Maths & Me Senior Infants Sample Teacher's Pack

Teacher’s Pack

Teacher’sPlanningBook

Teacher’sResource Book ExtractSample

SeniorInfants

Teacher’sPlanningBook

SeniorInfants

Teacher’sResourcesBook

SeniorInfants

Teacher’s Pack

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MiaJayLexiDara Monty

Notetoteachers: Thecontentsshownindicatewhatisincludedinthissampleextract.

While we have combinedthe resourcesintoasinglebooklethere,therewillbetwoseparate booksprovidedtoteacherswhoadopttheprogramme–a Teacher’s PlanningBookanda

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How MathsandMe Alignstothe PrimaryMathsCurriculum(PMC)

StrandsandStrandUnits

ThePrimaryMathematicsCurriculum(PMC)hasfive Strands,whichare dividedinto StrandUnits:

Algebra

● Patterns, Rulesand Relationships

● Expressionsand Equations

DataandChanceMeasuresNumber

● Data

● Chance

● Measuring

● Time

● Money

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● UsesofNumber

● Numerationand Counting

● Place Valueand Base Ten

● Setsand Operations

● Fractions

ShapeandSpace

● Spatial Awarenessand Location

● Shape

● Transformation

Table1:OverviewoftheStrandsandStrandUnits

In MathsandMe,thecontentofeachunitisclearlyconnectedtooneormoreofthe Strands and StrandUnits.

LearningOutcomes

EachoftheStrandUnitscontainsasetofLearningOutcomes.Learningoutcomesareusedtodescribethe expectedmathematicallearninganddevelopment foralllearnersattheendofatwo-yearstage,whendue accountistakenofindividualabilitiesandvaryingcircumstances.

Eachofthelearningoutcomesbeginswiththestem,‘Throughappropriatelyplayfulandengaginglearning experiences,childrenshouldbeableto...’Thisstememphasisestheimportanceofprovidingrichand engaginglearningexperiences.

In MathsandMe alllearningoutcomesarecoveredindepth.Theprogrammehasbeendesignedto includeawide rangeofrich,appropriatelyplayfulandengagingactivitiesandtasks,whichdemonstrate keypedagogicalpractices,andsupportchildrentowardsachievingthelearningoutcomesanddeveloping theirmathematicalproficiency.

ProgressionContinua

The PMCissupported by thePrimaryMathematics Toolkit,whichincludestheProgressionContinua.The progressioncontinuaoutlineasamplelearningtrajectoryofMathematicsatprimarylevel.Theysuggest aseriesof learningexperiences whichchildrenmightengagewithastheydevelopanddeepentheir mathematicalknowledge,skillsanddispositions.Eachcontinuumdescribesthelearningjourneyacrosseleven ProgressionMilestones(a–k)intermsofmathematicalcontent(StrandUnits)andprocesses(Elements).

Takingintoconsiderationtheelevenprogressionmilestones(a–k),thevariousclasslevelsof MathsandMe have beendevelopedaroundcertainmilestones:

JuniorInfants

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SeniorInfants

FirstClass

SecondClass

ProgressionMilestonesbandc

ProgressionMilestonescandd

ProgressionMilestonee

ProgressionMilestonef

Table2: MathsandMe ClassLevelsandtheProgressionContinua

Thatsaid, MathsandMe recognisesthatchildrenlearnanddevelopatdifferent rates.Therefore,whilethe contentoftheFirstClassbook, forexample,centresaroundsuggestedlearningfromProgressionMilestone e,itisalsoinfluenced by thestatementsinProgressionMilestonesdand f, tocater fortheneedsofallthe children. Teachersare recommendedtoexerciseprofessionaljudgementwhenmakingdecisionsastothe learningactivitiesandtaskswhicharemostappropriate forthechildrenintheirclassroom,andtoadapt accordingly.

MathematicalConcepts

ThePrimaryMathematics Toolkitoutlinesmathematicalconcepts.Theseareconsideredtobethe keyideas thatunderpineachlearningoutcome.Itisenvisagedthatchildrenwilldeveloptheirunderstandingofthese conceptsthroughengagingwiththemathematicalprocesses,asoutlinedintheelements.

In MathsandMe,mathematicalconceptsinformthedesignofunits,includingthemathslanguageto focus on,andinfluencetheprogressionofcontentfromoneclasstoanother.

Focusoflearning

A FocusofLearningidentifiesthepurposeofalessonand/ortheintendedlearningthatwilltakeplace.

In MathsandMe,the FocusofLearningineachlessonechoesthesuggestedlearningexperienceslisted intheprogressioncontinua,i.e.each focusoflearningiseitheranexact replicaofastatement,oris derivedfromoneormorestatements.

The focusoflearningisalsoconnectedtooneofthe fourelementsusingtheabbreviatedtitles.

Day1,Lesson1

AwarenessofMoney

Focusoflearning(withElements)

● Articulatesandsharespriorunderstandingofmoney(U&C)

● Discussesthepurposeofmoneyandthedifferentwaysthat we canpay forgoods/services(including cashandcashless) (C)

● Become familiarwithwaysthatmoneyisspent,earnedandsavedand relatetheseconceptstotheir ownlives(U&C)

Learningexperiences

D D C P

Animation:OfftotheShops MAM Routine: Reason& Respond

Video:MoneyA–E MAM Routines: Reason& Respondwith

Think-Pair-Share

Role-playactivity:TheClassShop

Pupil’sBookpage60: AwarenessofMoney

Elements

Childrendeveloptheirmathsskillsthroughprocessessuch asconnecting,communicating, reasoning,argumentation, justifying, representing,problem-solving,andgeneralising.The PMC(2023)uses fourelementstodefinetheseprocesses,and tocategorisethesuggestedlearningexperiencesgiveninthe progressioncontinua. Elements

Table3:An overviewofelementsandabbreviations

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In MathsandMe,the focusoflearningineachlessonisclearly connectedtooneoftheseelementsusingtheabbreviated title(seesecondcolumnof Table3).Andwhilethe focusof learningmayincorporatemorethanoneofthesecentral processes,itisthemostprominentelementthatisgiven.

Equipment

● Materials forclassshop, includingcash register,card readerandbankscards

● Playmoneyor realcoins

● Countingaidssuchas counters,interlockingcubes andnumberpaths

Learningexperiences

The PMCadvocatesthatteachers providechildrenwithrichmathematical learningexperiencesthatareplayfuland engaging,that reflect relevantpedagogical approachesandthatprovideopportunities forchildrentocollaborate,communicate mathematicalthinking,andexpresstheir understandinginmultiplewaysandin variouscontexts.

Inlinewiththelearningoutcomes, mathematicalconceptsandsuggested learningexperiencesintheprogression continua, MathsandMe providesawide rangeofrichandmeaningfullearning experiences foreachlesson.Manyof thesearedesignedaroundthe Maths andMe Routines.

MathsandMe Routines areacollectionofplayful,engagingandinclusiveinteractionsthatpromote mathematicaltalk,thinkingandmodelingamongallchildren.These repeatable routineshave beenchosen astheyareproventoactivatepriorknowledge, fosterproductivedispositionsandprovidevaluable formativeassessmentopportunities forteachers.

Inadditiontosupportingthefive keypedagogicalpractices,whichwillbedescribedindetailinthenext section,the routinesalsosupport formativeassessmentandinclusivepracticesasdemonstratedin Table4.

Summaryofthe MathsandMeRoutines

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Doesitsupport/promote…?

MathsandMe Routines

Think-Pair-Share

Notice& Wonder

Reason& Respond,e.g.WhatAmI?; Would You Rather?; WhichOneDoesn’tBelong?;SameButDifferent;Always, Sometimes,Never; TargetBoards

Write-Hide-Show

Number Talks:QuickImages

Number Talks:NumberStrings

BuildIt;SketchIt; WriteIt

Three-Act Task

WouldThis Work?

ConceptCartoon

ChoralCounting

IDo, We Do, YouDo

My FavouriteNo

✔✔✔✔✔✔✔

✔✔✔✔✔✔✔

✔✔✔✔✔✔✔

✔✔✔✔✔✔✔

✔✔✔✔✔✔

✔✔✔✔✔✔

✔✔✔✔✔✔✔

✔✔✔✔✔✔✔

✔✔ ✔✔✔✔

✔✔✔✔✔✔✔

✔✔✔ ✔✔

✔✔✔ ✔✔

✔✔✔✔✔

Table4:Alignmentof MathsandMe Routineswiththefive key pedagogicalpractices, formativeassessment andinclusivepractices.

Keypedagogicalpractices

Chapter6ofthe PMCdescribesfive keypedagogicalpractices.Thesepracticesareacknowledgedasessential totheprovisionofqualitymathematicallearningexperiences.

FosteringProductiveDisposition

The PMCemphasisesthat‘Dispositionsarenotstaticandcanbenurturedorchanged overtime’andacknowledgesthat‘attitudestomathematicsandvalues,bothathome andintheclassroom,alsohave astrongimpactonthedevelopmentofthechild’s productivedisposition formathematics’(p.28).

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Thefundamentalaimof MathsandMe is forthechildtocometoappreciatemathsassomething thatispositiveand relevanttothem.Ifthishappens,itismorelikelythattheywillengagewithmaths inameaningfulway. Thisseriesaimstoachievethis by:

● Highlightingthe worldofmathsaroundthechildren −intheirschools,intheirhomes,intheirlives

● Using real-lifeexamples ofmathsinactionandsituationsthatchildrencareabouttomakemaths meaningfuland relevant

● Actively encouragingthepositiveinvolvementof families intheirchild’slearningandmathematical experiences

● Incorporatingfunandentertainingactivities,includingplay, role-playscenariosandengaginggamesto boostenjoymentwhilealso emphasisingcollaborativetasks overindividual work

● Includingtasksthatencourage activeparticipation,exploration,investigation,productivestruggle, risk-taking,creativestrategiesandperseverance,whichwill resultin asenseofpersonalsatisfaction intheiraccomplishments

● Providing scaffolding,encouragementandsupport,includingtimetothinkand reflect

● Enabling childagencyandthechild’s voice.

EmphasisingMathematicalModeling

The PMCstatesthat‘MathematicalModelinginvolvesusingmathematicstodescribea problem-contextanddeterminemeaningfulsolutionstotheproblem.In formingmodels, childrenmightusephysicalactions,spoken words,objects,images(e.g.graphs,diagrams andpictures),symbolsorwritten words’(p.30).

