Lesson Notes By Weeks and Term v3 - Primary 3
Money
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Money
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Subject: General Mathematics
Class: Primary 3
Term: 1st Term
Week: 5
Theme: Mensuration And Geometry
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Watch on YouTubechange money not exceeding N20 in to smaller units; shop effectively with money not greater than N20 using the idea of addition and subtraction; perform simple multiplication in volving money with product not exceeding ₦20.
This section provides a detailed explanation of the core concepts related to money, focusing on Nigerian currency and calculations within the ₦20 limit. A. Nigerian Currency Denominations (Relevant to ₦20) The main Nigerian currency is the Naira (₦). For transactions not exceeding ₦20, the common denominations encountered by Primary 3 learners include: Coins: ₦1, ₦2 (though less common in daily use for small purchases compared to notes).
Notes: ₦5, ₦10, ₦
2
0. It is important for students to recognize these denominations visually and understand their values. B. Changing Money into Smaller Units (Not Exceeding ₦20) This concept involves understanding that a larger denomination can be represented by an equivalent value in smaller denominations. This is crucial for understanding how change is given or received.
Key Principle: The total value must remain the same.
Focus: Breaking down ₦20 into combinations of ₦5, ₦10, ₦2, and ₦
1. Worked
Examples:
1. How many ₦5 notes make ₦20?
Explanation: To find out how many ₦5 notes are in ₦20, we can think of repeatedly adding ₦5 until we reach ₦20, or dividing ₦20 by ₦
5. Calculation: ₦5 + ₦5 = ₦10 ₦10 + ₦5 = ₦15 ₦15 + ₦5 = ₦20 Answer: Four (4) ₦5 notes make ₦20.
2. How many ₦10 notes make ₦20?
Explanation: Similar to the above, we add ₦10 until we reach ₦20 or divide ₦20 by ₦
1
0. Calculation: ₦10 + ₦10 = ₦20 Answer: Two (2) ₦10 notes make ₦20.
3. List two different ways to make ₦20 using ₦5 and ₦10 notes.
Explanation: Students need to combine these smaller notes to reach exactly ₦
2
0. Combinations: Way 1: One ₦10 note + two ₦5 notes (₦10 + ₦5 + ₦5 = ₦20)
Way 2: Four ₦5 notes (as shown in Example 1). (Optional: If ₦2 notes are in common use) Ten ₦2 notes (₦2 x 10 = ₦20) C. Shopping Effectively with Addition and Subtraction (Not Greater Than ₦20) This involves applying basic addition to find the total cost of multiple items and subtraction to calculate change.
Addition: When a person buys two or more items, the prices are added together to find the total amount to be paid.
Subtraction: When a person pays with a larger amount of money than the total cost of the items, the cost is subtracted from the amount paid to find the change. Worked
Examples:
1. Addition: Femi bought a pencil for ₦7 and an eraser for ₦
5. How much did he spend in total?
Explanation: To find the total amount Femi spent, the cost of the pencil and the eraser should be added.
Calculation: Cost of pencil = ₦7 Cost of eraser = ₦5 Total cost = ₦7 + ₦5 = ₦12 Answer: Femi spent ₦12 in total.
2. Subtraction (Change Calculation): Ngozi bought a sachet of pure water for ₦
1
0. She paid with a ₦20 note. How much change should she get?
Explanation: Ngozi paid more than the cost of the pure water. To find her change, the cost of the water is subtracted from the amount she paid.
Calculation: Amount paid = ₦20 Cost of pure water = ₦10 Change = Amount paid - Cost of pure water Change = ₦20 - ₦10 = ₦10 Answer: Ngozi should get ₦10 change. D. Simple Multiplication Involving Money (Product Not Exceeding ₦20) Multiplication is used when a person buys several identical items. Instead of repeatedly adding the same price, multiplication provides a quicker way to find the total cost.
Key Principle: Number of items × Cost per item = Total Cost.
Focus: Products must not exceed ₦
2
0. This means factors will be small (e.g., 2 x ₦10, 4 x ₦5, 5 x ₦4, etc.). Worked
Examples:
1. Buying multiple identical items: If one small meat pie costs ₦5, how much will 3 meat pies cost? * Explanation: To find the total cost of 3 meat pies, the cost of one meat pie (₦5) is multiplied by the number of multiplication provides a quicker way to find the total cost.
Key Principle: Number of items × Cost per item = Total Cost.
Focus: Products must not exceed ₦
2
0. This means factors will be small (e.g., 2 x ₦10, 4 x ₦5, 5 x ₦4, etc.). Worked
Examples:
1. Buying multiple identical items: If one small meat pie costs ₦5, how much will 3 meat pies cost?
Explanation: To find the total cost of 3 meat pies, the cost of one meat pie (₦5) is multiplied by the number of meat pies (3).
Calculation: Cost of one meat pie = ₦5 Number of meat pies = 3 Total cost = ₦5 × 3 = ₦15 Answer: Three meat pies will cost ₦15.
2. Another example: Adewale wants to buy 4 boiled eggs, and each egg costs ₦
4. How much money does he need?
Explanation: Multiply the cost of one egg by the number of eggs.
Calculation: Cost of one egg = ₦4 Number of eggs = 4 Total cost = ₦4 × 4 = ₦16 Answer: Adewale needs ₦
1
6. This section outlines practical activities for engaging students and achieving the lesson objectives. Teachers should adapt these activities based on available resources and classroom dynamics.
Teacher Activities: Introduction (10 minutes): Teacher displays various Nigerian currency notes and coins (real or pictorial representations), focusing on ₦5, ₦10, ₦20 notes. Teacher asks students to identify the currency and state its value. Teacher initiates a brief discussion on where students see and use money in their daily lives (e.g., market, school tuck shop, paying "okada" fare). Teacher reviews basic number facts and counting to 20, as this forms the foundation for calculations.
Activity 1: Changing Money (15 minutes)
Demonstration: Teacher demonstrates how ₦20 can be exchanged for smaller notes. For example, show a ₦20 note and ask, "If I give you this ₦20 note, what combination of ₦10 and ₦5 notes can I give you back?" Teacher uses real or play money to physically demonstrate changing ₦20 into: Two ₦10 notes. Four ₦5 notes. One ₦10 note and two ₦5 notes. Teacher guides students to understand that the value remains the same, just the form changes.
Activity 2: Shopping Effectively (Addition and Subtraction) (20 minutes)
Mini-Shop Setup: Teacher sets up a small 'mini-shop' in the classroom with common items and price tags (e.g., biscuit ₦5, pencil ₦7, exercise book ₦10, pure water ₦10, sweet ₦2). Ensure prices keep totals within ₦
2
0. Modeling Shopping: Teacher models a transaction: "I want to buy a biscuit for ₦5 and a pencil for ₦
7. How much do I need?" (₦12). "If I pay with a ₦20 note, how much change should I get?" (₦20 - ₦12 = ₦8). Teacher physically acts out the transaction using play money.
Teacher emphasizes the steps: Add costs to find total, Subtract total from amount paid to find change.* Activity 3: Simple Multiplication (15 minutes)
Scenario Introduction: Teacher presents scenarios where multiplication is useful, e.g., "If one small mango costs ₦4, and I want to buy 3 mangos, how do I find the total cost quickly?" Modeling Multiplication: Teacher demonstrates the multiplication: ₦4 × 3 = ₦
1
2. Teacher ensures students understand this is a faster way than ₦4 + ₦4 + ₦
4. Student Activities: Identifying Money: Students verbally identify currency notes displayed by the teacher and state their values. "Money Exchange" Role-Play: In pairs or small groups, students use play money to practice changing a ₦20 note into various combinations of ₦5 and ₦10 notes. One student acts as the "banker" and the other as the "customer." "Mini-Shop" Role-Play: Students take turns being the "shopper" and the "shopkeeper" in the classroom mini-shop.
Shopper: Selects 1-3 items, calculates the total cost.
Shopkeeper: Verifies the total, calculates change if the shopper pays with a ₦20 note (or less, if appropriate). They must physically count out the change. Students record their transactions in a simple format (e.g., Item 1: ₦X, Item 2: ₦Y, Total: ₦Z, Paid: ₦20, Change: ₦P).
Multiplication Practice: Students solve teacher-given problems on their slates or exercise books involving multiplication of money, ensuring the product does not exceed ₦
2
0. E.g., "Buy 4 sweets at ₦3 each. Total cost?" Group Discussion: Students discuss the importance of being careful when counting money and change in real-life situations. The teacher should guide students through these problems, encouraging them to explain their steps.
Question 1 (Changing Money): How many ₦5 notes are there in one ₦20 note?
Solution: To find how many ₦5 notes make ₦20, we can divide ₦20 by ₦5. ₦20 ÷ ₦5 = 4 Answer: There are four (4) ₦5 notes in one ₦20 note.
Commentary: This assesses the student's understanding of breaking down a larger denomination into smaller, equal units.
Question 2 (Addition for Shopping): Amina bought a sachet of 'Pure Water' for ₦10 and a small groundnut pack for ₦
5. How much did she spend in total?
Solution: Cost of 'Pure Water' = ₦10 Cost of groundnut pack = ₦5 Total spent = ₦10 + ₦5 = ₦15 Answer: Amina spent ₦15 in total.
Commentary: This evaluates the student's ability to add two money amounts to find a total cost.
