| Objectives | Students will be able to: (1) identify the coins of their country by value; (2) describe coins by size, colour and markings; (3) sort a mixed handful of coins by value. |
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| Materials | Real or play coins of YOUR territory (J$, EC$, TT$, Bds$ — adapt throughout the week); sorting cups labelled by value; magnifying glasses if available; coin-rubbing paper and crayons. |
| Key vocabulary | coin, value, worth, dollar, cent (adapt names to your currency) |
| Engage (starter) | (10 min) The jingling mystery bag: shake it — "What lives in here?" Pour out the coins. "Money! But they are all DIFFERENT. Today we learn each one's name and worth." |
| Develop (main) | (35 min) 1. Coin parade: introduce each coin in circulation, one at a time — its value, size, colour, and the pictures/heroes/symbols on it (a lovely echo of the National Symbols work: whose face, which bird, what coat of arms?). 2. Sorting stations: pairs sort mixed cups of coins into value cups, then count how many of each. 3. Coin rubbings: paper over coin, crayon sideways — each child rubs two different coins and labels the values. 4. Detective descriptions: "I am the biggest coin... I am worth the most... Which am I?" |
| Plenary (close) | (10 min) Flash-a-coin: teacher holds a coin high; class calls its value. Then reversed: teacher calls a value; children hold up the right coin from a pair pile. |
| Assessment | Sorting cups checked: all coins sorted to correct value cups; names 3 of the circulating coin values on flash; rubbings labelled correctly. |
| Teacher notes | PAN-CARIBBEAN NOTE: teach YOUR territory's actual coins (Jamaica: $1, $5, $10, $20 coins; OECS: EC cents and dollars; T&T and Barbados: cents and dollars). The lesson structure is identical everywhere — only the props change. |
| Objectives | Students will be able to: (1) identify the banknotes of their country; (2) find the total worth of a small set of same-value coins; (3) begin combining two different coin values. |
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| Materials | Play banknotes of your territory; coin sets; worth-recording strips; the national-heroes link from yesterday. |
| Key vocabulary | note, banknote, worth, total, altogether |
| Engage (starter) | (10 min) The paper money reveal: fan out the notes. "Coins jingle, notes whisper — but notes are worth MORE." Tour each note's value and its face (which national figure lives on which note? Another symbols echo). |
| Develop (main) | (35 min) 1. Same-coin counting: three $10 coins — count in tens: "ten, twenty, THIRTY dollars!" (Last week's skip counting cashes in, literally.) Practise with several same-coin sets. 2. Pairs work worth-strips: draw the coin set, write the total worth. 3. Mixing gently: one $10 and one $5 — count on: "ten... fifteen." Two-value sets only, kept friendly. 4. Note ordering: arrange the notes least to greatest worth (greatest/least returns from Term 1!). |
| Plenary (close) | (10 min) Worth showdown: two small coin sets displayed; class computes both worths and crowns the greater with a crocodile symbol. One round with notes. |
| Assessment | Worth strips: 3 of 4 same-coin sets totalled correctly; one mixed two-value set totalled with counting-on observed; notes ordered correctly. |
| Teacher notes | Counting a set of $10 coins IS counting in tens — say this connection out loud twice today. Money makes place value feel urgent and real. |
| Objectives | Students will be able to: (1) show that ten one-dollar coins equal one ten-dollar coin/note; (2) trade ones for tens in money form; (3) connect coin-trading to bundling straws. |
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| Materials | Many $1 coins and some $10 coins/notes (play money); trading mats (like place-value mats but labelled with money); straw bundles nearby for the big connection. |
| Key vocabulary | trade, exchange, equal worth, ten ones, one ten |
| Engage (starter) | (10 min) The heavy-pocket problem: a puppet's pockets bulge with TWENTY $1 coins — so heavy! "Could the bank make this lighter WITHOUT losing any money?" Children propose the trade. |
