1

Changing How We Make Change Carol and Rachel, the authors of this manual, were discussing their earliest memories of how to make money change. Making change used to be done manually before the age of computers and credit cards. Carol remembers going to the store and watching as her mother handed a bill or several bills and change to the store clerk and received bills and/or change back. “I was always baffled at how the clerk knew the exact change to give my mom,” Carol recalls. “I wondered how she subtracted so quickly in her head and how my mom always knew what to expect back.” Rachel, who went to a one-room schoolhouse, remembers her thirdgrade teacher, Mr. Stamm, who was always jingling coins in his pocket. Rachel explains, “Every day, Mr. Stamm would place a bunch of change on my desk and give me a change-making problem. He would tell me, for example, that he had bought something for sixty-three cents and had given the clerk a dollar bill, and he would ask me to make the change for the dollar bill. I would put two pennies in his hand, counting, ‘sixty-four cents, sixty-five cents,’ then place a dime in his hand and say, ‘seventy-five cents,’ and finally put a quarter in his hand and say, ‘one dollar.’ He would then ask me to count the total amount of change that he would receive. I would count the change starting with the quarter, saying, ‘Twenty-five cents plus a dime equals thirty-five cents plus two cents is a total of thirtyseven cents.’ He would do this several times a day, probably to keep me quiet and out of trouble.” Making change manually is different from counting change. When counting change, one starts with the larger coins first, which is the opposite of making change, when one starts with the smaller coins first.

2

Subtraction can be defined as the operation of removing objects from a given set. It can also be defined as removing a part from a whole. There are several mathematical skills that children must have before they can subtract. The first skill is understanding parts of a whole. The second skill is counting on, starting at any number. The third skill is counting by tens, starting at any number. When children are taught to count, the emphasis is always placed on the total amount of what they are counting. Let’s suppose that a child is counting crayons, and there are a total of six of them on her desk. The child will count, “One, two, three, four, five, six.” The adult may ask, “How many crayons are there?” If the child answers, “four,” she will be told that she is incorrect. But the child’s answer of four is correct, since four is contained within six. The more precise question that should have been asked is: “What is the total number of crayons on the desk?” As adults, we assume that when a student counts six of something, she also understands that within that six, she has one and two and three and four and five of that item. As parents and teachers, we tend to emphasize the total and forget to work on the parts. If the child does not understand that three crayons are contained in six crayons, then how is she to understand that you can subtract three crayons from six crayons? She must know that if she counts six crayons, then she still has three crayons. This concept is called parts of a whole, and it is fundamental to our understanding of subtraction. What follows are some basic activities to help foster this understanding. Suggested activities: 1. Lay out four spoons, and ask: a. How many spoons are there in this entire group? b. Is there is one spoon in the group? c. Are two spoons in the group? d. Are there three spoons in the group? e. Are there four spoons in this group? Questioning this way should lead to an understanding that the spoons are all parts of the whole group. 3

2

+1

+1

3 +1

4

5

+1

6 +1

7 +1

+1 +1

Count by ones starting at 8: 8

9 +1 +1

10 +1

11

8

12...

+1...

5

9

10... +1...

Suppose you have twelve dollars in the form of a ten-dollar bill and two ones, and you are going to spend nine dollars on a purchase. You don’t give the clerk the whole twelve dollars; you only give him the ten-dollar bill, and he’ll give you back a dollar in change.

The one dollar in change is added to the two remaining dollars, leaving three dollars remaining—plus the purchase.

+

Using the “money sense” technique and calling numbers by their correct place value names, children can utilize mental math instead of rote memorization for subtracting any single-digit number from any number between ten and nineteen. Suggested activity: Using fake money, have the child practice subtracting one-digit numbers from two-digit numbers using the method described above. For example: \$14 – \$8

\$16 – \$9 11

\$15 – \$7

It is important that children understand the mathematics behind the traditional way in which subtraction is taught in most schools and homes. If they are asked to subtract nineteen from twenty-four, the first thing they are told is that they canâ&#x20AC;&#x2122;t subtract nine from four because they canâ&#x20AC;&#x2122;t take a bigger number from a smaller number. That is a mathematical falsehood. A bigger number can be subtracted from a smaller number; it results in a negative number. Next, children are told to go to the 2 and cross it out (the Cross-Out Method). They are told to change the 2 to 1 and to change the 4 to 14. This is often taught without the children understanding what is happening mathematically. They have not been taught that by doing this, they are partitioning the twenty into two tens. They should be taught to justify what they have written when using the Cross-Out Method, as shown below.

+

12

+

+

When children are taught to justify the Cross-out Method, they have an option on how to subtract the nineteen.

However, this method for teaching subtraction is not in any way related to money sense. Imagine going into a store with two ten-dollar bills and four one-dollar bills and wanting to buy something for nineteen dollars. If the clerk made change using the Cross-Out Method, this is how it would look: The clerk would look in your wallet and say, “I can’t take nine from four, so give me one of your tens. Here are ten ones for your ten; put them with your four ones. Now you have fourteen ones. Take nine ones out of your fourteen ones, and give me your other ten.” You would have five ones remaining. This is not how change would be made in the real world. 13

In the real world, this is how the transaction would go down: You would hand the clerk your two tens, from which nineteen dollars would be subtracted, and one dollar in change would be handed back to you. You would put the one dollar with your four dollars and have five dollars remaining. This is how it looks mathematically:

If you think about subtraction being shopping, when you donâ&#x20AC;&#x2122;t have the exact amount to give the store clerk, then you must go to the next highest bill in your possession. (Keep in mind that when doing this process on paper, you only have hundreds, tens, and ones, which are the base ten system.)

14

Children need to know the whole number subtraction facts from ten. Since all teen numbers are ten plus a single-digit number, children can mentally subtract any single-digit number from any teen number without having to memorize a multitude of facts. They must understand that eleven is ten plus one (11 = 10 + 1), twelve is ten plus two (12 = 10 +2), thirteen is ten pus three (13 = 10 + 3), etc. If, when shopping, you have a ten-dollar bill and three ones and you wish to buy something for nine dollars, you hand the clerk the ten, get one dollar back in change, and add the one dollar to your remaining three dollars; you would have four dollars left.

15

Awsum Alex, Subtraction Problem Implementation sample pages
Awsum Alex, Subtraction Problem Implementation sample pages