Real-Life Money Fun

Unit: Understanding Jamaican Currency (Lesson 4 of 4)

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Grade Level:

1st Grade (Age 6-7)

Duration:

45 minutes

Class Size:

11 students

Curriculum Framework Alignment:

• International Baccalaureate Primary Years Programme (PYP)
  • Transdisciplinary Theme: How We Organize Ourselves
  • Key Concept: Connection – making sense of how money relates to daily life
  • Related Concepts: Function, Responsibility
  • Approaches to Learning: Social skills (collaboration, communication), Thinking skills (application, problem solving)
• National Standard Curriculum of Jamaica
  • Mathematics Strand: Number and Numeration
  • Learning Outcome: Recognize, count, and use Jamaican currency in practical contexts.
• Differentiation and Inclusion Focus:
  • Supports for dyslexic students via step-by-step visual guides and peer support

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Learning Objectives

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

1. Identify Jamaican coins and bills visually and by name.
2. Count a combined amount of money using coins and bills up to JMD $20.
3. Make correct change in simple shopping scenarios.
4. Demonstrate social skills through collaborative problem-solving during role-play.
5. Apply money skills in real-life scenarios confidently.

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Success Criteria

• Students will use coins and bills to pay the exact amount or calculate change.
• Students will verbally explain how they counted money or calculated change.
• All students, including dyslexic learners, will use visual step guides and peer assistance effectively.

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Materials Needed

• Jamaican coins and bills replicas (plastic or paper cutouts)
• "Mock store" setup: simple items labeled with prices (e.g., fruits, snacks, stationery)
• Step-by-step visual guide cards with pictures and numbers showing counting and change-making
• Play money wallets or envelopes
• Whiteboard and markers
• Reward stickers or stamps

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Lesson Outline

Time	Activity	Description	Differentiation/Support
0-5 min	Engage: Welcome & Song	Start with a catchy, simple song about Jamaican money (melody based on a familiar tune, e.g., “This is the Way We Count Our Coins”). Use hand movements to reinforce learning coins names.	Visual lyrics on board; model slow pace for all learners
5-10 min	Recap & Discussion	Brief review of coins/bills from previous lessons using real or replica money. Ask questions: "Which coin is this? How much is it worth?"	Use real objects and show from different angles; call on multiple students to build confidence
10-12 min	Explain Instructions for Activity	Introduce the mock store setup. Explain students will "shop" using play money and pay prices or calculate change. Show the visual guide cards step by step.	Hand out visual guides individually; partner students with peer buddies (especially dyslexic students)
12-35 min	Explore & Apply: Mock Store Role-Play	Divide class into small groups (3-4 students) - shoppers and cashiers rotate. Shoppers choose items, count out money to pay, or ask for change. Cashiers check and assist. Teacher circulates to support and ask questions.	Peer support emphasized; provide extra guidance for dyslexic students with visual guides. Use verbal prompts and praise effort.
35-40 min	Reflect & Share	Gather students to discuss: What was easy? What was tricky? Which coins helped the most? Invite 2-3 students to share their favorite part or solution.	Use sentence starters for verbal sharing. Visual cues to support expression. Affirm all attempts.
40-45 min	Assess & Close	Quick individual verbal assessment: Show coin combinations, ask "How much is this?" or "If item costs 10 dollars and you gave 15, how much change do you get?" End with a cheer and distribute reward stickers.	Allow one-on-one support for dyslexic students during assessment; use visual cues when needed

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Differentiation Notes for Dyslexic Students:

• Step-by-step visual guides include pictures of coins, numbered steps, and color cues.
• Peer buddies trained in respectful, supportive assistance.
• Instructions given clearly and repeated as needed.
• Encouragement for verbal demonstration of understanding instead of written work.
• Movement incorporated through role-play to maintain engagement.

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Teacher Reflection Prompts (Post-Lesson)

• Which aspects of the mock store activity engaged students most effectively?
• Did students with dyslexia access and use visual guides successfully?
• Were students able to demonstrate counting and change-making independently?
• How did peer support impact learning outcomes and social skills?
• What adjustments are needed for future lessons on practical money skills?

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Extensions / Home Connections

• Encourage students to practice counting money with family using real coins or play money.
• Suggest role-playing simple buying/selling scenarios at home.
• Provide a take-home visual guide for families to reinforce learning.

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This lesson plan not only aligns with IB PYP principles of inquiry, connection, and real-world application but incorporates active learning, multisensory approaches, and thoughtful inclusion — ensuring all first graders, including those with dyslexia, can confidently develop foundational money skills with the Jamaican currency.