Discuss your favourite ice-cream. Which flavour is the most popular? How much does it cost? Try the Ice-creams problem together (BLM p. 89). The price of each ice-cream is different. Work together to find the solution. This time there is only one way to solve it. Invent your own problem about money, like this one, for another team to solve. Try the Puzzle Cards (BLM p.90 - cut into 6 cards). Each card is a separate puzzle. Can you find more than one solution to each problem? 87

91 Four friends saved their pocket money. They have 6 notes between them. Lucy has less money than Duffy. Duffy has more money than Eric. Bev has much more money than Duffy. Lucy and Bev each have 2 notes. How much money could the 4 friends have altogether? 88

92 We bought 3 different ice-creams. We spent $4.50 altogether. A strawberry ice-cream costs 50 cents more than a vanilla ice-cream. A chocolate ice-cream costs double the price of a vanilla ice-cream. A strawberry ice-cream costs 50 cents less than a chocolate ice-cream. How much is a vanilla ice-cream? 89

93 I am a note. I am worth more than $10 but less than $100. We are 2 notes. We are worth less than $50 but more than $20. We are 3 notes. We are worth more than $70 but less than $100. We are 4 notes. We are worth more than $100. Three of us are the same. We are 5 notes. Together we add to exactly $70. We are 5 notes, worth less than $100, but more than $70. Only 2 of us are the same. 90

94 Lots of money What are you trying to do? Solve problems related to money. Work cooperatively. Add multiples of $5, $10, $20, $50 and $100 notes (M15). How many can play? Pairs What do you need? Sixteen cards from Australian notes cards (BLMs p.82, 83 - excluding the four cards for $100) How do you play? Practise adding the amounts shown on 2 cards. Hold up 2 cards for your partner. Can they add the 2 amounts in their head? Practise adding the amounts shown on 3 cards. Hold up 3 cards for your partner. Can they add the 3 amounts in their head? Practise adding the amounts shown on 4 cards. Hold up 4 cards for your partner. Can they add the 4 amounts in their head? For a Super Challenge try this puzzle. Rearrange all 16 cards for $5, $10, $20 and $50 into 4 rows and 4 columns like this. e.g. Make each row and each column add to exactly $85. Each row and each column must have a card representing $5, $10, $20 and $50 in it. Variation Use 16 coins (4 x 5 cents, 4 x 10 cents, 4 x 20 cents, 4 x 50 cents) in place of the notes cards. Make each row and each column add to exactly 85 cents. 91

95 NAME Outcome Indicators Record Sheet EXPLORING MONEY M1 Recognise the role of money in our daily lives M2 Recognise, name, match 5c, 10c, 20c, 50c, $1 and $2 coins M3 Describe, sort coins by design, colour, shape, size, value M4 Order coins by value M5 Add coins of the same value M6 Add coins of mixed value M7 Record coin totals using $ and c M8 Identify higher or lower coin totals M9 Identify coins needed for a given price M10 Identify coins of equivalent value M11 Calculate simple change with coins M12 Recognise, name, match $5, $10, $20, $50, $100 notes M13 Describe, sort notes by design, colour, size, value M14 Order notes by value M15 Adds multiples of $5, $10, $20, $50, $100 notes 92

96 Sample Yearly Program Suggestions Mathematics Topics for 5 year olds Week Term 1 Term 2 Term 3 Term 4 1 Prenumber Exploring 5 Chance/Data Chance/Data 2 Prenumber Length Exploring 9 Early Fractions 3 Space: 3D Exploring 6 Space: Position Length 4 Exploring 1 Time Exploring 0 Early +/- 5 Space: 3D Exploring 7 Space: 3D Area 6 Exploring 2 Mass Space: 2D Time 7 Space: 2D Temperature Time Mass/Volume 8 Exploring 3 Exploring 8 Exploring 10 Space: Position 9 Space: 2D Money Volume Number Revision 10 Exploring 4 Revision Revision Measurement Revision Week Term 1 1 Revisiting D Space 3 Length 4 Exploring +/- 5 2D Space 6 Volume 7 Exploring Mass 9 Time 10 Revision Mathematics Topics for 6 year olds Term 2 Term 3 Term 4 Exploring Revision 0-20 Exploring D Space 2D Space 3D Space Length Area Chance/Data Exploring +/- Exploring +/- Exploring +/- Money Position 2D Space Volume Time Position Exploring x Exploring x Exploring Mass Temperature Measurement Revision Fractions Fractions Number Revision Revision Revision Space Revision Mathematics Topics for 7 year olds Week Term 1 Term 2 Term 3 Term 4 1 Revisiting 0-20 Exploring 0-99 Exploring 0-99 Exploring D Space 3D Space 2D Space 3D Space 3 Exploring +/- Exploring +/- Exploring +/- Exploring +/- 4 Length Area Length 2D Space 5 2D Space Fractions Exploring x Exploring x 6 Volume Mass Time/Temperature Volume 7 Revisiting Exploring x Exploring Exploring 8 Time Money Chance/Data Measurement Revision 9 Exploring x Position Fractions Number Revision 10 Revision Revision Revision Space Revision 93

