Money in Our Community

Overview

Year level: Preschool
Duration: 30 minutes
Class size: 10 students
Unit: Money Matters for Little Learners (Lesson 7 of 10)

Learning Area: Mathematics

Strand: Statistics and Probability / Number and Algebra (Foundations)

Aligned with the New Zealand Curriculum Refresh (Te Mātaiaho Maths Phase 1), this lesson focuses on developing early mathematical understanding of money use in the community, recognising places where money transactions occur, and supporting learners with diverse needs including sensory and dyslexia-friendly input.

Learning Intentions

WALT (We Are Learning To):

Identify places where money is used in our community.

Success Criteria:

Students can name at least two places in the community where money is used.
Students show understanding through participation and verbal or visual identification.

Curriculum Links

Te Mātaiaho Mathematics and Statistics Phase 1 (Years 0-3 foundation):

Develop use of mathematical language and concepts related to counting and grouping (e.g., money as amounts).
Engage with pictorial and material representations—such as play money and pictures—to support mathematical understanding.
Connect mathematical learning with familiar social contexts, supporting vocabulary and reasoning about money use.
Encourage problem-solving through social and community contexts .

Key Competencies:

Participating and Contributing: Students engage in shared activities and discussions using community contexts.
Managing Self: Supporting students with differentiation promotes confidence and engagement with mathematical content.
Using Language, Symbols, and Texts: Use of pictures and symbols supports understanding especially for diverse learners and those with dyslexia.

Resources

Large community map with clear, colourful pictures/symbols of community places (e.g., supermarket, post office, petrol station, bakery).
Play money coins and notes for sensory engagement.
Board or paper for mural creation.
Large print labels and symbols for dyslexia-friendly reading (clear fonts, high contrast).
Visual aids related to money use (photos or drawings).
Sticky notes or markers for naming places.

Lesson Structure

Time	Activity	Details & Differentiation
0-5 min	Introduction and WALT	Gather students in a circle. Use simple language and visuals to introduce the idea that money is used in many places in our community. Use visual symbols for help.
5-12 min	Community Map Activity	Use the large community map. Point to different places, naming them clearly (e.g., "This is the supermarket. People use money here."). Ask students to point or name places they recognise. Provide prompts as needed. Use large print and symbols for labels.
12-20 min	Interactive Play Money Exploration	Show real/play money coins and notes. Encourage students to ‘buy’ from pictured community places. Use sensory materials for tactile learners (letting them hold money). Support autistic learners with clear step-by-step guidance.
20-28 min	Class Mural Creation (Extension)	For students who finish early or require extension, invite them to help place pictures of community places onto a shared mural on the board or wall, labelling each with large print names and symbols. Encourage discussion about money use.
28-30 min	Sharing and Reflection	Gather students back and recap named community places. Ask: "Can you name two places where we use money?" Celebrate all attempts. Reflect briefly on what was learned using visuals and simple repetition.

Differentiation Strategies

For diverse learners / sensory needs:
- Use sensory-friendly materials (soft play money, textured pictures).
- Provide clear, slow instructions with visual supports and pauses for processing.
- Work in small groups or pairs if needed.
Dyslexia-friendly:
- Use large, clear fonts with high contrast colours for all text.
- Incorporate symbols alongside words to support comprehension.
- Limit verbal instructions to key information, reinforce with visuals.
For emerging communicators:
- Allow pointing, signalling, or using gestures to identify places.
- Use picture cards for communication prompts.

Assessment & Reflection

Formative assessment through observation:
- Can students identify and name two or more community places related to money use?
- Do students engage with materials and participate in discussions?
Anecdotal notes:
- Record any significant student interactions, for example attempts to name or point to places.
Next steps:
- Use students’ responses to inform planning for subsequent lessons on money use and simple financial concepts.

Teacher Notes

Maintain a calm, predictable routine to support autistic learners.
Use expressive tone for engagement but avoid sensory overload.
Reinforce vocabulary repeatedly during activities.
Emphasise social interaction as part of learning (e.g., taking turns during mural creation).
Ensure visuals are accessible from all seating positions.

This lesson plan aligns with the foundational mathematical goals in the New Zealand Curriculum Refresh’s Te Mātaiaho framework, especially for Phase 1 learners, by connecting emerging number sense, language, and real-life contexts of money in the community. The planned differentiated and sensory-friendly activities support diverse learners including those with autism and dyslexia, making abstract concepts more concrete and engaging【4:26-32†Te Mataiaho Maths 0-8 (2).pdf】【1:22-29†NZC Maths Phase 1.pdf】.

If you would like, I can also help create printable resources (e.g., the community map images, symbol labels) tailored to this plan.