Skip to main content
KS2 · Year 3 · Lesson plan

Making change — when shopkeepers give money back

A classroom-ready 45 minutes lesson plan with starter, main, plenary, differentiation, SEND adaptations, EAL support and assessment criteria. Free to use, no login.

Key Stage
KS2
Year group
Year 3
Age range
7–8
Duration
45 minutes
Subject
Maths / PSHE
Cost
Free

Learning aim

Pupils can calculate the correct change from a given amount when paying for items in both £ and p.

CURRICULUM National Curriculum links

RESOURCES What you'll need

LESSON Lesson structure (45 minutes)

0–5 min
HOOK
Show a 45p apple. Hand over a £1 coin. Ask: "How much change should the shopkeeper give me back?" Take 3 quick answers. Reveal: 55p. Build the rule: "Change = what I paid – what it cost."
5–15 min
TEACH
Model three transactions on the board. (1) Pay £1 for 28p item → 72p change. (2) Pay £2 for £1.45 item → 55p change. (3) Pay £5 for £3.85 item → £1.15 change. Emphasise the strategy: count UP from the price to the amount paid. So for £3.85 → £5: count "5p makes £3.90, 10p makes £4.00, then £1 makes £5.00. Change = £1.15."
15–30 min
GUIDED
Pupils work in pairs as "shopkeeper" and "customer". The shopkeeper picks an item and price card. The customer pays with a coin or note that's bigger than the price. The shopkeeper calculates the change and physically hands over the right coins. They swap roles every 3 transactions. Worksheet records each transaction: price, paid, change.
30–40 min
CHALLENGE
Display: "An item costs £2.65. I pay with a £5 note. The shopkeeper gives me £2 in change. Is that right? How do you know?" Pupils calculate the correct change (£2.35) and explain the shopkeeper undercounted by 35p. Real-life relevance: this happens, and you need to be able to check.
40–45 min
PLENARY
Quick-fire change calculations on mini-whiteboards: "£1 for a 67p item — change?", "£5 for a £3.45 item — change?", "£2 for a 89p item — change?". Final question: "Why is it important to check your change?"

DIFFERENTIATION Adapting for all learners

Support (working below ARE)

Use round-number prices only (10p, 50p, £1). Provide a number line marked in 5p increments. Pupils can physically count along the number line.

Stretch (working above ARE)

Use prices like £4.87 and £19.99. Pupils must explain their counting-up strategy in writing. Extension: "If I pay £20 for an item that costs £14.45, but the till only has £1, £2 and 50p coins for change, what combination of coins does the till give me?"

SEND SEND adaptations

For pupils with dyscalculia: use the "counting up" strategy with a physical 100-square or number line every time. For pupils with autism: provide a written step-by-step procedure card they can refer back to.

EAL EAL support

Vocabulary: "change", "paid", "owe", "till", "transaction", "counting up". Sentence stems: "The item cost ___. I paid ___. My change is ___." Pair with strong English speakers in role-play.

ASSESSMENT Assessment criteria

Pupils can: (1) calculate change for a transaction under £1 (e.g. 67p item, paid with £1); (2) calculate change for a transaction over £1 (e.g. £2.45 item, paid with £5); (3) explain whether a given change amount is correct. Exit ticket: 3 quick change-calculation questions.

HOME Homework pack

Four arithmetic activities about giving and receiving change. ~20 minutes.

Change calculator

What pupils do: Calculate the change for 5 different "purchases": you have £5 and buy: (a) 67p item, (b) £1.40 item, (c) £2.85 item, (d) £4.99 item, (e) £3.27 item. Show working.

Expected output: 5 calculations with workings.

Marking guidance: 2 marks per correct calculation. 10 marks total.

Fewest coins

What pupils do: For each of these change amounts, write the fewest coins/notes needed: 53p, £1.27, £2.85, £7.42, £15.05.

Expected output: A list of 5 amounts with the coin/note breakdown.

Marking guidance: 2 marks per fewest-coin answer. 10 marks total.

Pretend cashier

What pupils do: Set up a "shop" at home. Ask a parent to pay for 3 items with a £10 note. You give the right change. Write what was bought, what they paid, and the change.

Expected output: A 3-purchase log.

Marking guidance: 1 mark per accurate change calculation. 3 marks total.

Extension (optional)

What pupils do: A shopkeeper gives you the wrong change. They give you £1.10 back when you should have received £1.85. How much short are you? How much should you ask for?

Expected output: A 2-sentence answer with calculation.

Marking guidance: 2 marks for the correct difference (£0.75) and explanation.

Family discussion prompt (safeguarding-aware)

Ask a grown-up: "Have you ever been given wrong change in a shop? What did you do about it?"

SAFEGUARDING Classroom safeguarding

Note for teachers: Use generic shop items, no brand names. Coins used in class are school property. Avoid scenarios involving large amounts of money or sensitive contexts.

NEXT Related lesson plans