Money
Strand: Measures
Strand unit: Money
Curriculum Objectives
Recognise and name the following coins (1c, 2c, 5c, 10c, 20c).
Understand the value of ‘c’, e.g. 5c= 5×1c.
Add coins up to totals 10c.
Exchange a number of coins for a single coin of equal value and vice versa.
Match appropriate coins to correct amount of money.
Pages in the textbook: 108, 109, 110 and 111
20c
Colour
4c
Match the coins to the correct amount of cent.
Colour the correct amount in each row.
Count
3c
+ 5c
8c
5c
A
B
2c
c
4c
C
20c
Write the correct amount under each coin.
c
D
3c
Draw the correct amount in each piggy bank.
c
Measures
Money
Recognise coins up to 20c.
2c
3c
Page 109
Strand
Strand
Strand Unit
Strand Unit
Measures
Number
Money
xx
Use coins in shopping activity, tender appropriate
X
coins.
4c
Which piggy bank has the least money?
109
Page 110
110
Strand
Strand Unit
Measures
Money
Objectives
Strand
Strand Unit
Objectives
Objectives
108
Objectives
_____c _____c _____c _____c _____c
Page 108
Ben buys
Evan buys
3 c
+ 5 c
c
He spends
He spends
Anna buys
Liam buys
4 c
+ 6 c
c
c
Which piggy bank has the most money?
Add coins up to totals 10c.
6c
3c
4c
5c
1c
3c
c
5c
5c
10c
Add
How much in each piggy bank?
2c
She spends
c
+ 3 c
c
3 c
+ 3 c
c
He spends
Who spent the most money? ___________
Who spent the least money? ___________
Page 111
Strand
Strand Unit
Measures
Money
Objectives
Match
Complete practical shopping tasks and problems
using money to total of 10.
111
Let’s look back: What the Junior Infants programme covered
1.
2.
3.
4.
Recognise and use coins up to 5c.
Sort and name 1c, 2c and 5c coins.
Select appropriate coins in simple shopping activities.
Solve practical tasks and problems using money.
Maths skills used in this topic
Reasoning
Understand the nature of addition as a basic number operation
Integrating and connecting
Recognise mathematics in the environment
Applying and problem-solving
Select and apply appropriate strategies to complete tasks or solve problems
Concrete materials
Sets of coins (1c, 2c, 5c, 10c and 20c), Stepping stones template (see page 205)
Vocabulary
Coins, money, amount, How much?, the same amount, more, less, most, least,
bigger, smaller, shinier
122
Linkage
EMA: Matching and classifying
Number: Addition, ordering and comparing
All strands: Problem solving
Integration
SPHE: Recognition of coins and the value of money as a preparation for independent shopping
activities
Pre-page ideas
Page 108:
1. Using real money, discuss the shape, size and colour of the various coins drawing attention to
colour as an important classification element, i.e. brown coins are less valuable than the other
coins.
2. Sort coins according to various criteria, e.g. colour, value.
Page 109:
Make coin rubbings by placing coins under a piece of paper and rubbing a pencil/crayon lightly
over the top and matching the rubbings to the original coins on completion. This exercise will
encourage the children to look more closely at the coin design features and thus facilitate the
development of coin recognition.
Page 110:
1. Distribute piggy bank templates and coins to the children. Ask them to place various amounts
of money (not exceeding 10c) in the piggy bank. Encourage the use of different combinations of
coins. Children may carry out this activity in pairs.
2. Draw an empty piggy bank template on the board. Invite volunteers to draw the appropriate
coins matching various amounts of money (not exceeding 10c) in the piggy banks.
Page 111:
1. Relate stories and ask the children questions:
Benny and Betty went to the sweet shop. Mum had given them 5c to spend. They both
wanted lollipops costing 2c each.
(a) Have they enough money to buy 2 lollipops?
(b) Will they have any money left over?
(c) Can they buy an extra lollipop for their friend Tom?
Benny went to the greengrocer’s shop. He wanted to buy a nice juicy apple for his lunch. He
saw some big red apples on a shelf. A sign under the shelf said: ‘Lovely sweet apples – just 5c
each.’
(a) How much money does Benny need to buy 1/2 apples?
(b) If Benny gives the shopkeeper a 10c coin to buy 1 apple, how much change will he be
given?
(c) If he gives the shopkeeper a 10c coin to buy 2 apples, how much change will he be given?
123
A bar of chocolate costs 8c. Betty has a 5c coin and Benny has a 2c coin.
(a) How much money have they got between them?
(b) Do they have enough money to buy the chocolate?
(c) How much more money do they need?
Benny and Betty have 10c to spend. They go into the sweet shop. Ice-cream cones cost 4c
each and crisps cost 5c a packet.
(a) How much will 1 ice-cream and 1 packet of crisps cost?
(b) If they buy 1 ice-cream and 1 packet of crisps how much money will they have left?
(c) Have they enough money to buy 2 ice-creams or 2 packets of crisps?
Lesson suggestions
Stepping stones game:
Children work in pairs. Distribute a set of real coins (1c, 2c and 5c), a dice and a ‘stepping
stones’ template to each pair. Explain that Benny Bear wants to cross the river and he needs a
set of stepping stones which must be composed entirely of 1c, 2c and 5c coins. The children
take turns throwing the dice. If a 1, 2 or 5 is thrown, a coin of corresponding value may be
selected and placed on a stepping stone. However if a 3, 4 or 6 is thrown, the child misses a
turn and hands the dice back to his/her partner. The first pair to complete the set of stepping
stones across the river win.
Shopping game:
Hold up a set of items with price tags varying from 1c to 10c.
5c
6c
8c
Invite children to select the correct coins required to buy each item. Encourage them to
formulate various combinations of coins for each item, e.g for an apple (5c):
1c + 1c + 1c + 1c + 1c
2c + 2c + 1c
2c + 1c + 1c + 1c.
(Variation: hold up/draw a set of coins, e.g. 5c + 1c or 2c + 2c + 2c and invite the children to
suggest which items could be bought for this amount of money.)
124
Coin exchange game:
Children work in pairs
Distribute a set of coins to each pair of children. One child selects a coin (2c, 5c or 10c) and
his/her partner must then choose a set of coins equal in value which may be exchanged for the
selected coin. The chosen selection must then be recorded pictorially on a sheet. Repeat the
procedure swapping roles.
Parental involvement
1. Helping with shopping activities: look at prices, which item costs the most/least?
2. Simple practical shopping activities, e.g. choosing personal
items to buy, estimating the correct amount of money/coins
required.
Photocopiable templates
Put the correct amount of money in each purse.
Start
Date: ___________________
5c
6c
8c
7c
Name: _______________________________________
Page 206: Money
10c
Date: ___________________
© Folens Photocopiables
© Folens Photocopiables
finish
Page 205: Money
Name: _______________________________________
4c
206
205
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
125