LESSON

PLAN Australian Curriculum

Money Different ways to

Lesson Topic:
make $1
Date:








Grade(s)/
Discipline:
Maths
Year Level(s):







Number and Algebra- Money Duration of
Strand(s) and Substrand(s): and financial mathematics Lesson:


Standard(s)/Learning Outcome(s):

Students recognise Australian coins according to their value.

24/11/2014


Grade Prep
Level One



60 mins

Learning Outcomes:
Students are able to distinguish differences between the value of coins and notes.
Students are able to recognise how coins and notes can be used together to create
a new amount value.
Students are able to identify quantity of notes and coins needed for particular
prices.

Teaching Focus:

A. Teacher:
Time management.
Making sure students are engaged and learning.

Background to the learning:

A. Teacher:
Dash. M (2007). Year 1 Teachers Resource Book (p. 105-107 & 120-122).
Dash. M (2007). Year 1 Task Book (p. 76 & 77).

B. Pupil:
Observations from previous lessons that were focused on money.
Have a whole group discussion or initial questioning in the classroom before
the lesson to identify current knowledge the students have.

Lesson Resources:

Oversized coins set
Oversized notes set
Class set of small play coins (One set per pair on students)
Different ways to make $1 worksheet/ template



Content of Lesson:

A.
Introduction:





__10__ mins
Teacher asks children to sit on the floor in a large circle to start the maths lesson
before explaining to the class that topic to be covered today is again money.
Firstly students engage in discussion with the teacher (using hands up strategy)
about what they can remember about the ordering of coins from the previous
lesson. This should bring up responses that enable the teacher to assess where the
students knowledge currently sits in regards to money.
Teacher arranges the coins from largest in size to smallest and asks students
whether this is correct. Students will respond with no as we are focusing on the
value of the coins from highest to lowest and not the actual size.
Teacher correctly rearranges the coins with the assistance of the class and then
proceeds to hand out a bag of coins to each pair of students.
Each pair will then play the Coin Lineup game (Dash, 2007, p105), together
somewhere around the room.
B.

C.

D.

Development





__15__ mins
Ask the students to pack up their coins and return to the floor in a circle
formation for the whole class discussion.
Ask the students what they know about adding two coins together and what
would happen.
Use two 50c pieces to show that they add up to $1
Use two 20c pieces to show that they add up to 40c
Use two 10c pieces to show they add up to 20c (then ask students what
would happen if I was to add another 10c).
Using the white board, ask the students how many ways do they know to make
$1. Give prompts and clues if needed, such as if I had 50c what would I need to
make $1?
Find as many combinations as possible and write them up on the board (make
sure to include mixed coins, e.g. 50c + 20c + 20c + 10c)

Consolidation and Practice

__20__ mins
Pair the students off again to work together and establish three different ways of
making $1.
Inform the students that at least two of these must be a mixed combination of
numbers and remind them what you mean before starting.
Extension: For those pairs who finish early challenge them to find three ways to
make $2.
Closure






__10__ mins
Once finished collect all the templates for correct and to be hung up around
the room.
Ask students to sit quietly in their learning spaces and pose the question:
What have you learnt today that you didnt already know?
Allow for most children to discuss their learnings before moving on.


Post Lesson Review and Evaluation: