﻿Well, hello there, maths friends. It is Tristan and Mrs. Khaira. And in this lesson we are looking at applying number sense within the context of money. Sounds intriguing, doesn't it? I think we should find out a little bit more. What do you think, Tristan? Yes. Tristan and I are excited to begin. So let's start now. Now, for this lesson, you're going to need the following items. You will need the selection of the coins that you can see on the screen in front of you. You'll need some counting objects. Well, I've got some cubes that I'll be using. And you'll also need a die for the game we'll play later. You will also require a copy of some of the sheets provided in today's lesson resources. Now please ask a parent or carer to help you cut up the cards if you're using scissors. If you haven't got these things ready, please press the pause button now, go and collect what you need, and then resume the video. So let's start off our learning with a bit of a maths brain teaser. Now, Tristan has very helpfully arranged the coins we have on the table into two groups. Let's see what we've got. We've got a 1 penny coin and a 2 pence coin. And they are in one group. And we've got a 5 pence coin, a 10 pence coin, and a 20 pence coin, and they are in another group. Now I wonder if you can help me to find out how Tristan has arranged these coins. Have a moment to have a think. All right, let's have a look to see if you're right. I can see that Tristan has put the copper coins, or the brown coins, into one pile, and he's put the silver coins into another pile. But I think Tristan has also organised the coins in a different way. Is that right, Tristan? Tristan is nodding his head. Let's have a look again and see. What do we know about the numbers 5, 10, and 20? We've seen them before, haven't we? That's right! We see the numbers 5, 10, and 20 when we count in fives. Can you help me to count in fives from 0 to 20? 0, 5, 10, 15, and 20. That must mean that Tristan has put these coins together because the numbers 5, 10, and 20 appear when we count in fives. The numbers 1 and 2 do not. Let's have a look at our new learning for today. Now, we are going to pay for some different items in the shop using some of the coins in front of us. We've got a 1 penny coin, a 2 pence coin, a 5 pence coin, 10 pence coin, 20 pence coin, and a 50 pence coin. We're going to use our number track to 50 to help us do this. So let's have a look at the first item that we want to buy. Now, this is a pencil. And the pencil costs 27 pence. Now, is there a 27 pence coin? No, there isn't. Of course not. So we need to use a combination of our coins to help us pay for the pencil. Well, I know that 27 pence is less than 50. Therefore, we're not going to use our 50 pence coin. What about the next coin down in value? How about the 20 pence coin? Perhaps we can use that. Yes, I think we could use a 20 pence coin because 20 pence is less than 27. So, let's represent our 20 pence coin using 20 counters on our number track. Can you help me count them out? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. I have represented the 20 pence coin using 20 counters on the number track. Now, we wanted to pay for the pencil, which is 27 pence. Now, how many pence do we still need to go to make 27 pence? So we've got 20 pence already. We need 1, 2, 3, 4, 5, 6, and 7 more pence. So, which coins could we use to make 7 pence? Well, I don't think we can use our 10 pence coin because 10 pence is greater than 7 pence. So let's move that out the way. Perhaps we can look at using a 5 pence coin. Yes, I think that would work. We can definitely represent 5 pence using 5 colour counters on the number track. Let's do that now. 1, 2, 3, 4, and 5. 20 pence plus 5 pence brings us to 25 pence. We need to make 27 pence, and we still have 2 pence left to make. Perhaps, then, we can use our 2 pence coin to pay for the last 2 pence we need for our pencil. Let's represent this using two more counters on the number track. 1 and 2. So we have made 27 pence using a 20 pence coin, a 5 pence coin, and a 2 pence coin. Let's have a look at today's talk task. Now, for this activity you're going to need the following things. You'll need a die from 1 to 6. You'll need a selection of 1 penny coins and perhaps two pieces of coloured card to represent your pile and your partner's pile. You'll also need the Activity 2 worksheet cards, which are available in today's resources. Now, you'll also need your talk partner to give you a hand, so Tristan is here to play the game with me. Tristan is going to start by rolling the die. Let's see what number he rolls. Ooh, he has rolled the number 1, 2, 3, and 4. That means Tristan gets to collect 4 one penny coins. Let's do that for him now. 1, 2, 3, and 4. Tristan has got 4 pence. Now, can he buy any of the items from the cards on the screen? No, sadly not. Because the lollipop costs 5 pence and the kite costs 9 pence. Better luck next time, Tristan. Now it's my turn. I'm going to roll the dice. What will I get? I have rolled the number 2. That means I get to collect 2 penny coins. 