Year 1 & 2 Mathematics Unit – Money

Achievement Standard
By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise
Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students
describe data displays.

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping
into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features
of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected
information.
Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves,
quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months
included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple
inferences.
Content Descriptors
Money and financial mathematics – Year 1 Money and financial mathematics – Year 2
 Recognise, describe and order Australian coins according to their value Count and order small collections of Australian coins and notes according to their
(ACMNA017) value ACMNA034

Recognise, describe and order Australian coins according to their - identifying equivalent values in collections of coins or notes, such as two five-
value ACMNA017 cent coins having the same value as one 10-cent coin

- showing that coins are different in other countries by comparing Asian - counting collections of coins or notes to make up a particular value, such as
coins to Australian coins that shown on a price tag
- understanding that the value of Australian coins is not related to size
- describing the features of coins that make it possible to identify them
Lesson overview

Lesson Topic Assessment Differentiation

1 Pre-assessment: What do we know about • Whole class and individual assessment through Wave 1 (All learners)
Australian coins and their values. observations and questioning during learning Activate prior learning in orientation
Discuss and model tasks
2 Exploration and introduction • Educator/Peer assessment in class/peer Participation in activities
feedback sessions
3 Ordering and labelling coins
Wave 2 (Support)
• Student work samples
4 Ordering and labelling coins Individual teacher assistance
Play money games • Collected and reviewed work samples SSO support
Peer support (paired by teacher)
5 Investigating Australian coins and notes Consideration of NEP requirements
• Student self-reflections
Prompts and use of multimodal recording devices
• Formal assessment tasks for evidence (iPad)
6 Coin recognition: check in task
• Recorded student progress on checklist Wave 3 (Extension)
7 Deeper critical and creative thinking explored
Coin comibations through strategic questioning in lessons

8 Rotations: Money games

9 Ordering coins and notes

10 Catalogue shopping

11 Interactive games

12 Post-assessment: What do we know about

Australian coins and their values.
Teaching and Learning Plan

Lesson Lesson Sequence Resources

1. Learning intention: Show what we know about Australian coins and their value in a collection.  Play money
Success criteria: Share current understandings of coins (and in a small collection.)
Pre-assessment: What  Large coin cut outs
do we know about
Tuning in: Throw large coin cut outs/ play money onto the floor in the middle of the circle. Allow time for  Math books
Australian coins and
their values. exploration. (a few minutes only)  Pencils
 Class ipad (photos)
Discussion: Why is money important? Why do we need it? Do you use money? How confident do you feel  Pre-test task card
learning about money? (Thumbs up, side, down)
 Record pre assessment on a
checklist
Student task:
Wave 1 (All learners): Open ended money question – coins only
Wave 2(supported): Identifying and ordering coins.
Wave 3 (Extension): Open ended money question. – coins and notes

Review/Critical and creative thinking: How confident do you feel learning about money? (Thumbs up, side,
down)
Is this the same as before or different?
2. Learning intention: Explore Australian coins.  IWB presentation, L2
Success criteria: Identify and explain what we already know, identify what we want to learn.
Exploration and  Butchers paper/markers for
introduction. KWL chart.
Tuning In:/ Whole class introduction:
Explain that we are going to be learning about Money. Create a Create a K – W – L chart to display.  Maths books
Ask students to call out anything that they know about Money – Australian or foreign currencies? Write these  Word wall resources.
ideas into the Know section.  Colouring and writing
Proceed with the want section – asking students what they would like to learn. pencils
Complete the Learn column in the post assessment lesson

Possible prompting questions:

 • Which Australian coins can you name?
• How can you recognise coins?
• Why do we need coins?
• Does ever country use coins? The same ones?
• Do we have any other monetary values in Australia? Which ones.?

Ask if students would like to add anything to the KWL chart?

Whole class task: Create a class word wall for the classroom– students to copy the word wall into their books.
(You could get the students to write the words on the cards to display)
Words to include

 Cents
 Dollars
 Notes
 Coins
 5 cents, 10 cents, 20 cents, 50 cents, one dollar, two dollars
 5 dollars, 10 dollars etc.
 Currency
 $
 C symbol
 Best way to pay
 Large copies of coins/ notes if you wish

Review - Game: Select students to hold a GIANT coin of each value and stand up in front of class while
the remaining students instruct their friends where to move to put the coins in the correct order. Or you
could put coins onto figurines and order them that way.
 

3 Learning intention: Identify coins and their values.  IWB presentation

Success criteria: Correctly identify Australian coins according to their value.
Order and labelling  Spin +cover game
coins. mats/counters
Open powerpoint and go through the Did you know pages on slides 3 and 4.
 Large coins
Classroom Tuning in: In pairs or small groups use spin + cover mats to expose and build coin recognition.  Play coins
 Math books
Whole class introduction: Using the large printed coin values go through each coin and their values. When  Task card for student books
 talking about Australian coins in particular, we need to talk about value rather than size given our $2 coin  Scissors, glue, pencils
is one of our smallest physically yet the largest in value.

