Differentiated Lesson/Learning TaskLesson Topic: Money and Financial MathematicsCurriculum Area: MathsYear level/s: 2

This lesson is differentiated by: Readiness Learning profile

Brief description:

This unit will explore the features of Australian money, the value of Australian money, equivalent values in collections of coins and notes, the order of Australian money, as well as counting Australian coins and notes. The unit will begin by focusing on introducing Australian money and the features of Australian money. It will then go on to look at the value of Australian money. This is lesson three out of the unit and will focus on the order of Australian money and identifying equivalent values in collections of coins or notes (e.g. two 5-cent coins have the same value as one 10-cent coin). The lesson after this will look further into equivalent values in collections of coins and notes (e.g. two 20-cent coins and one 10-cent coin has the same value as one 50-cent coin). The unit will then move on to counting collections of Australian coins and notes to make up particular values.

Learning Objectives: As a result of engaging with the lesson, students will:The learning objectives for this lesson have been adapted from the Australian curriculum code

(ACMNA034).

Understand that Australian coins and notes are ordered according to their value. Combining two equivalent amounts of Australian coins or notes can produce the same

value as one coin or note.

Know Australian coins and notes can be

ordered from lowest to highest value.

That two of the same Australian coins or notes can be combined to produce the same value as one Australian coin or note (e.g. two ten-cent coins have the same value as one twenty-cent coin).

Be able to Order Australian coins and notes

according to their value from lowest to highest.

Identify and recognise two of the same Australian coins or notes that equal the same amount as one Australian coin or note.

Essential Questions: Why is it important to know the order of Australian money? Why and how are Australian coins and notes ordered? What is the relationship between knowing the value of Australian money and knowing

the order of Australian money? Why is it important to know that two of the same Australian coins or notes can equal

the same value as a single coin or note? Why do some Australian coins or notes when combined equal the same value as one

Australian coin or note and why do some not equal the same value?

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Lesson Title: Order! Order! We have money in the court.

Preassessment of Student’s ReadinessSee Appendix A: Preassessment – What do you know about Australian money?At the end of the previous lesson, students will be given a short worksheet to complete about money. The worksheet will contain four questions. The preassessment worksheet will assist the teacher in determining which group (“tier”) students will be assigned to for the first activity in the lesson (tiered activity) and will also aid in grouping students for the second activity in the lesson (RAFT activity).

Group A: Students were able to answer all of the questions on the worksheet correctly.

Group B: Students were able to answer parts of all the questions, however had difficulty answering questions that included notes higher than $10 dollars.

Group C: Students were unable to complete the worksheet on their own and needed the teachers help. The students had difficulty determining the lowest and highest value coins and notes and could not provide the answers to the equivalent value of the coins and notes.

Lesson PlanLesson Sequence Explanatory notes

Introduction:Introduce the lesson with all students sitting on the floor in front of the teacher:

Welcome all the students and explain that today’s lesson will be about the order and equal values of Australian money.

Using the smart board, present students with the pre-prepared jumbled up coins and notes. Invite students one at a time to place the coins and notes in order from lowest to highest value.

Using the same coins and notes on the smart board ask students:- What coin equals the same

amount as two 5-cent coins?- Can two 20-dollar notes equal

the same value as one note?- Why is it important to know the

order of Australian coins and notes?

- Why is it important to know that two of the same coins or notes can make up the same value as a single coin or note?

Explain to students that they will

Resources for Introduction: Smart board with pre-prepared jumbled up

coins and notes (5-cents to 10 dollars).

For the first part of the lesson, the class is addressed as a whole. This will allow the teacher to introduce students to the lesson, discuss what they will be doing throughout the lesson and have whole group discussions about various aspects of the order and equivalent value of Australian coins and notes. Introducing the lesson as a whole class will ensure that students are aware of the topics that will be addressed in the lesson as well as allow for students to activate their prior knowledge and experiences with money before they begin to start working on tasks throughout the lesson.

Resources for tiered activity: Zip-lock bags with jumbled up coins and

notes. Maths books. Pencils

The tiered activity will be completed in groups. These groups are pre-determined according to the

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have two activities to complete today.

Give an in-depth explanation of the first activity (tiered activity). Tell students that they will be placed in random groups to sort out the order of the Australian coins and notes in their allocated zip-lock bag.

Ask students if they have any questions about the activity.

Tiered Activity (see Appendix B):According to the names previously written on the zip-lock bags by the teacher hand out the bags to the group members. The bags contain jumbled up laminated Australian coins and notes. Ask students to get out their maths books and sit in their groups anywhere in the room. In addition to the names on the zip-lock bags, they will also have either a letter A, B or C written on them underneath the names. These letters will assist the teacher in the next activity.

Group A: Students will open their zip-lock

bags and begin to decipher the coins and notes within the bag, ordering 5-cents to 100 dollars from the lowest value to highest value. Note that there will not be every Australian coin or note in the bag, however 5-cents and 100 dollars must be in the bag. This will prompt students to ask themselves where the missing coins and notes would fit and determine which coin or note would be next in the order even if one is missing.

Students will record the order in which they have put the coins and notes into their maths book.