Question 3 (Subtraction for Change): John bought a pen for ₦12 and paid with a ₦20 note. How much change did he get?
Solution: Amount paid = ₦20 Cost of pen = ₦12 Change = Amount paid - Cost of pen Change = ₦20 - ₦12 = ₦8 Answer: John got ₦8 change.
Commentary: This assesses the student's ability to subtract the cost of an item from the amount paid to determine the correct change.
Question 4 (Multiplication for Shopping): If one small puff-puff costs ₦4, how much will 3 puff-puffs cost?
Solution: Cost of one puff-puff = ₦4 Number of puff-puffs = 3 Total cost = Cost of one puff-puff × Number of puff-puffs Total cost = ₦4 × 3 = ₦12 Answer: Three puff-puffs will cost ₦
1
2. Commentary: This evaluates the student's ability to use multiplication to find the total cost of multiple identical items within the ₦20 limit.
How many ₦5 notes make ₦20?
Explanation: To find out how many ₦5 notes are in ₦20, we can think of repeatedly adding ₦5 until we reach ₦20, or dividing ₦20 by ₦
5. Calculation:
₦5 + ₦5 = ₦10
₦10 + ₦5 = ₦15
₦15 + ₦5 = ₦20
Answer: Four (4) ₦5 notes make ₦
2
0.
How many ₦10 notes make ₦20?
Explanation: Similar to the above, we add ₦10 until we reach ₦20 or divide ₦20 by ₦
1
0. Calculation:
₦10 + ₦10 = ₦20
Answer: Two (2) ₦10 notes make ₦
2
0.
List two different ways to make ₦20 using ₦5 and ₦10 notes.
Explanation: Students need to combine these smaller notes to reach exactly ₦
2
0. Combinations:
Way 1: One ₦10 note + two ₦5 notes (₦10 + ₦5 + ₦5 = ₦20)
Way 2: Four ₦5 notes (as shown in Example 1).
(Optional: If ₦2 notes are in common use)* Ten ₦2 notes (₦2 x 10 = ₦20)
C. Shopping Effectively with Addition and Subtraction (Not Greater Than ₦20)
This involves applying basic addition to find the total cost of multiple items and subtraction to calculate change.
Addition: When a person buys two or more items, the prices are added together to find the total amount to be paid.
Subtraction: When a person pays with a larger amount of money than the total cost of the items, the cost is subtracted from the amount paid to find the change.
Worked
Examples:
Addition: Femi bought a pencil for ₦7 and an eraser for ₦
5. How much did he spend in total?
Explanation: To find the total amount Femi spent, the cost of the pencil and the eraser should be added.
Calculation:
Cost of pencil = ₦7
Cost of eraser = ₦5
Total cost = ₦7 + ₦5 = ₦12
Answer: Femi spent ₦12 in total.
Subtraction (Change Calculation): Ngozi bought a sachet of pure water for ₦
1
0. She paid with a ₦20 note. How much change should she get?
Explanation: Ngozi paid more than the cost of the pure water. To find her change, the cost of the water is subtracted from the amount she paid.
Calculation:
Amount paid = ₦20
Cost of pure water = ₦10
Change = Amount paid - Cost of pure water
Change = ₦20 - ₦10 = ₦10
Answer: Ngozi should get ₦10 change.
D. Simple Multiplication Involving Money (Product Not Exceeding ₦20)
Multiplication is used when a person buys several identical items. Instead of repeatedly adding the same price, multiplication provides a quicker way to find the total cost.
Key Principle: Number of items × Cost per item = Total Cost.
Focus: Products must not exceed ₦
2
0. This means factors will be small (e.g., 2 x ₦10, 4 x ₦5, 5 x ₦4, etc.).
Understanding money is highly practical and connects to various aspects of life in Nigeria.
Market Transactions and Shopping: Students will apply these skills daily when their parents send them to buy small items from a local shop ("mai shayi" or "kiosk") or a market stall. They will know how much to pay for items like bread, 'gari', vegetables, or fruit, and calculate their change accurately. For instance, buying 'akara' (bean cakes) at ₦5 each or buying 'pure water' sachets.
Transportation: While ₦20 might not cover long distances, it can be the fare for short trips on an "okada" (motorcycle taxi) or "keke Napep" (tricycle) in some rural or less busy urban areas. Students can calculate change if they pay with a ₦20 note for a ₦10 fare.
Pocket Money Management and Saving: Students often receive small amounts of pocket money. This lesson helps them understand the value of their money, how to plan small purchases within their budget (e.g., buying a snack or saving up for a desired toy), and the concept of saving smaller denominations to make a larger one. For example, saving ₦5 everyday for 3 days to buy a ₦15 biscuit.