MATHEMATICS: MONEY

Preservice teacher: Collaborators:

Jasmine McDonald Jasmine McDonald – Independently planned unit
Teaching partner – Stars group

ACARA Learning Area: Time/day/week/term:

Mathematics - Term 3
Strand: Number and Algebra - Tuesdays and Wednesdays
- 11.00 – 11.50am
Sub-strand: Money and financial mathematics
- Week 6, 7, 8, 9, 10

Learning objectives/anticipated outcomes

Learning objectives:
 To identify Australian notes and coins and write their written value
 Order Australian notes and coins according to their value
 Count small collections of Australian notes and coins
 Add small collections of Australian notes and coins together to equal a range of values
Mathematics
Number and Algebra
Money and financial mathematics

Content Descriptions: Year 1:

 Recognise, describe and order Australian coins according to their value (ACMNA017).
Elaborations:
- describing the features of coins that make it possible to identify them

Content Descriptions: Year 2:

 Count and order small collections of Australian coins and notes according to their value (ACMNA034).
Elaborations:
- identifying equivalent values in collections of coins or notes, such as two five-cent coins having the same value as one 10-
cent coin.

- counting collections of coins or notes to make up a particular value, such as that shown on a price tag.

Content Descriptions: Year 3:

 Represent money values in multiple ways and count the change required for simple transactions to the nearest five
cents (ACMNA059).
Elaborations:
- recognising the relationship between dollars and cents, and that not all countries use these denominations and divisions
(for example Japanese Yen).

General Capabilities:
Numeracy
Estimating and calculating with whole numbers
 Understand and use numbers in context
 Use money

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
 Identify and clarify information and ideas
 Organise and process information

Literacy
Composing texts through speaking, writing and creating
 Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
 Understand learning area vocabulary
Achievement Standards:
By the end of Year 1, students:
- Recognise Australian coins according to their value.

By the end of Year 2, students:

- Associate collections of Australian coins with their value.
By the end of Year 3, students:
- Students correctly count out change from financial transactions.
Year level/age range/ability information:
 Year Level: Year 2/3
 Age range: 7-9 years old
 No. of Students: 46 students
The ability levels of the students in the class range. The class is comprised of two Year 1 students, 34 Year 2 students and ten Year
3 students. Generally, the students have quite a low-level understanding, therefore, content descriptors from the Year 2 Australian
Curriculum will be predominantly used so students are able to build a solid foundation about Australian money. This will be done
through students participating in activities designed to allow them opportunities to explore and practice associating collections of
Australian notes and coins with their value before moving into correctly counting out change from financial transactions.
There are a group of 10 students called the ‘Stars’ who work together as a group and require support from the second teacher. The
Year 1 and 2 Curriculum will be used to simplify (differentiate) their learning tasks to be at a level suitable for them and cater for
their learning needs.
Lesson/unit overview at a glance:

Orientation / Introduction:
 Introduce the topic of money
 Brief class discussion / ask students questions:
- ‘What is Money? / What is Money used for?’
- Types of money – e.g. Australian, American, etc.
- What type of money is there? (coins and notes)
- What notes and coins do we have in Australian money?
- https://www.youtube.com/watch?v=rMy7WDt2Hr4 – watch video and discuss

Activity 1: Notes + Coins

 Pre-assessment
 Students identify and record the money written value (notes + coins) with an image of the note / coin.
 Students use matching cards provided (values + images) to move around and decide where they should be placed before
recording next to the image of each note + coin its value.
- (Match the written value with the fake money and record answers onto provided worksheet)
 Additional questions will be provided at the bottom of the page
 For example, what note/s or coin/s would I use to buy a toy that costs $0.20?
 Students then draw their answer (the coin/s / or note/s they would use)

Activity 2: Notes + Coins

 Re-cap learning from previous lesson. Ask questions such as:
- What is money used for?
- What notes and coins do we have in Australian money?
- What symbol do we need to use when writing how much something costs?
- What is the dot in the middle called? What is its purpose?
 Money – Memory
- Turn cards upside down and try to find pairs
- Once a pair has been found, record down its value on your mini whiteboards
- Once found all pairs, order money from smallest to largest amount
- A pair = One image + one worded value

