Understanding Value

Overview

This 30-minute lesson is designed for preschool students in New Zealand focusing on understanding the value of different coins. It is lesson 4 in the unit "Money Matters for Little Learners". The lesson aligns with the New Zealand Curriculum Refresh, Phase 1 (Years 0–3), particularly the developing understanding of financial mathematics through recognising and ordering NZ denominations, and making amounts using coins (years 0–2 emphasis) 【4:0†NZC Maths Phase 2.pdffor a class of 10 preschool students, many with sensory and autism-related needs, using hands-on, multisensory activities, visual supports, and dyslexia-friendly strategies including symbols alongside numbers.

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Curriculum Links

Learning Area: Mathematics and Statistics
Strand: Number and Algebra
Achievement Objective:

• Recognise and order New Zealand denominations up to $20 according to their value; make groups of like denominations and calculate their value (Years 0–2 focus).
• Develop the ability to use play money to understand coin values, building early financial literacy .

Key Competencies:

• Thinking: Understanding value, matching coins to amounts.
• Using language, symbols, and texts: Use symbols alongside numbers to support dyslexic learners.
• Relating to others: Collaborative games to enhance social understanding.
• Managing self: Developing confidence through hands-on learning experiences.

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Learning Intentions

WALT (We Are Learning To)

• Understand the value of different New Zealand coins.

Success Criteria

• Students can identify and match coins to their correct values.
• Students can find coins that match values from a simple price list.
• Students engage with play money to reinforce conceptual understanding through tactile experience.

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Resources

• Set of New Zealand play coins (1c, 2c, 5c, 10c, 20c, 50c, $1, and $2 denominations).
• Visual coin value cards with numerals and accompanying symbols (e.g., dots, tally marks) for dyslexia-friendly reading.
• Simple price list poster or card with pictures of items and their prices (e.g., fruit, toys, snacks) using symbols and numbers.
• Tray or mats for sorting and matching coins.
• Soft textured coin mats or tactile surfaces for sensory engagement.

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Lesson Structure

Time	Activity Description	Differentiation & Supports
5 min	Welcome & Introduction:

• Gather students in a circle.
• Show large visuals of coins and say the coin names and values aloud. Use clear, slow speech, and hold coins for tactile inspection.
• Use song or rhyme about coins to engage sensory learners. | Use real coins for tactile and visual input. For sensitive students, provide soft tactile mats to explore coins safely. Use visual symbols alongside numbers to aid understanding. | | 10 min | Matching Game "Find My Value":
• Spread out coin value cards on a table/mat.
• Hand out play coins to students.
• Call out a value or show a symbol (e.g., 20c or 2 dots) and students find the matching coin.
• For nonverbal students, use picture prompts or allow pointing.
• Encourage group sharing and turn-taking. | Provide one-on-one support where needed. For advanced learners, ask them to find two coins that add to a given value (e.g., 10c + 10c = 20c). Use enlarged, clear-print cards with symbols. | | 10 min | Create a Simple Price List:
• Show a price list with pictures and prices of familiar items.
• Role-play a buying scenario where students "buy" items by matching the correct coin.
• Students choose coins from the play money and place on the item’s price card. | Use physical items or photos for items to support understanding. Allow students to physically place coins on price tags to reinforce value. For higher ability students, introduce simple addition like combining coins for one item. | | 5 min | Reflection & Review:
• Sit back in the group. Review coins and their values using visual aids.
• Ask students to show their favourite coin and say its value.
• Praise all attempts and highlight their successes. | Use picture exchange or gestures to allow nonverbal or sensory students to participate. Use a calm, reassuring tone for closing reflecting students' efforts.|

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Differentiation Strategies

• Sensory Support: Use tactile coins and coin mats; allow movement breaks for sensory learners.
• Visual Supports: Numbers paired with symbols and dots; clear, colour-coded coin images.
• Language: Simplified instructions, repeat and model key vocabulary (e.g., "coin," "value," "match").
• Peer Support: Pair students strategically for peer modelling and encouragement.
• Extension for Advanced Learners: Introduce taking two or three coins that add up to a price.

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Assessment for Learning (AfL)

• Observe students’ ability to match coins to value cards during the game.
• Note progress in recognising coins by name and value.
• Use anecdotal records to document students’ engagement during role-play buying scenarios.
• Ask individual students to show a coin and say its value (verbally or nonverbally).

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Notes for Teachers

• Prioritize hands-on and multisensory learning aligned with best practices for autistic and sensory learners.
• Use calm, structured routines and clear visual schedules for the lesson.
• Encourage exploration over correctness initially, praise efforts richly.
• Embed mathematical language naturally during activities.

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This lesson plan closely follows the New Zealand Curriculum Phase 1 guidance to build foundational financial mathematics understanding for young learners using engaging, sensory-friendly, and dyslexia-supportive methods .