Randomly hand large coin cards out to students and without speaking have those students order themselves
from smallest value to largest value. Choose new students and have them order from largest value to the least
value. Continue this ordering of coins but eliminate 1-2 different coins each time.

Individually:
Put the Australian coins in size order. Now draw them in order of value, largest to smallest. What do you notice?

Student task: Create your own coin creature, by making rubbings of each of the coins.
Wave 2 discussion questions:
Which coins made up their creatures? 
Wave 1 discussion questions:
Which coins made up their creatures? 
Which coin was the largest in size?  Which was the largest in value? 
Wave 3 discussion questions:
Add up their creature - how much was it worth?  How can we count lots of coins of the same value
quickly?  How do we write it in expanded form? Can we write it another way?

Early finishers:
Coin patterning
 Students will be provided with play coins
 They will try make as many coin patterns as they can
 After each pattern, they can count the value and write it next to the pattern.

Review/Critical and creative thinking: Explain and justify how you know that your ordering and calculation of
coin values in your coin creature is correct? How did you work this out?
5. Learning intention: To investigate coins and notes that make up the Australian Money system compared to -IWB presentation, L4
Investigating Australian other currencies. -Post it notes
coins and notes Success criteria: Explain slides and flips using a two-dimensional shape.
-Coins/notes from other
countries
Go through slide 3 – Mental Maths - Math books
- Magnifying glass
slide 4 Challenge question before viewing: Allow students 5 minutes to work in a group to work it out. -World currencies
1. Which is worth more, 3 one dollar coins or 9 fifty cent pieces?

Tuning in: Watch clip https://education.abc.net.au/home#!/media/1566328/funny-money

What do you use money to buy? In this clip we look at Australian money. See the different coins and notes that
make up our money system. We investigate if size, (in coins) does matter. Check out how many 5 cent pieces
you need to make two dollars. We also look at some currencies used around the world. Find out which country
has the yen.

After viewing – discussion questions

What did people do before money was invented?

List all the bank notes in the Australian money system. Which note has the highest value?

By size, what is the biggest Australian coin? However which Australian coin has the highest value (worth most)?

How many 50 cent pieces make one dollar?

What is the currency of Japan and India?

Whole class activity: Provide students with the opportunity to explore and investigate different coins and notes
from other countries – in small groups give them a few coins and magnifying glass. Come back together as a
class and ask whether they knew which currency the coins belonged to.

As a class you could research other countries and their currencies using ipads.

Use post-it notes to write currency and the country that it comes from eg. Yen is used in Japan. If you have a
world map in your room stick the post it note alongside that country.

Discuss how they compared to Australian money.

- Dollar bills vs dollar coins
- Cents vs pennies etc.
 - Size of coins

Play spin + cover or have a go at the stinger question on 8 th slide on powerpoint

How many fifty cent do you need to make up the amount of $1.50 (one dollar and fifty cents)? Imagine if you
had only 10 cent pieces. How many would you need to make $1.50? How many 10 cent pieces make fifty cents?

Review/Critical and creative thinking: Which strategy did you use to help you solve the challenge question?
6. Check in task Learning intention: -IWB presentation
Success criteria: -Mini coin book

Tuning In with a check in: Power point file is In folder -Play moneyt
-Student worksample collect for
formative assessmen
When you get to slid 11, stop and hand out the cut and paste worksheet. There is a copy of the worksheet in the
Money folder – please leave this as the master.

Once completed, proceed to slide 12.

 Have the students complete the rubbing of each coin next to where they have cut and paste from the previous
activity.

Continue through the powerpoint and if time allows work on the notes activity where students draw to size and
design their own note.

Early finishers: Can play games from previous lessons (spin + cover/ connect 4 coins) or complete a 3 piece or 10
piece coin puzzle.

Challenge question for wave 3:

How much would I have altogether if I had, 2 one dollar coins, a two dollar coin, a fifty cent piece, 2 twenty cent
pieces and a ten cent piece? Would you have enough to buy a piggy bank worth five dollars?

7. Learning intention: To create amounts of money using different coin combinations. -IWB presentation, L6
Coin combinations Success criteria: Create and explain the strategies used to make different coin amounts. -Speech bubble amount sheet
-Play money
Warm up: Open money matching powerpoint and complete

Tuning In: Run around activity. On each of the students desks, place a coin (5c, 10c or 20c, 50c).
To differentiate start small. Teacher to call out.
1. Find someone who has the same value as you do.

2. Find someone who has a smaller value than you/ larger than you. Can you find someone – why/why
not?

3. Now find others in the class to make 50c/$1 /$2.

4. Find someone to make an amount ending in 5c.

5. Can you group yourself with other in the class to make a dollar amount.

Whole class introduction: Introduce the term ‘best way’ and explain the meaning. Most efficient way to make
an amount (least amount of coins). Add this term to the word wall.
 
