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

Subtracting Money (Part II)

Unit 10: Money
Lesson 9 of 11

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

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Standards:
Subject(s):
Math, Number Sense and Operations, Place Value, Money, word problems, coins, subtracting
52 minutes

Caitlin Vaughan

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