Display the two amounts side by side as pupils settle. Take three hands-up answers, not open call-outs. Do not settle the question yet — we'll see by the end. Listen for pupils who think the digits being the same means the amounts are the same; that is exactly the misconception the lesson unpicks.

€1.20: one euro plus two ten-cent, the 2 sits in the tens-of-cent column.

€1.02: same 1, 2 and 0 but the two coins are single cent, so the 2 moves to the single-cent column. Put these two side by side and press on where the 2 sits, this contrast is the lesson.

Don't move on until they can say why €1.20 is 18 cent more than €1.02.

€0.99: point at each coin as they tally, then ask how far off €1 it is (one cent).

€5.55: name the euro side and the cent side of the point, note the fives repeating.

This round is for talking it through together — pupils take turns at the board and the class agrees or corrects out loud.

Call a pupil to build €0.85 first (a warm-up with no euro coin). Then run the €1.20 → €1.02 pair back to back so the class hears the total drop from one twenty to one-oh-two even though only the coins in the cent columns changed. On €3.06, watch for pupils reaching for a 60c coin (there isn't one) instead of a single 6c made from 5c + 1c — that slip is the point: six cent lives in the single-cent column, not the tens-of-cent column.

These are the practice questions — pupils take turns at the board, check each answer, and the class confirms before moving on. Keep the board work brisk rather than over-explaining.

Predict-before-build on each target: ask the class which coins they'll reach for before the pupil at the board starts. The €1.20 → €1.02 jump reruns the day's core idea; the €9.99 finisher is the key one — a real spread of coins, and the moment to ask why shops price at €9.99 rather than €10.