MathsandMe enablesmathematicalmodelinginmanyways:

● Emphasisingthe importanceofthinkingtime toallowthechildrentomakesenseoftheirthinking

● Using speciallychosenquestionsandtasks toencouragethechildrentomodelmathematically

● Presentingmathsconceptsinmultipleways and/orusingmultiplevisual representationstointroduce thechildrentoawidervarietyofmodelsthantheymighthave encounteredorcreatediflefttotheir owndevices

● Encouragingthechildren tobeindividualandunique inhowtheyexpressand representtheirideasandthinking

● Promptingthechildrento challengeandtesttheir ownthinking andmodels,and thoseofothers

● Encouragingtheuseof physicalmodels (classroommaterialsandmanipulatives) tosupportmathematicalmodelingintheclassroom,andincluding representationsoftheseintheprintanddigitalmaterials

● Usingavarietyof conceptualandproceduralmodels todemonstrate differentapproachesandstrategiesandencouragechildrentodeveloptheir ownmodelsanduniquewaystoapproachcomputationsandtasks.

Fostering productive disposition

Emphasising mathematical modeling

UsingCognitivelyChallenging Tasks

The PMCdescribesCognitivelyChallenging Tasks (CCTs)as‘richhigher-orderlearning opportunitiesthatshouldappropriatelystretchandchallengechildren’sconceptual understandingastheyencountersignificantmathematicalideasandsituations. Sometimes referredtoas low-thresholdhigh-ceilingtasks,thesetasksshouldprovide allchildrenwiththeopportunitytoaccessmathematics,whileofferingthepotential for deeperengagement’(p.31).

MathsandMe facilitatesCCTsintheclassroom by:

● Incorporatingchallengeslinkedtochildren’scurrentlevelofknowledgeandunderstanding,while providinganappropriatestretch

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● Providingtaskswherethesolutionpathwayisnotimmediatelyobvioustothelearnerorwherethe solutionisnot reducedtoasetofstepsandprocedures

● Facilitatingchildrentocommunicateandexpresstheirideasopenly,allowingthemtodiscuss,compare, justifyandevaluatetheirideasorsolutions.

CCTshave beenincorporatedthroughouttheprogrammeanditscomponents.

PromotingMaths Talk

The PMCdescribesMaths Talkas‘acollaborativeprocesswherechildren’sthinking, strategiesandideasarediscussed,sharedand/orexchanged.Thisallowschildrento reflectontheir ownunderstanding;define,presentandjustifytheirideas;makesenseof andcritiquetheir ownideasandthoseofothers;anddeveloptheirabilitytoexpressand articulatetheirthinking’(p.32).

Ineverylesson, MathsandMe providesideas forMaths Talkactivities,whichbeginwithappropriately challengingandengagingtasks.Bytheir verynaturetheseMaths Talkactivitiesalsoproviderichassessment opportunities,i.e.elicitingcurrentknowledgeandunderstanding,identifyingemergingconcepts.These activitiesemphasisetheprobingand responsiveaspectsofMaths Talk.Allofthe MathsandMe Routines promoteand fosterMaths Talk.Theuseofthese routinessupportsacultureof respectandrisk-taking,where children feelsafetosharetheirthinkingandareencouragedtolistentoandvaluetheideasofothers.

EncouragingPlayfulness

The PMCstatesthat‘Mathematicallearningcanbegreatlyenhancedinaplayenvironment thatisinteractive,engaging,inclusiveandsupportive;andthatprovidesopportunities for exploration,investigation,challenge,creativity,choiceandindependence.Playprovides acontext formathematicalthinkingandthedevelopmentofmathematicallanguageand concepts,withclearpotential forpromotingmathstalk’(p.29).

MathsandMe encouragesplayfulness by:

● Tappingintochildren’sinterestsandcuriositiesthroughengagingthemesand real-lifecontexts

● Suggestingideasandwaystointegratemathematicallearningwithplayfulactivitiesthroughouttheday

● Facilitatingmultiplemeansofexpressionand representation

● Providingopportunities forchildrentoexploreandexperimentwithmathematicalideas

● Fosteringthecreationofasafespace forspontaneity,creativityandimaginativeplaywithmathematics

● Providingaccesstoawide rangeof resources,visualsupportsanddigital resources.

AssessingPrimaryMaths

The PMCexplainsthat ‘Assessmentisanintegralpartoflearningandteaching.Itinvolvesteachersand children workingtogethertouseinformationtoinformandsupportlearningandteaching’(p.34).The PMC advocatesthreetypesofassessmentasbeingnecessary‘togainacomprehensivepictureofachild’sprogress andachievement’(p.35).Theseare:

● Intuitiveassessment:Unplanned,unrecorded,andongoing

● Plannedinteractions:Morevisible,maybe recorded,and relatedtolearningoutcomes/competencies

● Assessmentevents:Distinct,visible, recordedevents.

Assessmentisintegratedthroughout MathsandMe.Thelearningexperiencesarestructuredinsuch awaythattheysimultaneouslypromotethedevelopmentofmathsskillsandfluency,andenablethe teachertogather, record,interpret,useand reportinformationaboutachild’sprogressandachievements. Theteachercanthen respondtotheinsightsgatheredfromtheassessmentsandadjusttheirteaching accordingly.

Theprogrammesupportsthethreetypesofassessmentoutlinedinthe PMCinthe followingways:

Intuitive assessment

● Unitplansprovide comprehensivebackground andrationale information forteachersonallthetopics covered,alongwith guidance andsupportsaroundcommon misconceptions,thus increasingteacherawareness andpreparednesstoobserve and respondtopupils.

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Plannedinteractions Assessmentevents

● Lessonsaredesignedaround richlearningexperiences linkedtothe focusoflearning andlearningoutcomes.

● Lessonsuseanumberof MathsandMe Routineswhich posequestionsdesigned tostimulateclassroom conversations andtoscaffold learning.The regularityof theseensurethey become familiar,recognisable assessmentopportunities.

● Eachlessonplanhighlightsthe learningexperiencebest suitedtogenerating recordableassessmentdata.

● Pupil'sBooktasks provide furtherassessmentdata,as doesthe self-assessment feature.

● Mathsjournalling opportunitiesareoutlinedin thelessons.

● Eachunitcomeswitha FormativeAssessment ObservationsSheet for teachers.

Table5:Assessmentsupportsin MathsandMe

● The ProgressAssessment Booklet providescheckupquestionslinkedtothe learningoutcomesofeach unit.Thesequestionscanbe usedasaplannedassessment and administeredasa traditionaltest,orusedasthe basisof agrouporwholeclass quiz.

● A comprehensiverecord sheet enableseasyanalysisof assessmentdataatindividual, groupandclasslevel.

YourGuideto MathsandMe

Thisguidewillwalk youthroughtheprogramme’s keycomponents,highlightingitsstructure,integrated approach,easeofuse,andthechoicesitofferstobothteachersandchildren.

Structureof MathsandMe

The MathsandMe yearly overviewisdividedintomonths,thensubdividedinto units.Eachunitiseitheroneortwo weekslongandcoversaspecificareaof learning.Thecontentofeachunitisclearlyconnectedtooneormoreofthe StrandsandStrandUnits.

Review Weeksarealsoincludedinthe yearly overview,providing regular opportunities forchildrento reviewand reflectontheirlearning.

Unitsarethebuildingblocksof MathsandMe.Eachunitisbrokendownintoa numberoflessonplans,and followsasimilarstructure.Theinitiallessonactivates andassesseschildren’spriorknowledge,thesubsequentlessonsdevelopand progressthelearning,whilethefinallessonofeachunitprovidesavaluable opportunityto reviewand reflectviaamenuofoptions.

Let’sStrengthensuggestionsandmaterialprovidesadditionalsupporttochildren,whileLet’sDeepen suggestionsandmaterialprovideadditionalchallengeandextensionopportunities.

StructureofaUnit

InitialLesson

Figure1:Structureofa MathsandMe unit

Eachlessonalso followsaclearstructure,whichisstraightforwardandeasyto follow, andprovidesflexibility andchoice forteachers.

StructureofaLesson

Figure2:Structureofa MathsandMe lesson

Warm-up

Eachlessonstartswithwarm-upsuggestionstogetthechildren readytolearn. Theyaretypicallywhole-classactivities,whosepurposemightbeto:

● Provideanintroductiontothemainlesson

● Revisitconceptsthatthecurrentlessonwillbuildupon

● Reviewcontentcoveredpreviously.

Mainevent

Themainpartofthelessonincludesanumberoftasks,throughwhichthe childrenwillachievethe focusoflearning forthelesson.

Thesetasksmaybeconcreteactivities C ,digitalactivities D oractivitiesbased onprinted resources P

Somepointstonoteabout MathsandMe lessons:

● Emphasisonplayfulandengaginglearningexperiences

● Useofdigital resourcestoenhancethelearning

● Useof MathsandMe Routines:see At-A-GlanceGuide

● Support foralllearnersthroughLet’sStrengthenandLet’sDeepen features

● Formativeassessmentopportunitiesthroughout.

Optionalconsolidationandextensionopportunities

Eachlessonendswithachoiceoffurtherlearningexperiencestoconsolidateandextendthechildren’slearning.

Componentsof MathsandMe

To supportteachersinimplementingthe PMC,thecomponentsof MathsandMe have beendevisedtoserve variouspurposesandenhancetheteachingandlearningofmathsintheclassroom,widerschoolandhome environments.

Pupil’sBook

The MathsandMe Pupil’sBookisdesigned foruseafterengagementwith thelearningexperiencesoutlinedinthelessonplans.Itspurposeistwofold: toprovideanopportunitytoconsolidatethenewlearning,andtoprovidea recordofchildren’s work.

The following featuresareincluded:

● TryThis:providesoptional,cognitivelychallengingtasks forpupils

● Let’sPlay:incorporatesplayfulnessintomathsthroughengaginggames andinteractiveactivities

● MathsEyes:encourageschildrentolookaroundthemand recognise mathsinthe real world.

ThePupil’sBookalsocomeswiththe followingadditional resourcesto supportlearning:a MWBwithbranchingbondtemplate,adoubletenframe, andachoiceoftwospinners forusewithgames.

Home/SchoolLinksBook

The MathsandMe Home/SchoolLinksBook recognisestheimportanceofthe familyinthechild’slearning.Includedinthebookare‘Dear Family’notes for eachunit,whichprovidetipsonhowtosupportthechild,practicalactivitiesto becompletedathome,andQRcodesthatlinktodigital resourcessuitable for homeuse.Theactivitiesinthisbookhave beencreatedtobeapproachableand open-endedto facilitatechild-ledinvestigationandplayfullearning.

Teacher’sPack

The MathsandMe teacher’s resourcematerials have beensplitintotwobooks:the Teacher’s PlanningBookandthe Teacher’s ResourcesBook. The Teacher’s PlanningBookprovides comprehensiveteachingandplanning supportmaterialsinlinewiththe PMC.A yearly overview,unitplanswithshort-term planningandlessonplansareallincluded.

● The YearlyOverviewmapsouttheunits andstrandunitscovered overthecourse ofthe year.

● TheUnitPlansincludetheshort-term plan(fortnightlyplan)andadditional informationuseful forplanning,suchas commonmisconceptionsandmodelsand representationsused.

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● TheLessonPlansoutlinethe focusof learning,learningexperiences,equipment needed,andmathslanguagethatwillbe focusedon.Fromthere,eachlessonisbrokendowninto WarmUpactivities,theMainEventandOptionalConsolidationandExtension Possibilities.

