UNIT PLAN

Maths
Professional Experience 4 2020
Unit Topic: Financial Maths Class Size: 26 students
Year level: 2 Lessons: 13
Learning objectives: Australian Curriculum alignment

- I can count and order small collections
of Australian coins and notes according
to their value
- I can identify equivalent values in
collections of coins or notes, such as
two five-cent coins having the same
value as one 10-cent coin
- I can count collections of coins or notes
to make up a particular value, such as
that shown on a price tag
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

Preparing for Learning: Achievement standard:

Print off money posters to present in the By the end of year 2 students can associate
classroom collections of Australian coins with their value.

Lesson
Focus Learning Experience Resources

Lesson 1: Students sit a test to gather their knowledge about coins and notes
Test Test printed

Lesson 2 Begin by asking students what they already know about money. . Australian
Discuss using real life situations and examples to help your students Money Posters
I can understand where money comes from and how it is earned. PDF
identify and
name key Play money
features of
the Introduce the Australian coins to students by playing Who Am I?
Australian Describe a coin (e.g. I am the biggest coin, I have the greatest value,
coins and I have a platypus on the front) and have students guess which one is Crayons/ pencils
notes. in your hand. Introduce each coin as students guess. Use the
Australian Money Posters to discuss the features of each coin in
more detail. Use these posters to also introduce the notes.

Working in partners or individually, allow students to do coin

rubbings. To make a rubbing of a coin, have students place the coin
under a piece of paper (thinner paper like computer paper works
best). Take a sharpened coloured pencil or crayon and gently rub the
tip over the coin until the coin design appears. Students write the
value of coin underneath each rubbing. To extend your more
capable students, have them show different ways of making $1
using coin rubbings of different denominations.
Lesson 3 Review the coins and notes from the previous lesson by playing a Play money
quick Guess Who? game.
I can add
coins of the Discuss
same
denominatio How many 10-cent coins make 20 cents? How many 10-cent coins
n together. make 50 cents? How many 10-cent coins make a dollar? (Students
need also to understand that there are 100 cents in a dollar.) How
many 20-cent coins make a dollar? How many 50-cent coins make a
count lots of coins of the same value quickly? How do we write it?
How many 50cent coins make a dollar?

To answer these questions easily, students will need to be able to

skip count. Model counting with small denominations of coins will
help students develop their skip counting. Support students with the
100s board if needed, for example, put a 10-cent coin at the end of
each row of 10 until they get to 100, or one dollar.

Put out a collection of coins of the same denominations and as a

class, skip count to find the total. Model writing the total on the
board. Repeat with other denominations and then move onto
counting mixed denominations. In partners, provide students with a
large handful of play money.

Have them make several simple amounts you call out.

To extend, ask: How many ways can you make 50 cents? I have
three coins that total 40 cents – what are they? I have 5 coins that
make a dollar – what could they be?

Lesson 4 Recap previous lesson Skip counting

I can skip work sheets
count coins Skip counting work sheets page 7, 8 and 9 page 7, 8 and 9
to make a
total
amount
Lesson 5 Visit the Money Smart website: Shopping items
I can order https://www.moneysmart.gov.au/teaching/teaching-
items from resources/digital-activity-pay-the-price and complete several Shopping items
least to interactive money activities. These activities allow students to money sort
most match item values with the correct money from two single coin
expensive options, match item value with the correct money from two multiple Play money
coin options and compare items on a shopping list and select the
cheapest option. Shopping
catalogues
After visiting the money smart website, sit students in a circle and
place the Shopping Item pictures on the floor (print, cut and
laminate - you may like to use both sheets or just the one).

Invite different students to sort the items from the least to the most
expensive. Discuss. Select students to use play money to work out
the best way to pay for them. Extend by asking – Can I use less
coins to show the same amount? What’s another way of showing
that value?

Hand out the Shopping Item Money Sort to students and, working
independently or in partners, repeat activity, sorting the items from
least to most expensive and showing different ways of making the
totals with their coins. Glue items into workbook in the correct
order. You may like to repeat this activity using items from a
shopping catalogue to further investigate – students cut out 10
pictures and order them from smallest to highest price.

Lesson 5 Cover up pictures of different collections of coins on a whiteboard I have, who has?
and reveal them slowly. Ask students to identify the coins, and write Game
I can show the total value on their individual whiteboards in pairs . Model
monetary counting the collection then check answers. Repeat with different Individual
amounts collections. whiteboards
using coins
in multiple Repeat activity, this time writing an amount on the board and then
ways have students draw these amounts with their coins.

Play I have, Who Has? to begin. Review counting same

denominations.

Lesson 6 Play I have who has as a class I have who has?

I can add Talk through worksheets ‘How much is there?’ (Page 11,12,13,14) How much is
coins to there worksheets
create an
amount Students complete worksheet
Lesson 7 Review learning on money by playing Money Race – select three Clipboards
players to compete at a time. Call out a money total for students to
make with their coins. The first player to make that amount wins. I spy cards
I can record Check answer as class.
monetary
values and Read the instructions on the Australian Money I Spy. Print out the I
add to find Spy task cards and place around the classroom. Have students use
a total. their I Spy recording sheet to go around the room and write the
money totals they see. As a class, check answers using the key.

Lesson 8 Allow students practise adding money totals by reading word Money
problems, modelling on the board. Highlight any words that mean problems
I can solve add. Model strategies to solve different types of problems.
word Complete Money Problems. Encourage students to use the working
problems out column to show the strategies they use.
involving Play money
money. Students to use ___ strategy

Provide students with play money if needed. Check answers as

class.

To extend: Can you write your own money problem and swap with
friend to work out?

Lesson 9 Continue on with worded problems Money

problems
I can solve
word Play money
problems
involving
money.

Lesson 10 Have students come up with their own money story. Model your Money story flip
own money story using the flap PDF
I can write a
word Money Story Flip Flap. You may write, for example, ‘Emma had
problem $4.00 and was given $25 dollars for her birthday. How much money
involving does she have altogether?’ on the lines provided. Ask students to put
money a finger on their nose when they know the answer. Model working
out the answer on the board using an addition strategy (e.g. number
line, jump strategy, counting back, counting on etc.). Write the
answer ($29) on the left side of the Money Story template where it
says and cover it up with the flap. Show students the completed Flip
Flap. You may also like to project the sample one provided on the
board to show students another example. Allow students to think
 about a story they may write about then complete their own Flip
Flap.

Lesson 11 Using the Menu Fun, tell students that they will be working with a Menu Fun
partner and together they will get to ‘buy’ some food from a menu.
I can add Because you are such a generous teacher, you are going to ‘give’
monetary each of them $10.00 to spend from the menu. Explain that you do
values up to not want them to have much change, so they have to spend as close
a set limit. to S10.00 as they can. Project the menu on the board or print out
copies for each pair. Ask each pair to record what they would
choose and how much it would cost in their maths journals. When
students have completed the task, ask how much they spent, and
what on. Did anyone spend exactly $10.00?

To extend, ask: Suppose I really did give you all $10.00 each, how
much would that cost me?

Lesson 12 In pairs, give each student an envelope with a designated value Money bags
written on it. Using the play money, have them place the specific PDF
amount of money in the envelope and trade it with a partner to be
I can make checked. Each person will check the amount to make sure it is
designated correct and then they will take out the coins and show a different
monetary way of making that amount with different coins. Place into the
values in envelope and repeat the process. Repeat this as many times as
multiple appropriate.
ways.
To conclude the money unit, introduce students to the game Money
Bags. Instructions are on the bottom of the PDF, however, you will
need to ensure each pair of students has a dice, two counters and
some play money.

Lesson 13 Students complete a final money test as their summative assessment Money test
Money test