Group B: Students will open their zip-lock

bags and begin to decipher the coins and notes within the bag, ordering 5-cents to 20 dollars from the lowest value to highest value. Note that there will not be every Australian coin or note (between 5-cents and 20 dollars) in the bag, however 5-cents

student’s responses in their preassessments (see Appendix A). The task has been tiered in order to address each student’s different level of readiness. By differentiating by readiness, this will ensure that students are working at an appropriate level of challenge for their learning. There are three tiers (Group A, B and C) and each group will be ordering money, however will be given a different amount to order from lowest to highest. Each group will be engaging in the same task and will be working towards the same objectives, however the activity for each group will be slightly differentiated. Students in the highest-readiness group (Group A) will have the opportunity to order Australian coins and notes from 5-cents to 100 dollars from lowest to highest value, with some Australian coins and notes missing from the bag. The students that are not quite ready to order the higher notes (Group B) will have the chance to order coins and notes from 5-cents to 20 dollars from lowest to highest value, with some Australian coins and notes missing from the bag. The lowest readiness group (Group C) will have the chance to order coins and notes from 5-cents to 5 dollars from lowest to highest value, without having any Australian coins or notes missing from the bag.The teacher will assess this activity by examining the work students complete in their maths books.

Resources for RAFT activity: RAFT activity sheets (see Appendix C). Task card sheets (see Appendix D) Laminated coins and notes. Smart board with pre-prepared

combinations of equivalent amounts of Australian coins (see Appendix F).

Computers Lined paper Pencils

The RAFT within this lesson will be used as an assessment piece. The RAFT represents a differentiated task as it accommodates for students readiness and learning profile. The RAFT allows students to choose their own way of presenting their work in the form of a short story, short diary entry, presentation or students can decide on their own role, audience, format and topic (if students choose their own, they must consult with the teacher before beginning the task). It also gives students the option to use computers or to

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and 20 dollars must be in the bag. This will prompt students to ask themselves where the missing coins and notes would fit and determine which coin or note would be next in the order even if one is missing.

Students will record the order in which they have put the coins and notes into their maths book.

Group C: Students will open their zip-lock

bags and begin to decipher the coins and notes within the bag, ordering 5-cents to 5 dollars from the lowest value to highest value. Note that all coins and notes from 5-cents to 5 dollars will be in the bag for Group C.

Students will record the order in which they have put the coins and notes into their maths book.

RAFT Activity (see Appendix C):Keep students in their ‘tiers’ and hand out one RAFT sheet to each student. The RAFT sheets will have different coloured stickers on them and this will indicate which sheet to give to students as the zip-lock bags from the first activity will have the letters A, B or C on them (student in Group A will have a red sticker on their RAFT sheet, students in Group B will have a green sticker on their RAFT sheet and students in Group C will have a yellow sticker on their RAFT sheet). While handing out the RAFT sheets, also hand out one task card sheet to every student (see Appendix D). Ask students to sit at their desks. Explain to students that they must read the sentence at the top of their RAFT sheet. Explain to all students that they are to choose TWO Australian coins or notes (in accordance with the sentence on the top of their sheet) that equals the same value as ONE Australian coin or note. Tell students that they are able to present their work in any one of the formats on the RAFT sheet given to them and that the task sheets give more detail about what to do in each RAFT strip.(It may be a good idea to explain each

handwrite. The RAFT accommodates student’s readiness as the groups are given separate instructions on the top of their RAFT according to their “tier” to ensure they are working at an appropriate level of challenge for them, however also have choice in presenting their work in a preferred manner.Students in the highest-level readiness group (Group A) must pick two of the same Australian notes that equal the same value as one Australian note. The group that is not quite ready (Group B) will have the option to choose two of the same Australian coins or notes that equal the same value as one Australian coin or note. They are given this option just in case some are willing to challenge themselves further by picking to use notes. The students in the lowest readiness level group (Group C) are able to pick two of the same Australian coins that equal the same value as one Australian coin OR can use one of the coin combinations provided on the smart board (see Appendix F).Students will be evaluated on their use of the RAFT using a rubric (See Appendix E).The lesson will be concluded as a whole class in order to consolidate learning and recap on what has been covered in the lesson.

Additional notes:*Ensure students date their work in their maths books and on their lined paper.*If students are finding their task/s too easy or too hard, accommodate them by moving them up or down a ‘tier’.*Group A, Group B etc. should not be displayed on the RAFT sheet, as the teacher will already know the students grouping as per their names being written on the zip-lock bags for the ‘tiered activity’ and stickers used to identify which RAFT sheet to give to students.*Remind students that they are able to use the laminated Australian coins and notes to aid them with their work.*Assist students with any questions they have relating to the tasks and in general relating to Australian money.*Ensure the teacher is walking around the classroom during activities to assist students and observe the learning that is taking place.

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RAFT strip and task card in more detail with the whole class, in order for students to understand them and assist them in picking one that they would most like to do).

Students proceed with their work in their chosen format. The teacher walks around the room and provides students with any assistance they need.