The Teacher’s ResourcesBookincludesalladditionalmaterialsoutsideofplanning.A rangeofphotocopiable materials(PCMs)are featuredhere,includinggeneralPCMs,Let’sStrengthenSuggestions for Teachers,Let’s StrengthenPCMsandLet’sDeepenPCMs.

ProgressAssessmentBooklet

The MathsandMe ProgressAssessmentBooklet featuresassessmentsthat covereachunit.Assessmentscomeinthe formofcheck-upquestionswhichare linkedtothelearningoutcomesofeachunit.Thebookletisdesignedinsucha waythatitcanbeeasilyusedaftereachunit,orduringeach review week.

Teacher’s ResourcesBook

SeniorInfants Teacher’sPlanningBook

Teacher’s Planning Book

Digital Resources

The MathsandMe digital resourceswillbringmathstolife forchildren,andenhanceclassroomlearning by encouragingparticipationandpositiveengagement.The resourcesaredesignedtocater fordifferentlearning stylesandcontributetothewide rangeofrichandplayfullearningexperiencesintheprogramme.

Innovative,intuitiveandeasytonavigate,the MathsandMe resourceshave primarilybeendeveloped asteachingtools fortheinteractivewhiteboard(IWB)andcanbeusedinconjunctionwiththechildren’s mini-whiteboards(MWBs)whereappropriate.

Supportingthepedagogicalpracticespromotedinthe PMCandproviding variedlearningopportunities forchildren,the resources reflectthelesson’s focusoflearning,promoteMaths Talk,incorporatemathematicalmodeling andallow for formativeassessment.Many resourceshave beenspecifically designedaroundthe MathsandMe Routines,suchasConceptCartoon, Three-Act TaskandQuickImages.

Digital resourcesaccompanymostlessons. To provideguidance fortheintegrationofdigital resourcesin theclassroom,theyare referencedindetailthroughoutthelessonplans foreachunit,withsuggestions for discussionanddifferentiation.The resourcesincludethe following:

Animations

Featuringtheprogrammecharacters–Mia,Jay, Lexi,DaraandMontythedog –theanimationsbringmathstolife withcolourfulstories,songsandfun scenarios relevanttochildren

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Videos

Immersiveandinterestingvideoswithdetailedconceptexplanationsandmeaningfulexamplesofmaths inactioninthe real world

Activities

Awide rangeofdigitalactivities–includingposters,slideshowsandinteractivegames–tosupport teachingandconsolidatelearning,encourageMaths Talkandpromoteactiveparticipation

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Manipulativese-Toolkit

Acomprehensivesetofbespokeinteractivemathstoolsandmanipulatives,includingMoney,Shapes,Clock, NumberSquare,Place Value,Dice,Spinnerandlotsmore!

Howtoaccess

Teacherscanaccessthe MathsandMe digital resourcesvia www.edcolearning.ie,whereadedicated websitewillhosttheprogramme’s keycomponents.Witheasy-to-usefilteringtosupportclassroom teachingandlessonplanning, mathsandme.ie willincludeinteractivee-books,digital resources,editable planningdocumentsandprintables(suchasMathsLanguageCards,ManipulativesCut-OutsandAssessment RecordSheets).

Pupil/ParentApp

To supporthome/schoollinksandstationteachingintheclassroom,abankofdigital resources–suchas animationsandinteractivegames–willbemade availableviaafreePupil/ParentApp.

YearlyOverview

TermOne

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Term Two

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MathsandMe:SeniorInfants–Shor tTe rmPlan,Unit 14 :Money(May: We eks1&2)

Measures>Money

Number>NumerationandCounting;SetsandOperations

CMLearningExperiencesAssessment

Intuitive Assessment: re sponding toemerging misconceptions

Planned Interactions: re spondingto insightsgleaned fromchildren’s re sponsesto learningexperiences

D Re ason& Re spondL1–8

C Ro lePlay:TheClassShopL1–2,8

D ConceptCartoonL2

D Think-Pair-ShareL2-3,6–8

D Wr ite-Hide-ShowL2,4,7–8

C SortingCoinsL3

D SorttheMoney!L3

C CoinRubbingsL3

C WhatamI?L4

D QuickImagesL4

C MoneyStationsL4

D ChoralCountingL5–7

D Notice& Wo nderL5,8

C CoinOrderL5

D MoneyArea Pa rt sL5–7

C

C Game:LuckyDipL8

Print re sources

Pupil’sBookpages60–66 Home/SchoolLinksBookpages34–35 PCMXX

Strand(s)>Strandunit(s)

Secondarystrand>Strandunits(ifapplicable)

LearningOutcome ( s )T hroughappropriatelyplayfulandengaginglearningexperienceschildrenshouldbeabletodevelopan aw arenessofmoneyanditsuses.

Lesson Fo cusofLearning(withElements)

Aw arenessofMoney: Articulatesandsharespriorunderstandingofmoney(U&C);Discussesthepurposeofmoneyandthedifferentways that we canpay fo rgoods/services(includingcashandcashless) (C );Become fa miliarwithwaysthatmoneyisspent,earnedandsa ve dand re latetheseconceptstotheir ow nlives(U&C)

Let’s Tr ade!: Discussestradingandswappingin re al-lifesituations (C );Identifiesandjustifieswhetheratradeorswapisperceivedas fa ir (R);Exchanges fa irlybasedon re lativevaluein re al-lifeor ro le-playcontexts(A&PS)

Re cognisingandSortingCoins: Re cognisestheeurocoins1c,2c,5c, 10 c,20c,50c, €1 , €2 (U&C);Sortsandmatchesthedifferenteuro coins(R);Describessimilaritiesanddifferencesbetweencoins (C)

AssessmentEvents: informationgathered fromcompletionof theunitassessment intheProgress AssessmentBooklet pageXX 2

3

4 MatchingCoinsandAmounts: Re cognises,sortsandmatchescoins(R);Identifieswhichsinglecoincanbeusedtopay fo ranitem(R); Communicatesand re cordsthenumbersymbolsoncoins (C );Usesthecsymbolto re presentmoney (C)

5 ComparingandOrderingCoin Va lues: Re cognisesthatcoinsholddifferentvalues(U&C); Re cognisesthevalueofthe1c,2c,5c, 10 cand 20ccoins,usingthecentsymbol(U&C);Ordersthesecoindenominationsaccordingtotheirvalue(R);Identifiesandjustifieswhichcoin orcollectionofcoinshasthegreatestvalue(R);Usescomparativelanguagetodiscusscoinvalues (C );Identifiesandjustifieswhichcoinor collectionofcoinshasthegreatest/leastvalue(R);Sets re lativemonetaryvaluestoitemsin ro le-playscenarios (C )

6 CountingCoins− To talsto 10 c: Re cognisesanddemonstratesthatlo we rvaluecoinscanbecombinedtoequalthevalueofahigher valuecoin(U&C);In ve stigatesdifferentwaystofindagivenvalue(totalsto 10 c),usingagroupofcoins(A&PS);Selectsandusessuitable strategiestotenderappropriatecoins(A&PS);Beginstoexplainwhyhavingthemostcoins/notesdoesnotnecessarilymeanhavingthe mostmoney(R)

7 CountingCoins− To talsto20c: Exchanges fa irlybasedon re lativevaluein re al-lifeor ro le-playcontexts(A&PS);In ve stigatesdifferent waystofindagivenvalue(totalsto20c),usingagroupofcoins(A&PS); Re cognisesanddemonstratesthatlo we rvaluecoinscanbe combinedtoequalthevalueofahighervaluecoin(U&C);Selectsandusessuitablestrategiestotenderappropriatecoins(A&PS);Begins toexplainwhyhavingthemostcoinsdoesnotnecessarilymeanhavingthemostmoney(R)

8 The To yShop: Usesa ra ngeofstrategiestomentallycalculatesumsofmoney(totalsto20c) (C );Determineswhatcanbebought fo r certainsumsofmoney(R);Orderspricesaccordingtocostandidentifieswhichitemscostmoreorless(R);Judgeswhetherthereisenough moneytobuyanitemand/orwhetherchangeshouldbeexpected(R); Pa rt akesinsituationswhereitemsareboughtandsoldusingcashand cashlessmethods (C );Selectsandusessuitablestrategiestotenderappropriatecoinsandcalculatechange(A&PS)

9 Re viewand Re flect: Re viewsand re flectsonlearning(U&C)

CM:CuntasMíosúil: pleasetickwhen yo u ha ve completedthe fo cusoflearning. LearningExperiences: C concreteactivity; D digitalactivity; P activitybasedonprintedmaterials, fo llo we d by lessonnumbers.

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Ke y: Elements: (U&C)UnderstandingandConnecting; (C )Communicating;(R) Re asoning;(A&PS)ApplyingandProblem-Solving.

ProgressionContinua

MathsLanguage

Equipment

InclusivePractices

See‘SeniorInfants MathsandMe ProgressionContinuaOverview’ foradetailedbreakdownofhowall progressioncontinuaarecovered.

See‘SeniorInfants MathsandMe MathsLanguageOverview’andindividuallessonplans.

See‘SeniorInfants MathsandMe MathsEquipmentOverview’andindividuallessonplans.

● SeeLet’sStrengthenandLet’sDeepensuggestionsthroughoutlessonplans.

● SeeUnit 14 Let’sStrengthenSuggestions for Teachers.

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Integration

● SeeUnit 14 Let’sStrengthenPCM.

● SeeUnit 14 Let’sDeepenPCM.

Seeindividuallessonplans.

Background and rationale

● Thisunitisatwo-weekblockofcontent,locatedinMay, allowingtheteacherplentyoftimetosetup meaningfulexchanging/shoppingactivitiesinthe roleplayareaandhave theminplace forthe restof themonth.

● ThisunitisspecificallypositionedtocomeafterNumbersto20,AdditionandSubtractionunits.Thetasks will reviewandconsolidateconceptscoveredinNumberuptothispoint,allwithinthecontextof real-life scenarios.

● Thechildrenwillhandlealleurocoins,includingthe €1 and €2 coins. At thisdevelopmentalstage, childrenenjoyengagingwithmoneyandparticipatinginsorting/matchingactivities.Theemphasisison combining/partitioningto reachatotalofupto20cents.

● Realisticscenariosareincluded,withinthelimitsoftheNumberandOperationsconceptschildrenhave alreadyencountered,e.g.goingshopping.

● Theconceptofchangeisintroducedinthisunit.However, theprimarygoalis forchildrentoassess whethertheyhave enoughmoneytopurchaseanitemand/oranticipate receivingchange.Thetopicof calculatingchange receivesmoreexplicitinstructioninFirstClass.

Thethemeofthisunitis Shopping.Thetopicofshoppingandthetoyshop role-playare keyinteaching moneyto youngchildren.

