Making $ense of 
Money 
Math Mini-Unit 
Grade Three 
EDU-440 
Katarina Baziw

Thematic Statement
The purpose of the mini-unit is to begin good financial literacy and to allow students to begin to think
about the value of money, and how to use it properly. This unit is in no way set in stone, it should be a
guide that can be changed and molded to your specific class and their strengths. This unit incorporates
many of the TRIBES strategies on community building to reinforce a positive math community where it is
a safe place to try new mathematical processes. If you are unfamiliar with TRIBES learning community
strategies, I suggest you look at the website and textbook as their strategies are applicable to all grades
and learning abilities in the classroom.
This unit will reinforce their prior knowledge on counting money to 100 cents, introduce new values such
as the loonie, the toonie, the five dollar bill and the ten dollar bill, and begin the process of making
change.

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 Math: What Do You Know About Money?
Strand: Number Sense and Numeration
Grade Level: Three
Curricular Expectations:
● represent and describe the relationships between coins and bills up to $10 (e.g., “There are eight quarters
in a toonie and ten dimes in a loonie.”);
● estimate, count, and represent (using the $ symbol) the value of a collection of coins and bills with a
maximum value of $10;

Learning Expectations:
● To identify appropriate strategies to use when solving money problems
● To connect prior knowledge to current learnings of the relationships between coins and bills up up to $10

Estimated Time: ​(1) 40 minute class period

Expected Prior Knowledge (From Ministry of Educatio):

● Represent, compare and order money amounts to 100¢, using a variety of tools
● Estimate, count, and represent (using the ¢ symbol) the value of a collection of coins with a maximum
value of one dollar
● Add and subtract money amounts to 100¢, using a variety of tools (e.g., concrete materials, drawings) and
strategies (e.g., counting on, estimating, representing using symbols).

Summary Lesson Chart:

Introduction Activity Extended Name Tag

Main Activity Think, Pair, Share

Concluding Activity Full Class Discussion/Math Handout

Objective: ​To engage the students in their knowledge of calculating money, and to present them with multiple
strategies to aid them in their future calculations involving money

Method:
1. Activation Task: Community Circle
a. Ask the students about what they know of money
b. Have students turn to their partner and discuss why they think money is important
c. Share three ideas, and do one money problem with them: Counting to 100cents
i. Problem: Miss B wants to buy an apple for 76 cents. She has 95 cents. How many cents will
she have left over after she buys her apple? Is it enough to buy a pencil for 15 cents?
2. Students will be given the template for their “nametag”. They must try to complete as much of the nametag
as possible individually. If they cannot complete the whole name tag that is okay! They will have an
opportunity to learn from their classmates.
3. Students after completion of their name tags, will go into pairs or a group of three depending on the size of
the classroom. They will share their findings for the first bubble of the name tag which is three ways to
show one dollar. Then we will come together as a class and ask students to share their ideas. Show how
there are so many ways to show one dollar and it is important to note that they are all the right answers.

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 4. Complete Bubble Two and Four with the same instructions for the students
5. Do Bubble Three last as it discusses the importance of money. Explain how there are many important
reasons why we need money
6. Have students keep their extended name tag for the future as it will help them in their studies
7. Handout from K5 Learning: Counting coins. Can be done for homework or in class and taken up the next
day so the students can correct their work, and show strategies that they used to count the money.

Special Concerns: ​Skills in money are extremely varied

Assessment Strategies: ​Assessment for Learning through Observation and Anectodal Notes of class time.
Assessment for Learning for handout practice, mark for completion and check status of how students are doing.