Activity 3: Notes + Coins  Adding

 Re-cap learning from previous lesson
 E.g. ask questions:
- What symbol do we need to use when writing how much something costs?
- What is the dot in the middle called? What is its purpose?
- How do we know the difference between dollars and cents?
 Counting money
 Task card: Your task is to add notes and coins together to find as many ways as possible to equal different amounts of
money.
- Draw and write your answers in your maths book.
 Extension questions on separate slide

Activity 4: Counting and ordering Australian money

  Re-cap learning from previous lesson
 E.g. ask questions:
- What symbol do we need to use when writing how much something costs?
- What is the dot in the middle called? What is its purpose?
- How do we know the difference between dollars and cents?
 Counting + Ordering Notes (A)  Teacher Starter Resource / Worksheet
- Students use notes (fake money) to move around while thinking before they record down their answers.
- Students add up how much each collection of notes equals. Record answers in the boxes.
- Order the notes from smallest to largest. Record answers on each line.
- Order the coins from smallest to largest. Record answers on each line.
 Extension questions on separate slide

Activity 5: Equivalent Values ($1)

 iMaths – task
- Piggy Banks
- X6 different coins / combinations of coins are given to students
- Students use materials (coins) before recording / drawing their answers
- https://online.fireflyeducation.com.au/program/imaths2/topic/na24/studentbook
- For example, how many 10c coins are needed to equal $1?
- Students can use coins / and / or their mini whiteboards to draw their answers.

Activity 6: Equivalent Values ($1)

 Money Cards
- X or (tick) if the amount drawn (images) equals $1
- Second part of worksheet include questions such as e.g. How many five-cent coins do I need to equal the same amount as
one 10-cent coin?
- Create worksheet / card activity

Activity 7: Comparing Coins

 Students will be comparing values of different coins
- E.g. which one is worth more / less
- Move picture cards under appropriate heading
- The headings will be; Least Value ------- Most Value and Most Value ------- Least Value
- Picture cards will be provided
- These picture cards will have x2 coins / or notes on them and students must decide which coin out of the 2 on the same
card has a higher or lower value than the other.

Activity 8: Budgeting
 Mini shops scenario
- Students will be provided with a list of items and prices clearly labelled on each item
- Students will walk around the room and choose which items they would like to purchase
- How many items can they buy / afford?
- Which items will they choose to buy?
- Do they have any money left over?
- Record down their answers and different possible situations / outcomes

Activity 8: Combination (Summative task)

 Summative assessment – test
 Students work individually
 Read each question carefully
 Answer all of the questions
 Questions will cover:
- Identifying, matching and recording the image of Australian notes and coins and write their written value. Identifying
coins. Adding notes and coins together. Ordering notes and coins from smallest to largest value. Equivalent Values to $1,
Comparing Coins and Budgeting.
 They use manipulatives to help them problem solve and make their decisions about their answers before recording it
down.

Teaching strategies:
Teaching strategies that I will throughout the unit to maximise students’ engagement and higher order thinking in the lessons
include:
Explicit teaching
- Going through task instructions, requirements and expectations using visual and verbal cues / demonstrations.
- Explicitly demonstrating how to write the value of money e.g. $ _ _ . _ _
- It is extremely important to be careful of your placement of numbers e.g. when writing $5 ($05.00 not $50.00 because this
is a completely different amount).
- Dollars go on the left side of the decimal point, cents go on the left side of the decimal point
- How to add notes and coins – explicitly showing examples e.g. $2.00 you could use $1.00 + $1.00 = $2.00
- You can add multiple coins / notes together to equal an amount for which we don’t have a single note or coin e.g. 10c +
5c = 15c.
- How to write values – You need a $ symbol at the beginning, followed by how many dollars, decimal point and then cents
the amount of money has e.g. $6.50 ($6 and 50 cents).
- $1 is made up of 100cents
- You can add coins together to equal $1. (Equivalent values)
- Comparing coins  just because a 50c coin is bigger in size compared to a $1 or $2 coin doesn’t mean its value is bigger.
We need to look at the value of coins not the size or shape.