Commonmisconceptions anddifficulties

Whilemoneyisanintegralpartofmodernlifeandsociety,childrenareencounteringcashless frequently.Asa result,childrenmay:

● Seepapermoneyandcoinsasseparatetypesofcurrency

● Notappreciatethatthesizeofacoinornoteisnotproportionalto,or representationalof,itsvalue

● Confusethevalueofthecoinsandnotes,especiallyiftheyhave thesamedigits

● Suggestcoinornotedenominationsthatdonotexist,e.g.a4ccoin

● Assumethatthenumberofcoinsequalsthetotalvalueofthosecoinse.g.two5ccoins=2c

● Have difficultiescountingcoinsofdifferingvalues

● Difficultyunderstandinghowtogivebackcorrectchangeorhandleleftovermoneywhendealing withdifferentcoins

● Difficultyinapplyingcoinvaluesin real-lifesituations,suchasdeterminingthetotalcostofitems ormakingpurchases.

Mathematicalmodels and representations

● Representationsofcoinsandnotes

● Counters/interlockingcubes

● Numberpaths, foraddingandsubtracting

● MoneyArea Parts

©TheEducationalCompanyofIreland

Day1,Lesson1

AwarenessofMoney

Focusoflearning(withElements)

● Articulatesandsharespriorunderstandingofmoney(U&C)

● Discussesthepurposeofmoneyandthedifferentwaysthat we canpay forgoods/services(including cashandcashless) (C)

● Become familiarwithwaysthatmoneyisspent,earnedandsavedand relatetheseconceptstotheir ownlives(U&C)

Learningexperiences

Pupil’sBookpage60: AwarenessofMoney D

Animation:OfftotheShops MAM Routine: Reason& Respond

Video:MoneyA–E MAM Routine: Reason& Respondwith Think-Pair-Share

Role-playactivity:TheClassShop

©TheEducationalCompanyofIreland

Equipment

● Materials forclassshop, includingcash register,card readerandbankscards

● Playmoneyor realcoins

● Countingaidssuchas counters,interlockingcubes andnumberpaths

Mathslanguage

coins,notes,paper,metal,euro,cent,bank,bankcard, ATM,card reader,buy,spend,shop, receive,earn, save,piggybank,wallet,purse,postoffice,moneybox

Teachingtip:

Shoppingisausefultheme forthismonth. Roleplayactivitiesareincludedineachlessonplan. Lesson 10 allowsthechildrentoconsolidatealllearningviaawhole-class role-play. Thesupport teacherorotheradults(e.g.SNAandparents)couldbeinvolvedinthe roleplay. Guidedsupport willhelpthechildrentodeterminewhethertheyhave sufficientfundstopurchaseitems,andto correctlyusecoins forpaymentsandgivingchange.Encouragelotsoffreeplayintheclassshop throughoutthemonth.Whenpossible,participateintheplay, andmodelthe keylanguageto reinforcingtheconceptsbeingtaught.

Warm-up

D Animation:OfftotheShops MAM Routine:

Reason& Respond

Playtheanimationtopromptdiscussion aboutmoney. Pausetheanimationafter Mia’sdadasksher,‘Thinkcarefully.Whatwill you needattheshoppingcentretoday?’

At theendofthevideo,askthechildren:

● WhatelsecouldMiabringifshedidn’thave any money?(gift voucher,phone)

● ArethereanyotherimportantthingsthatMia mightneedtotaketotheshop?’

Mainevent

D Video:MoneyA–E MAM Routine: Reason& RespondwithThink-Pair-Share

Playthevideos,pausingtoallowthechildrento respondtothequestionsandgive reasons for theiranswers.UseThink-Pair-Sharetopromptthe childrentousetheir MWBsto recordtheiranswers. Consider recordingtheirsuggestionsonaflipchart orwhiteboard forfuture referencethroughoutthe week. Fosteramathsenricheddiscussion by allowing themto respond(agree/disagreeorposequestions) tothe responsesoftheirpeers.

ThevideosexploreUsingMoney,GettingMoney, EarningMoney, ReceivingMoneyandSavingMoney. Thequestionsinclude:

● Whydopeopleuseorneedmoney?

● Whatdo we callmoneymadefrommetal?(coins)

● Whatdo we callmoneymadefrompaper?(notes)

● Inpairs,thinkofwaysinwhich youusemoney.

● Namesomeplaceswhere youbuythingsusing notesorcoins.

● IfIarrivedatashopwithnocoinsornotes,couldI stillbuysomething?How?(bankcard)

● Haveyoueverseenanyoneshoponline?

● Wheredo we getmoneyfrom?(bank, ATM,post office)

● Haveyoueverseenanyonegetmoneyfroman ATM?Whathappened?

● Canapersontakeoutasmuchmoneyasthey wantfroman ATM?

● Do yougetpocketmoney?Howcan we earn money?

● Can youthinkofothertimes yougetor receive money?

● Do youspendallof yourmoney?Whatdo youdo withsomeof yourmoney?

● Do yousave money?Where?Why?

● Are yousaving foranythingnow?

Youcouldalsoask:

● Whataboutadults:do youthinktheysave money?

● Whendid youlastusemoney?

● Whatmoneydo we useinIreland?

©TheEducationalCompanyofIreland

Let’sdeepen:

Challengethechildrentolist/drawtenplaces wheretheyusemoney,alongwithtenwaysto earnmoney.

C Role-playactivity:TheClassShop Holdaclassdiscussioninordertodecidewhattype ofshopthechildren wouldliketosetup.Ask:

● Do youevervisitashop?Whattypeofshopisit? Whatdo youseethere?

Explainthat we aregoingtosetupaclassshop.In groups,thechildrenshoulddiscusswhattypeofshop they wouldlikeittobeandwhatthey wouldneedto setitup. Writealistofthingsthattheywillneedand encouragethemtobringinitemsfromhome,e.g. emptycontainers. P Pupil’sBookpage60: AwarenessofMoney

Optionalconsolidation andextension possibilities

StoryTime Strengthenthechildren’s understandingofmoney by readingstoriesaboutthe importanceofsaving.The followingbookscouldbe usedaspartof yourliteracyplan(notethatAmerican moneymaybementioned):

● Alexander,WhoUsedtoBeRichLastSunday by JudithViorst

● AChair forMyMother by Vera B.Williams

● BunnyMoney by Rosemary Wells

● OneCent, TwoCents,OldCent,NewCent:All AboutMoney by Bonnie Worth.

MoneyDisplay Setupadesignatedtablewhere thechildrencanplacephysicalitems relatedto moneybroughtfromhome.Thismayincludecoins, notes,piggybanks,playmoney, receipts,shopping lists,pricetags.Ideallyalsoincludeawalldisplay forshowcasingphotographs,drawings,orvisuals contributed by thechildrenthat relatetomoney (e.g.chartsshowingsavingsgoals).

Focusoflearning(withElements)

● Discussestradingandswappingin real-lifesituations (C)

● Identifiesandjustifieswhetheratradeorswapisperceivedas fair(R)

● Exchanges fairlybasedon relativevaluein real-lifeor role-playcontexts(A&PS)

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D D C

Learningexperiences

Digitalactivity: Trading/Swapping MAM Routine:Concept

CartoonwithThink-Pair-Share

Digitalactivity: Would You TradeA forB? MAM Routine:

Reason& Respondwith Write-Hide-Show

Role-playactivity:TheClassShop

Mathslanguage

trade,swap, fair,not fair,unfair,cash register

Warm-up

D Digitalactivity: Trading/Swapping MAM Routine: ConceptCartoonwithThink-Pair-Share

DisplaytheConceptCartoon,inwhichLexiistrying todecidewhethersheshouldtradeherhairband for abarofchocolate.UsingThink-Pair-Share,askthe childrenthe followingquestions,andtogive reasons fortheiranswerswhereappropriate:

● Whatdo younotice?Whatdo you wonder? Next,clicktohearthecharactersproposetheirideas and,usingThink-Pair-Share,ask:

● ShouldLexitrade?Whatdo youthink?Explainwhy.

Inpairs,askthechildrentodiscusswhetherornot

Equipment

● MWBs,markers

theythinkLexishouldtradeherhairband forabar ofchocolate.

● Whodo younotagreewith?Whydo youthink theythinkthat?

● Howcan we findoutwhosethinkingiscorrect? Allowtime forthechildrentopresenttheir reasons. ReviewlearningfromJuniorInfantsontrading/ swapping by asking:

● Whatdoesswappingmean?Whatdoestrading mean?

● Howdo youdecideifaswapis fairornot?

● Namesomethingsthat youtradeorswap.

Mainevent

D Digitalactivity: Would You TradeA forB?

MAM Routine: Reason& Respondwith Write-Hide-Show

Displaytheinteractivecardsandtellthe childrentolookatpicturesAandB(click eachsetofcardstoflipthem over).Ask:

● Would youtradeA forB?On your MWB,write ‘Y’or‘N’.

● Whydid yousay yes/no?

● Do youthinkthistradeis fair?Whyorwhynot?

● Doeseveryonehave thesameanswer?Whyor whynot?

● Can youthinkoftimeswhenadultsmighttrade/ swapitems?

C Role-playactivity:TheClassShop

Allowtime overthecourseofthedaytocontinue withsettinguptheclassshop.Giveeachgroupan opportunitytohelpoutwithorganisingtheshelves andcash registerandmakingsigns.

Optionalconsolidation andextension possibilities

StoryTime Continueto readsomeofthe storiesaboutmoney recommendedinLesson1.

MathsEyes Do youtradeanythingwith your friendsor family? Tellusaboutthat.

MoneyDisplay Continuetoaddtothemoney tableandwalldisplayin yourclassroom.

Integration Geography:Discusshowbuying fairtradehelpspeopleindifferentcountries.Learn aboutwheresome foodscomefrom,suchasbananas orchocolate,andhowbuying fairtradehelpsthe farmerswhogrow them.SPHE: Talkaboutmaking kindchoiceswhen we buythings,suchaschoosing fairtradeproductsthathelpothers.

©TheEducationalCompanyofIreland

Day3,Lesson3

RecognisingandSortingCoins

● Recognisestheeurocoins1c,2c,5c, 10c,20c,50c, €1, €2 (U&C)

● Sortsandmatchesthedifferenteurocoins(R)

● Describessimilaritiesanddifferencesbetweencoins (C) Focusoflearning(withElements)

C

D C

D

C P Learningexperiences

Sortingactivity:SortingCoins MAM Routine:Think-Pair-Share

Toolkit:EuroCoins MAM Routine: Reason& Respond

Digitalactivity:SorttheMoney!