References:
Gibbs, Jeanne. ​Reaching All by Creating: Tribes Learning Communities. ​Centre Source Systems: Cloverdale
California. (2014). Page 237

Materials:
● Cards for each students
● Pencil for each Student
● Space to Create Example

Appendix 1: Nametag

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Appendix 2: Handout from K5 Learning
http://www.k5learning.com/worksheets/math/grade-3-counting-money-canadian-nickels-dimes-quarters-lo
onies-toonies-a.pdf

Math: Using Less

Strand: Number Sense and Numeration
Grade Level: Three

Curricular Expectations:
● Represent and describe the relationships between coins and bills up to $10 (e.g., “There are eight quarters
in a toonie and ten dimes in a loonie.”)
● Estimate, count, and represent (using the $ symbol) the value of a collection of coins and bills with a
maximum value of $10;

Learning Expectations: ​For students to understand the relationship between the coins and bills up to 10 dollars
so that they may use the least amount of coins possible to make a certain amount

Estimated Time: (2) 40 minute class periods

Expected Prior Knowledge:

● Add and subtract coin amounts up to two dollars
● Appropriate sub in bills for coins where applicable
● Understand that certain smaller coins can equate to one larger coin amount (Example: four quarters equal
one dollar)

Summary Lesson Chart:

Introduction Activity Math Talk: Using the least amount of coins and
bills

Main Activity Handout with Nine questions

Concluding Activity Pair Poster- Using smallest amount of coins

Homework: Prodigy Activity

Objective:

Method:
1. Math Talk: Using the least amount of coins
a. Enter into a community circle and ask the students what they know of calculating money and why
they think it is important that we learn this material.
b. Teacher presents the problem: We have $6.15. Show me which coins and bills you can use to
represent this problem.
c. Students figure out the answer in their pairs. Have the coins in the centre of the circle so students
can create their answer using manipulatives

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 d. Students share their answer: Show three examples to the Students.
e. Students share their thinking: Why did they choose that way?
f. The class agrees on the accurate answer for the problem: Ask the students which one uses the
least amount of coins. Why? How can we use the other answers to create the smallest amount?
g. New problem with new task: $7.85. Represent this amount using the least amount of coins and bills.
h. Students and Teacher repeat steps b-d
i. Why might we want to use the LEAST amount of coins and bills?
2. Main Activity:
a. Can use their extended name tag to assist them with this task.
b. Will receive a handout with nine questions on them for them to complete individually
c. Then they will go into their pair groups and assess each other’s work
d. After completing the worksheet, students are assigned a single question from the worksheet to
make into a poster showing three ways to show the money amount, including the least amount of
coins/bills
3. Pair Poster:
a. Using one of the questions from the handout, show a certain money amount three ways
b. One must be the smallest amount, the other two are up to the student
4. Homework: Prodigy Math Assignment
a. In my future class I would like to use the math interactive game prodigy to help students achieve
math success at home. Through prodigy a teacher can assign ten questions through the game for
the students to practice. They will have to answer the ten money questions in order to mark the
assignment as “complete”
b. Example question for prodigy: Counting up to ten dollars

Special Concerns: ​Many students may not have access to a computer or a device at home. A great way to
accommodate this is to have a handout with the questions prepared for the student to take home, or to have the
student complete the assignment in class on a school computer.

Assessment Strategies:
● Peer Assessment of handouts
● Observation
● Poster Marked for correct answers and creativity through checklist, assessment of learning skills
● Assessment for learning and of learning

Appendix 1: Questions for Prodigy

https://prodigygame.com/dashboard/#students
Questions are automatically generated through prodigy. I set up an assignment for my “class” with money being he
focus, and counting up to $10 as the specific focus. Ten questions.

Appendix 2: Questions for Math Handout

This is in the google drive and is titles “Coin Magic”

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Appendix 3: Checklist
Learning Skills/WorkHabits Criteria

Collaboration shared their information, resources, and expertise

to create their pair poster with their peer
responded positively to the ideas of others, and
worked well with their peer.
both had equal part in completing their poster

Self-Regulation assessed and reflected on own strengths and needs

after peer evaluation of worksheet
identified new strategies to meet personal needs
and complete pair poster

Organization devised and followed a plan and process for

completing handout and poster
established priorities and manages time to complete
work in a timely manner

Reponsibility completes and submits class work, homework, and

assignments according to agreed-upon timelines

Assignment Requirements Showed at least three ways to show the assigned

amount
Was creative i showing their work
Showed the smallest coin amount needed to show
the given amount

