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
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

Student Activity
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
Support
Extension
Students who dont feel
Students can create coin
confident with activity can
rubbing representations
work on the floor with
of a larger coin using
teacher to complete the
various lesser valued
first one together
coins

Short game: Students will be blindfolded

and handed a coin-they have to guess
what coin it is based on size, shape,
weight
Discuss with students that $1 is 100
cents. What is cents? What is dollar?
Use a number line on the board to
demonstrate.

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 collage

Reflection
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 coins
Resources: Large paper
money cut-outs, Pre-made
posters, Markers
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?

Resources: Whiteboard, Blindfold, Real

coins

Skip counting: 2s, 5s, 10s

Using 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

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

I have a total of $100 in my pocket.

Resources: Play money, books, colour pencils, iPads

Support
Extension
Students can use concrete Greater values and
materials such as icy pole
more than two ways to
sticks, unifix etc to
create it
represent silver coins.
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
Support
Extend
Students work in pairs or
Students may work on
work on the floor with me.
their own and use notes
as well as more complex
totals.
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
Support
Extension
Students struggling with
Students can complete
concepts will do an
map again, choosing
extension of the warm up
different options or can
activity with the teacher
join other students on
on the floor
floor for activity.
Students will be given an envelope with different

2/3 students present their

work to the class. What
groupings did they come up
with? Can you explain why?

Pick 3/4 students to share

their findings from the game
and how they ordered their
items which they bought.

Class discussion about

What possible notes/coins do I have?

Resources: notes/coins, Whiteboard,
markers

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
Support
Extension
Students will order
Students attempt as
contents of one envelope
many envelops as
with the teacher before
possible
attempting it on their own.

strategies used to order

money and count money.
What worked? What did not
work for you?

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

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
Support
Extension
Lessen values
Increase values.
Use rules ie. If I only had
coins and no notes

Pair and share on one thing

we have learnt about money.
Class discussion on take home
points.

$2

$1

$2

$1 $1

$1

How can we check that we are right?

Resources: whiteboard, markers, play
money