Concreteactivity:CoinRubbings

Pupil’sBookpage61: RecognisingandSortingCoins

Mathslanguage

Equipment

● Playmoneyor real coins(oneset foreach pair)

● Countingaidssuchas counters,interlocking cubes,numberpaths

● Eurocoinsprintable

sort,gold,silver,copper,1c,2c,5c, 10c,20c,50c, €1, €2,heads,tails,sides,edges,value,least,most, smallest,greatest,count,same,different,coinrubbings

Warm-up

C Sortingactivity:SortingCoins MAM Routine: Think-Pair-Share

Distributeafullsetofcoinstoeachpair. Tellthe childrentolookcarefullyateachcoinandthensort thecoins.Allowplentyoftime forthechildrento explorethesimilaritiesanddifferencesbetweenthe coins.Whentheyhave finished,ask:

● WhatdidIgive you?Whattypeofmoney?

● Howdid yousort yourcoins?Could youhave sortedthemanotherway?

Let’sdeepen:

Challengethechildrentoidentifynumeralsthatdo nothave correspondingcoins,e.g.3,4, 7, and8.

Let’sstrengthen:

Play‘SoIsMyCoin!’ overthecourseoftheunit.Giveacointoeachchildandtakeone yourself.Allowa minute foreveryonetostudytheircoin.Describeone featureof yourcoin,e.g.‘Mycoinisgold.’Every

childwhohasagoldcoinshouldstandupandsay, ‘Sois my coin!’Askoneofthestandingchildrento makeanotherstatementabouttheircoin.Everyonewhohasacoinaboutwhichthisstatementistrue remainsstanding.Thegamecontinuesuntileveryonestandingisholdingthesamecoin.

Mainevent

D C Toolkit:EuroCoins MAM Routine: Reason& Respond

Distributeafullsetofcoinstoeachpair. DisplaythecoinsfromtheMoneytoolin theManipulativese-Toolkitandask:

● Whatdo we calleachcoin?Howdo youknow? Let’snamethecoins.

● What wordscan youseeonthecoins?What picturescan youseeonthecoins?

● Whatcolouriseachcoin?(1c,2care5cbrown/ copper; 10c,20cand50care yellow/gold.)

● Whatdo younoticeabout €1 and €2 coins? (Two colours/metals: €1 hasasilvercentresurrounded by agoldring; €2 hasagoldcentresurrounded by asilverring.)

● Whatarethetwosidesofacoincalled?(heads andtails)Whichiswhich?Howdo we know?

● Whatdotheedgesofthecoins feellike?Are somedifferentfromothers?Why?(visual impairmentaid)

● Howmanybrown/yellow/mixedcolourcoinsare there?

● Did younoticethatthereareno3cor4ccoins? Whydo youthinkthisisso?

● Can younamethecoinwiththeleast/mostvalue?

● Can yousort yourcoinsfromtheleastvalueto themostvalue? (Thiscouldincludethe €5 note.)

Let’sdeepen:

ChildrendonotlearnaboutnotesuntilFirstClass, butit wouldbeuseful forthemto recognisethe €5 notenow, becauseitwillhelpthemtounderstand thateuromoney followsapatternof1,2,5.This explainswhythereisno3cor4ccoin,etc.

D Digitalactivity:SorttheMoney!

Thechildrenshouldtaketurnssortingthecoinsinto thepiggybanks.

C Concreteactivity:CoinRubbings

Demonstratehowtomakecoinrubbings. Remindthe childrentoholdthepaperdownfirmlysothatthe coindoesnotmove.Askquestions,e.g.‘Whatcoins did youuse?’

Let’sdeepen:

Canthechildrencreateapatternwiththeircoin rubbings,e.g.AABBorABAB?Cantheymakecoin rubbingsinorderfromleastvaluetomostvalue?

P Pupil’sBookpage61: Recognisingand SortingCoins

©TheEducationalCompanyofIreland

GamesBank Play‘Headsor Tails’fromtheGames Bank.

MathsJournal PCM1–EuroCoins,childrencan cutouteachcoinandstickitbesidethematching value. (Thechildrenmayneedassistancewithcutting outthecoins. Youcouldcutthecoinsinadvance for thechildren.)

Role-play Aspartoftheclassshop roleplay activitytoday, thechildrencouldbegivencoinsto sortandplaceintothecash register.Theymaysort themhowevertheywish(accordingtoself-selected criteria).Whentheyhave finished,ask:

● Howhave yousortedthemoney?

● Whydid youdoitthisway?

● Whatisthesameabouteachcoin?Whatis differentabouteachcoin?

● Do youknowthevalueofthiscoin?Howdo you know?

StoryTime Continueto readsomeofthe storiesaboutmoney recommendedinLesson1.

MoneyDisplay Continuetoaddtothemoney tableandwalldisplayin yourclassroom.

Day4,Lesson4

MatchingCoinsandAmounts

©TheEducationalCompanyofIreland

Focusoflearning(withElements)

● Recognises,sortsandmatchescoins(R)

● Identifieswhichsinglecoincanbeusedtopay foranitem(R)

● Communicatesand recordsthenumbersymbolsoncoins (C)

● Usesthecsymbolto representmoney (C)

Learningexperiences

Concreteactivity:WhatAmI? MAM Routine: Reason& Respond

Digitalactivity:HowMuchisHere?A&B MAM Routine:Quick Imageswith Write-Hide-Show

Digitalactivity:HowMuchDoesItCost?

Concreteactivity:MoneyStations

Pupil’sBookpage62:MatchingCoinsandAmounts

Mathslanguage

Equipment

● Playmoneyor realcoins(one set foreachchild)

● e-Toolkit:Money(eurocoins)

● Countingaidssuchas counters,interlockingcubes, numberpaths

smaller,larger,greaterthan,lessthan,c(cent),euro,€(dependingontheclass),likely,notlikely,amount, exact

Warm-up

C Concreteactivity:WhatAmI? MAM Routine: Reason& Respond

Distributeafullsetofcoinstoeachchild.Choose acentcoinandgivecluesaboutitscolour,sizeand value, forexample:

● Iama yellowcoin.Iamsmallerthana50ccoin. Myvalueislessthan12c,butgreaterthan8c.I have thecentsymbol.WhatamI?(10ccoin)

● Holdupthecointhat youthinkitis.Howdid youget youranswer?Didanyonegetadifferent answer?

● Let’sdrawapictureofthecoin.

DemonstrateontheIWBhowtodrawthecoinand writetheamount.Showthechildrenthat we write thenumeral(value) followed by ‘c’ forcent.Display thecoinfromtheMoneytoolintheManipulatives e-ToolkitontheIWB.Playa fewmore rounds,giving cluesaboutothercentcoins.Ineach round,askthe childrentojustifytheiranswersandfigureoutif therecouldhave beenanalternativeanswer.They shouldthendrawthecointhattheythinkitis,and writethecoinvalueontheir MWBsandholditup.

Let’sdeepen:

Dependingontheabilityof yourclass, youmaydescribethe €1 and €2 coins,e.g.‘Iammadeoftwo metals.Iamthelargestcoininsizeandvalue.WhatamI?’Observehowthechildren record €2 ontheir MWB−dotheywrite‘2c’,the€symbolor‘2euro’?Usethisopportunitytodemonstratehowtowrite theeurosymbol.Thechildrencanpractisewritingitintheair,ontheirhandsandontheir MWBs. Point outthatthe€symbolcomesbeforethenumeral.(Notethatthechildrenwilluseandwritethe€symbol inFirstClassanddonotneedtoachieve thislearningoutcomeinSeniorInfants.)

Mainevent

D Digitalactivity:HowMuchisHere?A&B MAM

Routine:QuickImageswith Write-Hide-Show

DisplaythefirstQuickImages resource (A).Briefly revealandthenhideoneof theimages.Askthechildrento record(if able)thevalueofthecoinontheir MWBs.Ask:

● Whatcoindid yousee?Are yousure?Howdo youknow?

● Arethereanyanswersthatdonotmakesense orarenotlikely?Whichones?Whydo you thinkthis?

Let’sstrengthen:

Thechildrenmightnotbeableto recordthevalue ofthecoinsontheir MWBs.Providethesechildren withasetofconcretecoinsorcut-outpapercoins fromPCM1–EuroCoins.

DisplaythesecondQuickImages resource(B), whichshowspartly-coveredcoinsto €2 andaskthe children:

● Whatdo younoticeaboutthecoinsthistime?

● Howdid you workoutwhichcoinwaspartly covered?Whatcluesdid youuse?

● Arethereanyanswersthatdonotmakesense orarenotlikely?Whichones?Whydo youthink this?

D Digitalactivity:HowMuchDoesItCost?

Thechildrencantaketurnstoplaythemultiple-choice activity. Foreachquestion,askthemtolookat thepriceoftheitemandthenselectthecointhat matchesthepricetag.

P Pupil’sBookpage62: MatchingCoinsand Amounts

Optionalconsolidation andextension possibilities

GamesBank Play‘Headsor Tails’or‘CoinSorting Challenge’fromtheGamesBank.

SorttheMoney! Playtheinteractivegamefrom Lesson3again.

©TheEducationalCompanyofIreland

MathsJournal Thechildrencoulddraw differentcoinsthey’velearnedaboutand/ormoney itemsfromtheMathsdisplayandtableintheir journals.Alternativelytheycoulddrawtheir own objects relatingtomoney.

Day5,Lesson5

Comparingand OrderingCoin Values

Focusoflearning(withElements)

● Recognisesthatcoinsholddifferentvalues(U&C)

● Recognisesthevalueofthe1c,2c,5c, 10cand20ccoins,usingthecentsymbol(U&C)

● Ordersthesecoindenominationsaccordingtotheirvalue (R)

● Usescomparativelanguagetodiscusscoinvalues (C)

● Identifiesandjustifieswhichcoinorcollectionofcoinshasthegreatest/leastvalue(R)

● Sets relativemonetaryvaluestoitemsin role-playscenarios (C)

Learningexperiences

©TheEducationalCompanyofIreland

D

C C D

C P

Animation:Numbers1to20 MAM Routine:ChoralCounting

Concreteactivity:Number PathandCoins MAM Routine: Reason & Respond

Concreteactivity:CoinOrder MAM Routine:Notice& Wonder with Reason& Respond

Toolkit:Money MAM Routine:Notice& Wonder

Concreteactivity:MoneyArea Parts MAM Routine: Reason& Respond

Pupil’sBookpage63:ComparingandOrderingCoin Values

Mathslanguage

Equipment

● Playmoneyor realcoins(one set foreachgroup)

● Scissors

● Montythepuppet

● Countingaidssuchas counters,interlockingcubes andnumberpaths

PCM2–MoneyArea Parts

greatervalue,lessvalue,same, worthmore, worthless,cheap,cheapest,cheaperthan,dear,dearest, dearerthan,cost,moneyareaparts,order,estimate

Warm-up

D Animation:Numbers1to20 MAM Routine: ChoralCounting

Playtheanimation.Thechildrenshouldpractise countingfrom1to20.