97 Sample Weekly Program STRAND Number SUBSTRAND Money : Using Coins GRADE 2 TERM 2 WEEK 8 OUTCOMES Add 2 or more coins of mixed value (M6) Record coin totals using $ and c (M7) Identify higher or lower coin totals (M8) Identify coins needed for a given price (M9) Calculate change with coins (M11) LANGUAGE this is the same value as this is worth more than these cost as much as how much change if I spend...? RESOURCES 5c, 10c, 20c, 50c, $1, $2 coins (real/plastic/cutout) Supermarket catalogues Items for class shop BLMs BLMs 42,53-54,56-57,59-60 BLMs 43, 45-47, 62 BLMs MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Whole class: Revise adding coins of same value (e.g. use goods from class shop) Mix them up (p.40) Class discussion Activities: Group A: 2 coins ($1, $2) Group B: 2-3 coins (any) Group C: 4 coins (any) Whole class discussion Revise recording coin totals e.g. $1.20 Shopping activities: Group A: $1, $2 coins (p.41, cards p.42) Group B: 5c, 10c, 20c, 50c coins (p. 52, cards p.53, 54) Group C: any coins (p.55, cards p.56,57) Cash Registers (p.58) Whole class Shopping activities: Group A: Free play at class shop (plus worksheet p.43) Group B: Find my match p.44 (plus worksheet p.47 with teacher) Group C: Shopping Challenge p.55 plus Who spent more? p.61 (worksheet p.62) Whole class: How to work out your change What s my change? p.66 activities: Group A: from $10 (plus worksheet p.67) Group B: from 50c (plus worksheet p.68) Group C: from $1 (plus worksheet p.69) Whole class discussion Revise week s activities Model Change challenges (p.70) with whole class Change Challenge pair activities: Group A: p.71 Group B: p.72 Group C: p.73 Whole class discussion using cards p.74 and Cash registers 94

98 EXPLORING MONEY NUMBER LOWER PRIMARY The Exploring Maths series is designed to provide busy teachers with practical resources that are mathematically up-to-date, fun and easy to use. Each book contains a wealth of activities, blackline masters and assessment tasks for a whole life-time of teaching. These activities encourage your children to think mathematically by exploring, experimenting, being creative and taking risks. By asking questions and active discovery, children learn to enjoy using mathematics as part of their everyday lives. includes: Three carefully sequenced units to develop skills with coins and notes with 5, 6 and 7 year olds Over 30 activity-based, easy-to-use teaching ideas Useful activity cards for independent small group work An outcome indicators record to help you record individual progress. Over 50 blackline masters In fact, almost everything you need to explore money in your classroom. About the author Originally a primary school teacher, Bev Dunbar is now actively involved in teacher education as a Mathematics Consultant and University Lecturer in Mathematics Education working in both the State and Catholic Education systems. Bev is a passionate believer in fun, practical resources which help teachers make maths lessons a highlight of the day. Titles in the Exploring Maths series NUMBER Exploring 1-5 Exploring 6-10 Games and Activities for 0-10 Exploring 0-50 Numeration Exploring 0-50 Operations Numbers to 50 Picture Pack Exploring Numeration Exploring Operations Exploring Calculators Exploring Fractions E X P L O R I N G M A T H S