Teaching and Learning Sequence Money

AusVELS

Recognise, describe and order Australian coins according to their value Count and order small collections of Australian coins and notes according to their value Sort and classify familiar objects Represent practical situations to model addition and subtraction

Vocabulary: cents, dollars, more than, less than, coins (gold/silver), notes, money, round, rectangle, dodecagon, lowest value, highest value, motif, worth, spend,

Warm Up Student Activity Reflection1 Students gathered on the floor and have a class

discussion. Where do we see money? When do we use money? What kinds of money are there? How can we describe money?Using large monetary representations on the board, talk about the similarities/differences of coins and their features (colour, shape, motif/images, numbers, cents/dollars)Resources: Whiteboard, Markers, Large paper money cut-outs

Students use play money to create coin rubbings in their books (as many as possible). Students have to identify the coin. Alternatively, students can take pictures of the coins and label them in iPads Resources: play money, books, colour pencils, iPad

Students keep books away and sit on the floor. Using the large monetary representations in Warm Up, the whole class will create a poster, identifying the coins and placing them in order of value.Included will be features that students can use to help them identify coinsResources: Large paper money cut-outs, Pre-made posters, Markers

SupportStudents who don’t feel confident with activity can work on the floor with teacher to complete the first one together

ExtensionStudents can create coin rubbing representations of a larger coin using various lesser valued coins

2 Short game: Students will be blindfolded and handed a coin-they have to guess what coin it is based on size, shape, weightDiscuss with students that $1 is 100 cents. What is ‘cents’? What is ‘dollar’? Use a number line on the board to demonstrate.

Resources: Whiteboard, Blindfold, Real coins

Students have to choose an amount of money and find two possible solutions that could equal the chosen amount using play money. More abled children should challenge themselves with higher values. Encourage students to explore different values and be as creative as possible and to check their groupings to ensure it is correct. Students may use their iPads to take pictures and group the coins in pic collageResources: Play money, books, colour pencils, iPads

Choose 2/3 students to share their most creative ‘sum’. As a class, discuss students’ findings. How many 10 cent coins make up 100 cents/1 dollar?Was it tricky? What have you learnt?

SupportStudents can use concrete materials such as icy pole sticks, unifix etc to represent silver coins.

ExtensionGreater values and more than two ways to create it

3 Skip counting: 2’s, 5’s, 10’sUsing paper money, as a class, figure out how the value of a coin can be made from other coins. How many 10cent coins equal 20cents? How can we show/check that? Count using fingers, skip counting.Resources: paper money, whiteboard

Using iPads, students work in pairs to create ‘sums’ of money. On one side of the iPad, students will choose an amount. This can be represented with a singular coin or multiple coins. On the other side of the iPad, students have to use different coins/grouping of coins to equal the first side. Resources: iPads

2/3 students present their work to the class. What groupings did they come up with? Can you explain why?

SupportStudents work in pairs or work on the floor with me.

ExtendStudents may work on their own and use notes as well as more complex totals.

4 Watch: https://www.youtube.com/watch?v=5iRXZrFDFCA

Draw/Print out pictures of items that you can buy at the shops with a monetary value beneath it. If I only had $20, what could I buy from the shops?Resources: Pictures of items, whiteboard, markers, play money, visualiser, iPad

Shopping game worksheet: Students start off with $5/30 that they received as a birthday gift. They buy an item from each shop they go into out of the options given. When they go to the next shop, they have the remainder of the money to spend and so on. Students place a counter next to the item they bought at each shop. At the end, students write the number of items they bought. Then on the back of the sheets, students will complete the ‘concept map’ by drawing the items and writing their values beneath, ordering them from highest value to lowest.Resources: Shopping game worksheet, colour pencils, pencils, counters

Pick 3/4 students to share their findings from the game and how they ordered their items which they bought.

SupportStudents struggling with concepts will do an extension of the warm up activity with the teacher on the floor

ExtensionStudents can complete map again, choosing different options or can join other students on floor for activity.

5 I have a total of $100 in my pocket. What possible notes/coins do I have?Resources: notes/coins, Whiteboard, markers

Students will be given an envelope with different amounts of money in it which they will have to place in order of value and add them together using skip counting, fingers etc. They can take pictures of the coins and group them with their iPads or in their books. Once finished, they can swap with someone else.Resources: paper money, envelopes, books, pencils, iPads

Class discussion about strategies used to order money and count money. What worked? What did not work for you?

SupportStudents will order contents of one envelope with the teacher before attempting it on their own.

ExtensionStudents attempt as many envelops as possible

6 Money tree: start with a value on the top of the tree and work out lesser valued coins/notes that would equal the top value. Eg. $4

$2 $2

$1 $1 $1 $1

How can we check that we are right?Resources: whiteboard, markers, play money

As a class, students will continue with the money tree activity and use skip counting to add the values together. Revisit the activity where the teacher has a certain amount of money in their pocket and students have to use different coins and note combinations to create the amount.If there is enough time: As a class, we will decide on an amount that we want to create and using play money, will represent that amount through different combinations on a grid.Resources: play money, whiteboard, markers

Pair and share on one thing we have learnt about money. Class discussion on take home points.

SupportLessen values

ExtensionIncrease values.Use rules ie. If I only had coins and no notes…