Meet New Zealand Money

Overview

In this first lesson of the three-part unit NZ Money Matters, students become familiar with New Zealand coins and notes. They observe, name, match and sort denominations, building on everyday experiences of using money and comparing numbers.

Learning intentions

• WALT identify and name common New Zealand coins and notes.
• WALT recognise and state the value of each denomination.
• WALT compare and order money from smallest to greatest value.
• WALT explain how features such as colour, size, shape and pictures help us identify money.

Success criteria

• I can name common New Zealand coins and notes.
• I can state the value of each denomination.
• I can match a coin or note to its value.
• I can order selected money by value.

Curriculum links

• Mathematics and Statistics — Number: recognising, reading and comparing numbers and amounts in a meaningful context.
• Mathematics and Statistics — using mathematical language to describe, compare and justify ideas.
• Mathematics and Statistics — developing problem-solving, reasoning and communicating skills through practical challenges.
• Mathsteasers: challenging learners through observation, discussion, sorting and higher-order thinking.

Lesson structure (60 minutes)

1. 0–7 min · Hook and wonder. Display a large mixed image of New Zealand coins and notes using the opening money image and ask, “What money can you recognise, and how do you know?” Students think quietly, share with a partner, then contribute observations such as colour, size, shape, numbers, pictures or words. Avoid confirming every answer immediately; record students’ ideas for checking.

2. 7–20 min · Explore and teach. Use the coin and note teaching slides to introduce the 10c, 20c, 50c, $1 and $2 coins, followed by the $5, $10, $20, $50 and $100 notes. Show one denomination at a time, saying its name and value clearly. Students repeat the denomination, make a matching gesture or point to the number, and discuss identifying features. Emphasise that the dollar sign means dollars and the cent sign means cents, and that 100 cents make one dollar.

3. 20–32 min · Match and sort. In groups of four, provide play money or teacher-prepared photocopies of New Zealand coins and notes, together with value cards. Students match each item to its value, then sort the money into coins and notes and arrange each group from smallest to greatest value. Circulate and ask, “How do you know this is more?” and “What evidence on the money supports your answer?” Use the matching and sorting instructions to keep the routine visible.

4. 32–43 min · Order by value. Give each pair a small selection of mixed denominations, ensuring every pair has manageable quantities. Students place them in a line from smallest to greatest value and explain their order to another pair. Include deliberate comparisons such as 50c and $1, or $2 and $5. Invite students to notice that physical size does not always show value. Photograph or briefly display a few completed orders and discuss any differences.

5. 43–53 min · Independent check. Distribute the New Zealand money identification worksheet. Students name pictured coins and notes, write or select their values, match money to denominations and order two or three short sets from smallest to greatest. Read instructions aloud, model the first item without solving it, and support students to use the displayed reference images.

6. 53–60 min · Plenary and exit check. Return to the review and exit-question slides. Students answer quick questions using mini-whiteboards or fingers: “Which is worth more, 20c or 50c?”, “What comes after $1 when ordering these choices?” and “Name this note.” Finish by asking students to tell a partner one denomination they can now identify and one feature that helps them recognise it.

Resources

• the New Zealand money introduction and teaching deck
• the New Zealand money identification worksheet
• Sets of New Zealand play money or enlarged photocopied coins and notes
• Value cards showing 10c, 20c, 50c, $1, $2, $5, $10, $20, $50 and $100
• Mini-whiteboards, pens and erasers
• Sorting hoops, trays or labelled table areas
• Enlarged coin and note images for the teacher reference display
• Pencils and crayons

Assessment

• Listen during partner and group discussion for accurate denomination names, values and comparative language such as “greater than” and “less than”.
• Observe whether students can match, classify and order money without relying only on physical size.
• Use the worksheet and final oral questions to identify students who can recognise denominations independently and those needing further practice in Lesson 2.

Differentiation

• Support learners with enlarged images, tactile or play money, colour-coded value cards, repeated oral vocabulary and adult-guided sorting. Begin with three denominations, such as 10c, $1 and $2, before adding more.
• Provide sentence starters: “This is a ___.” “It is worth ___.” “I placed ___ first because ___.”
• For EAL learners, pair spoken words with numerals, symbols and clear visuals; allow rehearsal with a buddy before whole-class responses.
• For students with visual, fine-motor or processing needs, use high-contrast enlarged materials, fewer items at a time, extra handling time and partner recording.

Extension

• Challenge advanced learners to investigate why the physical size of some coins does not show their value. Ask them to compare at least two coins and explain which features are more reliable than size.
• Students create a denomination-matching quiz for a partner using drawings, value clues and ordering questions, then check the partner’s answers and explain any corrections.