C Concreteactivity:Number PathandCoins

MAM Routine: Reason& Respond

Cutoutcardslabeledwithnumerals

1–20fromPCMXXandaffixthemto sturdycardstock.Askthechildrentoarrangethese numeralsinorderto formalargenumberpathwithin theclassroom,ifnotinplacealready.Cutoutsingle coins representingdenominationsfrom1cto20c fromPCM1–EuroCoins.Encouragethechildren tocountalongthenumberpathas youpointtothe

numerals. YoucouldgetMontythepuppettoassist here. PerhapsMonty keepsonmakingmistakesand needsthechildrentohelphim!Invite volunteers toaccuratelyplacethecorrespondingcoinson thenumberpathusingBlu Tackorstickytape.Ask questionstoencouragetheuseof keylanguageand allowthechildrentocompare/orderthecoinsonthe numberpath:

● Whatisthiscoin?Whereshoulditgoonthe numberpath?Why?Howdo youknow?

● Whereshouldthiscoingo?Doesithave greater/ lesservaluethan…?

● Whereshouldthiscoingo?Isit worthmoreor lessthan…?Howdo youknow?

Mainevent

C Concreteactivity:CoinOrder MAM Routine: Notice& Wonderwith Reason& Respond

Refertothenumberpathwithcoinsplacedinorder fromthepreviousactivity.Ask:

● Whatdo younoticeaboutthecoinsonthe numberpath?

● Isthereanypatterntothecoins?(colour,size)

● Whichcoinis worththeleast?(1c)

● Whichcoinisnextinvalue?Andwhichisnextin value?

● Whichis worththemost?

StickacopyofPCM3– Sweetsand Treatstocard andcutouteachtreat.Displaythetreatsandtellthe childrenthateachtreatcanbepaid forwithasingle coin. Workinginpairs,askthechildren:

● Howdo we describesomethingthatcostsalotof money?(dear)

● Howdo we describesomethingthatdoesnot costmuchmoney?(cheap)

● Whichtreatdo youthinkshouldbethecheapest/ dearest?

● Whatdothe words‘cheapest’and‘dearest’ mean?

● Whatdo youthinkthecostofeachtreatshould be?

● Whereshould we placeeachtreatonthenumber path? (Childrencanbecalleduptoplacethe treatsonthecorrespondingcoinsonthenumber path,usingBlu Tackorstickytape.)

● Whichtreat would youprefer?Why?

Let’sdeepen:

Showthechildrenacut-outofa50ccoinandask themwhereit wouldgoonthenumberpath.Do youthinkitis worthmoreorlessthanthe20c coin?Cantheyfigureoutthatthe50cisgreater than20candthereforecannotbeplacedonthis numberpath?Doesanyoneplaceitoutsidethe numberpath?

Repeattheactivity,usingthe 10cand20ccoinsand theareapart foreach.Allowthechildrentimeto estimateandcountthesquaresintheareapart for eachcoin.Ask:

● Do youthinkit wouldbeeasiernowtoorderthe coinsfromsmallesttolargestinvalue?Why?

● Do younoticeor wonderanythingaboutthese coins?Areanyofthemthesamevalue?

©TheEducationalCompanyofIreland

D Toolkit:Money MAM Routine:Notice& Wonder

Start by displayingthe1c,2cand5ccoinsandthe areapart foreach.Explaintothechildrenthatarea partscanhelpuswhen we arepaying foritemsinthe classshop.Theyhelpustofigureoutthe‘value’of eachcoin.Ask:

● Whatdo younoticeaboutthe1c,2cand5carea parts?

Althoughthechildrenwillusecoinsandcountmoney inthelessonsthat follow, thevisualnatureofthe areapartmightnaturally resultinadiscussionabout relationshipsbetweenthecoins.

Let’sstrengthen:

Childrenwhohave difficultyunderstandingthe conceptofvalue/thatcoinshave differentvalues shouldbegivenextraopportunitiestohandlethe moneyareapartsandorderthemfromleastto greatestvalue.Theymightjustordercoinsto 10c, orusepre-moneycountersfromJuniorInfantsor concretematerialssuchastwostacksoffive interlockingcubestapedtogetherwitha‘10c’ labelattached,or fourstacksoffiveinterlocking cubestapedtogetherwitha‘20c’labelattached.

C Concreteactivity:MoneyArea Parts

MAM Routine: Reason& Respond

DistributeacopyofPCM2–MoneyArea Parts, scissorsandasetofcoinstoeachgroup.Allowtime forthechildrentocutoutandfreelyexplorethe moneyareaparts. Walkaroundtheclassandask:

● Whichisthesmallest/largestcoininvalue?How do youknow?

● Areanyof yourcoinsthesamevalue?Explain.

● Order yourmoneyareapartsfromsmallestto largestinvalue.

● Now, order yourcoinsfromsmallestvalueto greatestvalue.

P Pupil’sBookpage63: ComparingandOrdering Coin Values

Optionalconsolidation andextension possibilities

Role-playactivity Classshop:Ingroups, thechildrencouldnow worktogethertodecide onthepricesofitemsandtomakepricetags.This couldbecompleted overthecourseoftheday. Youmaychoosetostartwithpricesfrom1c–10cor 11c–19c,dependingontheabilityofthegroup/class. Encouragethechildrentouse keylanguage,suchas worthmore/less,cheaper/cheapest,dear/dearest.

GamesBank PlayagamefromtheGamesBank. In‘WhatAmI?’ youcouldplaymore rounds,perhaps progressingtothebacksofcoins(tails).

MathsEyes Encouragechildrentoaccompany their familymembersonshoppingtripsand request topay foritemsusingexactcoins.Theycanthen sharetheirexperienceswiththeclass,andtheir peerscanaskthemquestionsabouttheirshopping adventures.

©TheEducationalCompanyofIreland

Day6,Lesson6

CountingCoins− Totalsto 10c

Focusoflearning(withElements)

● Recognisesanddemonstratesthatlowervaluecoinscanbecombinedtoequalthevalueofahigher valuecoin(U&C)

● Investigatesdifferentwaystofindagivenvalue(totalsto 10c),usingagroupofcoins(A&PS)

● Selectsandusessuitablestrategiestotenderappropriatecoins(A&PS)

● Beginstoexplainwhyhavingthemostcoins/notesdoesnotnecessarilymeanhaviIthemostmoney(R)

Learningexperiences

Concreteactivity:CountingOn MAM Routine:ChoralCounting

Animation:Numbers1to20 MAM Routine:ChoralCounting

Digitalactivity:DoIHave Enough? MAM Routine: Reason& RespondwithThink-Pair-Share

Toolkit:Money MAM Routine: Reason& RespondwithThinkPair-Share

Digitalactivity:Howmuchisthetoy? MAM Routine: Reason& Respond

counton,enough,differentways,use,howmuch?

Mathslanguage Warm-up

C Concreteactivity:CountingOn MAM Routine: ChoralCounting

UsingthenumberpathfromLesson5,pointtoa numeralandasktheclasstocountonfromthat numberto20.Iftheyaresuccessful,theywina

● Scissors

● Countingaidssuchas counters,interlockingcubes andnumberpaths

● e-Toolkit:Money(Money areaparts)

● Montypuppet

PCM2–MoneyArea Parts Equipment

point.Achildshouldthenpointtoanumeraland theteachermustcountonfromthatnumeral.If you aresuccessful, youwinapoint!Play foranumberof rounds.Whohas won:thechildrenortheteacher?

D Animation:Numbers1to20 MAM Routine: ChoralCounting

Playtheanimation.Thechildrenshouldpractise countingfrom1to20.

D Digitalactivity:DoIHave Enough? MAM Routine: Reason& RespondwithThink-Pair-Share DisplaytheslideshowanduseThink-Pair-Shareto

stimulateadiscussiononwhetherthecharacters have enoughmoneytobuyeachitem.

Forexample,doesJayhave enoughmoneytobuythe toydog? Repeat foreachslide.

Mainevent

©TheEducationalCompanyofIreland

D C Digitalactivity:DoIHave Enough?

MAM Routine: Reason& Respondwith Think-Pair-Share DistributetwocopiesofPCM2−MoneyArea Parts, scissorsandasetofcoinstoeachpair.

Displaytheslideshowagainandencouragethe childrentousethecoinsandareapartsto workout whichcoinsthecharacterscouldusetopay foreach item. Forexample,ask:

● CanJaybuythedog?Howwillhepay forit?

D Toolkit:Money MAM Routine: Reason& RespondwithThink-Pair-Share OpentheMoneytoolintheManipulatives e-Toolkitanddragouta5cmoneyarea partontothescreen.Ask:

● Thedogcosts5c.WhatcoinscouldJayuse/trade forthedog?

Validateallofthechildren’s responses.Listento theirthinking/reasoningandusethistoguide your teachingdecisions(e.g. formativeassessment).Ask:

● Howcanheuse1ccoinstopay forthedog?

Dragoutacoincombinationthatisincorrect,e.g. three2ccoinsandsay:

● Thumbsupif youagree;thumbsdownif you disagree.

● Howdo we knowiftheansweriscorrect?(All correctamountswillhave fivesquares,likethe 5careapart.)

● Explainhowtheareaparthelpusto workout waystopay foranitem.

● Take outa5careapart.

● Coveritwithotherareapartssothatthereareno gapsshowing.

● Thisisonewayofmaking5c.

● Showthison your MWB,usingtheareapart.

● Now, coverthe5careapartwithotherareaparts.

● Howmanydifferentwayscan youmake5c/pay forsomethingthatcosts5c?

Askthechildrentoidentifywaystomakeother values,usingthemoneyareaparts:

● Theballcosts 10c:howmanydifferentwayscan youmake 10c?Whichcoinswill youuse?

● Take outa 10careapart.

● Coveritwithotherareapartssothatthereareno gapsshowing.

● Showthison your MWB, usingtheareaparts.

● Are yousure?Howdo youknow?

● Arethereanyanswers thatdonotmake senseorarenot likely?Whichones? Why?(Askchildren todemonstrateoneoftheirsolutions,usingthe e-manipulative,untilallsolutionshave been shown.)

● Howmany1ccoinsareneededtomake 10c? Repeattheabove stepswiththeothertoys:whistle costing6c;dollcosting9c;bubblescosting7c.

Let’sstrengthen:

Thechildrenwillneedlotsofpracticeusingthe moneyareaparts fortradingwithothercoin valuesorbuyingitemsintheshop.The overall targetisthatthechildrenwillbeabletovisualise thevalueofthecoinswithoutneedingthevisual supports.

Let’sdeepen:

Didanyofthechildrensuggestusinga 10ccoin tobuyatoythatcostslessthan 10c?Depending ontheclass,this wouldbeagoodproblemto pose:‘Inpairs, workoutwhat wouldhappenif youuseda 10ccointotobuyoneoftheitems.Do youknowthe word“change?”’Thechildrenwill have learnedsomesubtractionstrategiesinthe previousNumberunit,sotheymightnothave any difficultydoingthis.

D Digitalactivity:HowMuchDoesItCost? Thisisamultiplechoiceactivityusingeurocoins. Foreachitem,askthechildrenlookatthepriceand thenselectthecombinationofcoinsthatmakethe amountonthepricetag.

