Show the 70c price tag and the €1 coin side by side as pupils settle. Take three hands-up answers, not open call-outs. Draw out the word change, and hold out for how a pupil worked out the 30c, not just the answer.

Point at the price first each time, then count the coins up onto the tray aloud with the class: 80… 90… 100. Do not read the change out as a fact — draw it out by counting up so pupils see where it comes from. The trap is pupils reaching for take-away; keep saying we count UP from the price.

Talk this one through together — pupils take turns at the board and the class agrees or corrects out loud.

For 90c paid with €1, count on 10 (one 10c coin) to reach 100 — the change is 10c. For 60c paid with €1, count 40 (a 20c and two 10c, or a 20c coin twice) up to 100 — 40c change. For €1.20 paid with €2, count 20 then 60 to reach €2 — 80c change. Listen for the pupil who tries to subtract; revoice their thinking as counting up: so from the price we hopped up to the money you paid.

This is the practice round — 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.

Pupils count up to find the change and then type that counted-up total as the answer — the box grades the number, but the method we say aloud is always counting on, never taking away. Model the friendly hops on the board for the €5 questions: for €3 paid with €5, hop 300 → 400 → 500, so 200c change; for €2.40 paid with €5, hop 240 → 250 → 300 → 500, so 260c change. Before each Check, ask the class to predict the change. Head off the trailing-zero slip: €1.40 is 140c, not 14c.