Overview

Duration: 60 minutes
Class size: 10 students
Unit: Mastering Money Matters (Lesson 1 of 4)
Lesson Title: Introduction to Money: Understanding Currency
Subject: Maths (Year 5)
Curriculum Link: National Curriculum for England – Mathematics – Number – Addition, Subtraction, Multiplication and Division, Measurement

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National Curriculum Alignment

Relevant Programme of Study:

Mathematics: Year 5 – Number: Multiplication and Division / Measurement

• Pupils should be taught to:
  • Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents (foundation for understanding decimals as monetary values)
  • Add and subtract numbers mentally with increasingly large numbers
  • Solve problems involving multiplication and division including scaling by simple fractions and problems involving simple rates and integer scaling (linked to money value understandings)
  • Use all four operations to solve problems involving measure [money including pounds and pence] using decimal notation, including scaling

Mathematics: Year 5 – Number – Number and Place Value

• Identify, represent and estimate numbers using different representations including money
• Read, write and understand numbers up to 1,000,000 (extended understanding of large quantities relating to money)

Mathematics: Year 2 and 3 Measurement – Money (as prior learning, reinforced)

• Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value. Understanding this formally builds the Year 5 mastery of the concepts.

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Learning Objectives

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

1. Identify and describe UK coins and notes (1p to £50) including their values and distinguishing features.
2. Understand money as a medium of exchange within everyday transactions.
3. Match coins and notes confidently to their values using both visual and verbal cues.
4. Discuss the importance of money in daily life and society.

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Resources

• Real or replica UK coins and notes (1p, 2p, 5p, 10p, 20p, 50p, £1, £2, £5, £10, £20, £50)
• Matching card sets (with coin/note images on one side and values on the other)
• Whiteboard and markers
• “What is Money?” prompt cards with open-ended questions
• Money mat with labelled spaces for each coin/note denomination
• Printed worksheet: “Identify the Coin or Note” (for assessment)
• Timer or stopwatch
• Sticky notes and pens

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Lesson Structure

1. Introduction and Engagement (10 mins)

• Begin with a class discussion: “What is money? Why do we use it?”
• Use “What is Money?” prompt cards to spark ideas. Write key points on the whiteboard (medium of exchange, measure of value, store of value, and necessity in everyday life).
• Show real UK coins and notes - invite students to identify any they recognise.
• Explain today’s focus: learning to recognise UK currency and understand its importance.

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2. Direct Teaching and Demonstration (15 mins)

• Introduce each coin and note (1p, 2p, 5p, 10p, 20p, 50p, £1, £2, £5, £10, £20, £50), clearly naming and showing key features: size, shape, material, color, Queen’s image, and any special marks.
• Emphasise value alongside physical characteristics.
• Use money mat to place each coin/note, highlighting the increasing values.
• Explain the difference between pounds and pence, emphasising that 100p equals £1.
• Model how to say amounts (e.g., “twenty pence,” “five pounds”).

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3. Guided Practice – Matching Activity (15 mins)

• Split students into pairs.
• Each pair receives mixed cards showing coins/notes and corresponding value cards separately.
• Challenge them to match each coin/note with the correct value and place it on the money mat. Use a timer to gamify the experience (e.g., 10 minutes to complete).
• Circulate and assist, asking probing questions: “How do you know this is 50 pence and not 20 pence?”
• Discuss common misconceptions (e.g., smaller coin doesn’t always mean smaller value).

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4. Group Discussion – Money in Real Life (10 mins)

• Regroup to discuss: “How do we use money in our lives?”
• Use sticky notes to have each student write one example of how money is important to them (e.g., buying lunch, saving for a game).
• Collect sticky notes and place on a class board. Invite a few volunteers to explain their example aloud.
• Encourage reflections on why understanding money helps in daily decision-making.

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5. Independent Assessment – Quick Quiz (8 mins)

• Hand out “Identify the Coin or Note” worksheet with images of UK coins and notes, and blank spaces to write values.
• Students complete individually to demonstrate recognition and value understanding.
• Collect for marking or peer review.

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6. Plenary and Review (2 mins)

• Recap key learning points: recognising coins/notes, values, and importance of money.
• Quick-fire Q&A: call out a coin/note, students shout out the value or vice versa.
• Set expectation for the next lesson focusing on simple addition and subtraction with money.

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Differentiation

• For SEN / Lower Ability:

  • Use larger coin replicas, tactile coins for sensory engagement.
  • Provide fewer coin denominations initially (start with 1p, 2p, 5p, £1, £2) before expanding.
  • Allow paired support and simplified worksheets.

• For Higher Ability / More Confident:

  • Challenge students to order coins from smallest to largest value quickly.
  • Introduce simple decimal notation for pence and pounds (e.g., £0.05).
  • Pose ‘what if’ questions involving currency exchange or coin combinations.

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Assessment for Learning

• Formative assessment through observation during pairing activity and group discussions (assess vocabulary use, accuracy in matching).
• Independent worksheet to assess identification and value knowledge.
• Use plenary questioning to check understanding and clarify misconceptions.

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Cross-Curricular Links

• PSHE: Understanding money management and financial awareness.
• English: Developing vocabulary related to money and currency.
• History: Discussion of coin designs linking to British heritage.

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Teacher Reflection Prompts

• Did all students confidently identify the different coins and notes?
• Were students able to articulate why money is important?
• Did the matching activity engage students and enhance their understanding?
• What extensions or scaffolding would improve future lessons?

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End of Lesson 1 Plan