| Objectives | Students will be able to: (1) solve subtraction word problems involving money; (2) write the money sentence for a spending story; (3) act spending stories with play money. |
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| Materials | Play money; spending story cards (local flavour: patty, box juice, bag juice, exercise book); whiteboards; the minus door from Term 2. |
| Key vocabulary | spent, bought, paid, left, remain |
| Engage (starter) | (10 min) The lunch-money drama: the puppet arrives with $20, buys a $12 patty... "How much LEFT?" Act it with real play money: pay the $12 away, count what remains: $8. Money take-away is still take-away! |
| Develop (main) | (35 min) 1. The act-then-write routine modelled: read the story, ACT it with money, then write $20 - $12 = $8. 2. Pairs work four spending cards with money in hand, sentences on boards. 3. The word-clue watch: spent, bought, paid — money's take-away words collected on the minus door. 4. Ladder up: one card with friendlier numbers solved WITHOUT acting — heads only, money as backup. |
| Plenary (close) | (10 min) Silent spending theatre: teacher acts a purchase with visible money; children write the full sentence from watching. Two scenes. |
| Assessment | Boards: 3 of 4 spending sentences correct; act-then-write routine followed; one head-solved problem attempted. |
| Teacher notes | Money makes subtraction URGENT — no child is indifferent to how much is left. Keep amounts inside known fact ranges (differences within 10, or ten-multiples) so the reading, not the arithmetic, is the work. |
| Objectives | Students will be able to: (1) solve addition word problems involving money; (2) write the money sentence for combining stories; (3) distinguish earning from spending stories. |
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| Materials | Play money; earning story cards (selling mangoes, birthday money from granny AND aunty, chores savings); whiteboards; the plus door. |
| Key vocabulary | earned, saved, received, altogether, total |
| Engage (starter) | (10 min) The good-news post: the puppet receives $10 from Granny and $5 from Aunty in one morning! "How much ALTOGETHER?" Collect both into the purse, total biggest-first: $15. Money joining is still joining! |
| Develop (main) | (35 min) 1. Act-then-write with the plus door: read, collect the money IN, write $10 + $5 = $15. 2. Pairs work four earning cards. 3. Plus-door words collected: earned, saved, received, sold-and-got. 4. Mixed pair finale: one spending and one earning card together — the doors must be CHOSEN (Term 2 W10's summit, now with dollar signs). |
| Plenary (close) | (10 min) Story sort sprint: six one-line stories read fast; arms vote plus or minus door; volunteers state each sentence. |
| Assessment | Boards: 3 of 4 earning sentences correct; final mixed pair sorted to correct doors; door words contributed. |
| Teacher notes | Symmetry teaching: yesterday's minus, today's plus, tomorrow the choice. The three-day arc mirrors Term 2's operation work deliberately — familiarity is the scaffold. |
| Objectives | Students will be able to: (1) choose the correct operation for mixed money word problems; (2) solve and write complete money sentences; (3) justify operation choices from story sense. |
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| Materials | Mixed story card packs (spending, earning, and one comparison: "Kia has $8, Marc has $5 — how many more..."); both door posters; play money as court of appeal. |
| Key vocabulary | choose, operation, makes sense, how much more |
| Engage (starter) | (10 min) The doors stand ready: two stories knock — one earning, one spending, read in a shuffled order. Arms vote; reasons demanded: "money came IN" or "money went OUT." |
| Develop (main) | (35 min) 1. Pairs sort and solve six mixed cards — the full routine: read, choose the door with a reason, act if unsure, write the sentence. 2. The comparison guest returns: "how much MORE" — nobody spends, nothing arrives, yet minus answers (the Term 2 trickster, now fluent in dollars). Handle together with money towers matched side by side. 3. Author round: pairs write one money story for a chosen door; stories pooled. 4. Pool raid: each pair solves another pair's story. |
| Plenary (close) | (10 min) Justification circle: three volunteers defend one door choice each — story sense, not just clue words, earns the applause. |
| Assessment | Card work: 5 of 6 sorted and solved correctly; authored story is valid and solvable; one justification given from story sense. |
| Teacher notes | Comparison problems remain the hardest disguise — money towers matched piece-to-piece make the "difference" visible. Mastery is not expected; familiarity is the goal. |
| Objectives | Students will be able to: (1) decide whether a given amount is enough to buy an item; (2) work out how much MORE is needed when short; (3) apply comparison to real buying decisions. |
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| Materials | Play money purses (pre-filled); wish cards with priced items; the shop shelves as reference; ENOUGH/NOT ENOUGH sorting mats. |
| Key vocabulary | enough, not enough, short, how much more, afford |
| Engage (starter) | (10 min) The heartbreak setup: the puppet holds $10 and desperately wants the $15 kite. "Can the puppet buy it?" Compare: $10 against $15... NOT ENOUGH. "How much MORE is needed?" Count up from 10 to 15: five more dollars. |
| Develop (main) | (35 min) 1. The two-step routine modelled: COMPARE first (enough or not?), then if short, COUNT UP the gap. 2. Pairs work five wish cards against pre-filled purses, sorting to ENOUGH/NOT ENOUGH and writing the gap when short. 3. The happy surprises: some purses hold MORE than the price — enough, with money left (no change computation; just the joyful yes). 4. Dream planning: each child picks a wish item, checks their purse, and states the verdict in a full sentence. |
| Plenary (close) | (10 min) Verdict parade: five dream verdicts announced — "I have $12; the ball costs $9; I have ENOUGH!" Real-world maths in one sentence. |
| Assessment | Sorting mats: 4 of 5 verdicts correct; gap computed for one not-enough case by counting up; full-sentence verdict delivered. |
| Teacher notes | "Enough?" is the money question children actually face at the shop window — today's lesson is Tuesday's real life. Counting UP the gap gently rehearses missing-addend thinking without naming it. |
| Objectives | Students will be able to: (1) demonstrate money word-problem solving across all story types (consolidation); (2) complete the week checkpoint. |
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| Materials | Story packs; play money; doors; sorting mats; checklist. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Warm-up: one spending and one earning story acted at speed; one enough-verdict called from the mat. |
| Develop (main) | (35 min) Round-up circuit with checklist: Table 1: solve one spending and one earning story with sentences. Table 2: sort three mixed stories to doors with reasons; solve one. Table 3: two enough-or-not verdicts, one gap counted up. Table 4 (choice): illustrate your own money story with its sentence for the class storybook. Teacher records throughout. |
| Plenary (close) | (10 min) The class money storybook binds its first pages. Preview: "Next week — the story workshop continues, and the scales arrive: which is HEAVIER, and how do we KNOW?" |
| Assessment | Week 2 checkpoint: spending, earning, choice, and enough-problems. Secure/developing per type — the four-type profile guides Week 3's workshop groupings. |
| Teacher notes | A week of money stories has quietly delivered more subtraction practice than a term of worksheets — engagement is the multiplier. The storybook becomes both classroom reader and evidence portfolio. |