Money at the Mini-Shop

Overview

Students explore New Zealand coins by recognising their values, making small amounts, and comparing prices. Through a class mini-shop, they explain their thinking using coins, drawings and simple addition.

Learning intentions

• WALT recognise and describe common New Zealand coins.
• WALT make and represent amounts up to $2 using coins.
• WALT compare prices and decide whether we have enough money.
• WALT explain our mathematical thinking clearly.

Success criteria

• I can name and sort 10c, 20c, 50c, $1 and $2 coins.
• I can make a price using coins in more than one way.
• I can tell which item costs more or less.
• I can show or explain how I worked it out.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking and problem-solving.
• Mathsteasers / Alignment: connecting mathematical ideas with familiar classroom learning.
• Mathsteasers: additional challenge and enrichment for advanced learners.

Lesson structure (45 minutes)

1. 0–5 min · Hook and notice. Display the opening coin mystery and ask, “Which coin would you choose if you needed to buy something costing $1?” Do not confirm answers immediately. Students turn and talk, then share what they notice about the coins and their values.

2. 5–12 min · Explore coin values. Use the coin value and sorting slides to show 10c, 20c, 50c, $1 and $2 coins. Teacher models sorting by value and reminds students that size does not always tell us a coin’s value. In pairs, students sort available play coins, name each coin and order them from least to greatest.

3. 12–22 min · Build amounts. Teacher models making 60c, $1 and $1.50, recording the matching addition sentence. Open the coin-building practice sheet and complete the first example together. Students make and draw amounts such as 30c, 70c, $1, $1.20 and $2, looking for at least two ways to make one selected amount.

4. 22–34 min · Mini-shop problem solving. Show the mini-shop instructions and price tags. Set up six classroom items with prices from 10c to $2. In pairs, one student is the customer and one is the shopkeeper; swap roles halfway. Customers receive a small set of coins, choose an item, make the exact price and explain how they know they have enough. Shopkeepers check the amount by counting on or adding the coins.

5. 34–41 min · Share strategies and challenge. Use the discussion and challenge slides to present: “A toy costs $1.20. Can you make it in two different ways?” Invite pairs to demonstrate with coins or drawings. Discuss efficient choices, equivalent amounts, and why two different coin combinations can have the same value. Students complete the remaining worksheet questions independently or with a partner.

6. 41–45 min · Plenary and exit check. Display the final reflection slide. Students complete the final worksheet prompt: “Show one way to make 80c and explain how you know.” Invite two students to share different representations. Collect responses to identify who can recognise values, combine coins and explain their reasoning.

Resources

• the coin mystery, teaching, mini-shop and reflection slide deck
• the coin-building practice sheet
• New Zealand play coins or real coins
• Six labelled classroom shop items
• Small paper purses or envelopes
• Mini-shop price tags from 10c to $2
• Whiteboard and markers
• Counters or small objects for modelling

Assessment

• Observe pair sorting and listen for accurate coin names and values.
• During the mini-shop, ask: “How did you count the coins?” and “Can you find another way?”
• Use the worksheet and exit response to group students for follow-up: coin recognition, combining amounts, or explaining strategies.

Differentiation

• Support learners with a reduced coin set, beginning with 10c, 20c, 50c and $1. Provide enlarged coin images, a value reference card, counters, and the sentence starter: “I know this is ___ because ___.”
• Offer dyslexia-friendly worksheets and slides: clear sans-serif font, large print, high contrast, uncluttered layouts, short instructions, symbols alongside words, and the option to respond by drawing, speaking or using coins.
• Pair students strategically and model counting aloud. Allow extra processing time and rehearse vocabulary such as “value”, “cents”, “dollars”, “more”, “less” and “same”.
• Extension learners make $1.50 or $2 in three different ways, find a price that can be made with exactly three coins, or design a shop item and challenge a partner to make its price.

Extension

• Ask advanced learners: “I have three coins worth $1.20 altogether. What could the coins be?” Find more than one solution and justify each one.
• Invite students to create a new mini-shop problem involving two items and explain whether their coins are enough.