How can you tell they’ve got it: Money Addition & Subtraction?

If they’ve got it, you’ll see things like: Calculate the total cost of two items priced in pence; Work out change from 50p after buying an item costing 35p; Solve 'How much more money do I need?' problems. Or just try it together: If your child buys a snack for 45p and pays with a £1 coin, can they work out how much change they should get — and count it back?

Mathematics Measurement Ages 6–7

Money Addition & Subtraction

Your child can solve money problems by adding and taking away, including change. Paying $1 for a 45c snack, they get 55c back.

In curriculum terms

Solve simple money problems involving addition and subtraction, including giving change

Ages are typical, not deadlines — follow your child’s pace. How to help at home →

How to tell they’ve got it

Tick these off as you see them — no test required.

Calculate the total cost of two items priced in pence
Work out change from 50p after buying an item costing 35p
Solve 'How much more money do I need?' problems

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Try this together

If your child buys a snack for 45p and pays with a £1 coin, can they work out how much change they should get — and count it back?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

Subtraction as taking away or separatingages 4–6Giving change involves subtraction

Adding money and giving changeages 6–7Solving money problems requires ability to combine coins

Money Addition & Subtractionthis skill · ages 6–7

Unlocks

Giving Changeages 7–8Giving change in £ and p extends Y2 simple money problems

Making Changeages 7–9Curriculum money problem-solving (Maths Y2) provides arithmetic foundation for making change

solid = must come firstdashed = helps

Curriculum alignment

Where this fits in the official school curriculum — our best automated guess, not yet checked by a person.

Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC

Australian Curriculum v9 candidate

AC9M1N05medium confidenceYear 1 · Number

use mathematical modelling to solve practical problems involving additive situations, including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem

AC9M2N06medium confidenceYear 2 · Number

use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation

AC9M3A01medium confidenceYear 3 · Algebra

recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences

NSW syllabus codes & stages only

MA1-CSQ-01medium confidenceMathematics K-10 · Stage 1

MA2-AR-01medium confidenceMathematics K-10 · Stage 2

Victorian Curriculum 2.0 codes & levels only

VC2M2N06medium confidenceMathematics · Level 2 · Number strand

VC2M1N05medium confidenceMathematics · Level 1 · Number strand

VC2M3N07low confidenceMathematics · Level 3 · Number strand

These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.

Nearby on the map

Adding money and giving changeages 6–7 Choosing measurement unitsages 6–7 Comparing and ordering measurementsages 6–7 Measuring lengthages 6–7

All Measurement skills →