Money on the Floor - All Versions

Content Name

Money on the Floor - All Versions

Content Type

Partner Content

Description

Farmer Pete keeps dropping his money on the floor! Our challenge in each video is to work out how much money is now on the floor!

Curricula

• Country

  England

  Key Stage:

  Key Stage 1, Key Stage 2

  Years:

  Year 2, Year 1, Year 3, Year 4

  Subjects:

  • Mathematics

  Topics:

  • Measurement

  Programmes of Study:

  • recognise and know the value of different denominations of coins and notes
  • solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
  • add and subtract amounts of money to give change, using both £ and p in practical contexts
  • find different combinations of coins that equal the same amounts of money

• Country

  Northern Ireland

  Key Stage:

  Key Stage 1, Key Stage 2, Foundation Stage

  Years:

  P3, P4, P5, P2

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Money

  Programmes of Study:

  • Discuss the value of money and how it can be spent, saved and kept safe.
  • Solve problems involving money.

• Country

  Scotland

  Level:

  First, Second

  Years:

  P2, P3, P4, P5

  Subjects:

  • Numeracy and Maths

  Topics:

  • Number, Money and Measure

  Programmes of Study:

  • Having explored the need for rules for the order of operations in number calculations, I can apply them correctly when solving simple problems.
  • I can use money to pay for items and can work out how much change I should receive.

• Country

  Wales

  Step:

  PS 2, PS 3

  Years:

  Year 2, Year 3, Year 4, Year 1

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world.

  Programmes of Study:

  • I can convert between standard units, including applying my understanding of place value to convert between metric units.
  • I can estimate and measure, using non-standard units, before progressing onto standard units.
  • I have explored measuring, using counting, measuring equipment and calculating, and I can choose the most appropriate method to measure.

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