Exploring Values & Comparisons

Unit: Understanding Jamaican Currency

Grade: 1st Grade
Duration: 45 minutes
Class Size: 11 students
Curriculum: International Baccalaureate Primary Years Programme (PYP)
Jamaica National Standard Curriculum Alignment
Differentiation Support: Tactile materials, visual charts for dyslexic learners

IB PYP Framework Links

Transdisciplinary Theme: How We Organize Ourselves
Key Concept: Connection (understanding relationships between currency and value)
Related Concepts: Value, Comparison
Approaches to Learning (ATL):
- Thinking Skills: Compare and contrast
- Social Skills: Collaboration and sharing
- Communication Skills: Expressing ideas clearly with peers
Learner Profile Attributes:
- Communicators
- Thinkers
- Caring

Learning Objectives

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

Identify and name various Jamaican coins and notes introduced in Lesson 1.
Understand and compare the values of different coins and notes.
Use play money to simulate buying and selling through a ‘money market’ activity.
Demonstrate understanding of money's role in daily life and its value by engaging in hands-on, practical experiences.
Collaborate effectively in groups during activities, respecting others’ ideas and roles.

Materials Needed

Play money representing Jamaican currency (coins and notes) in different denominations
Items for the money market simulation (toy fruits, school supplies, snacks, etc.) with price tags
Large tactile coin and note replicas (foam or textured materials)
Visual charts with images of coins and notes, their names, and values
Whiteboard and markers
Name tags for group identification
Music player for transition songs
Small baskets or trays for shopping simulation

Lesson Breakdown

1. Welcome & Review (5 minutes)

Greet students and briefly review Lesson 1: introduction to Jamaican currency (use tactile coins and notes for hands-on recall).
Quick song about Jamaican coins and notes to energize and engage students while reinforcing names and values (e.g., a simple tune with repetition: “5 cents, 10 cents, 20 cents, more...”).

Differentiation: Use visual charts and tactile replicas to support dyslexic learners during the review.

2. Exploration & Value Recognition (10 minutes)

Present tactile and visual charts of coins and notes.
Hold up each coin and note and ask students to identify it and state its value.
Do a simple matching game: students match tactile coins to pictures on the chart.
Ask guiding questions: “Which coin is bigger in value? Which one is smaller?”

IB Focus: Develop thinking skills by comparing and contrasting values.

Differentiation: Use textured materials for touch, and clear visuals with large font text for dyslexic learners.

3. Money Market Simulation (25 minutes)

Setup: Divide class into three small groups (3-4 students each). Each group has play money and a “shop” with labeled items and prices.
Instructions: Students take turns acting as buyers or sellers, using play money to purchase items, practicing exchanging correct amounts.

Steps:
a. Seller introduces items and their prices using tactile price tags.
b. Buyer selects items and counts out correct coins or notes to pay.
c. Seller confirms value and exchanges goods.
d. Rotate roles within groups so each student experiences buying and selling.

Teacher circulates, supporting groups by prompting students to use the visual value charts if unsure, encouraging verbalizing value concepts.

IB ATL: Social skills development through teamwork and communication; thinking skills through problem-solving during transactions.

Differentiation:

Provide extra support with tactile coins for dyslexic learners to physically count money.
Provide visual step-by-step transaction cards to guide the buying/selling interaction.

4. Reflection & Sharing (5 minutes)

Gather students in a circle. Ask:
- “What did you buy today?”
- “How did you decide what money to use?”
- “Was it easy to pay the right amount? Why or why not?”
Encourage students to use the language of comparison (“more than,” “less than,” “equal to”).
Share positive behaviors noticed during the activity (collaborative work, respectful turns).

IB Focus: Communication skills and self-awareness reflection.

Assessment

Formative: Observation during matching game and money market simulation focusing on identifying, counting, and comparing money values.
Anecdotal notes: Teacher records student participation, ability to recognize and compare values, and interaction skills during group tasks.
Peer feedback: Students give one positive comment on their partner’s use of money or helpfulness.

Extension & Home Connections

Send home a simple activity sheet with images of coins and notes, asking students to find these around their home or during errands and practice identifying values with a family member.
Suggest families play “store” with real or play money to reinforce concepts in everyday contexts.

Teacher Reflection Prompts

Did all students engage hands-on during the money market simulation?
Were dyslexic learners adequately supported with tactile and visual aids?
What strategies helped students best understand value comparison?
How effective were small groups in promoting collaboration?

This lesson integrates core IB PYP values and skills for young learners while ensuring content relevance to Jamaican currency and real-world contexts. Hands-on engagement and multi-sensory supports respect differentiation needs and provide a solid foundation for financial literacy in Grade 1.

Teaching Instructions