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New Learning: Coins Resources: Teacher’S Note: Coins Designed Since 2008 Have the Value Only Written in Words

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New Learning: Coins Resources: Teacher’S Note: Coins Designed Since 2008 Have the Value Only Written in Words Reception Unit 16: Money Lesson 1 Key Learning: Key vocabulary: Lesson 1: To recognise the value of one penny and to recognise the value of coins 1p, 2p, 5p, 10p, 20p, 50p, £1, coins, more, less, money, pence, penny, pennies Suggested Do Now: Explore grouping pennies Transition ideas: Provide pupils with 20 pennies. Counting forwards to 20 Ask pupils to explore grouping the pennies in to groups of 2, 5, 10 and/ or 20. New Learning: Coins Resources: Teacher’s note: coins designed since 2008 have the value only written in words. 1p, 2p, 5p, 10p, 50p, £1 coins, Sing the song “The wheels on the bus”. Discuss why money is needed to travel on a bus. Task sheets 1a and 1b Show pupils some coins and ask them to talk to a partner about money. What can they tell their partners about money? What is it used for and when is it used? What are the different types of money that they know? Share Ten frame (large) for developed learning ideas and discuss. Pupils will need more 1p coins than the Show pupils a one penny coin and ask them to describe it. It is small, brown and round. It has ‘1’ or ‘ONE other coins. PENNY’ written on it. Explain that this means it is worth one penny. Show pupils two one penny coins and ask them how much money you have now. Model adding the value of the two coins: one penny plus one penny is equal to two pence. I have two pence altogether. Repeat this process with different values, up to twenty pence. Display a bus ticket from Task 1a. Ask pupils to read the bus ticket. Explain to pupils that the bus ticket shows how much it costs in pence (how many one pennies would be needed to pay for the ticket). Select a pupils to count out the same number of one pennies. Introduce and model the Talk Task. Talk Task Task 1a Sentence Structure: Pupil A selects a bus ticket and tells Pupil B how much the bus ticket costs. This coin is ___p. It is the same as __ one penny coins or ___ Pupil B must count out the same number of one penny coins and pay for the bus ticket. ___ pence coins. Pupils swap roles and repeat. ___pence is equal to __ pennies. Real or play coins should be used for this task. Copyright © Mathematics Mastery 2018 Reception Unit 16: Money Lesson 1 Develop learning Suggested Ask pupils to say the coins that they know and show them each coin (up to 50 pence) as they say them. Introduce any unknown coins and explain the value of each. Develop Learning: Some pupils might suggest £1 and £2 when talking about coins. Show these coins but explain that for this lesson they are exploring coins in pence and not pounds. Display the coins for 1p, 2p, 5p, 10p, 20p and 50p. Show pupils the two pence coin and explain that two pence is equal to two one penny coins. Place two one penny coins on a ten frame. Show pupils a five pence coin and explain that the five pence coin is the same as five one penny coins. Place the five one penny coins on a ten frame and, looking at the two ten frames (with the two pennies and five pennies), ask pupils which is worth more: the five pennies or the two pennies. Pupils should identify that the five pennies are worth more. Now swap the two pennies for the two pence coin and swap the five pennies for the five pence coin and ask pupils which is worth more now. Has the amount of money in each ten frame changed? Why or why not? Discuss pupils’ ideas and ensure they understand that the amounts of money have not changed. Repeat with other coins and their value in pennies, for example, ten pence and twenty pence. Introduce and model the Independent Task. Suggested Focus Task 1b Group activity/ Pupils can complete this task independently or with a partner. Independent Pupils select a bus ticket and must select the correct coin to pay for the ticket, for example, the bus ticket costs 20p. Pupil A selects one 20p coin to pay for the Learning: ticket. Pupils should use real or play coins for this task. Plenary: The plenary should celebrate pupils’ success, address any misconceptions or prepare pupils for another lesson. Teachers should plan the plenary based on the lesson to address any misconception. Reinforce that success comes from working hard and trying your best. Adapting and Describe a coin and ask pupils to identify it. Pupils can ask questions about it, such as, ‘Is it silver-coloured? Is it round?’ ‘Is it worth more than five pence?’ differentiating: Pupils must show you, using penny coins, the value of the secret coin. Pupils identify which coin has the highest value and which has the least value. They compare two or three coins at a time. Copyright © Mathematics Mastery 2018 2p 6p 3p 8p 11p 13p 20p 4p 16p Copyright © Mathematics Mastery 2018 20p 10p 5p 50p 2p 1p Copyright © Mathematics Mastery 2018 Reception Unit 16: Money Lesson 2 Key Learning: Key vocabulary: Lesson 2: To explore different combinations of coins for a given total up to 10p. money, penny, pence, pennies, how much?, altogether, 1p, 2p, 5p, 10p, coins Suggested Do Now: Sorting coins Transition ideas: Provide pupils with the coins 1p, 2p, 5p and 10p. Counting backwards from 20. Ask pupils to sort the coins into two groups. E.g. silver and not silver. Encourage pupils to talk about and describe the coin as well as explain why each coin belongs in the group that it has been sorted into. New Learning: Combinations of coins to 5p Resources: Sing the wheels on the bus and review learning from the previous day. Show pupils a one penny coin and ask Counters how many pennies are equal to one penny. Count out one penny and explain that one penny is equal to one penny. Ten frames, five frames (see Resource 1), Show pupils a two pence coin and ask the same question. Count out two pennies and explain that two pennies A selection of coins for each pair of pupils, are equal to two pence. including one penny, two pence, five pence Show pupils a five pence coin and ask the same question. Count out five pennies and explain that five pennies and ten pence coins. are equal to five pence. Task sheets 2b (1) and (2) Explain that the bus took passengers to the shop. Set up a class shop in which all the items cost five pence or less. Show pupils an item that costs three pence and explain that you would like to buy this item. Show them a mixture of some one penny, two pence and five pence coins and explain that you need to pay using some of these coins. Ask pupils to suggest which ones you might use. Pupils could suggest three one penny coins and some pupils might recognise that you could use a two pence coin and a one penny coin. If this combination is not suggested, explain it to pupils and show them using a five frame and counters how a two pence coin and a one penny coin are equal to three pence. Repeat with other examples of items that cost five pence or less. Introduce and model the Talk Task. Talk Task Explore making a given amount Sentence Structure: Pupils A and B should have a variety of items that can be purchased in the shop. All items __p plus __p is equal to __p. should be priced at five pence or less. Pupil A selects an item. Pupil B must count out the same amount of money to pay for the item using a five frame and counters to represent each coin. For example, to use a two pence coin, Pupil B must place two counters onto the five frame to represent two pence. Pupil A checks that the amount is correct. Pupils swap roles and repeat. Copyright © Mathematics Mastery 2018 Reception Unit 16: Money Lesson 2 Combinations of coins to 10p Suggested Discuss the talk task and address any misconceptions observed. Develop Learning: Add some new items to the class shop that cost from six pence to ten pence. Select one of the items and ask pupils to think about what coins you might use to pay for these items. Use a ten frame to count out the equivalent number of counters for the value of the coin selected. For example, if pupils suggest using a ten pence coin, count out ten counters and place them on the ten frame. Repeat with several other items and highlight ,where possible, that there is nearly always more than one combination of coins to pay for an item. Pupils can suggest using the equivalent number of one penny coins for each amount but they should also be exposed to the other possible combinations. Pupils should draw on their experience of counting on when completing these examples. Model how to, and encourage pupils to apply addition of two single-digit numbers when finding the total of the coins. Suggested Focus Task 2b Group activity/ Pupils look at the items and their costs on the task sheet and must decide what coins are needed to purchase the items. A ten frame is given for each question with Independent the correct amount of squares shaded to match the cost of the item in pennies.
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