Go through the next few slides as a class and decide on which coin combination is the best way to pay for the
item.
 In class Student task: This is a differentiated task. Wave 1 will work on amounts from 5c to 95c, wave 2 will
work on single coin amounts and wave 3 will work on amounts larger than a dollar.
This follow-on activity from the run around game is to draw all the different coin combinations that might
make up different amounts. Students draw/trace or cut coins to make their coin combinations next to
each amount.

How many combinations can you make for each amount?

For example-

Review/Critical and creative thinking: Come back as a class and share ideas and reasoning as to how students
made the combinations they did. Which addition strategies helped us make these?
8. Set up or use existing groups in your class. You can use any money maths games you might have but these -Observational anecedotal notes
are set up in money folder.
Money games: rotations
Set up game stations
1. Connect 4
2. Spin + cover
3. 3 piece/ 10 piece puzzles
4. Peg the correct money
5. Show me the money
6. Sort and match
9. Coins and notes Learning intention: Sort and order australian coins and notes. -IWB presentation, L9
-whiteboards
Success criteria: Students can say the value of coins and notes,and order the values from smallest to largest
value. -Play money
- Maths books
Warm up: Open ordering coins and notes powerpoint and go through this. Your students will need whiteboards
-How much is in my piggy bank
for this.
sheets
-Coloured paper
Open lesson 9 powerpoint and as a class complete the interactive ordering of coins and notes on slide 3 -Paper money cut outs

Students Task: How much is in my piggy bank?

There is a twinkl powerpoint quiz you could do as an introduction to this lesson.

Photocopy the strips, piggy bank outline, and money templates for students. They will need to cut the pig and
strip and paste it onto coloured card.

Students will need to cut and paste coins and notes into their piggy banks and calculate how much there is
altogether. This can be differentiated by supported wave 2 students in a small group with a certain number of
coins only (eg. 3-5 coins) and wave 3 students (must use 3 notes and 5 coins etc.)

Review: Come together as a class and share the amounts in each person’s piggy bank.
10 Learning intention: Order items according to their values. -Catalogues
Catalogue shopping Success criteria: Order and sort items from smallest to highest price. -Maths books

Tuning In:  Catalogue shopping:to familiarise students with catalogues. Hand a catalogue out to a group -Scisors
of student. Teacher to call out statements like: -Glue sticks
“Can you find the item on page …. that will cost me ….. to purchase” -Splay money
Repeat this a few times. Could turn it into a game and give a point to the group who answers the question
correctly.

Whole class introduction: Give students an item that has been cut from a catalogue. Discuss how much this
item is. Question students to use play money to make this amount.
Who has the most expensive item? Who has the least expensive item?

Go outside and Sequence the students from least to most expensive.

 Return to slide 4
Which is the most expensive item?
Which is the least expensive item?
What coin/note combination could we use to make this amount?
Let’s order the items.

Student task: Students cut 10 pictures from shopping catalogues and order them from smallest to highest
price. You could use this as an opportunity to introduce rounding up or down if you want to.
Students paste them into their maths books with labels smallest price to highest price. (There is a worksheet
pictured below that you could photocopy as differentation, with further questioning)

Wave 3: students could draw the combination of coins and notes they might use to buy these objects.

Review/Critical and creative thinking: How did you know which item had the smallest value/largest value share
your ideas with a friend and then report back to the class.
11. Students can complete seesaw activities or can use one of the following websites to play money - Ipads
Money games – games. -Money games
**Book ipads for
use the laminated pouches or ipads

Extra lesson This time place different combinations of coins on each student's desk in differing values. Eg. On one - Post test assess and
desk a single 50c coin, another 2 x 20c and 1 x 10c, another 10 x 5c while on another desk a single 20c mark on assessment
coin and 2 x 10c on another and so on. Student task this time - to find people who have the same value checklist
as you. 

 Once everyone has sorted themselves into groups, reviewed everyone's coin collections, the person
who has the least amount of coins is the winner with the best way to pay... 

Whole class introduction: Ask students to go back to their speech bubble sheet from previous lesson
and circle ‘the best way to pay’. Use this opportunity as a prompt to ask students whether the
combination they circled was really the best way to pay, and whether they could now think of a better
way to pay – a better combination of coins to draw. As a class ask students to share what they did and
get them to prove their thinking.

Use this as a formative assessment tool.

Next place a selection of toys in the middle of circle - all with different prices on them. Ask students to
sort them from the least to the most expensive then find the best way to pay for them using our giant
coins.

Student task:
Wave 1 and 2:
Talk about what we could buy if we had $1 or if we had $2. Would you buy just one toy or would you
be able to buy more than one?

Wave 3 students:
Give these students specific amounts to spend at our classroom toy shop and had them write/draw
what they had spent their money on.
Have students record their thinking to this question in their books.