Let’sstrengthen:

Thechildrenmayneedtoseelotsofvisual representationsofhowtomaketotalsto 10c. Focusonbenchmarksof5and 10,whilebuilding onthechildren’sabilityto recognisethese amountsataglance.

©TheEducationalCompanyofIreland

Optionalconsolidation andextension possibilities

Role-play Shop role-play:Childrencannowbegin toplayshop.Theycantaketurns role-playingthe shopkeeperandcustomers.Thecustomersshouldbe givenpurseswithavarietyofcoinstopurchasetheir items.Besuretoprovidepursescontainingplentyof 1ccoinstochildrenwhoarefindingtheconceptof moneydifficult.Thechildrenshouldbeencouraged touse keymoneylanguagefromtheunitso far. Whereverpossible, youshouldtaketurnsactingas theshopkeeperandacustomeras well,allowing you toeasilyassesstheirunderstandingoftheconcepts

todate,andchallengewherenecessary. Formore fun,perhapsMontythepuppetcouldhelp youwith yourcalculationsasshopkeeper/customer.

MathsEyes

Childrenshouldbeencouragedto gototheshopwiththeir familiesandpractisepaying foritemsusingexactcoinsorcoincombinations. Askthemiftheysawacardmachine,an ATM,acash register,ashopassistant/shopkeeperorpriceson itemsduringtheirshoppingtrip.

GamesBank Play‘CoinCaterpillars’fromthe GamesBank.

CountingCoins− Totalsto20c Day 7, Lesson7

Focusoflearning(withElements)

● Exchanges fairlybasedon relativevaluein real-lifeor role-playcontexts(A&PS)

● Investigatesdifferentwaystofindagivenvalue(totalsto20c),usingagroupofcoins(A&PS)

● Recognisesanddemonstratesthatlowervaluecoinscanbecombinedtoequalthevalueofahigher valuecoin(U&C)

● Selectsandusessuitablestrategiestotenderappropriatecoins(A&PS)

● Beginstoexplainwhyhavingthemostcoinsdoesnotnecessarilymeanhavingthemostmoney(R)

D D

Learningexperiences

Digitalactivity: Would You Rather...? MAM Routine: Reason&

Respondwith Write-Hide-Show

Digitalactivity:Countingin2s MAM Routine:ChoralCounting

D C

D C

Toolkit:Money MAM Routine:Think-Pair-Share

Digitalactivity:WhoHasEnough? MAM Routine: Reason&

RespondwithThink-Pair-Share

D C P

Toolkit:Money MAM Routine:Think-Pair-Sharewith

Write-Hide-Show

Pupil’sBookpage64:CountingCoins– Totalsto20c

Warm-up

Equipment

● Playmoneyor realcoins (oneset foreachpair)

● e-Toolkit:Money (Coinsand Moneyareaparts)

● Countingaidssuchas counters,interlockingcubes andnumberpaths

● Calculationstrategyposters: CountAll;CountOn;Count OnFromLargerNumbers; CountIn2s,etc.

PCM2–MoneyArea Parts

©TheEducationalCompanyofIreland

D Digitalactivity: Would You Rather…?

MAM Routine: Reason& Respondwith Write-Hide-Show

Thisactivitycanbeusedtoexploretheideathat morecoinsdoesnotnecessarilymeanmoremoney. Displaytheinteractivecards(clickeachsetofcards toflipthem over).

● Which would you rather?On your MWB,write ‘A’ or‘B’.

● Howdid youdecide youranswer/figureitout? Whatstrategydid youuse?

DisplaytheCalculationStrategy Posters:CountAll; CountOn;andCountOnFromLargerNumbers

Ask:

● Didanyoneuseanyofthesestrategiesthat we usedbefore?

● Didanyoneusetheirfingersortheclassnumber path?

● Did you remembernumbersthatmake 10?

● Didanyonecountin2s?

Teachernote: Can youidentifychildrenwhostill have difficulties recognisingcoinsandthevaluesof coins?Dotheyunderstandthat €2 isgreaterinvalue than2c?

D Digitalactivity:Countingin2s MAM Routine: ChoralCounting Usethis resourcetoallowthechildrentopractise countingin2supto20.

Displaythecalculationstrategyposter‘CountIn2s’ asasupport.

Mainevent

D C Toolkit:Money MAM Routine: Think-Pair-Share

Thispartofthelessonwilltakethesame formatasin Lesson6,butwithtotalsupto20c.OpentheMoney toolintheManipulativese-Toolkitanddragouta 20ccoinontotheIWB.Ask:

● Whatdo youthinkthemoneyareapart for 20clookslike?

Allowanumberofchildrentocomeupanddrawtheir predictionontheboard. Validateallofthechildren’s

responses.Listentotheirthinking/reasoninganduse thistoguide yourteachingdecisions(e.g.summative assessment).Ask:

● Arethereanypredictionsthatcannotbecorrect? (thosethatdonothave 20squares)

Distributea20careapart,anumberofeachofthe othermoneyareaparts(fromPCM2−MoneyArea Parts)andasetofcoinstoeachpair.Displaya20c moneyareapartontheIWB. Pointoutthatthe20c areaparthas20squares− four rowsoffivesquares.

Counton,countall,countin2s,strategy,predict,make(anamount),skipcount,part/wholemodel, countback

Mathslanguage

D C Digitalactivity:WhoHasEnough?

MAM Routine: Reason& Respond withThink-Pair-Share

Thechildrenwillhelpthecharactersbuy toysfromthetoyshop(totalsto20c).

Displaytheactivityand, foreachtoy, ask:

● Whohasenoughmoneytobuythetoy? Whatcoinscouldtheyuse?

● Doesanyonehave toomuchmoney?Ifso, whatwillhappenwhentheypay forthetoy?

● Whatdo we callthis?(change)

● Whatischange?Did youevergetchange attheshop?

Distributemoneyareaparts andasetofcoinstoeach pair.Encouragethechildren tousethemto workout whichcoinsthecharacters couldusetopay foreach toy. Displaytheactivityagain andask:

● Howwill we workitout? Whatstrategydid we use yesterdaywiththemoney areaparts?

● Yes, we willtakea20careapartandcoveritwith differentmoneyareapartsuntilthereareno gapsshowing.

● Now, tryto workoutdifferentways forLexi, Mia,DaraandJaytobuythetoys. Forexample, ‘Thetoydinosaurcosts20c,so...’

● Showthison your MWB,usingtheareaparts.

Let’sstrengthen:

Walkaroundtheclassandseehowthechildren aregettingonwiththetask.Giveassistanceto thosewhoarehavingdifficulty, by showingthem howtocoverthe20careapartwithsmallerarea partsuntilitistotallycovered.

Askthechildrentodemonstrateoneoftheir solutions,usingthemoneyareaparts.Continueuntil allsolutionshave beendemonstrated.Ask:

● Are we happywithallofthesolutions?

● Arethereanyanswersthatdonotmakesense? Why?

strategiesthatthechildrenusedand,ifnotoffered, demonstratethe following:skip-countingin2s,5s and 10s;totalsto20,part/wholemodelandusing fingers;countingbackfrom20onthenumberline (i.e.WhatdoIneedtoaddtomake20?).

Let’sdeepen: Howmany1ccoinsareneededtopay foratoy thatcosts20c?Howmany1ccoinsareneeded tomake50c/€1/€2?

©TheEducationalCompanyofIreland

Askthechildrenifthey workedoutwaystomake20c withoutusingthemoneyareaparts. Focusinonthe

D C Toolkit:Money MAM Routines:Think-PairSharewith Write-Hide-Show Informtheclassthat you wouldliketobuyatoycar for15c.Inpairs,askthechildrentouseoneoftheir strategiesto workoutawaytomake15c,usingcoins andthemoneyareaparts.Theyshould recordthis ontheir MWB.Aftertheyhave revealedtheiranswer, ask:

● Is youranswercorrect?Prove it!

● Can you workoutanotherwaytomake15c?

● Showthison your MWB.Whatstrategydid you use?

● Arethereanyanswersthatdonotmakesenseor arenotlikely?Whichones?Why?

OpentheMoneytoolfromtheManipulatives e-ToolkitontheIWB.Usingthecoinsandthemoney areaparts,askchildrentodemonstrateoneoftheir solutions.

Continueuntilallsolutionshave beenshown.

Let’sdeepen:

Trymakingamountstotaling11c–20c(14c,18c, etc.).

Let’sdeepen:

Whatthreecoinscanbeusedtopay foratoythat costs20c?

P Pupil’sBookpage64: CountingCoins–Totalsto20c

Optionalconsolidation andextension possibilities

Role-play Childrencancontinuetoplayinthe classshopaspartoftheclassroomthemethismonth.

GamesBank Playoneofthegamesfromthe GamesBank.

MathsJournal Childrencancreatedrawingsof piggybanksintheirjournalsandillustrateorwrite variouscoincombinations foreachpiggybank.They mightshowthestrategytheyused.

WhoHasEnough? Playtheinteractivegame ‘WhoHasEnough?’again.

©TheEducationalCompanyofIreland

Days8and9,Lesson8

The ToyShop

Focusoflearning(withElements)

● Usesa rangeofstrategiestomentallycalculatesumofmoney(totalsto20c) (C)

● Determineswhatcanbebought forcertainsumsofmoney(R)

● Orderspricesaccordingtocostandidentifieswhichitemscostmoreorless(R)

● Judgeswhetherthereisenoughmoneytobuyanitemand/orwIherchangeshouldbeexpected(R)

● Partakesinsituationswhereitemsareboughtandsoldusingcashandcashlessmethods (C)

● Selectsandusessuitablestrategiestotenderappropriatecoinsandcalculatechange(A&PS)

Learningexperiences

Game:LuckyDip MAM Routine:Think-Pair-Sharewith WriteHide-Show

Digitalactivity:HowMuchisintheJar MAM Routine: Reason & Respondwith Write-Hide-Show

Digitalactivity:The ToyShop MAM Routines:Notice& Wonder/ Reason& RespondwithThink-Pair-Share

Role-playactivity: ToyShop

Digitalactivity:WhatIsthe Total? MAM Routine: Reason& Respondwith Write-Hide-Show

Pupil’sBookpages65–66:The ToyShop

Mathslanguage

Equipment

● Playmoneyor realcoins(one set foreachchild)

● Bag

● Countingaidssuchas counters,interlockingcubes andnumberpaths

● Montythepuppet

● Calculationstrategyposters: CountAll;CountOn;and CountOnFromLarger Numbers

Warm-up

Choosetodooneorbothofthesewarm-upactivities overthetwodays.

C Game:LuckyDip MAM Routine:Think-PairSharewith Write-Hide-Show

Providethechildrenwithcountingaids.Place enough realcoinsinabag foreachchild,inturn, topullouttwoorthreecoins.Thechildrenshould traceormakerubbingsofthecoinsintheircopy. Eachpairshouldthen recordtheamountofmoney ontheir MWBsintwodifferentwaysoftheir choosing,e.g.writetheamounts,writethetotal, usemoneyareapartstoshowthetotal,drawthe coinsorwriteanumbersentence.Allowtime for thechildrentoexplore recordingamountofthe moneyindifferentways.

