Time Lesson Content Teaching Approaches

9.00-
9.05




9.05-
9.20











9.20-
9.40


9.40-
9.45
Class begins with discussion and questioning between the teacher
and students, revisiting previous lesson outcomes to determine
what students remember; what they need to learn further.

At the conclusion of the unit, students will be holding a fundraiser
to sell pancakes, and as a way to put what they have learnt about
money into practice.

MAIN
Students begin with a story about money, read by the teacher
through the Interactive Whiteboard

Through whole classroom discussions, students learn:
which coins has the largest number of hundreds/tens/units
$1 means 100 cents
Different combinations of coins have equal value
$ and c are separated with a dot
How we can make counting easier by beginning with the big-
gest to the smallest denomination.








Students engage in an interactive shopping game using iPads, se-
lecting correct coins to make purchases. Students who have diffi-
culties understanding concepts of coins and their value, may work
with another student.

CONCLUSION:
Whole class seated on the floor in front of the teacher. Students to
share with the whole class, at least one thing they have learnt from
this lesson.

Ideas recorded on the classroom whiteboard for printing/further
reference.
Students begin seated on the floor in a
large circle, waiting for teacher instruc-
tion





Teacher to pause
throughout story
for classroom
discussions based
on money; the
story; and for
students to
brainstorm ideas
for the end of unit
fundraiser. Classroom whiteboard to be
used for writing comments, ideas and
examples, to be printed for student/
teacher reference.
htp://teaching.moneysmart.gov.au/
mst-digital-resources/ava-makes-a-
diference/index.html












http://teaching.moneysmart.gov.au/mst
-digital-resources/pay-the-price/
index.html

LESSON PLAN 5
Unit/Topic: Money, money, money : Part 2
Key Learning Area: Mathematics; English; ICT
Year Level: 2
Lesson Outcomes:
Students continue to explore money and counting
Students learn further the value of coins and how to write symbols that identify coins and dollars
Curriculum Areas:
Mathematics: Number and algebra-students work with coins to understand that three digit numbers comprise of 100, 10s and ones/
units
Mathematics: Money and financial mathematics-students count and order Australian coins according to their value; identify
equivalent values in collections; count collections of coins to match price tags
English Listening and speaking; reading
Critical and creative thinking
Information and Communication Technology-Investigating money with ICTs through the use of iPads
RESOURCES
25 iPads
Internet connection
Interactive whiteboard
Interactive whiteboard pens
Laptop computer
Students Interactive story: Ava Makes a Difference
http://teaching.moneysmart.gov.au/mst-digital-resources/ava-makes-a-difference/index.html

iPAD game: Pay The Price
http://teaching.moneysmart.gov.au/mst-digital-resources/pay-the-price/index.html
SAFETY CONSIDERATIONS/MATERIALS
Students who may require moderated learning may work with a partner
Whole class cultural/classroom respect and etiquette essential at all times
Ensure students only access recommended games and use equipment appropriately and with the
intent expected according to classroom/school rules.
ASSESSMENT
Student assessment will be based initially on willingness to participate in discussion and selected
answering of teacher directed questions
Students willingness to engage in interactive games as directed by the teacher and use them
appropriately
Student assessment based on knowledge and ability when engaged in interactive games
Student ability to share and use appropriate language to inform the classroom what they have
learnt from this lesson.
REFLECTION
Did the content of the lesson meet desired outcomes?
Were the students engaged in their learning?
Did all students understand the concepts of Australian coins and their value?
Did students understand the requirements of tasks?
How could the lesson have been conducted better?
Was the students learning experiences relevant?
What other ways could this exercise have been conducted?
Did all students have opportunities to contribute to their learning and discussions?
Did all students remain on task?