Problem-based learning
- Work out solutions to a variety of maths money questions to become more active in their learning.
- E.g. what coins could I add together to equal $6.00
- If I wanted to buy a book that costs $10, what note could I use?
- If I didn’t have a $10 note, what notes or coins could I add together to equal $10?

Questioning
- Will be used to find out what students already know / to elicit prior knowledge and current understandings
- What notes and coins do we have in Australian money?
- How do we know the difference between notes and coins?
- How do we know the value of each note or coin?
- What is a decimal point?
- What is its purpose?
- Why they did something e.g. why did you put the 5 on the left side when writing $5.00?
- How they worked out what coins to add together to equal a certain value
- The processes they might’ve used
- What strategy did you use to determine the value of a note / coin?
- What strategy did you use to add together notes and coins?

Using resources
- Manipulatives:
- Using maths money cards (images and written values)
- Using fake money (notes and coins)
- Counters
- 100s charts
Hands on learning
- Using manipulatives such as money cards and fake money to move around and put into groups.

Collaborative learning
- Students discuss their ideas and build on each other’s ideas when determining:
- Which coins / notes they can add together to equal certain values.
- Which written value goes with which image of the notes and coins
- Which note / coin is worth more?

Integrating Technology
- Video clips to capture students’ interest and explain key concepts, provide relevant information
- Use technology on the interactive board to play money activities
- e.g. buy items on the shopping list. They need to look at the price of each item and select which coin is the correct one
needed to buy each item.
- Add the small collections of coins to equal the total amount each item cost on the shopping list.
Progression and sequencing of lesson(s):
Content
Concepts – Big ideas to be developed
 Australian money has notes and coins ($5, $10, $20, $50, $100, 5c, 10c, 20, 50, $1, $2).
 $ sign is a symbol used to represent dollars
 Dollars are written on the left side of the decimal point and cents are written on the right side.
 Values can be written as e.g. $5.00 or 5 dollars
  Two 10c coins are = to one 20c coin.
 Notes and coins can be added together to equal a range of values
- Concepts of addition (grouping things together)

Students will be given opportunities to work mathematically within the content and describe how the content is explored /
developed. They will do this through using use the proficiencies of understanding, fluency, problem-solving and reasoning.
Students will use Understanding as they are connecting number calculations with counting sequences, Fluency involves readily
counting numbers in sequences, Problem-solving includes formulating problems from authentic situations and using number
sentences that represent problem situations and when using Reasoning they are using known facts to derive strategies for
unfamiliar calculations.

Introduction/orientation
Learning experience 1:
Students will be explicitly introduced to the topic of money and financial mathematics. Students’ existing knowledge, assumptions
and pre-conceived concepts will begin to be discovered through general class discussions / brainstorms and questioning. The topic
of money will be introduced using power point slides to help keep students interested through incorporating visuals. To help try to
get students interested in the topic, they will watch a short video introducing Australian money. A class brainstorm / discussion
will then be done to consolidate student ideas about Australian money.

The first learning task students will undertake is a formative assessment – pre-test which will be used to gain a quick
understanding of the classes’ current understanding of Australian notes and coins. This task involves students matching an image
of Australian notes and coins / using fake money with a written value card (5 dollars - $5.00). Students will be using manipulatives
such as the mini value / money cards and fake money to move around and match before making their final decision and recording
their answers on the provided worksheet / answers sheet.
Some additional questions will also be included at the bottom of the sheet. For example – what coin/s or note/s would I use to buy
a toy that costs $5.00? Students will then draw a picture of the coins or notes that they would use.

