Reflection: Developing a Conceptual Understanding Subtracting Money (Part II) - Section 2: Introduction to New Material


It is easy for most students to learn a trick for determining change like subtracting the amount owed from the amount possessed.  However, teaching this trick or telling students that this is how such a problem is solved oftentimes does not afford them the conceptual understanding of what making change is really about. It also doesn’t model the skills necessary to pay for something and receive change in the real world.

 In this lesson, I decided to model breaking the $1.00 down into coins in order to show that making change is merely subtraction.  Modeling this process led my students to independently create subtraction number sentences and bar models and accurately make change. 

For some of my students who were struggling, we worked intensely with the coin manipulatives during independent practice so that they could see a very concrete representation of how a change is made.  

Taking time to model the process of making change helped my students (especially those who struggle with math) to visualize the process of making change and then authentically set up number sentences that made sense to them based on the modeling they had seen. 

  Concrete Modeling
  Developing a Conceptual Understanding: Concrete Modeling
Loading resource...

Subtracting Money (Part II)

Unit 10: Money
Lesson 9 of 11

Objective: SWBAT subtract money amounts.

Big Idea: In this lesson, students subtract using money amounts of $1.00 or greater.

  Print Lesson
3 teachers like this lesson
Math, Number Sense and Operations, Place Value, Money, word problems, coins, subtracting
  52 minutes
Similar Lessons
Which coin is which?
1st Grade Math » Time is Money: Hitting all the MD Standards
Big Idea: Show me the money! Students will identify differences between the coins and sort them into like groups.
New Orleans, LA
Environment: Urban
Amanda Cole
Introduction to Money
1st Grade Math » Money!
Big Idea: Students will take time to examine each coin, create a coin chart, and play a coin trading game.
Waitsfield, VT
Environment: Suburban
Thomas Young
Identifying Coins
2nd Grade Math » What and Where is Math?
Big Idea: Most students think of money when they’re asked where they see math in their world. While money is all around them, they rarely get to use it themselves. This lesson reviews coin identification
York, ME
Environment: Suburban
Beth McKenna
Something went wrong. See details for more info
Nothing to upload