Addition and Subtraction of Money in Daily Transactions and Quantitative Reasoning for Primary 4

Class: Primary 4
Term: Second Term
Week: 8
Age: 9 years
Duration: 45 minutes
Subject: General Mathematics
Curriculum Theme: Mensuration
Focal competence: Adding and subtracting money for daily transactions
Key competencies/values: Leadership
Skills:

• Wisely itemising proper ways to spend money

Previous Lesson: Open Sentences, Missing Numbers and Quantitative Reasoning
Topic: Money
Subject Matter: Addition and subtraction of money in daily transactions, quantitative reasoning

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Solve problems in addition of money.
• Solve problems on subtraction of money.
• Solve quantitative aptitude problems involving addition and subtraction of money.

Affective Domain

• Appreciate the importance of wisely managing money in daily transactions.

Psychomotor Domain

• Demonstrate the step-by-step process of adding and subtracting money.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Universal Primary Mathematics Book 4
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Real money (Naira notes and kobo coins)
• Model of money (play money)
• Price tags for various items
• Charts showing addition and subtraction of money examples
• Whiteboard/Blackboard
• Markers/Chalk

Rationale for the Lesson

This lesson is important because it equips pupils with essential financial literacy skills needed for everyday life. Understanding how to add and subtract money enables them to manage personal finances, make informed purchasing decisions, and solve practical problems involving transactions. These skills are fundamental for their development as responsible citizens.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of addition and subtraction of whole numbers, as well as an idea of different denominations of Nigerian currency.

Lesson Content/Board Summary

Addition and Subtraction of Money in Daily Transactions and Quantitative Reasoning

Addition of Money

Adding money is like adding whole numbers, but we must remember to align the decimal points (for kobo) and the currency symbol (₦).

Rules for Addition of Money:

1. Write the amounts of money vertically, ensuring that the decimal points are aligned.
2. Add the kobo (cents) first, starting from the rightmost digit.
3. If the kobo sum is 100 or more, carry over the hundreds digit to the Naira column (since 100 kobo = ₦1).
4. Add the Naira amounts, including any carried-over amounts.
5. Place the currency symbol (₦) and the decimal point in the correct positions in the answer.

Example 1: Addition of Money

Question: Add ₦50.25 and ₦25.50.

Solution:

Step 1: Write the amounts vertically, aligning decimal points.

( begin{array}{r} text{₦}50.25 \ +text{₦}25.50 \ hline end{array} )

Step 2: Add the kobo (25 + 50 = 75).

( begin{array}{r} text{₦}50.25 \ +text{₦}25.50 \ hline .75 end{array} )

Step 3: Add the Naira (50 + 25 = 75).

( begin{array}{r} text{₦}50.25 \ +text{₦}25.50 \ hline text{₦}75.75 end{array} )

Answer: ₦75.75

Example 2: Word Problem – Addition of Money

Question: John bought a book for ₦120.50 and a pen for ₦35.00. How much did he spend in total?

Solution:

Step 1: Identify the amounts to be added.

Cost of book = ₦120.50

Cost of pen = ₦35.00

Step 2: Set up the addition, aligning decimal points.

( begin{array}{r} text{₦}120.50 \ +text{₦}35.00 \ hline end{array} )

Step 3: Add the kobo (50 + 00 = 50).

( begin{array}{r} text{₦}120.50 \ +text{₦}35.00 \ hline .50 end{array} )

Step 4: Add the Naira (120 + 35 = 155).

( begin{array}{r} text{₦}120.50 \ +text{₦}35.00 \ hline text{₦}155.50 end{array} )

Answer: John spent ₦155.50 in total.

Subtraction of Money

Subtracting money is similar to subtracting whole numbers, but with careful alignment of decimal points and handling of borrowing.

Rules for Subtraction of Money:

1. Write the amounts of money vertically, ensuring that the decimal points are aligned.
2. Subtract the kobo first, starting from the rightmost digit.
3. If you need to subtract a larger kobo amount from a smaller one, borrow ₦1 (which is 100 kobo) from the Naira column.
4. Subtract the Naira amounts, remembering any borrowed amounts.
5. Place the currency symbol (₦) and the decimal point in the correct positions in the answer.

Example 1: Subtraction of Money

Question: Subtract ₦15.75 from ₦40.50.