Concept development
Topics that are intended to be covered throughout this money unit include: Notes and Coins, Equivalent values ($1), Comparing
coins and Budgeting. Within these topics, students will have opportunities to develop their knowledge and understanding about a
range of concepts:
- Australian money has notes and coins ($5, $10, $20, $50, $100, 5c, 10c, 20, 50, $1, $2) – dollars are worth more than
cents.
- The $ sign is a symbol used to represent dollars. When using the symbol, it is placed at the beginning of the number
sentence. E.g. $5.00.
- Dollars are written on the left side of the decimal point and cents are written on the right side.
- Values can be written as a number sentence or in words e.g. $5.00 or 5 dollars.
- Notes and coins can be added together to equal a range of values. Using the concept of addition (grouping things
together). These values can equal amounts such as $30.00 which we do not have a note for.
- A small collection of coins can be equivalent to a single coin e.g. two 10c coins are equal to one 20c coin.
Throughout the remainder of this unit, students will undertake a range of tasks / activities to continue to develop their
understandings and ideas about Australian money (notes and coins). This will be done through using a combination of both
independent and small group tasks / activities. Students will have opportunities to explore with game-based activities and will have
access and are strongly encouraged to use manipulatives such as fake money (notes and coins), matching cards, dominoes cards,
etc, to be able to move around, discuss and explore before recording their answers on provided worksheets / answers pages. Tasks /
activities will be adapted accordingly throughout the unit to suit students’ current levels of understanding. For example, if students
need more time to explore a particular concept, then additional activities can be created to allow them more opportunities for this
exploration to continue.
Small group activities allow students to discuss ideas with each other and explain their reasoning to their group members. This can
help them to solve problems and practice explaining their thought processes.
Refer to learning sequence for more information about the activities planned to

Conclusion
This unit plan will be completed through students undertaking a summative assessment task. Students will complete a final task
which involves solving a range of questions to consolidate their learning from the previous lessons / unit on money. These
questions will incorporate questions about the topics of notes and coins, equivalent values up to one dollar, comparing coins and
budgeting. Students will have access to manipulatives such as the fake money to move around and explore their ideas with before
recording (writing / drawing) their answers / responses.
At the beginning and end of each lesson, a class brainstorm / re-cap will be completed to consolidate learning throughout the unit
and to provide ongoing feedback.
Resources/equipment/materials/technology required
The unit / lessons will take place in the classroom.
Materials and resources needed / required for lesson activities includes:

 Fake money – coins + notes ($5, $10, $20, $50, $100, 5c, 10c, 20c, 50c, $1, $2).
  Worksheets / answer sheets
 Money matching sheet
 Piggy banks sheet
 Money cards
 Task cards
 Comparing coins – bags + piggy banks
 Counting and Ordering Notes (A) – (Teacher Starter)
 Mini whiteboards + markers + erasers
 Maths books
 Money dominoes
 Money memory – value cards + image cards
 https://www.youtube.com/watch?v=rMy7WDt2Hr4 (Money video)
 https://static.moneysmart.gov.au/teaching/resources/pay-the-price/index.html# (Stars – interactive task)
Assessment of student learning/engagement/participation
Intended Learning Outcomes:
 Understand Australian money has notes and coins
 Notes and Coins have different sizes and shapes
 Size and shape don’t determine a note or coin’s value
 Understand that Australian notes and coins can be added together to equal a range of values including values that do not
have their own note or coin e.g. $30.

Stars Group: Students with learning difficulties

 Understand Australian money has notes and coins
 Australian coins are different sizes
 Australian notes and coins can be added together to equal different values

Assessments:
 Formative
- Pre-Test (money matching)
- Bookwork (throughout)
- Observations and discussions (informal – throughout)

 Summative
- Final Assessment - Test

Links
Links to other curriculum Learning Areas, topics or unit planning
Literacy / English
- Students will use and understand learning area vocabulary
- They will compose spoken texts (using learning area vocabulary)
- They will compose written / visual texts (moving and ordering, matching money with image to correct written value,
order e.g. smallest to largest.

Links to resources or opportunities (web links, programs or content):

 Video – Australian Money:
 https://www.youtube.com/watch?v=rMy7WDt2Hr4
 https://static.moneysmart.gov.au/teaching/resources/pay-the-price/index.html# (Stars – interactive task)
Links to frameworks, taxonomies or organisers:
- Australian Curriculum: Mathematics
- Year 1, 2, 3