# Teaching for mastery in primary maths

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## Understanding pounds and pence

• Year group: Year 2
• Term: Autumn
• Topic: Money
• Duration: 2 weeks
• Keystage: KS1
• Age Range: 6 to 7 yrs
• Unit can be taught out of sequence: N
• Week Range: 9 - 10

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.

## Resources for this topic

### White Rose Maths

#### Reasoning - Problem Solving - Mixed Problems - March 18th

Friday's questions. There are two problems for KS1 and two for KS2.

In KS1 problem children solve number problems. Encourage students to use a bar model or other diagram for Q2.

At KS2 children have a number problem to solve (bar modelling would be good here) and also a problem involving area and perimeter of a square and rectangle.

Every day in March the White Rose Maths Hub is aiming to put out a question of the day.

Tweet us @WRMathsHub a picture of your children's answers for a chance to win a prize.

#### Reasoning - Problem Solving - Number Problems Galore - March 16th

Here are today's questions. There are two problems for KS1 and two for KS2.

In KS1 problem children have to find missing numbers in an addition pyramid and see if they can reason to find a missing number in a different one. They then have to solve a multi-step problem, which initially looks easier than it actually is.

At KS2 children have to be able to adding fractions and decimals together and convert between fraction and decimal. For the second question children have to adding and subtract decimals after converting to the same unit of measure.

Every day in March the White Rose Maths Hub is aiming to put out a question of the day.

Tweet us @WRMathsHub a picture of your children's answers for a chance to win a prize.

### Mathematics Mastery

#### Pounds and pence

Mathematical discussion is a key element of the Mathematics Mastery programme.

Talk Tasks are a brilliant way of enabling pupils to develop their mathematical language, thinking, understanding and confidence.

This activity explores the concept of pounds and pence.

• Talk tasks are best completed in mixed attainment pairs, with pupils taking turns to listen and construct arguments
• Emphasis is on discussion rather than the solution, encouraging pupils to use key language and talk in full sentences
• Ask pupils to prove their answers in a variety of ways, using the CPA approach to support mathematical understanding and number sense

Like what you see? Mathematics Mastery is a professional development programme for teachers with a mission to transform mathematics education in the UK.

This task is just a taster of the complete classroom resources we offer. We also provide in-depth development training, online CPD, specialist support and assessment tools.

We believe all elements of our programme are vital in creating lasting change – enabling every child to enjoy and succeed in mathematics.
Want to find out more? Check out our free resources and blogs or join an information session.

#### Pounds and Pence

Mathematical discussion is a key element of the Mathematics Mastery programme.

Talk Tasks are a brilliant way of enabling pupils to develop their mathematical language, thinking, understanding and confidence.

This activity explores the concept of pounds and pence

• Talk tasks are best completed in mixed attainment pairs, with pupils taking turns to listen and construct arguments
• Emphasis is on discussion rather than the solution, encouraging pupils to use key language and talk in full sentences
• Ask pupils to prove their answers in a variety of ways, using the CPA approach to support mathematical understanding and number sense

Like what you see?

Mathematics Mastery is a professional development programme for teachers with a mission to transform mathematics education in the UK.

This task is just a taster of the complete classroom resources we offer. We also provide in-depth development training, online CPD, specialist support and assessment tools.

We believe all elements of our programme are vital in creating lasting change – enabling every child to enjoy and succeed in mathematics.

Want to find out more? Check out our free resources and blogs or join an information session.

### Resources shared by teachers

#### Year 2 - Measurement - Week 9 -Money

This is pack covers Year 2: Measurement: Money. It is the first week of a two week unit of work on money.
The pack covers the small steps Count money – pence, Count money – pounds, Count money – notes and coins, Select money and Make the same amount.
The resources aim to help children gain a deeper understanding of the concepts covered during the week. Children are required to identify money in terms of both pence and pounds and become familiar using the language involved with this topic. Children will also be able to select specific amounts of money and make a given amount.

The resources include pictorial and abstract representations as well as reasoning and problem solving activities and more open ended problems throughout to support and extend your whole class.

I hope you find them useful.

#### Year 2 - Measurement - Week 10 - Money

This is pack covers Year 2: Measurement: Money. It is the second week of a two week unit of work on money.
The pack covers the small steps Compare money, Find the total, Find the difference, Find change and Two-step problems.
The resources aim to help children gain a deeper understanding of the concepts covered during the week and build on the previous week’s content. Children are required to directly compare money and use their knowledge of money to find totals and find the difference between two amounts of money.

The resources include pictorial and abstract representations as well as reasoning and problem solving activities, more open ended problems throughout and culminates in two step problems which aim to support and extend your whole class.

I hope you find them useful.

#### 'Working with pennies' Money Workbook

A small workbook developed for SEN pupils but useful elsewhere. Activities are all based up to 10p.

#### Money cards and Money problems

I used these with a year 2 class to teach addition and problem solving through money. These cards could also be used for: -Practising number bonds to 10/20 -Adding money -Use in a role play shop-price list maths resource-these challenge cards could be used for: -Applying addition and subtraction knowledge -Problem solving

#### Caterpillar Coin Amounts to 10p

Hands on Money activity. Each caterpillar is made of coins. Pupils can use the cards to add up the amounts (mixed coins - 1p, 2p and 5p) or build the amounts with actual coins. Includes an assortment of examples plus blank templates for building different amounts/using different coins etc. A version that uses coins up to the amount of 20p is available via the weblink.

#### Caterpillar Coin Amounts to 20p

Hands on Money activity. Each caterpillar is made of coins. Pupils can use the cards to add up the amounts (mixed coins - 1p, 2p, 5p and 10p) or build the amounts with actual coins. Includes an assortment of examples plus blank templates for building different amounts/using different coins etc. A version that uses coins up to the amount of 10p is available via the weblink.

#### 1 pence Money Bingo

6 squares with different quantities of 1p coins; children have to count the pennies to see if they have the number that is read out by one person. - Giving children in the group a chance to 'be the teacher' and read the numbers to the group works well - reading numbers and associating them with money.