Solution:

Step 1: Write the amounts vertically, aligning decimal points.

( begin{array}{r} text{₦}40.50 \ -text{₦}15.75 \ hline end{array} )

Step 2: Subtract the kobo. Since 50 is less than 75, borrow ₦1 (100 kobo) from ₦40, making it ₦39 and the kobo 150. Now subtract 75 from 150 (150 – 75 = 75).

( begin{array}{r} text{₦}39.^{1}50 \ -text{₦}15.75 \ hline .75 end{array} )

Step 3: Subtract the Naira (39 – 15 = 24).

( begin{array}{r} text{₦}39.^{1}50 \ -text{₦}15.75 \ hline text{₦}24.75 end{array} )

Answer: ₦24.75

Example 2: Word Problem – Subtraction of Money (Change)

Question: Mary bought groceries for ₦850.20 and paid with a ₦1000 note. How much change did she get?

Solution:

Step 1: Identify the amounts. Total paid = ₦1000.00, Cost of groceries = ₦850.20

Step 2: Set up the subtraction, aligning decimal points.

( begin{array}{r} text{₦}1000.00 \ -text{₦}850.20 \ hline end{array} )

Step 3: Subtract the kobo. Borrow ₦1 (100 kobo) from ₦1000, making it ₦999 and the kobo 100. Now subtract 20 from 100 (100 – 20 = 80).

( begin{array}{r} text{₦}999.^{1}00 \ -text{₦}850.20 \ hline .80 end{array} )

Step 4: Subtract the Naira (999 – 850 = 149).

( begin{array}{r} text{₦}999.^{1}00 \ -text{₦}850.20 \ hline text{₦}149.80 end{array} )

Answer: Mary got ₦149.80 change.

Checking Method for Calculations

To check addition, subtract one of the addends from the sum. The result should be the other addend.

To check subtraction, add the difference to the subtrahend. The result should be the minuend.

Quantitative Reasoning with Money

Quantitative reasoning involves using numbers and mathematical operations to solve logical problems. When applied to money, it often requires identifying patterns, missing values, or making comparisons based on given monetary figures.

Example 1: Quantitative Reasoning

Question: If a pencil costs ₦10.00 and an eraser costs ₦5.00, how much would 3 pencils and 2 erasers cost?

Solution:

Step 1: Calculate the cost of 3 pencils.

3 pencils = 3 x ₦10.00 = ₦30.00

Step 2: Calculate the cost of 2 erasers.

2 erasers = 2 x ₦5.00 = ₦10.00

Step 3: Add the costs together.

Total cost = ₦30.00 + ₦10.00 = ₦40.00

Answer: 3 pencils and 2 erasers would cost ₦40.00.

Example 2: Quantitative Reasoning (Missing Value)

Question: A toy car costs ₦250.00. If Bola has ₦180.50, how much more money does she need to buy the toy car?

Solution:

Step 1: Identify the total cost and the amount Bola has.

Total cost = ₦250.00

Bola has = ₦180.50

Step 2: Subtract the amount Bola has from the total cost.

( begin{array}{r} text{₦}250.00 \ -text{₦}180.50 \ hline end{array} )

Step 3: Perform the subtraction.

( begin{array}{r} text{₦}249.^{1}00 \ -text{₦}180.50 \ hline text{₦}69.50 end{array} )

Answer: Bola needs ₦69.50 more to buy the toy car.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Problem Solving, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and asks them about their experiences with buying things and receiving change. The teacher then asks simple mental addition and subtraction questions involving whole numbers to warm them up.

Pupils’ Activity: Pupils respond to greetings and answer the mental math questions.

Learning Point: Recalling basic operations

Step 2: Introduction to Addition of Money

Time: 7 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher displays price tags and real/play money. The teacher explains how to add money, emphasizing aligning decimal points and the currency symbol. The teacher then works through Example 1 of addition of money on the board, using the instructional materials.

Pupils’ Activity: Pupils observe the demonstration and listen to the explanation, asking questions for clarity.

Learning Point: Rules for money addition

Step 3: Guided Practice – Addition of Money

Time: 6 minutes

Teaching Skill: Guided practice

Teacher’s Activity: The teacher presents Example 2 (word problem) of addition of money. The teacher guides pupils to identify the amounts and solve the problem step-by-step, encouraging them to participate in each stage of the calculation.

