Money Matters Magic

Overview

• Year Group: Year 2
• Subject: Mathematics
• Duration: 60 minutes
• Class Size: 30 pupils
• Curriculum Area:
  • Mathematics Programme of Study: Key Stage 1
  • Measurement
    • Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
    • Find different combinations of coins that equal the same amounts of money

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Identify UK coins and notes up to £2 and £5 respectively
2. Create different combinations of coins and/or notes to represent the same amount
3. Use reasoning to explain how different combinations result in the same value

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Success Criteria

• I can recognise UK coins and notes
• I can use different coins/notes to make the same amount in more than one way
• I can explain how two or more combinations are equal in value

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Vocabulary

• Pence
• Pound
• Coin
• Note
• Amount
• Value
• Total
• Change

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Resources Needed

• Realistic plastic/laminated UK coins and note replicas (or actual class currency set)
• Whiteboards and pens
• “Money Matters” activity sheets (differentiated 3 levels)
• Interactive whiteboard and visualiser
• Money sorting trays
• Mystery Money Bags (see starter activity)
• Coins & Notes Flashcards
• Challenge Castle Poster (for extension task)
• Timers or sand timers
• Gold coin stickers/rewards

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Lesson Breakdown (60 minutes)

⏱️ 0–10 mins — Starter: Mystery Money Bags

Objective: Ignite curiosity and introduce the concept of different combinations.

Activity:

• Show pupils three identical-sized drawstring bags marked A, B, and C. Shake them to add excitement.
• Let pupils know each bag has the same total amount, but different coins.
• Pass the bags around (pre-packed safely with different coin sets – all totalling 50p).
• Pupils guess what coins might be inside and discuss with table partners.
• Reveal contents on visualiser and develop discussion:
  • “How are these the same?”
  • “What’s different?”
  • “Can we make 50p a different way together?”

Teacher Tip: Emphasise the idea that money can be combined in many ways to make the same total.

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⏱️ 10–25 mins – Explicit Teaching: All About Coins!

Objective: Teach formal knowledge of coin values and combining amounts.

Sequence:

1. Coin Chat (5 mins)
   Display each coin (1p to £2) and notes (£5 and £10) using the whiteboard.
   Quick-fire questions:

   • “Whose head is this?”
   • “Which coin is larger – 5p or 10p?”
   • “Which one is worth more?”

2. Combination Explorers (10 mins)
   Use the whiteboard to model combinations:

   • “How can we make 20p? Let’s try 10p+10p, 5p+5p+10p, etc.”
   • Introduce notes: “Can I make £1 using coins? What about £2?”
   • Investigate mixed combinations: coin & note combos for £1.50, etc.

3. Think Aloud Strategy (5 mins)
   Model thinking when comparing 2 combinations:

   • “This one uses more coins. Are they the same total? Let’s count. Good – same total, different way!”

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⏱️ 25–45 mins – Activity: Coin Collaboration Challenge

Objective: Differentiate and apply combinations to solve problems.

Set-Up:

• Pupils rotate among Money Stations:
  1. 🧠 Match It! – Match combinations to totals
  2. 🧮 Make It! – Use plastic coins to make set amounts (record on sheet)
  3. 🎨 Money Art – Use rubbings or drawings to create a ‘£1 Poster’ using different combos
  4. 🤔 Money Puzzles – Word problem cards e.g. “Kayleigh has three coins that make 20p. What could they be?”

Differentiation:

• Support Group: Pre-prepared trays with labelled coin values and scaffolded hints
• Core Group: Use value cards and “challenge strips” to guide variety
• Extension Group: Challenge Castle! Task – “How many ways can you make £1.50 using only silver coins?”

Important: Pupils must record at least two different combinations for the same totals. Use visualiser to model how to lay this out logically.

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⏱️ 45–55 mins – Mini-Present: Show Your Coins!

Objective: Consolidate and communicate understanding.

Activity:

• Invite 4–5 pupils to present a combination they made and explain:
  • What coins?
  • What was tricky?
  • Could they find a quicker or easier combination?
• Use interactive board to tally different combinations of £1 — how many did the class find?
• Link the activity back to our real-life use of coins: at a shop or market.

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⏱️ 55–60 mins – Plenary: Secret Shopkeeper

Objective: Final quick reflection and informal assessment.

Activity:

• Each pupil writes (or draws for support) a combination of coins to make a teacher-chosen total (e.g. 75p).
• Then they become the “shopkeeper” and swap their sheet with a neighbour.
• Challenge: Can their partner prove it makes the chosen amount?
• Finish with reflective question:
  • “Why might it be helpful to know different ways to make the same amount?”

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Assessment for Learning (AfL)

• Observation during group work and station activities
• Prompting higher-order thinking with questions:
  • “Could you do this in fewer coins?”
  • “Is there a more efficient way?”
• Mini-plenary presentations as formative check
• Final “Secret Shopkeeper” as an exit ticket

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Cross-Curricular Opportunities

• Literacy: Writing and presenting combinations
• Art: Creating money rubbings or visual representations
• PSHE: Understanding value and handling of money in real-world situations

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Additional Notes

• Consider creating a Class Money Museum where pupils contribute unique combinations to a class display
• Use music or short jingles during station transitions to maintain energy
• Prepare a 'calm coin corner' for pupils who may benefit from a quieter space or sensory break

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Extension Ideas

• Set up a “Mini Market” roleplay area in class that runs weekly
• Invite pupils to bring in toy coins or old currency to compare and explore
• Home learning: “Ask an adult to show you 3 ways to make £1 at home – draw or write to share!”

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You've just unlocked a classroom economy of imagination and learning.
The world of money is practical, powerful, and utterly playful for children — this lesson leverages all three.