Lesson Closure/Check for UnderstandingConclusion:

Ask all students to finish off what they are working on. Mix up the students (3-4 students in each group) and ask them to share what they have

worked on using the RAFT.- Ensure that students who are completing their RAFT as a presentation are put in the

same group and a video recorder is set up in front of the speaker in order for the teacher to use the recordings to assess students.

- Students who are completing their RAFT in any of the other formats can be mixed up into groups to share their work.

Ensure the teacher is walking around the classroom at this time and listening to student’s discussions.

Ask students to face the front of the classroom. Recap what has occurred throughout the lesson and address the content that has been

covered. Collect all of the students work; ensuring names are on all pieces of work handed up to

the teacher. The teacher can then use this work to check for understanding and complete the rubric to

determine if there are any misconceptions with students understanding which the teacher can then address in upcoming lessons.

Appendix A: Preassessment

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What do you know about Australian money…?

1. Which coin has the lowest value?

2. Which note has the highest value?

3. Which coin OR note has the lowest value?

4. What is…

+

+

+

+

Appendix B – Tiered activity

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Group A – receive jumbled up Australian coins and notes (laminated) in a zip-lock bag with 5-cents to 100 dollars inside. Not all of the Australian coins and notes between 5-cents and 100 dollars will be inside the bag, however 5-cents and 100 dollars must be in the bag. Only one or two coins or notes should be missing from the bag.

Group B – receive jumbled up Australian coins and notes (laminated) in a zip-lock bag with 5-cents to 20 dollars inside. Not all of the Australian coins and notes between 5-cents and 20 dollars will be inside the bag, however 5-cents and 20 dollars must be in the bag. Only one coin or note should be missing from the bag.

Group C – receive jumbled up Australian coins and notes (laminated) in a zip-lock bag with 5-cents to 5 dollars inside. All coins and notes will be in the bag from 5-cents to 5 dollars.

Appendix C – RAFT activity

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RAFT Title: Equal amounts of money.

Group A –

INSTRUCTIONS:

1. Choose two of the same Australian NOTES that equal the same value as one Australian note.

2. Use one of the RAFT strips to show your work.

ROLE AUDIENCE FORMAT TOPICStory writer Children Short story

(on paper or computer)

This is how I would use my money.

Yourself Future readers Short diary entry(on paper or computer)

My mum or dad would only give me money if I knew the value!

Public speaker Students in class Short presentation I picked these coins or notes because…

Choose your own!

Choose your own!

Choose your own!

Choose your own!

Group B –

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INSTRUCTIONS:

1. Choose two of the same Australian COINS or NOTES that equal the same value as one Australian coin or note.

2. Use one of the RAFT strips to show your work.

ROLE AUDIENCE FORMAT TOPICStory writer Children Short story (on

paper or computer)

This is how I would use my money.

Yourself Future readers Short diary entry(on paper or computer)

My mum or dad would only give me money if I knew the value!

Public speaker Students in class Short presentation I picked these coins or notes because…

Choose your own!

Choose your own!

Choose your own!

Choose your own!

Group C –

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INSTRUCTIONS:

1. Choose (or pick from the smart board) two of the same Australian COINS that equal the same value as one Australian coin.

2. Use one of the RAFT strips to show your work.

ROLE AUDIENCE FORMAT TOPICStorywriter Children Short story

(on paper or computer)

This is how I would use my money.

Yourself Future readers Short diary entry(on paper or computer)

My mum or dad would only give me money if I knew the value!

Public speaker Students in class Short presentation I picked these coins or notes because…

Choose your own!

Choose your own!

Choose your own!

Choose your own!

Appendix D – Task cards for RAFT activity

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StorywriterYou are a storywriter who wants to tell a short story about how you could use your money in the real world.

EXAMPLE:I went shopping with my brother and I really wanted a lollipop. The lollipop I wanted cost 10c. I had two 5c coins in my wallet, which added up to 10c. I could buy the lollipop I wanted.

Yourself You are yourself and want to write a diary entry about why your mum or dad would only give you money if you knew the value of the money.

EXAMPLE: On Sunday, I was sitting outside with my mum. She had two 10c coins and said she would only give me the coins if I told her what other coin two 10c coins would add up to. I was happy that my mum asked me this because I could tell her that the two 10c coins added up to one 20c coin. After I told her this, she gave me the two 10c coins and one 20c coin.

Public speakerYou are a public speaker in front of a class full of students and want to give an example that two of the same Australian coins or notes can have the same value as one Australian coin or note. You would also like to tell them what the answer is and how you found the answer. Don’t forget to write your answer on a piece of A4 paper.

Choose your own!You can choose your own role, audience, format and topic. Be sure to talk with the teacher about your choices before you start working!

Appendix E – Rubric for RAFT activity

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Students name:

Grade: A B C D E

Comments:

Appendix F – Smart board with pre-prepared money combinations

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CriteriaGeneral understanding that two Australian coins or notes can equal the same value as one Australian coin or note.Spelling/punctuationPace/volume

and

and

and

and

and

References:

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Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d.) The AustralianCurriculum. V 6.0. Mathematics Foundation to Year 10. Retrieved fromhttp://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10#level4

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