1 for me, and 2 for me. Can I buy any of the items on the screen? Sadly not. Because the lollipop is 5 pence and the kite is 9 pence. I have only got 2 pence. So, it's Tristan's turn again. Let's see what he rolls this time. You have rolled 1, 2, 3, and 4. You can collect 4 more coins and put them into your pile. So 1, 2, 3, and 4. Let's have a look to see how many coins Tristan has got altogether now. 1, 2, 3, 4, 5, 6, 7, and 8. Tristan has got 8 pence. Let's see what he could buy. Could he buy the kite? No, the kite costs 9 pence, and Tristan is 1 penny short. Could he buy the lollipop, though? Yes, he could! Tristan is very happy to do that. He is going to take the lollipop card, and that will be his first card for keeping. So now it's your turn to have a go with your talk partner. You're going to need the resources in front of you, and the winner will be the person that collects the most cards by the end of the session. Once you've had a go at the activity, you can resume the video and we'll carry on with our learning. So let's have a look at developing our learning a little bit further. For this activity, you're going to need the Activity 3 cards, which are available in today's resources. Here is one example. Now, can you see that there are two purses on the screen? Each purse contains 10 pennies. So the first purse has got 10 pennies inside it. And the second purse has got 10 pennies inside it. So for each purse, I will represent it with a tower of 10 cubes. So here is my first tower. And it is made up of 10 cubes. 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10. Here is my second tower. It represents the second purse. Let's see if I've got 10 cubes in this one too. 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10. Altogether, I have got 2 groups of 10. Altogether, I therefore have 20 pennies. Now, we can represent each tower using a 10 pence coin. So my first tower is going to be represented by a 10 pence coin. And my second tower is going to be represented by another 10 pence coin. Altogether, 10 pence plus 10 pence is equal to 20 pence. I have 20 pence altogether in my 2 purses. So now it's your turn to have a go at the activity. In a moment, you're going to pause the video, collect the items you need, and have a go. So taking an Activity 3 resource card, have a go at modelling the number of purses using towers of 10 cubes. Then switch each of the towers of 10 cubes using 10p pieces. How much money do you have altogether? Once you've had a go at the activity, you can resume the video and we'll carry on with our learning. But let's have a look at the final bits of our learning together. We are going to have a look at some other coins that you might also know about. Here on the screen is a bead string. And this bead string has got 100 beads on it. Now, 1 bead on the bead string is going to represent 1 penny. Now, if 1 bead equals 1 penny, then 100 beads must be equal to a pound. And there, on the screen, is an example of a pound coin. You might have seen one of those before, perhaps in a parent or carer's purse. So, if 1 bead string with 100 beads represents 1 pound, then I wonder if you can tell me what 2 bead strings might represent. Now, there's 100 beads on the first bead string and there's 100 beads on the second bead string. Altogether, that must mean that we have got 200 beads. That is a lot of beads. If 100 beads are equal to 1 pound, then 200 beads must be equal to ... That's right! 200 beads must be equal to a 2 pound coin. And there is an example on the screen. You might have seen one of those before if you've ever gone to the shop as well. Great learning for today, everyone, and for all your fantastic work this unit. Now, if you'd like to share your work with Oak National, please ask your parent or carer to share your work on Twitter, tagging @OakNational and #LearnwithOak.

In this lesson, we will be exploring the values of coins and consolidating this understanding through practical activities.

Maths

R Maths

Early Years Foundation Stage

Reception

Applying number sense within the context of money

Money

Number

THEME

UNIT

Recognising the value of one penny and the values of other coins

Exploring different combinations of coins for a given total of up to 10p

Exploring different combinations of coins with a total of up to 20p

Exploring giving change from ten pence

Lesson overview:Applying number sense within the context of money

Core Content

Money: