Maths Unit Plan

Curriculum Links
Year level: Foundation/Year One

Achievement standards:

By the end of Year One, students should recognise Australian coins according to their value.

Content descriptors:

Recognise, describe and order Australian coins according to their value (ACMNA017)

Elaborations:

• Describing the features of coins that make it possible to identify them

• Understanding that the value of Australian coins is not related to size
• Showing that coins are different in other countries by comparing Asian coins to Australian coins

Lesson Structure
1. Engagement
• Outline learning intentions
• Engaging activity to introduce topic/skills being developed in the lesson
2. Explicit teaching
• Explain/model/demonstrate/question
3. Student exploration
• Main Activity to practice skills/concepts
4. Wrap up
• Pack up/Game/exit cards/sharing/questioning to gage individual students’ level of understanding
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Unit overview:
(3 lessons per week)

Week 2:

Lesson 1- prior knowledge about money in general

Lesson 2 – prior knowledge about features of coins

Lesson 3 - explicit teaching about features of coins

Week 3:

Lesson 4 – explicit teaching about value of coins

Lesson 5 – putting skills into practice

Lesson 6 – introducing different money around the world

Week 4:

Lesson 7 – assessment

Lesson 8 – introduce adding coins

Lesson 9 – DIY piggy banks

 Maths Unit Plan

Lesson Learning Activities Resources

intention/focus
Engagement Groups
1 Using money language Labels for each role
• Questions
Open/closed sign
o What is money?
Menu’s/price lists
o What is it used for?
Waiters note pad & pen
o How do you get money?
Table cloths
o Do we need money? Why?
Cups
Explicit teaching
Plates
N/A
Knifes, forks, spoons
Play food
Student exploration
• Restaurant role play
o Observe and take notes of student’s
language to gage prior knowledge of
money
Wrap up
• Pack up
Engagement Plastic coins
2 Sorting coins based on coin Maths books
• Put a big pile of coins in the middle of the carpet
features Lead pencils
• Tell students that the box of coins is a big mess and
needs sorting into groups.
Explicit teaching
N/A

Student exploration
• Pair students using pop sticks
 Maths Unit Plan
• Get each pair to collect a pile of coins
• Tell students to sort the coins (but do not tell them
how)
• Teacher observes whether they sort by size, shape,
colour, value, lowest to highest value, cents/dollars
etc.
• Ask students to record in their books by shading
the coins in the groups and write how they have
grouped them
• When finished, they can then sort the coins in a
different way

Wrap up
• Students bring book to carpet to share the
different ways they have sorted the coins

Engagement Downloaded copy of the

3 Recognising coins by their features Australian Coins video
• Coins video
Set of real coins
https://www.youtube.com/watch?v=7_5_rX_1s-8
Giant coins
Rotation games
Explicit teaching
• Explicit teaching – look at giant coins and their
features
• Pass real coins around circle
• Discuss how important learning all the features is
because sometimes there are coins that have
different images on them for special occasions –
but we can still recognise them due to the other
features.

Student exploration
• Coin recognition rotation games
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Wrap up

• Coin match (whole class game)

o Give students a picture of a coin
o Walk around the space to the music
o When the music stops say get into groups
with all the people who have…..
▪ Same shape coin as you
▪ Same colour coin as you
▪ Similar size to you – small, medium,
large
▪ Same picture as you
▪ Same number value

Engagement
4 Ordering coins by value Coins book
• Coins book
Coins posters
Giant coins
Explicit teaching
MAB blocks
• Look at posters to re visit the coin features Plastic coins
• In a circle, teacher orders coins from biggest to Maths books
smallest
• Teacher asks students questions such as
➢ “how have I ordered these coins”
➢ “how can we check that we have
measured the coins correctly by size?”
➢ “So, the 50c coin is the biggest, does that
mean it is worth the most?”
➢ “what about the 5c coin? That is the
smallest, is it worth the least amount?”
➢ “what does value mean?”
➢ “how can we order the coins by value?”
• Pick names randomly using pop sticks to order
coins from least value to highest value
• Re order and discuss why if necessary.
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• Use MAB blocks to show value

Student exploration
• Students collect one of each coin, show value of
each coin using base ten blocks – record in books

Wrap up
• Exit card – using pop sticks as students how many
MAB blocks they would need for certain coins.

Engagement
5 Describing coins by their features coins
• What’s my coin game
white
o Teacher holds coin in their hand, so students
can’t see it boards/texters/erasers
Recognising coins sheet
o Explain to class that you will be describing a
coin and they need to write on their Lead pencils
Scissors
whiteboards which coin they think it is, once
they know they can hold up their Glue
Maths books
whiteboards to show you their answer.

Explicit teaching
N/A
Student exploration
• Recognising coins sheet
o Students can collect one of each coin to
help them
o Fill in comparing coins sheet
o Cut out the strips and glue in maths book in
coin value order

Wrap up
• Exit card - Using pop sticks, ask students to describe
one feature of a particular coin
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Engagement
6 Downloaded copy of
• Money around the world video
Showing that coins are different in money around the world
https://www.youtube.com/watch?v=_kACjIODqUg
other countries by comparing other video
currencies to Australian coins Piggy bank with different
Explicit teaching
currencies
• Discuss how different countries use different Maths books
Lead pencils
currencies.

Student exploration

• Australian coin sort using real coins

o Tell the students you have a piggy bank full
of coins from all the places I have travelled
to around the world, but I need help sorting
them because I can only use Australian
coins in Australia.
o Sort coins and shade them in books to show
Australian coins and non-Australian coins

Wrap up
• Bring books to carpet to share and discuss how
they knew the difference.
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• Assessment (one student at a time)
7 Assessment sheets
• Other students play money games or shop role Maths games
play Shop role play materials

Engagement
8 Introduction to adding coins (to MAB blocks
• Introduce how we can add coins together to
show who is working well above) Giant coins
make another amount. Plastic coins
Maths books
Explicit teaching
Lead pencils
• Using MAB blocks and giant coins demonstrate
ways of adding coins

Student exploration

• Use the MAB blocks to help you show all the

different ways we can make $1 (100 blocks)
• Record in books

Wrap up
• Exit card – using pop sticks tell me a way you can
make $1

9 • Discuss how we can save money using piggy Plastic bottles

Explore how to save money banks to buy something that is worth more money. Ear template
For example, if you want to buy a Shopkins toy, Pink/brown paint
you could save money in a piggy bank from Pink/brown pipe cleaners
pocket money or by doing jobs, or from Hot glue gun (teacher)
birthday/Christmas etc. Stanley knife (teacher)
• Make piggy banks Black texters