Think first, then hands up.
Imagine you have exactly €5 to spend at the class tuck shop. A lunch roll costs €3.50, a drink costs €1.50, and a bag of fruit costs €0.90. Could you buy all three? Which two would you pick if you wanted a treat and some money left over?
Take three hands-up answers, not open call-outs. Give ten seconds of quiet think-time first.
Listen for pupils who add roughly ("nearly €6, so no") as well as those who add exactly — both are useful. All three comes to €5.90, so it does not fit; that is the point of the question. Watch for the pair that lands on €5 exactly (roll and drink) — it fits the budget but leaves nothing over, which is worth arguing about. Don't confirm any total yet; that comes when the budget interactive is on the board.
Watch the budget on the board. The cap at the top is the most we are allowed to spend. As each item goes in, the running total climbs and the amount left goes down. Keep your eye on the bar: when it fills to the very top, the €5 is all used up. Watch closely when a pair of prices would push us over the cap.
Work the three side by side, one at a time.
The point pupils should leave with: add first, check against the cap, then decide.
Let's build shopping lists together, staying at or under €5. Here are the tuck-shop prices:
We will work through these one at a time:
The closer you get to €5 without going over, the better value your list. Fewer items is not always better value — a list that uses more of your money can be the smarter choice.
Talk this one through together — reveal one numbered task at a time so the class always knows which step is current. Pupils take turns at the board and the class agrees or corrects out loud.
Each item starts at zero. Pupils step an item up to its price with the +10c and +50c buttons, and step it back down to drop it from the list. Before the running total is read, ask the class to add the prices and predict the amount left.
Task 4 is the one that builds: drink + fruit = €2.40, adding a snack bar (€2.20) gives €4.60, which stays under €5. If the class is confident, contrast it with the lunch roll (€3.50) instead — that pushes drink + fruit + roll to €5.90 and tips over. Watch for pupils who forget the cents when adding €1.50 and €0.90.
Close with the best-value idea: ask which pair got closest to €5 without going over, and name that as the best value, not the list with the fewest items.
In your maths copy you have a €4 budget and the same tuck-shop prices:
Write one shopping list you could afford, add up its cost, and write the change you would have left from €4.
Walk the room glancing for pupils who add the prices carefully and line the cents up — this is whole-class copybook practice, not marking. Nudge anyone whose total has crept over €4 to swap an item.
Now the tuck shop gets busier. Instead of one list, you are working out what a group of friends spends between them, and what change they get back.
For each round, set how much each friend spends so the total is exactly the amount asked for, then press Check. The last two rounds ask you to work backwards from the change.
This is the practice round. Pupils take turns at the board, check each answer, and the class confirms before moving on. Keep it brisk.
Round 1 is two friends and a €10 purse, so it is the same idea as the shopping list but shared between two people. Round 2 adds a third friend and a €15 purse.
Rounds 3 and 4 are the step up: the money left over is the answer. In round 3 the three friends spend €12.40 of €15, so the change is €15 − €12.40 = €2.60. In round 4 they want €3.60 change from €15, so the three spends must come to €15 − €3.60 = €11.40. Ask for the subtraction out loud before anyone touches the board.
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