Context

This 30-minute lesson is the 3rd in a 10-lesson unit titled Money Matters for Little Learners designed for preschool students in New Zealand (year preschool). The lesson focuses on helping students count coins up to 10, with sensory and visual support catering to learners with diverse needs, including autistic students and those who are dyslexic. The lesson aligns closely with the New Zealand Curriculum Refresh (Te Mātaiaho and NZ Curriculum Phase 1) mathematics standards and principles.

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Learning Framework Alignment

Curriculum Strand

• Mathematics and Statistics: Number and Algebra – Number Structure and Operations
• Age-appropriate expectations include:
  • Counting forwards/backwards from 1 to 10 (and beyond as extension).
  • Joining and separating groups of up to 10 objects by grouping and counting.
  • Recognising and ordering coins and their value (part of early financial mathematics) .

Learning Competencies

• Using concrete materials (coins) to connect physical objects with number concepts.
• Developing communication skills by verbalising counting sequences and comparisons (more, less).
• Supporting visual and sensory learning through charts, songs and manipulatives.

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Lesson Details

WALT (We Are Learning To)

Count coins accurately up to 10.

Success Criteria

• Students can correctly count a small group of coins (up to 10).
• Students can match coins visually to counting charts.
• Students participate in counting songs/rhymes to reinforce learning.

Group Size

10 students

Lesson Duration

30 minutes

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Resources and Preparation

• Play coins (NZ 1c, 2c, 5c, and 10c) – real or plastic for safe sensory handling
• Large visual counting chart (clearly numbered 1-10 with images of coins)
• Counting song or rhyme about coins (simple and repetitive)
• Small baskets/containers for sorting coins
• Tactile mats or trays for sorting/counting coins
• Number line or number fan (optional, visually clear, for dyslexia-friendly support)
• Visual timetable/picture schedule of the activities
• Comfortable seating area and calm, quiet space

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Lesson Flow and Timing

Time	Activity	Description & Differentiation
0-5 min	Welcome and Connect	Greet students and introduce the coins visually. Show large images of coins and name them. Use clear, simple language. Use a visual schedule.
5-10 min	Counting Coins Together	Distribute a small pile of coins (5–10) per student. Model counting out loud slowly together, touching each coin as counting progresses. Use a counting song/rhyme about coins to engage sensory learners. Use hand-over-hand support as needed. Visual counting chart present. Allow calm sensory interaction with coins.
10-15 min	Guided Practice Activity	Invite students to count their coins independently or with peer support if comfortable. Use tactile mats/trays to organise coins. Circulate to provide prompts and encouragement, checking successful counting and offering visual cues from charts. Praise and positive reinforcement.
15-20 min	Sorting and Grouping Game	Group coins by type or number, reinforcing counting in small groups up to 10. Use visual aids showing groups of coins with number labels. Use simple scenarios: "Can you find 3 coins?" "How many coins here?" Include counting songs. Differentiation: Allow some students to count fewer coins (e.g., 1-5) or others to count up to 10 coins with support.
20-25 min	Extension Option	For advanced learners, introduce counting coins in groups up to 20 using a larger chart and bigger piles of coins. Use two hands to help count in two groups of 10 for easier subitising. Provide extension worksheets or physical grouping challenges if ready.
25-30 min	Wrap-up and Assessment Check	Review the WALT and success criteria. Ask students to show or tell how many coins they counted. Use thumbs up/thumbs down or visual smiley faces for self-assessment. Sing a closing counting song to consolidate learning. Provide praise and next steps reminders.

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Differentiation for Diverse Learners

• Visual Supports: Large, clear counting charts and coin images to aid dyslexic students and visual learners.
• Sensory Input: Allow tactile exploration of coins; use textured trays/mats. Provide calm quiet spaces or headphones for sensory-sensitive students during group activities.
• Verbal Supports: Use simple and repetitive language, including counting songs and rhymes to reinforce concepts auditorily.
• Physical Supports: Hand-over-hand assistance during counting for students needing motor guidance. Use counting fingers or number fans as visual/verbal prompts.
• Pacing: Allow slower individual counting times as needed; pair students strategically for peer support.
• Extra Challenge: Count coins in groups of 20 or introduce simple addition "How many coins in these two groups together?" for advanced learners.

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Assessment and Feedback

• Observe and record individual students' ability to count coins accurately to 10.
• Use visual thumbs up/down system or picture cards to gauge student self-assessment.
• Note those who need more support or those ready for extension activities.
• Provide immediate positive verbal feedback and encouragement.
• Use formative assessment to inform subsequent lessons in the unit.

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Follow-up and Extension Ideas

• Home Learning: Encourage students to explore counting real coins at home with family support.
• Next Lesson Preview: Counting coins in simple purchases or role-play supermarket scenarios.
• Independent Play: Create a coin-sorting station with play money for ongoing sensory and numeracy play.
• Songs and Videos: Introduce digital resources with counting coin songs that are dyslexia friendly (large fonts, clear imagery).

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Summary Table for Teachers

Component	Detail
Unit	Money Matters for Little Learners
Lesson Number	3
Lesson Title	Counting Coins
Duration	30 minutes
Group Size	10 students
Curriculum Alignment	NZC Phase 1 – Number Structure and Financial Mathematics
WALT	Count coins up to 10
Success Criteria	Count small group of coins accurately
Differentiation	Counting songs, rhymes, visual charts, sensory supports
Extension	Count coins up to 20
Dyslexia-Friendly	Use large visual aids and charts; simple language; multisensory approaches
Resources	Play coins, counting charts, songs, tactile materials

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This plan is tailored to meet the needs of preschool sensory learners, supports diverse learners by embedding multisensory strategies, aligns with key mathematics expectations in the NZ Curriculum refresh, and ensures inclusive engagement for all students in the classroom.

If you would like, I can help further by generating printable resources such as visual charts or counting song text!