Shopping Role Play

Overview

Engage preschool students in a practical, sensory-rich maths experience centred on using play money to simulate shopping. This 30-minute session enhances early number sense and financial literacy in alignment with the New Zealand Curriculum Refresh for Phase 1 (Years 0–3), focusing on counting, recognising denominations, and applying concepts through meaningful play.

Learning Objectives (WALT)

We Are Learning To use play money to buy items in a shopping role-play scenario.
Understand the value of coins and notes up to $2 (appropriate for preschool level).
Develop counting skills by exchanging play money for items.

Aligned NZ Curriculum references:

Number Structure and Counting: Counting forwards, recognising quantities, and connecting symbols with quantity (NZC Phase 1) .
Financial Mathematics: Use play money to represent practical financial situations, understand some denominations' values, and make amounts (Year 1–2 progress expectations) .
Communication: Use pictorial representations and mathematical vocabulary in context; students explain choices and actions in the role play .

Success Criteria

Students can select the correct play money to buy an item.
Students exchange money appropriately and receive ‘change’ during the role play.
Students may use picture shopping lists to support understanding and recall.
Students participate actively and use simple maths language (e.g., more, less, same).

Class Details

Year Level: Preschool (approximate age 4-5 years)
Number of Students: 10
Duration: 30 minutes
Context: Diverse learners, mostly autistic and sensory learners

Resources Required

Play money coins (1c to $2, simplified denominations for this level)
Play shopping items with visible price tags in whole dollars (e.g., fruit, toys)
Picture shopping lists (dyslexia-friendly, large font, icon-supported)
Visual aids: number cards, coin posters
Shopping basket or bags

Lesson Breakdown

1. Introduction & Warm-up (5 minutes)

Gather students in a circle.
Introduce the idea: “Today we are going to be shoppers and shopkeepers using play money.”
Show different coins and notes, focus on $1 and $2 coins for simplicity.
Briefly demonstrate counting out the money needed to buy an item with a price tag.
Use simple, clear language with visual supports.
Sensory: Let students touch and feel the play money to provide sensory input.

2. Modelling the Shopping Role Play (5 minutes)

Teacher demonstrates a short shopping scenario:
- Student ‘shops’ for an item.
- Teacher as cashier counts the money and gives change if needed.
Use verbalising and ‘think aloud’ to explain selection and exchange.
Use large, colourful pictures and numbers on items to support recognition.

3. Guided Role Play Activity (15 minutes)

Set up two areas: Shop and Cashier.
Students rotate roles to be shopper and cashier.
Each shopper uses their picture shopping list to select 1-2 items.
Help students count out the correct money using play coins.
Cashier counts money received and gives verbal feedback/support.
Teacher and assistants provide one-on-one support where needed:
- Helping with counting.
- Using prompting questions (“Do you have enough money?”).
Sensory: Keep activities tactile; encourage handling coins and items.
Encourage use of phrase starters: “I would like to buy…”, “That costs…”, “Here is my money”.

4. Extension Activity (for advanced learners) (optional in role play)

Provide extra shopping lists with 3-4 items.
Encourage the student to total the cost verbally or with help.
Prompt them to calculate if they have enough money for multiple items.
Introduce simple addition for combined item prices, using play money.

5. Reflection & Closure (5 minutes)

Gather students back for a group discussion.
Ask:
- “What did you buy?”
- “How did you pay?”
- Revisit success: “Did you use your money to buy the items?”
Reinforce vocabulary used (money, buy, change, coins, price).
Celebrate efforts, encourage “having a go” and praise risk-taking in learning.
Connect to real-life experiences (e.g., shopping with family).

Differentiation Strategies

Learner Need	Strategy
Autistic, sensory learners	Use sensory-rich materials (textured coins), clear visuals, short and simple instructions, quiet role-play zones to reduce overload.
Struggles with counting or money	Provide one-on-one adult support, use matching coin-value cards, count using fingers or number lines.
Early learners/difficulty with verbal communication	Use picture shopping lists; allow non-verbal responses with pointing or handing over cards; simplified language.

Dyslexia-Friendly Approaches

Use picture shopping lists with images representing the items.
Large, clear font with high contrast.
Consistent and simple layout for materials.
Use colour coding (e.g., price tags in the same colour as coins).
Avoid cluttered environments during activities.

Assessment Ideas

Observation checklist: Can students select correct coins to match item prices?
Anecdotal notes on student participation and use of relevant vocabulary.
Informal questioning during role play (“How much is this?”).
Use photographic evidence or video to document student engagement and skills demonstrated.

Notes on Curriculum Integration

This activity introduces foundational financial mathematics consistent with the NZ Curriculum's focus on developing number concepts from a practical viewpoint.
It fosters number skills (counting and subitising), communication, and problem solving in an authentic context that connects to students' everyday lives.
Supports positive attitudes to maths by incorporating play and sensory engagement, encouraging perseverance and curiosity .
Builds early competencies in financial literacy as specified for the first years of schooling in New Zealand.

Thank you for the opportunity to craft this plan — it is designed to inspire tactile, meaningful maths for young learners and support diverse educational needs, especially sensory and autistic students. Encouraging active play and real-world math helps make abstract concepts concrete and engaging for all learners.

Teaching Instructions