| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Money |
| What length (min) | 50 |
| What age group | Year or Grade 1 |
| Class size | 25 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 15 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Money
Year/Grade 1 (6-7 years old)
Mathematics
50 minutes
25 Students
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Money | 10 | Briefly explain what money is and discuss different forms of money (coins, bills). |
| 2 | Printable Card Activity | 10 | Distribute printable money cards for students to fill in with values and information related to money. |
| 3 | Group Activity | 10 | Organize students into groups of 5, where they will work together on a money-related problem-solving task. |
| 4 | Physical Activity Break | 5 | Conduct a short physical activity to energize students, such as a simple game or stretching exercises. |
| 5 | Money Counting Practice | 10 | Use play money to practice counting in pairs, reinforcing the concept taught earlier. |
| 6 | Check Completed Cards | 5 | Randomly collect or check the completed cards from students to evaluate understanding. |
| 7 | Assign Homework | 5 | Outline the homework assignment related to money, ensuring clarity without asking for presentations. |
"Good morning, class! Today, we will be learning about something very important – money! Can anyone tell me what they think money is? Yes, that's right! Money is what we use to buy things. It can come in different forms, such as coins and bills. Let’s take a moment to discuss the different types of money that we can see every day. Who can give me an example of a coin? Great, and how about a bill? Excellent! Remember, understanding money is essential because we use it all the time."
"Now that we have a basic idea of what money is, I have a fun activity for you! I am going to hand out some printable money cards. Your task is to fill in these cards with different values, such as ‘1 dollar’, ‘5 dollars’, and ‘10 dollars’. Can you fill out the cards using both coins and bills? Remember, write clearly so I can read it later! Let’s take 10 minutes to complete this."
"Alright, everyone! I would like you to get into groups of five with your classmates. In your groups, you will solve a fun money-related problem. For example, you can discuss what you could buy with a certain amount of money, or how to make change. Make sure everyone in your group has a chance to share their ideas. You will have 10 minutes to work on this together. Go!"
"Well done, everyone! Now, let’s take a short break to stretch and get our bodies moving! I want you all to stand up. We are going to do a quick game of 'Simon Says' but related to money. If I say, ‘Simon says, hold up one dollar,’ you should do it. If I don’t say ‘Simon says’, you should not do it! Let’s have some fun for 5 minutes!"
"Great job, everyone! Now, let’s sit back down and get ready to practice counting money. I have some play money for you. Pair up with your seat partner, and together you will practice counting the money. Try to see how quickly you can count and then add up the total value. You will have 10 minutes for this activity. Ready, set, go!"
"Time’s up! I hope you all enjoyed counting! Now, I would like you to pass your completed money cards to the front of the class. I will randomly check some of these cards to see how well you understood today’s lesson. Thank you for your effort, everyone!"
"Before we finish for the day, I want to give you a homework assignment. For your homework, you will be creating a small shopping list of five items you would like to buy if you had $20. You should write the items and their prices next to each item. Bring it back to class next time so we can share. Sound good? Wonderful job today, everyone! See you next time!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom setting with students} | - Introduction to money - Definition of money - Different forms of money: coins and bills |
| 2 | {Image: A variety of coins and bills} | - Fun activity with printable money cards - Fill in values: ‘1 dollar’, ‘5 dollars’, ‘10 dollars’ - Use both coins and bills |
| 3 | {Image: Students discussing in groups} | - Group activity involves solving money-related problems - Discuss purchasing options or making change - Encourage sharing ideas within groups |
| 4 | {Image: Students standing and stretching} | - Physical activity break to recharge - Play 'Simon Says' related to money - Engage in movement and fun for 5 minutes |
| 5 | {Image: Students counting play money} | - Money counting practice using play money - Partner up with a seat partner - Count money quickly and add total value |
| 6 | {Image: Teacher collecting papers} | - Check completed money cards - Pass cards to the front of the class - Teacher will check understanding of lesson |
| 7 | {Image: A shopping list and prices} | - Assign homework: create a shopping list - List five items to buy with $20 - Write item prices next to each |
| Question | Answer |
|---|---|
| What is money? | |
| Can you name a type of coin? | |
| What is an example of a bill? | |
| Why is understanding money important? | |
| What values can you fill in on the printable money cards? | |
| How can you make change for a $10 bill? | |
| What items could you buy with $5? | |
| How do you play the game 'Simon Says' related to money? | |
| What technique did you use to count the play money? | |
| What items did you include in your homework shopping list? |
If you had $50 to spend, what items would you choose to buy, and why would you pick them?
Can you explain how you would make change for a $20 bill if someone bought a toy that costs $14?
Imagine you found 10 coins in your pocket. How would you sort them by value, and what is the total amount of money you have?
If you could create your own coin, what value would it be and what design would you choose to represent it?
How would you explain to someone who has never used money before what money is and how it works?
Stand tall, stretch your arms wide,
Wiggle your fingers, let energy glide.
Jump in place, one, two, and three,
Let’s feel the rhythm, come move with me!
Touch your toes, reach for the sky,
Turn around in circles, let out a big sigh.
March in place, bring those knees up high,
Imagine you’re a money bird that can fly!
Do some squats, now bend down low,
Count to five and rise up slow.
Side to side, shuffle your feet,
Let’s get our bodies moving, isn’t this sweet?
Shake your hands and nod your head,
Let’s wake up our brains, get energized instead!
Now clap your hands, let’s make some noise,
These moves keep us lively, girls and boys.
So when you’re counting coins or bills,
Remember to move, it gives you thrills.
A healthy mindset, that’s what we seek,
Let’s learn about money, and stay strong each week!