Making Change Worksheets for Kids in Grade 2

Fun worksheets on making change for kids: counting money, calculating change, coin combinations, and word problems with detailed solutions.

Kids Fun Making Change - Part A
Kids Learning Fun

Enjoy learning about making change with fun problems for kids!

1 Fun Change
Kids Fun Problem 1
Name: ________________ Date: ___________

1. You buy a candy bar that costs 65¢. You give the cashier 1 dollar. How much change should you get back?

Show your work:
Amount given: _________
Cost of item: _________
Calculation: ___________
Answer: _____________
Solution:

Amount given: $1.00 = 100¢

Cost of item: 65¢

Calculation: 100¢ - 65¢ = 35¢

Answer: You should get back 35¢ in change.

Key Concept:

Change: The money returned when you pay more than the cost of an item

Rule:

Change = Amount Paid - Cost of Item

2 Fun Multiple Items
Kids Fun Problem 2
Name: ________________ Date: ___________

2. You buy a juice box for 75¢ and a cookie for 35¢. You give the cashier $2.00. How much change should you get back?

Show your work:
Cost of juice box: _________
Cost of cookie: _________
Total cost: ___________
Amount given: _________
Calculation: ___________
Answer: _____________
Solution:

Cost of juice box: 75¢

Cost of cookie: 35¢

Total cost: 75¢ + 35¢ = 110¢ = $1.10

Amount given: $2.00

Calculation: $2.00 - $1.10 = $0.90 = 90¢

Answer: You should get back 90¢ in change.

Key Concept:

Total Cost: The sum of all individual item prices

Rules:

• Add up all item costs to find total

• Then subtract total from amount given

3 Fun Coin Combinations
Kids Fun Problem 3
Name: ________________ Date: ___________

3. Show two different ways to make 55¢ using quarters, dimes, and nickels.

Way 1: _________ quarters, _________ dimes, _________ nickels
Way 2: _________ quarters, _________ dimes, _________ nickels
Solution:

Way 1: 2 quarters, 1 dime, 1 nickel (50¢ + 10¢ + 5¢ = 65¢)

Way 2: 1 quarter, 3 dimes, 0 nickels (25¢ + 30¢ = 55¢)

Answer: There are multiple ways to make 55¢ using different coin combinations.

Key Concept:

Coin Combinations: Different sets of coins that add up to the same amount

Rule:

Same amount can be made with different coin combinations

Kids Fun Making Change - Part B
4 Fun Word Problems
Kids Fun Problem 4
Name: ________________ Date: ___________

4. Sarah has 2 dollars and 45 cents. She wants to buy a book that costs $1.85. Does she have enough money? If yes, how much change will she get?

Show your work:
Sarah's money: _________
Cost of book: _________
Is it enough? _________
Calculation: ___________
Answer: _____________
Solution:

Sarah's money: $2.45

Cost of book: $1.85

Is it enough? Yes, because $2.45 > $1.85

Calculation: $2.45 - $1.85 = $0.60 = 60¢

Answer: Yes, she has enough money. She will get 60¢ in change.

Key Concept:

Comparison: Compare total money with cost to determine if purchase is possible

Rule:

If Total Money ≥ Cost, then purchase is possible

5 Fun Mixed Currency
Kids Fun Problem 5
Name: ________________ Date: ___________

5. Tom has 4 quarters, 3 dimes, and 6 pennies. He wants to buy a toy that costs $1.25. Does he have enough money? If yes, how much change will he get?

Show your work:
Quarters value: _________
Dimes value: _________
Pennies value: _________
Total money: ___________
Cost of toy: _________
Answer: _____________
Solution:

Quarters value: 4 × 25¢ = 100¢ = $1.00

Dimes value: 3 × 10¢ = 30¢

Pennies value: 6 × 1¢ = 6¢

Total money: $1.00 + 30¢ + 6¢ = $1.36

Cost of toy: $1.25

Answer: Yes, he has enough money. He will get $1.36 - $1.25 = $0.11 = 11¢ in change.

Key Concept:

Currency Conversion: Calculate total value of different coin types

Rule:

Calculate value of each coin type separately, then add together

Kids Fun Making Change - Part C
6 Fun Efficient Change
Kids Fun Problem 6
Name: ________________ Date: ___________

6. A customer pays $5.00 for an item that costs $3.65. What is the most efficient way to give the change using the fewest coins possible?

Show your work:
Calculation: ___________
Most efficient way: ___________
Answer: _____________
Solution:

Calculation: $5.00 - $3.65 = $1.35

Most efficient way: 1 dollar bill + 1 quarter + 1 dime = $1.00 + 25¢ + 10¢ = $1.35

Answer: The most efficient way is 1 dollar bill + 1 quarter + 1 dime (3 total coins/bills).

