Foundations of Mathematical Thinking · Senior Infants

Active learning ideas

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.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Number - N.11

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

Present a toy item with a price tag (e.g., '5 cents'). Ask students to select the correct coins from a pile to pay for it. Observe if they can identify and count the coins accurately.

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

Activity 02

• 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.

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.

What to look for

Set up a pretend shop with two items priced at 3 cents and 4 cents. Ask students: 'If you buy both items, how much money do you need in total?' Listen for their reasoning as they count the coins.

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

Activity 03

• 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.

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.

What to look for

Give each student a card showing a picture of an item costing 7 cents and a coin purse with 10 cents. Ask them to draw or write how many cents they will have left after buying the item.

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

Activity 04

• 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.

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.

What to look for

Present a toy item with a price tag (e.g., '5 cents'). Ask students to select the correct coins from a pile to pay for it. Observe if they can identify and count the coins accurately.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.'

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

  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.'

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

  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.'

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Methods used in this brief

• Role Play