Foundations of Mathematical Thinking · 2nd Year

Active learning ideas

Managing Money: Counting Coins

Active learning works for this topic because handling real coins engages multiple senses, which strengthens memory and understanding of value. Students need repeated practice to move from counting individual coins to recognizing combinations and totals quickly.

• NCCA Curriculum Specifications
• NCCA: Primary - Measurement
• NCCA: Primary - Number

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Coin Identification Stations

Prepare stations with mixed Euro coins, coin charts, and sorting trays. Students at each station name coins, sort by value, and count sets of five. Groups rotate every 10 minutes and record one total per station on a group sheet.

Can you name the different Euro coins?

Facilitation Tip

During the Station Rotation, place a magnifying glass at each station to encourage close observation of coin details and values.

What to look for

Provide each student with a small bag of mixed Euro coins (up to 1 Euro total value). Ask them to count the total value and write it on a slip of paper. Observe students as they count, noting their strategies for grouping coins.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 25 min · Pairs

Pairs: Make My Total

Provide pairs with trays of coins and problem cards like 'Make 30c two ways.' Partners build totals, explain choices to each other, then swap cards. Circulate to prompt trading smaller coins for larger ones.

How many 10c coins make 50c?

Facilitation Tip

For the Pairs activity, give each pair a small whiteboard to write totals and combinations to encourage collaboration.

What to look for

Give students a card asking: 'Show two different ways to make 30 cents using only 10 cent and 5 cent coins.' Students draw or write their answers, demonstrating their understanding of coin combinations.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Stations Rotation
• 35 min · Whole Class

Whole Class: Class Market Day

Set up a market with priced items under 50c. Students take turns as shoppers using play coins to buy and receive change from the teacher or peer shopkeepers. Discuss combinations used after each round.

Can you show two different ways to make 20c using coins?

Facilitation Tip

In Class Market Day, assign specific prices to items so students practice making change within a limited range.

What to look for

Pose the question: 'If you have a 50 cent coin and need to pay 35 cents, what coins could you use to make the change?' Facilitate a brief class discussion where students share their solutions and explain their reasoning.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 04

• Stations Rotation
• 20 min · Individual

Individual: Coin Combination Puzzles

Give each student a puzzle sheet with totals to make using drawings or real coins. They draw or place coins to solve, then check with a partner. Extend by finding non-standard combinations.

Can you name the different Euro coins?

Facilitation Tip

For Coin Combination Puzzles, provide blank templates for students to draw their own coin combinations before solving given problems.

What to look for

Provide each student with a small bag of mixed Euro coins (up to 1 Euro total value). Ask them to count the total value and write it on a slip of paper. Observe students as they count, noting their strategies for grouping coins.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Start with concrete manipulatives to build understanding before moving to abstract problems. Avoid rushing to worksheets; hands-on activities build foundational skills. Research shows that students learn coin values best when they physically group and trade coins, as this reinforces the concept of equivalence.

Successful learning looks like students confidently identifying coins by size and value, counting mixed coins accurately, and explaining multiple ways to make the same total. They should also demonstrate flexibility in trading coins for equivalent values.

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Watch Out for These Misconceptions

• During Coin Identification Stations, watch for students who assume the largest coin is always the most valuable, such as thinking the 50 cent coin equals many 10 cent coins without counting.

  Direct students to sort coins by size first, then by value using the coin value chart provided. Ask them to trade groups of smaller coins (e.g., ten 10 cent coins) for equivalent larger coins (one 1 Euro coin) to see the relationship clearly.

• During Make My Total, watch for students who believe there is only one way to make a total like 20 cents.

  After pairs complete the activity, ask them to share their combinations with the class. Write all solutions on the board and discuss why different combinations work, highlighting the flexibility of coin values.

• During Coin Combination Puzzles, watch for students who add the number of coins instead of their values, such as saying five 1 cent and one 10 cent coin equals six.

  Provide a visual aid showing coins grouped by value, and ask students to physically trade smaller coins for larger ones to see the total value. Have them record each step to reinforce the process of adding values, not counting coins.

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Methods used in this brief

• Stations Rotation