Key Concept:

Efficiency: Using the fewest coins/bills possible to make change

Rule:

Always start with the largest denomination first

7 Fun Multiple Scenarios
Kids Fun Problem 7
Name: ________________ Date: ___________

7. Scenario A: Buy a pen for 85¢ with $1.00. Scenario B: Buy a notebook for $1.75 with $2.00. Which scenario gives more change? How much more?

Show your work:
Scenario A calculation: ___________
Scenario B calculation: ___________
Comparison: ___________
Answer: _____________
Solution:

Scenario A: $1.00 - 85¢ = 15¢

Scenario B: $2.00 - $1.75 = 25¢

Comparison: 25¢ - 15¢ = 10¢

Answer: Scenario B gives more change. It gives 10¢ more than Scenario A.

Key Concept:

Comparison: Calculating and comparing different change amounts

Rule:

Calculate each scenario separately, then compare the results

Making Change for Kids: Complete Summary

This fun guide covers everything you need to know about making change in 2nd grade math!

Coin Values

• Penny = 1 cent = $0.01

• Nickel = 5 cents = $0.05

• Dime = 10 cents = $0.10

• Quarter = 25 cents = $0.25

• 100 cents = $1.00

Key Formulas

• Change = Amount Paid - Cost

• Total Cost = Sum of all item prices

• Total Money = Sum of all coin values

• $1.00 = 100¢

Problem Steps

1. Read the problem carefully

2. Identify what you know

3. Determine what you need to find

4. Plan your calculation

5. Solve the problem

6. Check your answer

Common Mistakes

• Confusing coin values

• Forgetting to convert dollars to cents

• Subtraction errors

• Not checking if money is sufficient

• Miscounting change combinations

Making Change Strategies:
  1. Counting Up Method: Start at the cost and count up to the amount paid
  2. Subtraction Method: Amount paid minus cost equals change
  3. Use Largest Coins First: Always start with the biggest denominations
  4. Check Your Work: Add change back to cost to verify
Tip 1: Practice counting by 5s, 10s, and 25s regularly.
Tip 2: Use real coins at home to practice making different amounts.
Tip 3: Draw circles with coin values to represent physical coins.
Tip 4: Always verify your change calculation by adding it back.
Real-world connection: Making change skills apply to shopping, banking, and budgeting.
Mathematical foundation: Builds number sense and arithmetic skills.
🪙 + 💰 = 🤑
Money Fun Fact for Kids!

Questions & Answers

Question: I'm confused about making change. When I buy something that costs 85 cents and I pay with $1.00, why do I get 15 cents back? Shouldn't I get 25 cents?

Answer: Great question! Let me explain the math clearly:

  • You paid: $1.00 = 100 cents
  • Item cost: 85 cents
  • Change: 100 cents - 85 cents = 15 cents

Think of it this way: if something costs 85 cents and you give 100 cents, you're giving 15 cents more than needed. That extra 15 cents comes back to you as change.

The confusion might come from thinking about quarters: $1.00 is 4 quarters, and 85 cents is 3 quarters plus 1 dime. So you'd get back 1 quarter minus 1 dime = 15 cents.

Always remember: Change = Money Given - Cost of Item

Question: My child struggles with coin identification. How can I help them memorize which coin is worth what?

Answer: Here are effective strategies to help your child learn coin values:

  • Physical Practice: Use real coins for hands-on learning
  • Mnemonic Devices: "Quarter = Quarter of a dollar = 25 cents", "Dime = Ten cents = 10 cents"
  • Size Doesn't Matter: Remind that a penny is smallest but worth 1 cent, while a nickel is bigger but only worth 5 cents
  • Visual Association: Point out unique features: Lincoln on penny, Jefferson on nickel, Roosevelt on dime, Washington on quarter
  • Regular Practice: Daily counting exercises with different coin combinations

Create games like "Guess the Coin" where you describe the value and let them identify the coin. Also, practice at stores when possible!

Question: What's the best method for teaching children to make change - subtraction or counting up?

Answer: Both methods have their place, but for young learners, I recommend starting with the counting up method:

  • Counting Up: More intuitive for children, especially when the numbers are close together
  • Example: For $1.00 - $0.85, count up: $0.85 → $0.90 (5¢) → $1.00 (10¢ more) = 15¢
  • Subtraction: More abstract, but important for building computational skills

I suggest introducing counting up first, then gradually incorporating subtraction once the concept is solid. Some children may prefer one method over the other, so offering both options is beneficial.

The key is ensuring they understand the relationship between the cost, payment, and change regardless of the method used.