AC9M3M06: Recognise the relationships between dollars and cents and represent money values in different ways

One dollar equals 100 cents. The same money value can be represented with different combinations of coins and notes.

Learning routine: Read dollars and cents → Convert → Compose amount → Compare representations → Check

Success looks like

• Use $1 = 100c
• Convert dollars and cents
• Represent values
• Add money
• Compare amounts

Success criteria:

• Use $1 = 100c
• Convert dollars and cents
• Represent values
• Add money
• Compare amounts

Students should be able to compare everyday attributes, choose familiar informal or metric units where appropriate, and read simple measuring tools or time displays. Check that the unit and the quantity being measured are clearly distinguished.

Key idea: One dollar equals 100 cents. The same money value can be represented with different combinations of coins and notes.

Learning routine: Read dollars and cents → Convert → Compose amount → Compare representations → Check

dollar

a money unit equal to 100 cents

cent

one hundredth of a dollar

equivalent value

a different representation of the same amount

What is the big idea in this topic?

One dollar equals 100 cents. The same money value can be represented with different combinations of coins and notes.

What routine should I use?

Read dollars and cents → Convert → Compose amount → Compare representations → Check

How do I know I am ready to move on?

You can use $1 = 100c, convert dollars and cents, represent values, add money, compare amounts and explain how your model or calculation supports the answer.

• Treating 50c as $50 — Cents are parts of one dollar.
• Missing zero in $4.05 — $4.05 means 4 dollars and 5 cents.
• Only one representation — Many combinations can have the same value.

1. How many cents are in $3?

   • 300c
   • 30c
   • 3c
   • 3 000c

2. Complete the conversion.

   Prompt: $2.50 = □ cents.

3. Which amount is greatest?

   • $3.75
   • 370c
   • $3.57
   • 350c

4. Show two different coin combinations that make $2.40.

5. Match the notation.

   Match: $4.05 • $0.80 • $5.00 ↔ 500c • 405c • 80c

6. Complete the shopping total.

   Prompt: A $6 book and two $2 pens cost $□.

1. Create three different representations of $7.35 using notes and coins.

2. Design a shopping problem involving a budget, total cost and change, then solve it.

Explain the reasoning, not only the final answer.

1. Explain why $4.05 is not the same as $4.50.

2. A student says 50c is more than $2 because 50 is greater than 2. Explain the unit relationship.

Review hint: Follow the routine “Read dollars and cents → Convert → Compose amount → Compare representations → Check” and use the worked model to check whether your answer is reasonable.

• I can use $1 = 100c.
• I can convert dollars and cents.
• I can represent values.
• I can add money.
• I can compare amounts.

Quick check: How many cents in $3? • Represent $2.40 in two ways. • Write 405 cents in dollars.

Read the topic guide and use the teacher slide for instruction. Students can then use the worksheet for written work, open Practice for supported feedback, or take the Test when they are ready.

The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning.

• Content description: recognise the relationships between dollars and cents and represent money values in different ways
• E1: investigating the relationship between dollars and cents, using physical or virtual materials to make different combinations of the same amount of money
• E2: representing money amounts in different ways using knowledge of part-part-whole relationships; for example, knowing that \$1 is equal to 100 cents; representing \$1.85 as \$1 + 50c + 20c + 10c + 5c or 50c + 50c + 50c + 10c + 10c + 10c + 5c; when calculating change from buying an item for \$1.30 from \$2, starting from \$1.30 add 20c and 50c which gives \$2
• E3: representing money values in multiple ways when role-playing money transactions; for example, using play money to represent the coins and dollars you could use to pay for items

Australian, Victorian and NSW alignment retained from the previous page

• Australian Curriculum Version 9.0 — ACARA
• Victorian Curriculum — VCAA
• NSW Curriculum — NESA

Official curriculum sites are the source of record.

• AC9M3M05 — Angles as Measures of Turn
• AC9M3N01 — Numbers Beyond 10 000
• All Year 3 Mathematics topics

Curriculum equivalents for The relationships between dollars and cents and represent money values...

Mapped skill: recognise the relationships between dollars and cents and represent money values in different ways

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.