Math: Shopping Smart

Strand: Number Sense and Numeration
Grade Three
Curricular Expectations:
● estimate, count, and represent (using the $ symbol) the value of a collection of coins and bills with a
maximum value of $10;
● add and subtract money amounts, using a variety of tools (e.g., currency manipulatives, drawings), to
make simulated purchases and change for amounts up to $10 (Sample problem:You spent 5 dollars and
75 cents on one item and 10 cents on another item. How much did you spend in total?);

Learning Expectations:
● For students to apply their financial knowledge to correctly calculate how much money they need to buy
multiple items
● Begin to comprehend the value of money and the importance of finances in their life.
● Make simulated purchases for amounts up to $10

Estimated Time (3) 40 minutes class periods

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Expected Prior Knowledge:
● Add and subtract money amounts, using a variety of tools (e.g., currency manipulatives, drawings),
● Know that their parents spend money grocery shopping for their needs

Summary Lesson Chart:

Introduction Activity At Home Activity to be done with
Parents/Guardians
● What do you buy for groceries?

Main Activity In Class Discussion and Math Talk

Concluding Activity Our own grocery shopping experience

Objective: ​To have students understand how to shop smart in a grocery store

Method:
At Home Activity
● Worksheet to be completed with the help of a member of the house that does grocery shopping
● What is in your fridge? How much money do you think it cost?
● Parent or guardian or sibling must sign so I know that they are participating and helping the student in their
assignment.

Day One
● In Class Discussion on at home Worksheet
● Math Talk: Making Change
● I wanted to buy my own basketball at the store last night. The basketball cost $6.50. I paid with a $10 bill.
How much change did I receive back after paying for my basketball?
● Do it together, underlining important information
● What do they think we need to do?
● Second Question: Ayesha bought a notebook for $2.30. She had a five dollar bill. How much change did
she get back?
● Pair up and try to solve the problem
● Have manipulatives in the middle of the circle to help
● Share: What answers did you come up with? What strategies?

Day Two: Our Own Shopping Experience

● Each student will be debriefed at the beginning of the class at the carpet about how they will shop
● They will have $20 to spend on groceries for a metaphorical meal they will make for their family that day
● They will go around and have to write down the items they want to get, make sure it is as close to $20 as
possible (not go over)
● They then, have to figure out how much change they get from each item as you go in the chart provided
● Once the student is done, they must write what the meal is they want to make, and if they had enough
money to buy it
● Debrief: what happened? How was the experience? Was there more you wanted to buy?
● Discuss financial literacy and how we need to be wise with our money

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Special Concerns:
This experience may trigger students to bad experiences with money, or cause multiple discussions of family
financial backgrounds. It is imperative to set up this assignment and conversation around generalities, and not
discuss specific family situations.

Assessment Strategies:
This assignment is an assessment for learning. They will be marked on their assignment sheets, but note that
there will be more assessment of learning opportunities after this lesson. The marks for the worksheets will be
assessment as learning as it will be recorded, but as a scheme to see where each student is at and to know what I
would need to focus on in the future and which skills need more time and practice before an assessment of
learning opportunity

Materials:
● Food items (many can be toy food or pictures of food)
● Food tags with prices
● Journal to record money amounts
● Pencils and erasers
● Money manipulatives
● Facts important to know about early financial literacy
● Reflective anchor chart where the class writes their reflections

Activity to be done throughout the unit AFTER lesson 2: ​Shopping for your stuff

Throughout the week after lesson 2, students will be given ten dollars a day. They will have to buy their desk, their
chair, pencils and any school supplies that they did not bring from home (textbooks). Each day they will have to
buy items in order to use the resources. They can share their resources and their money with each other. Students
will also be able to keep items they purchased the day before. This will be done with the school money available,
or if this is not available then monopoly money. There will be a creative sig created with the list of money amounts
below. They will each have a student “wallet” attached to their desk. They must record in their money journal for
each day how much they spend on each item, and how much money they had left at the end of the day

Money List: In Google Drive

Important Note: By the end of the week students will hopefully have pulled much of their resources together, and
be able to buy the surprise “class prize”. These could be dollar store items from a bin, it could be certificates of
completion and some pencils and erasers. It is up to the discretion of the teacher.

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