Classroom Store Practice

Overview

Students practice functional math by identifying, sorting, counting, and paying for classroom-store items costing 1–5 dollars. The lesson builds independence through real objects, visual supports, repeated routines, and communication with a partner. Tasks are presented one step at a time and may be completed using speech, gestures, eye gaze, pointing, or an AAC system.

Learning intentions

Students will be able to:

• Identify a requested classroom-store item.
• Count objects or match a quantity to a numeral from 1–5.
• Select the correct number of dollar bills or tokens to pay.
• Use an appropriate communication method to request an item and complete a purchase.

Success criteria

• I can find the item I am asked to get.
• I can count or match 1–5 items.
• I can give the correct number of bills or tokens.
• I can say, sign, point to, or use AAC to request an item and respond to a partner.

Scope and sequence: September–June

• September: Classroom routines, one-to-one correspondence, matching identical objects, and choosing between two items.
• October: Sorting by color, shape, size, and function; counting sets to 3.
• November: Counting sets to 5 and matching quantities to numerals; identifying “more” and “less.”
• December: Recognizing common coins and dollar bills through matching and sorting activities.
• January: Following a visual shopping routine and selecting one item from a picture or object menu.
• February: Paying for items costing 1–3 dollars using matching bills, tokens, or a number card.
• March: Paying for items costing 1–5 dollars and requesting help when needed.
• April: Comparing prices, making simple choices, and identifying whether money is enough.
• May: Using a classroom store to practice shopping, paying, waiting, and receiving an item.
• June: Generalizing skills to school-based locations, community signs, vending machines, and simulated outings.

Curriculum links

• Functional application of number recognition, counting, quantity matching, comparison, and money skills within the New Jersey Student Learning Standards framework.
• Collaborative conversations: students participate in turn-taking, listen to a partner, and communicate a request or response.
• Adapting speech and communication to a functional task, using conventional language, signs, gestures, picture symbols, or AAC as appropriate.
• Using visual and orally presented information to understand a shopping routine and complete a task.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and visual preview. Teacher shows the shopping routine introduction and reviews the visual schedule: choose, count, pay, receive, clean up. Students indicate the first step using speech, pointing, eye gaze, or AAC.

2. 5–12 min · Model the routine. Teacher uses a real item, price card, and dollar tokens to model: “I want the ball. It costs 2. I count 1, 2. I pay 2.” Teacher models asking for help and waiting. Students watch, imitate selected actions, and answer simple choice questions such as “one or two?”

3. 12–18 min · Guided counting practice. Teacher displays sets of 1–5 classroom objects and uses the counting and matching slides to prompt one-to-one counting. Students touch, move, or place each object on a counting mat, then match it to a numeral or quantity card.

4. 18–32 min · Classroom-store turns. Teacher sets up three to four familiar items with prices from 1–5 and supports each student through the routine using the visual shopping choice and counting page. Students choose an item, communicate the request, count or match the required tokens, hand over payment, and receive the item. Peers practice being the shopper, cashier, or waiting partner.

5. 32–39 min · Partner practice and problem solving. Teacher gives pairs a simple challenge, such as “Find the item that costs 3” or “You have 2 tokens. Which item can you buy?” Students solve by matching, counting, pointing, or using AAC, then explain or show their choice.

6. 39–45 min · Review and exit check. Teacher returns to the review and choice-question slides and asks each student to demonstrate one target skill: identify an item, count a set, select payment, or request an item. Students complete a brief exit response by matching a price card to the correct number of tokens or indicating “I need help.”

Resources

• the shopping routine introduction
• the visual shopping choice and counting page
• Real classroom-store items or empty food packages
• Large dollar-bill cards or plastic coins/tokens
• Numeral cards 1–5
• Price tags with numerals and picture supports
• Counting mats with raised or high-contrast borders
• Visual schedule and first-then board
• AAC devices, communication boards, or choice cards

Assessment

• Record whether each student independently identifies an item, counts or matches a quantity, selects payment, and communicates a request.
• Use least-to-most prompting and note the level of support needed: independent, gesture, verbal, model, or physical assistance.
• Use the exit check to identify the next instructional target, such as counting to 3, matching numerals, waiting, or requesting help.

Differentiation

• Provide large-print, high-contrast, tactile, and real-object choices for students with visual or physical impairments; position materials within reach and allow extra response time.
• Reduce choices to two items, use hand-under-hand guidance when appropriate, and present only one direction at a time. Repeat directions with the same wording.
• Offer sentence frames such as “I want ___,” “It costs ___,” and “Help, please,” alongside picture symbols, sign language, or AAC.
• Extend students who are ready by presenting prices 1–5, asking them to compare two items, or having them act as cashier and check a partner’s payment.