Coin value today

Overview

In this lesson, children learn to recognise UK coins, understand what they are worth, and “unitise” by grouping coins to form amounts. They use sorting, matching and practical counting to combine coins and solve simple addition problems.

Learning intentions

• Children will recognise common coins and know their values.
• Children will represent amounts using coins and pictorial ways.
• Children will combine coins to make a given total.
• Children will use “equal to, more than, less than (fewer)” language when comparing amounts.

Success criteria

• I can name and point to different coins (e.g., 1p, 2p, 5p, 10p).
• I can count coins to find the total value.
• I can make a target amount using coins and explain what I did.
• I can solve a simple “make and add” problem using coins.

Curriculum links

• Measurement / Statutory requirements: recognise and know the value of different denominations of coins and notes.
• Number — number and place value (Year 1): count to and across 100 (for counting coins in order and reaching totals).
• Number — number and place value (Year 1): identify and represent numbers using objects/pictorial representations and use equal to, more than, less than language.

Lesson structure (60 minutes)

1. 0–5 min · Warm-up counting routine. Teacher displays 5 coins and asks children to count the coins’ values aloud in order; teacher circulates to correct coin value misconceptions. Students count and hold up fingers to show each coin value as they say it.

2. 5–15 min · Coin recognition and modelling (unitising). Teacher shows each coin one at a time (1p, 2p, 5p, 10p) and models “unitising” by saying the coin as a unit: “This is one 5p.” Teacher then models combining: “1 five-pence and 2 one-pences makes 7p.” Students repeat key phrases (“one __p”, “makes __p”) and watch as teacher groups coins on a “make 7p” board.

3. 15–25 min · Sorting coins (self-check). Teacher sets up sorting trays with coin sets; children sort into labelled coin groups (1p, 2p, 5p, 10p). Teacher uses quick oral checks: “Which coin is 5p?” “Show me all the 1p coins.” Students sort coins into correct piles and name each pile’s value.

4. 25–35 min · Matching coins to values (representing amounts). Teacher places 6 cards face up with amounts: 1p, 2p, 5p, 6p, 7p, 10p (start small; include 2-coin and 3-coin totals). Teacher demonstrates one match: “6p is 5p and 1p.” Students choose a coin bundle to match each amount card and place it beside the card, then count aloud to verify.

5. 35–48 min · Practical addition: “make and add”. Teacher writes a simple problem: “Make 9p. Then add 1p. What total?” and models with coins by showing the starting set, then physically adding the extra coin and recounting from the grouped total. Students work in pairs: each pair draws a “Make __p + __p” card, chooses coins, counts the total, and records by drawing coins in their own way or writing the numeral total.

6. 48–55 min · Whole-class comparison using language. Teacher shows two coin groups: Group A (e.g., 7p) and Group B (e.g., 9p) and asks: “Which group has more? Which has less? Are they equal?” Teacher prompts children to use “more than / less than” and repeat exact totals. Students respond to oral questions and, if needed, use coins to demonstrate the comparison.

7. 55–60 min · Exit ticket (quick assessment). Teacher gives each child a single target: “Make 8p using coins.” Children complete using a small selection of coins at their desk, then hold up the coin set for the teacher to check. Students count their coins and say the total clearly to the teacher as they show it.

Resources

• Sets of UK coins for each group (1p, 2p, 5p, 10p; enough for totals up to at least 10–20p)
• Coin value labels (1p, 2p, 5p, 10p) and sorting trays
• Amount cards (including single-coin and 2–3 coin totals such as 6p, 7p, 9p)
• “Make __p + __p” problem cards (simple additions within coin range)
• Whiteboards/slates and pencils
• Teacher display board and visual grouping space
• Practical recording sheets (optional) with space for “draw coins” and “total __p”
• Exit ticket slips

Assessment

• Use oral questioning during sorting and matching: “What is this coin worth?” “How do you know it’s 6p?”
• Practical coin-counting checks: listen for correct counting and correct total when children group coins.
• During paired addition, assess whether children can explain the method (“I grouped 5p and 1p to make 6p, then added…”).
• Exit ticket: verify each child can make and state the correct target amount (e.g., 8p).

Differentiation

• Support: provide a reduced coin choice (e.g., only 1p, 2p, 5p) at the start; use sentence starters: “I used __p coins.” “The total is __p.”
• Support for recording: allow drawings of coin units instead of written addition; accept “5p + 3p = 8p” or just a correct total.
• Extension: include a slightly larger target (e.g., make 11p or 12p) and ask an extra question: “Can you make the same amount another way?”
• EAL/SEN: use consistent language (“one __p”, “makes __p”) and visual labels on tables; allow counting aloud with a partner before writing.