Kiwi Cash Fun

Overview

This 50-minute lesson introduces Year 4-5 students in New Zealand to the New Zealand currency, helping them recognise and understand coins and notes, their values, and simple financial transactions. It is designed with diverse learners and ESOL students in mind, using visual, hands-on, and collaborative activities that align with the New Zealand Curriculum, especially within Financial Mathematics and the key competencies.

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Curriculum Links

Learning Area: Mathematics and Statistics (Number and Financial Mathematics)

• Number Knowledge and Strategies (Years 4-5):

  • Recognise and order New Zealand denominations up to $20 according to their value.
  • Make groups of 'like' denominations and calculate their value.
  • Make amounts of money using one- and two-dollar coins and notes.
  • Solve simple purchase problems (ensuring enough money to pay).
  • Connect place value and skip counting to calculation with money.

• Thinking

  • Use logic and reasoning to investigate practical situations.

• Using Language, Symbols, and Texts

  • Use correct mathematical vocabulary to describe money values and transactions.

Key Competencies:

• Managing Self: Make responsible decisions about money and transactions.
• Participating and Contributing: Work collaboratively in group activities.
• Thinking: Solve problems and make decisions about money.
• Using Language, Symbols, and Texts: Use currency vocabulary accurately.

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Learning Objectives (WALT)

• WALT:
  • Identify and name New Zealand coins and notes up to $20.
  • Understand the value of each denomination.
  • Demonstrate how to combine coins and notes to make amounts.
  • Solve simple buying and giving change problems.
  • Use appropriate money vocabulary confidently.

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Success Criteria

• I can correctly identify New Zealand coins and notes.
• I can group coins and notes to make given amounts.
• I can explain the value of each coin and note.
• I can solve simple problems involving buying items and giving change.
• I can use money-related words like “coin,” “note,” “change,” and “total” correctly.

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Lesson Plan Breakdown

Time	Activity	Details	Supports/Differentiation
0-5 mins	Hook and Activate Prior Knowledge	Show real or large laminated NZ coins and notes (up to $20). Ask students: "Have you seen these before? What do you know about them?" Introduce vocabulary like coin, note, cents, dollars, value.	Use clear visuals and pronounce words slowly for ESOL learners. Repeat and use gestures.
5-15 mins	Explore New Zealand Currency	Teacher-led interactive presentation of coins ($0.10, $0.20, $0.50, $1, $2) and notes ($5, $10, $20). Discuss images and security features briefly (e.g., silver fern, birds). Students sort play money into coins and notes, ordering by value.	Provide labeled play money sets. Pair ESOL learners with bilingual buddy if possible. Use picture-word cards.
15-25 mins	Group Activity: Make Amounts	In small groups, students use play money to make amounts teacher calls out (e.g., $3.50, $7, $10). Scaffold with visual amount cards. Groups explain how they made the amount.	Scaffold with number lines or charts showing coin values. Groups can use calculators or counting aids.
25-35 mins	Buying and Giving Change Game	Role play: One student is the shopkeeper; others are customers. Given an item price card (e.g., $2.50), customer ‘pays’ with play money. Shopkeeper counts money and gives change. Rotate roles.	Simplify amounts for some learners, use provided speaking frames “I pay with...” and “Your change is...” Visual cues for language.
35-45 mins	Money Word Wall and Reflection	Co-create a Money Word Wall: coin, note, value, spend, change, total, price. Students use words in sentences to explain transactions.	Provide sentence starters and illustrated word cards. Encourage first language connections.
45-50 mins	Plenary and Check Understanding	Quick quiz: Show a coin or note; students say its value. Ask a problem: “If a toy costs $5 and I pay with a $10 note, how much change do I get?” Praise efforts and recap learning.	Use thumbs up/down, choral responses, or sentence stems for answers.

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Resources

• Real or play New Zealand coins and notes (up to $20).
• Large laminated coins/notes for visual display.
• Amount cards with simple prices.
• Money word cards and sentence starters.
• Worksheets with simple money problems (optional extension).
• Calculators (optional for some groups).

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Differentiation Strategies

• For ESOL and Diverse Learners:

  • Use first language books or bilingual support if available.
  • Use visuals extensively (real money, pictures, videos).
  • Provide repeated exposure with clear modelling and demonstrations.
  • Use small groups or one-on-one support.
  • Use concrete materials before abstract concepts.
  • Simplify language; focus on key vocabulary.
  • Provide sentence frames to support oral language and writing.

• For Higher Learners:

  • Challenge with adding cents to create amounts over $20.
  • Introduce simple percentage concepts (discounts).
  • Encourage explanation of different ways to make the same amount.

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Assessment

• Formative:

  • Observation of group work and role play.
  • Listening to students’ explanations during activities.
  • Responses in plenary quiz.

• Informal:

  • Check student ability to identify coins and notes.
  • Watch for use of correct vocabulary.
  • Monitor problem-solving with amounts and change.

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Teacher Reflection Points

• Were all students engaged and able to participate through various supports?
• Did ESOL students demonstrate progress in money vocabulary and concepts?
• Were students confident in handling money in role-play scenarios?
• How might technology (e.g., online money games, digital money tools) complement this lesson in future?

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This lesson design integrates key New Zealand Curriculum mathematics financial concepts, oral language development, and cultural responsiveness with accessible, hands-on activities. It also targets managing self and participating competencies, vital for early business and financial literacy education.

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References

• Mathematics and Statistics strand – Number and Financial Mathematics: recognising and using money, solving purchase problems (New Zealand Curriculum, Mathematics and Statistics, Years 4-5),.
• English Language Learning Progressions and supporting oral language strategies for ESOL learners .
• Differentiation and inclusive teaching strategies for diverse learners in primary school contexts,.

If you want, I can generate printable student activities or teacher tools to accompany this lesson!