Sorting Coins Activity

Overview

This 30-minute session is lesson 2 in the "Money Matters for Little Learners" unit for preschool students in New Zealand. It is designed for 10 students, including those with diverse learning needs, especially autistic sensory learners.

Curriculum Alignment

New Zealand Curriculum Refresh - Mathematics Phase 1 (Years 0-3)

Number and Algebra: Recognise and order New Zealand denominations up to $20 by value, make groups of like denominations, and calculate their value.
Mathematical Processes: Grouping, sorting, and describing patterns and attributes to develop early numeracy skills.
Key Competencies: Thinking, Managing Self, Relating to Others, and Participating and Contributing through collaborative and hands-on activities.
Teaching Considerations: Use physical and visual materials to support engagement and understanding; support communication by connecting informal language with mathematical language.

Learning Intentions

WALT (We Are Learning To)

Sort coins by size and value.

Success Criteria

Students can sort a set of New Zealand coins into at least two distinct groups (size or value).
Students use colour-coded sorting mats and visual aids to support sorting.

Resources

Sets of New Zealand coins (one-cent, five-cent, ten-cent, twenty-cent, fifty-cent, one-dollar, two-dollar coins) - use play money for safety and sensory comfort.
Colour-coded sorting mats (e.g., blue, red, yellow mats).
Visual coin aids with clear pictures of coins and their values.
Containers or trays for groups.
Visual schedule and clear instructions to support engagement.
Quiet sensory toys for breaks, if needed.

Lesson Structure

Time	Activity	Description	Differentiation / Notes
0-5m	Welcome and Introduction	- Quick recap of previous lesson (if applicable). Introduce today’s WALT using simple, clear language. - Show real or play coins and visual aids to familiarise students.	Use a visual schedule showing each step. Use clear, simple language.
5-10m	Guided Sorting Demonstration	- Model sorting coins by size (small and large) and by value (low and high). - Use think-aloud to vocalise sorting decisions. - Display sorting mats (colour-coded) to visually segment categories.	Use tactile experience by letting students touch coins. - Provide a step-by-step visual poster of the process.
10-20m	Hands-On Sorting Activity	- Distribute mixed coins and sorting mats. - Students work individually or with a partner to sort coins into two groups (size or value). - Use visual aids pinned next to mats. - Teacher circulates to support and prompt.	For students who need extra support: - Demonstrate once more, scaffold choices. - Use fewer coins for practice. - Provide a sensory-friendly space for those overwhelmed.
20-25m	Extension Challenge	- Students who finish early or have mastered sorting into two groups are challenged to sort coins into three groups (e.g., small, medium, large or by coin value categories).	Provide extra coins and include colour-coded labels for third group. - Use encouraging language to motivate engagement.
25-30m	Sharing and Reflection	- Invite students to present their sorting groups. - Recap WALT and success criteria. - Praise effort and encourage questions. - Briefly preview next lesson topic.	Use simple sentence starters for sharing like "I sorted by..." - Encourage use of coin names and colours from visual aids.

Differentiation Strategies

Visual Supports: Colour-coded mats, coin pictures, and step-by-step visual charts help students with processing difficulties.
Sensory-Friendly Materials: Use quieter coins or softer play money for tactile comfort. Allow for movement breaks.
Language Supports: Use clear, simple vocabulary with repeated sentence frames.
Peer Collaboration: Pair students strategically to facilitate social learning.
Explicit Modelling: Repeat demonstrations and use think-alouds to clarify sorting logic.

Extension Suggestions

Introduce sorting by three groups with varying attributes such as size, value, and colour.
Use a story or role play related to shopping or saving to deepen understanding of money’s purpose.
Incorporate simple counting once sorting is confident (e.g., "How many coins in this group?").

Dyslexia-Friendly Considerations

Use high-contrast colours for sorting mats.
Limit text; use symbols and pictures.
Provide written instructions with large, clear fonts.
Allow students to manipulate coins physically rather than relying solely on verbal instructions.

Assessment (Informal)

Observations of student ability to sort coins correctly according to size and value.
Use checklist during activities: Can student sort coins into two groups? Can student use visual aids appropriately?
Note any expressive language around coins and sorting criteria during sharing.

This structured lesson embraces multi-sensory learning, social interaction, and accessible visual supports to meet the needs of diverse learners in a New Zealand preschool context, fully aligned with the NZ Curriculum Refresh Phase 1 for numeracy and financial awareness .