Coin Exploration Intro

Curriculum Reference

New Zealand Curriculum Refresh (Mathematics and Statistics, Phase 1: years 0-2)
Learning Area: Number and Algebra - Financial Mathematics
Key Learning Objective: Recognise and order NZ denominations up to $20, make groups of like denominations, and calculate their value.
Competencies: Using language, symbols, and texts to represent and communicate mathematical ideas; Managing self and relating to others through shared tangible exploration.
Teaching Considerations: Use concrete materials for tactile exploration. Focus on recognizing coins and notes. Emphasise language development and supporting diverse learners through differentiation and dyslexia-friendly strategies .

Lesson Overview

Unit: Money Matters for Little Learners (1 of 10)
Title: Introduction to Money
Duration: 30 minutes
Class: Preschool, 10 students
Special Considerations: Autistic and sensory learners – emphasis on tactile, visual, and clear labelling.

WALT (We Are Learning To)

Identify different New Zealand coins by their physical features and names.

Success Criteria

Students can recognise and name at least three different New Zealand coins.
Students have touched and explored real coins.

Materials

Real New Zealand coins (1c, 2c, 5c, 10c, 20c, 50c, $1, $2) – minimum three types focus
Large print coin labels (names and values) for dyslexia-friendly support
Coin sorting trays or mats
Simple coin collage supplies: paper, glue, scissors, coloured card
Picture cards of coins for visual support
Sensory cushions or mats for comfortable seated exploration

Lesson Breakdown

Time	Activity	Details & Differentiation
0-5 mins	Welcome & Introduction	Circle time, introducing coins with big colourful picture cards. Use large print labels to name coins. Slow-paced, tactile exploration invitation.
5-15 mins	Tactile Coin Exploration	Give each child a set of real coins. Explore texture, size, colour. Group coins by type. Use large print labels beside coins. Support with simple repeated naming. Use sensory mats for seated comfort.
15-20 mins	Coin Sorting Game	Children place coins onto matching large print labels or pictures on a tray/mat. Teacher assists naming on placement. Extensions: For advanced students, organise coins by size or value. Repeat naming loudly and clearly.
20-25 mins	Story & Song about Coins	Sing a simple coin song or tell a short story embedding coin names, encouraging participation. Use visual aids. Useful for auditory and social learners.
25-30 mins	Extension: Coin Collage Craft	Create a simple collage using pictures or foil coins on card. Students practice naming coins while art-making. Allows sensory creativity and reinforces recognition. Provide scissors/glue adapted for fine motor skills.

Differentiation Strategies

Use real coins for tactile, sensory learning preferred by autistic learners.
Provide large print and high-contrast labels for dyslexia-friendly reading.
Use repetitive, simple language and visual cues to aid understanding.
Adapt materials (larger coins, textured mats) for sensory needs and fine motor support.
Allow extended exploration time for students needing slower processing.

Assessment

Teacher observes and notes if each student can identify and name at least three coins during activities without prompting.
Record progress with a simple checklist during tactile and sorting activities.
Use verbal prompts adjusted for individual communication preferences.

Additional Notes

This lesson forms the foundation for money recognition linked to practical life skills in the New Zealand Curriculum Phase 1.
Emphasise safe handling of coins and respect for classroom resources.
Integrate Te Reo Māori: include coin name translations optionally to enrich language diversity for students.
Use clear, calm voice and allow sensory breaks as needed.

This lesson prioritises sensory engagement, visual and tactile learning, explicit language support, and gentle pacing in alignment with the refreshed New Zealand national curriculum for early mathematics in financial contexts .