Pupils’ Activity: Pupils actively participate in solving the word problem, contributing to each step with teacher guidance.

Learning Point: Solving money addition problems

Step 4: Introduction to Subtraction of Money

Time: 7 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher introduces subtraction of money, explaining the rules, especially how to borrow from the Naira column when needed. The teacher demonstrates Example 1 of subtraction of money on the board, again using the instructional materials.

Pupils’ Activity: Pupils pay attention to the new rules and demonstration, noting the differences from whole number subtraction.

Learning Point: Rules for money subtraction

Step 5: Guided Practice – Subtraction of Money

Time: 6 minutes

Teaching Skill: Guided practice

Teacher’s Activity: The teacher presents Example 2 (word problem involving change) of subtraction of money. The teacher guides pupils through the solution, ensuring they understand the concept of change and the borrowing process.

Pupils’ Activity: Pupils work alongside the teacher to solve the change problem, applying the subtraction rules.

Learning Point: Calculating change correctly

Step 6: Introduction to Quantitative Reasoning with Money

Time: 5 minutes

Teaching Skill: Problem-solving/Explanation

Teacher’s Activity: The teacher explains what quantitative reasoning means in the context of money problems. The teacher presents Example 1 and Example 2 of quantitative reasoning, guiding pupils to break down the problems and apply both addition and subtraction where necessary.

Pupils’ Activity: Pupils listen to the explanation and work through the quantitative reasoning examples with the teacher.

Learning Point: Solving money reasoning problems

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Add ₦75.30 and ₦12.45.
2. Subtract ₦20.80 from ₦50.00.
3. If a book costs ₦250.00 and a ruler costs ₦40.00, how much would you pay for both?
4. You have ₦500.00 and buy an item for ₦325.50. How much change will you get?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessing money operations

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on addition, subtraction, and quantitative reasoning of money into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson summaries

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly reminds pupils that understanding how to add and subtract money is a very important life skill for managing their daily transactions. The teacher encourages them to practice these skills at home.

Pupils’ Activity: Pupils listen attentively and acknowledge the importance of the lesson.

Learning Point: Reinforcing money skills

Continuous Assessment/Further Study

Type: Homework

Instruction: Solve the following problems in your mathematics notebook:

1. A school bag costs ₦1,500.75 and a lunch box costs ₦350.25. What is the total cost of both items?
2. Musa had ₦750.00. He bought a toy car for ₦480.50. How much money does he have left?
3. If a packet of biscuits costs ₦80.00 and a bottle of juice costs ₦120.00, how much will it cost to buy 2 packets of biscuits and 1 bottle of juice?
4. Complete the pattern: ₦10.00, ₦20.00, ______, ₦40.00, ______.
5. A trader sold goods worth ₦2,345.50 on Monday and ₦1,870.00 on Tuesday. What was his total sales for the two days?

Lesson Keywords

• Money – Currency used for transactions.
• Addition – Combining amounts.
• Subtraction – Taking away one amount from another.
• Transaction – An act of buying or selling.
• Change – Money returned after a purchase.
• Quantitative Reasoning – Solving logical problems using numbers.

Differentiation

For weaker learners, the teacher will provide simpler problems with whole Naira amounts first, using more visual aids like play money to count. They will receive extra guidance during calculations. For faster learners, the teacher will provide more complex word problems involving multiple steps and larger figures, encouraging them to create their own quantitative reasoning problems.

Suggested Lesson Videos

For further understanding, search on YouTube for: “Primary 4 addition and subtraction of money Nigeria” or “Quantitative reasoning money problems for kids”.

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a variety of real or play money denominations (Naira notes and kobo coins) and price tags for different items. Prepare charts with clear examples of money addition and subtraction, including decimal alignment. During the lesson, emphasize the practical application of these skills by relating problems to everyday buying and selling scenarios. Encourage pupils to verbalize their thought processes when solving problems. Pay close attention to common errors such as misaligning decimal points or incorrect borrowing in subtraction. The Board Summary should be copied by pupils in Step 8 after all concepts have been taught and practiced. Check their understanding frequently through questions and observe their participation in guided practice. Provide individual support to pupils struggling with borrowing or decimal alignment, and challenge advanced learners with more intricate word problems that require multi-step solutions.