Activity 01
Role-Play: Corner Shop Transactions
Set up a class shop with priced items under 50p. Pairs take turns as customer and shopkeeper: customer selects items and tenders coins, shopkeeper counts total, gives change using fewest coins. Switch roles every 10 minutes and record transactions.
Explain different ways to make 50p using various coins.
Facilitation TipDuring the Corner Shop Transactions, model polite language and clear counting aloud so students hear and see the process step-by-step.
What to look forPresent students with a collection of mixed coins (e.g., two 10p, one 5p, three 1p). Ask: 'How much money do you have in total?' Then ask: 'Can you show me another way to make 28p using these coins?'
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Activity 02
Coin Combination Mats: Make the Target
Provide mats with totals like 30p or 50p and trays of mixed coins. Small groups find and draw at least three ways to combine coins for each target, then share one efficient method with the class.
Compare the value of different coins and notes.
Facilitation TipWhen using Coin Combination Mats, circulate with a timer to encourage quick decisions that push students toward efficient totals.
What to look forGive each student a card showing a picture of a toy with a price tag (e.g., a teddy bear for 70p). Ask them to write down two different ways they could pay for the toy using specific coins (e.g., one 50p and two 10p; or seven 10p).
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Activity 03
Shopping List Challenge: Total Costs
Give each student a shopping list of 4-6 items priced 5p-40p. They combine coin values to find the total, then pair up to check calculations and suggest cheaper coin combinations.
Design a shopping list and calculate the total cost of items.
Facilitation TipIn the Shopping List Challenge, limit the number of coins each student can use to force strategic choices and peer discussion.
What to look forDisplay pictures of two items with different prices (e.g., a book for £5 and a pen for £1). Ask: 'Which item is more expensive? How do you know?' Follow up with: 'If you had a £10 note, how much change would you get if you bought the book?'
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Activity 04
Coin Sort and Compare: Value Lines
Whole class sorts coins into lines by value or size. Students compare totals, like ten 5p versus one 50p, and discuss why fewer coins can equal more value through group predictions.
Explain different ways to make 50p using various coins.
Facilitation TipFor Coin Sort and Compare, give each group a large sheet and ask them to arrange coins by value in ascending order before debating any size-value links.
What to look forPresent students with a collection of mixed coins (e.g., two 10p, one 5p, three 1p). Ask: 'How much money do you have in total?' Then ask: 'Can you show me another way to make 28p using these coins?'
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Generate Complete Lesson→A few notes on teaching this unit
Start with sorting by size and color to surface the misconception that size equals value. Then move to value sorting to confront it directly. Use whole-body counting by having students stand in groups representing each coin’s value to build kinesthetic memory. Research shows that physical manipulation of coins improves subitising and value recognition, especially for learners who find abstract symbols challenging.
Students will confidently identify coins by size, shape, and value, combine coins to reach exact targets, and explain why one combination is more efficient than another. They will also compare totals and confidently use notes like £5 and £10 in role-play scenarios.
Watch Out for These Misconceptions
During Coin Sort and Compare: Value Lines, watch for students who order coins by physical size before checking their value labels.
Ask students to lay out coins in a line with the smallest value on the left and increase to the right, using the value shown on each coin rather than its diameter; model this with a 1p and a 50p side-by-side.
During Coin Combination Mats: Make the Target, watch for students who count the number of coins instead of adding their values to reach the total.
Have students point to each coin on the mat while whisper-counting its value and writing the running total above the coin; peer partners check by recounting aloud.
During Role-Play: Corner Shop Transactions, watch for students who insist a £1 coin can be exchanged for 100 1p coins one-for-one in practice.
Limit the shop’s cash drawer to five £1 coins and no 1p coins; students must choose efficient combinations, then discuss why carrying 100 coins is impractical and what they would do instead.
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