Buying and Selling

Active play turns abstract money concepts into concrete experiences that young learners can touch, count, and discuss. Using real coins and priced items builds confidence because children see the direct connection between symbols and value. Movement and role-play keep attention focused while building foundational number sense in a low-pressure setting.

• Senior Infants
• Foundations of Mathematical Thinking
• 4 activities
• 25 min–45 min

Learning Objectives

1. Identify the value of each euro cent coin (1 cent, 2 cents, 5 cents, 10 cents, 20 cents, 50 cents).
2. Calculate the total cost of two or more items by counting out the correct coins.
3. Compare the amount of money a student has to the price of an item to determine if a purchase can be made.
4. Demonstrate how to exchange a larger coin for a combination of smaller coins to pay an exact amount.

Role Play

⏱ 35 min·Pairs

Role-Play Shop: Customer Challenges

Set up a shop corner with priced toys and props like baskets. Pairs take turns: one as customer selects 1-2 items, counts the total cost using coin visuals, then pays with play coins; the shopkeeper checks and gives change if needed. Switch roles every 5 minutes and discuss transactions as a class.

Prepare & details

If something costs 3 cents, how many 1-cent coins do you need?

Facilitation Tip: During Role-Play Shop, model thinking aloud while counting coins so students hear the steps of identifying value, grouping coins, and checking totals.

Setup: Open space or rearranged desks for scenario staging

Materials: Character cards with backstory and goals, Scenario briefing sheet

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Role Play

⏱ 40 min·Small Groups

Coin Sorting Stations: Value Matches

Prepare four stations with coins, price cards (1c, 2c, 5c, 10c), and item pictures. Small groups rotate every 7 minutes: sort coins by value, match to prices, count combinations for totals like 3c or 7c. Record matches on group charts for plenary share.

Prepare & details

Can you pick two items from the shop and count the total?

Facilitation Tip: At Coin Sorting Stations, provide trays labeled with values so students physically match coins to correct spaces while verbalizing the amount.

Setup: Open space or rearranged desks for scenario staging

Materials: Character cards with backstory and goals, Scenario briefing sheet

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Role Play

⏱ 25 min·Pairs

Enough Money? Decision Mats

Provide mats with item prices and coin sets. In pairs, students select an item, count their coins' value, decide if enough, and explain why. Extend by adding a second item and recalculating total. Share decisions on a class 'Yes/No' board.

Prepare & details

Do you have enough money to buy this item — how do you know?

Facilitation Tip: On Enough Money? Decision Mats, use a timer for quick checks to encourage speedy comparisons without rushing understanding.

Setup: Open space or rearranged desks for scenario staging

Materials: Character cards with backstory and goals, Scenario briefing sheet

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Role Play

⏱ 45 min·Whole Class

Class Market Day: Group Bargains

Whole class forms a market with student vendors selling finger puppets or drawings at 1-5c prices. Students circulate with 10c budgets, buy 2 items, calculate totals, and track spending on personal sheets. End with a budget review circle.

Prepare & details

If something costs 3 cents, how many 1-cent coins do you need?

Facilitation Tip: During Class Market Day, assign small groups specific budgets to create natural conversations about spending and saving.

Setup: Open space or rearranged desks for scenario staging

Materials: Character cards with backstory and goals, Scenario briefing sheet

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Teaching This Topic

Start with real coins on the carpet so every child can see and hold them; this tactile introduction prevents later confusion about symbols. Avoid worksheets at this stage because abstract numbers gain meaning through movement and discussion. Research shows that children this age learn best when they can manipulate objects and hear peers explain their thinking, so rotate partners to build shared language and confidence.

What to Expect

Successful learners will confidently name coins by value, count exact amounts for purchases, add totals for multiple items, and compare their money to prices without confusion. They will explain their thinking using clear language and demonstrate accuracy during role-play and hands-on tasks. Peer collaboration will reveal their growing understanding as they teach each other through guided challenges.

Watch Out for These Misconceptions

Common Misconception

During Coin Sorting Stations, watch for students who group coins by size instead of value.

What to Teach Instead

Prompt them to compare the labeled trays, placing each coin next to its matching outline while saying the value aloud. Ask, 'Is this coin bigger but worth less? Show me how you know.'

Common Misconception

During Role-Play Shop, watch for students who count the number of coins instead of their total value.

What to Teach Instead

Use the shop’s price tags to guide them: 'This item is 6 cents. Show me coins that add to 6. How many is that in total? Count the value, not the coins.'

Common Misconception

During Enough Money? Decision Mats, watch for students who assume any coins mean enough money.

What to Teach Instead

Place the price tag and coins side by side, then ask, 'Does this pile add up to more than 8 cents? Let’s count together to check.'

Assessment Ideas

Quick Check

After Coin Sorting Stations, present a toy priced at 4 cents and ask students to select the correct coins from a mixed pile. Listen for accurate coin identification and counting.

Discussion Prompt

During Role-Play Shop, set up two items priced at 2 cents and 3 cents. Ask, 'If you buy both, how much money do you need?' Observe their reasoning as they count coins and explain their totals.

Exit Ticket

After Enough Money? Decision Mats, give each student a card showing an item costing 5 cents and a coin purse with 7 cents. Ask them to draw how many cents remain after the purchase or write the number.

Extensions & Scaffolding

• Challenge: During Role-Play Shop, give students a budget of 15 cents and a list of three items to choose from, asking them to explain why they selected or skipped certain items.
• Scaffolding: At Coin Sorting Stations, provide a visual guide with coin outlines labeled with values to support students who mix up 2-cent and 5-cent coins.
• Deeper exploration: During Class Market Day, introduce a 'sale' scenario where items cost less than their marked price, prompting students to calculate discounts and totals with peer input.

Key Vocabulary

Coin	A flat, round piece of metal used as money, with a specific value.
Cent	The basic unit of currency in Ireland, with different coin values such as 1 cent, 2 cents, and 5 cents.
Price	The amount of money that someone asks for something that is for sale.
Total	The sum of two or more amounts or numbers, representing the combined cost of items.