| Develop (main) | (35 min) 1. The trade ceremony: count out ten $1 coins, exchange for ONE $10 — same worth, lighter pocket! Repeat until the puppet holds two $10s. 2. Hold up a straw bundle beside the $10: "Where have we seen ten-becomes-one before?!" The connection lands with a click. 3. Pairs play Bank: roll a die, collect that many $1 coins; whenever ten gather, MUST trade for a $10. First to three $10s rings the bell. 4. Read your riches: end-of-game holdings read as money and as tens-and-ones ("two tens and four ones — twenty-four dollars"). |
| Plenary (close) | (10 min) Reverse trade teaser: the puppet needs $1 coins for the bus — break a $10 back into ten ones. Trading works BOTH ways. |
| Assessment | Bank game observed: initiates the ten-for-one trade unprompted at least once; reads final holdings correctly both ways. |
| Teacher notes | This is the week's crown jewel: money, bundles and place value revealed as one single idea. The Bank game becomes a term-long favourite — keep the kit accessible. |
| Objectives | Students will be able to: (1) find the worth of a set of coins/notes to pay for an item; (2) select coins to match a given price; (3) use money vocabulary in buying-and-selling role play. |
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| Materials | Class shop: priced items (empty boxes, fruit models, school supplies) with friendly prices; play money floats per pair; shopkeeper aprons or badges for drama. |
| Key vocabulary | price, pay, cost, buy, sell, spend, customer, shopkeeper |
| Engage (starter) | (10 min) Grand opening: cut the ribbon on the WeLearn Class Shop! Tour the shelves and read the price tags together. Half the class receives shopper purses; half become shopkeepers (roles swap midway). |
| Develop (main) | (35 min) 1. Model one purchase with full drama: choose the juice ($15), select a $10 and a $5, count them into the shopkeeper's hand, receive the goods, both say thank you (manners are part of commerce!). 2. SHOPPING FRENZY: shoppers buy, shopkeepers CHECK each payment by counting it aloud — the checking is where the mathematics lives. 3. Midway swap of roles. 4. Manager's challenge for confident traders: pay for a $12 item — which coins work? Is there more than one way? (Yes! $10+$1+$1, or twelve $1s...) |
| Plenary (close) | (10 min) Shop closes; takings counted ceremonially by table groups, read as tens-and-ones dollars. Which stall took the most? (Greatest/least, again on duty.) |
| Assessment | Shopping observed per child: pays a correct amount twice; as shopkeeper, verifies one payment by counting aloud; more-than-one-way challenge attempted by ready students. |
| Teacher notes | Keep every price a multiple of $5 or a teen this week — change-making (paying MORE and getting money back) belongs to Grade 2/3; do not let eager shopkeepers open that door yet. |
| Objectives | Students will be able to: (1) demonstrate coin/note identification, worth of sets, trading and shopping skills (consolidation); (2) show a given time on a clock face and link times to daily events; (3) complete the week checkpoint. |
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| Materials | All money kits; pair clocks; checklist; the shop (reduced to one express stall). |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Warm-up till: flash three coins for value calls; one ten-for-one trade performed by a volunteer; clocks out — show half past 8, "about when school begins!" |
| Develop (main) | (35 min) Round-up circuit with checklist: Table 1: sort six coins and state each value; total one same-coin set. Table 2: Bank game short round — trading observed. Table 3: express stall — one purchase paid and one payment verified. Table 4: clock corner — set two called times (one o'clock, one half past) and match two routine cards to times. Teacher records throughout. |
| Plenary (close) | (10 min) The week's connection retold by the children: "Ten ones make a ___ (ten)! Ten $1 coins make a ___ ($10)! Ten straws make a ___ (bundle)!" One idea, three costumes — chorus it. Preview: "Next week we count in TENS to one hundred at full speed, and make shapes with our own hands!" |
| Assessment | Week 3 checkpoint: coin values known; worth of a set computed; trade initiated; payment made and verified; clock times set. Secure/developing per skill. |
| Teacher notes | Send home the family shop note: let your child count the coins at the market or shop once this week — real money is the greatest maths workbook ever printed. |