Let’sstrengthen:

Modifythenumberofcoinspulledfromthebag and/orthe rangeofcoinsinthebag.Includethe 20ccoin forsomepairs.

D Digitalactivity:HowMuchIsIntheJar?

MAM Routine: Reason& Respondwith Write-Hide-Show

Playtheinteractivegameinwhichthecharacters have beensavingtheirmoneytogotothetoyshop. Askthechildrenhowmuchisineachjar,encouraging themto recordtheiranswersontheir MWBs.Then, foreachquestion,selectthejarwiththecorrect amount.

Mainevent

D Digitalactivity:The ToyShop MAM Routines: Notice& Wonder/Reason& Respondwith Think-Pair-Share

Displaytheposterinwhichthecharactersareina toyshoptopickoutapresent fortheirfriend,Lilly, whosebirthdaypartytheyhave beeninvitedto. UsingThink-Pair-Share,ask:

● Whatdo younotice?

● Whatdo you wonder?

Recordthechildren’s reponsestobothquestionson theboard.

Distributeasetofcoinstoeachchild.Lookatthe posterandaskorclicktoplaythequestionsbelow. Wheneverappropriate,askthechildrentogive reasons fortheir response(s).

● Whatdo yousee forsale?

● Howmanyofeachtoydo yousee forsale?

● Howmuchistheteddybear?

● Whichtoycoststhemostmoney?

● Whichtoycoststheleastmoney?

● Howdo we describesomethingthatcostsalot ofmoney?(dear)

● Howdo we describesomethingthatdoesnot costmuchmoney?(cheap)

● Nameatoythatcostslessthanthebubbles.

● Nameatoythatcostsmorethanthe football.

©TheEducationalCompanyofIreland

● Whichtoyscostmorethan20c?(Askthe childrentodrawthemorwritethenames andtheprices.)

Youcouldalsoask:

● Writethehighest/lowestprice youcansee.

● Writeallofthepricesinorderfromlowestto highest.

● Whichcoinsareneededtopay fora robot(20c), amonkey(14c),apuzzle(19c)andatrain(€1)?

C Roleplay: ToyShop

Usingthe ToyShopposterasaguideto prices,invitechildrenupto role-playthe programmecharactersbuyingtoys. You coulduseMontythepuppethereto assist. Youshould role-playtheshopkeeper for thefirstcoupleofexamplesandmodelhowto workoutwhetherchangeshouldbeexpectedand howtocalculatethechange.Childrencanthen role-playbothshopkeeperandcustomerandshare strategiestheyhave used forcalculatingamounts andchange.

D Interactivegame:WhatIsthe Total?

MAM Routine: Reason& Respondwith

Write-Hide-Show

Thisisamultiple-choiceactivityusingeurocoins. Foreachquestion,lookatthecoinsandthenselect theanswerthatmatchesthetotal.

Askthesequestions:

● Whatisthetotalvalueofthecoins?

● Howdo youknow?

● Whatstrategydid youuse?

Askthechildrento recordtheanswersontheir MWBs (ifable).

P Pupil’sBookpages65–66:The ToyShop

Let’sstrengthen:

ThechildrenmightbenefitfromcompletingLet’s StrengthenPCM–The ToyShop,whichhasthe sameitemsaspage68ofthePupil’sBook,but withsimplerprices.

Let’sdeepen:

Thechildrenmightbenefitfromcompleting Let’sDeepenPCM–Money–whichhasmore challengingproblem-solvingactivitieswithcoins.

©TheEducationalCompanyofIreland

Role-play Thechildrencouldcontinuetoplay intheclassshopaspartoftheclassroomthemethis month.

GamesBank Play‘MoneyEstimate’fromthe GamesBank.

Bingo PlaytheinteractiveBingogame.

MathsJournal Askthechildrentomakea shoppinglistwithpicturesofitemsthey would liketobuyatapretendshop,includingtheprice ofeachitem.Theycouldthendrawapursewith thecorrespondingcoinsthey wouldusetopay for eachitem.

Day 10,Lesson9

Reviewand Reflect

● Reviewsand reflectsonlearning(U&C)

Focusoflearning(withElements) Warm-up

Itisidealif role-play formsthebasisofthislessonsothatthechildrencanactivelyengagewithmoneyand practisealloftheconceptstaughtinthepreviouslessons.

Ensureallpreparations forthe roleplayhave alreadytakenplace,including:attachingpricetagstoitems for sale;settinguppursescontainingmultiplecoinsofalldenominations;settingupacash registercontaining multiplecoinsofalldenominations.Dependingonthenumberofadultsintheclassroom,therecouldbetwo shopareassetupsothattwogroupsofchildrencantakepartsimultaneously.Otherwise,onegroupof childrencantakepartinthe roleplaywhiletheotherwatches.

Mainevent

Usethismenuofactivityideastochoosehowbesttostructurethislastlessonoftheunittosuit yourneeds andtheneedsof yourclass.

Let’s Talk!

● Whatdid youlearninthisunit?

● Whatisthemostimportantthing youlearned?

● Whatdid youfinddifficult?

● Whatdo youwanttoknowmoreabout?How could youdothis?

Let’sPlay!

Thechildrenshouldtaketurns role-playinga customerandashopkeeper. Youcouldstart by informingthemthatthetoycard readerisoutof order(not working)atthemoment.Askthemwhat thiswillmean,i.e.howcantheshopperspay fortheir items?Questionsshouldalsobeaskedaftereach roleplay, forexample:

● What worked well?

● Whatdid youlike?

● Whatdid youthinkoftheprices?

MathsLanguage

Samplelanguage fortheshopkeeper:

● Jointhequeue,please.

● Whoisnext?

● What would youliketobuytoday?

● Do youhave theexactamount,please?

● Would youliketopay by cashorcard?

● Do youneedhelptofindtherightcoinstopay?

● Will youneedchange?Will youneedalotof change?Do youknowhowmuchchange youwill need?

● Would youlikea receipt?

Samplelanguage forthecustomer:

● I wouldliketobuy...please.

● Howmuchisthe...please?

● Ihave 20c.WhatcanIbuy?Do yougivechange?

● I wouldliketopay by card.Ihave nomoneyin my wallettoday.

● Ineedhelpto workoutwhatcoinstouse.

● I wouldliketobuymorethanoneitem.What couldIbuy?

● Wow, thatis verydear!

● CanIhave a receipt,please?

©TheEducationalCompanyofIreland

MathsStrategiesandModels

Askthechildrentogiveexamplesofthestrategies (e.g.countingstrategies,waystoidentifyandsort coins)andmodels(e.g.playmoney,moneyarea parts)inthisunit.

ProgressAssessmentBooklet

CompletequestionsXXonpageXX.Alternatively, thesecanbelefttodoaspartofabigger review duringthenext review week.

MathsEyes

Go forawalkthroughtheschooland/orlocalarea, looking forplacesandwaysthatmoneyisspent, earnedandsaved.Canthechildren recognisethings thattheylearnedaboutduringthisunit,e.g.acard reader,an ATMorabank?Makedrawingsto record yourfindingsortakephotostodisplay/compileina digitalslideshowwhenbackintheclassroom.

Ifthereisaschoolshop,thechildrencouldbegiven anopportunitytobepresentduringtransactions.

Let’sStrengthen Let’sDeepen

Identifychildrenwhomightbenefitfromextra practicewithsomeofthe keyconceptsorskills inthisunit.ConsulttheUnit 14 Let’sStrengthen Suggestions for Teachersand/orusetheLet’s StrengthenPCMs forparalleltasks.

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SelectoneoftheCCTsontheLet’sDeepenPCM. Displaythetaskontheclassboard.Encouragethe childrento worktogetheringroups.

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©TheEducationalCompanyofIreland

The ToyShop

A: Howmuchmoneydo Lexi,Jay,andDarahave tospendinthetoyshop?

Lexi: _______c

©TheEducationalCompanyofIreland

Jay: _______c

B: Work withyourpartner.

Whohasthemostmoney?

Whohastheleastmoney?

HowmuchmoneydoesJayhave?

Dara: _______c

Draw thetoythatis thecheapest.

C: True[✔]or false[✘]?:

Daracanbuythe Lexicanbuythe

Draw thecoinsneededtobuythe bubbles.

Draw thecoinsneededtobuy theball.

Money

Pick:Whatyou wanttodo,whatyou wanttouse,andwhoyou’d liketodo thesewith!

ComparingandOrdering

Whichcoingoesintheemptybox?Draw thecorrectcoin. least ➔ greatest least ➔ greatest least ➔ greatest

Lexi’spursehas2bronzecoins. Collectordraw differentcoinsandtotalsshecouldhave inher wallet. Writethetotals.

©TheEducationalCompanyofIreland

Draw thecoinstomatchthetotals: 10cin2ccoins 10cin5ccoins

Jayhas12c.Allhiscoinsarethesame. Colourthecoinhehas.

Draw orlistthedifferent waysyoucanmake15c.Howmanydifferent ways arethere?

Money

Class Teachers: Usetheseactivitiesalongsidethespecifiedlessons,tostrengthentheunderstandingof children,as required.Manyoftheseactivitiescouldalsobeusedasastation.

SpecialEducation Teachers: Usetheseactivitiestosupportchildren(pre-teachingor re-teaching)inin-class and/orwithdrawalsessions.

Recognisingcoins

● Discusswhen we usemoney,andthat we usecoinstohelpuscarrymoneyaround.Distributecoinsindividuallytoeachchild, startingwiththe1ccoin.

©TheEducationalCompanyofIreland

● Childrenwhoarenot familiarwiththecoinscangainfrompractisingtheirskillsinidentifyingandselectingthem.Ask: Canyou tellmewhatthiscoinis?Canyoufindthe 10 centcoin?Chooseacointhatisworthmorethan 10 centorlessthan50cent.

● Askthechildrentocarefullytracearoundthecoins, focusingontheshapesandsizestostrengthentheir recognitionskills. Encouragecreativeactivitiessuchasmakingcaterpillarsorothershapeswithtracedcoins.

Sortingcoins

● Askthechildrentosortcoinsaccordingtotheirself-selectedcriteria.Askthemtoexplainwhytheysortedthemthisway.

● Askthechildrentosortthecoinsaccordingtocolourandtoexamineeachcolourgroupatatime. Forexample, focusingonthe browncoins,ask: Whatisontheback/frontofeachcoin? (Useamagnifyingglasstoaddanoveltyelementtothistask.) Inwhat way(s)arethesecoinsthesame/different?

● [When ready,exploreadifferentcolourgroupinthesameway(e.g.thegoldcoins).Sortthem by value.Ask: Whatdoyou noticeaboutthecoinandhowmuchmoneyit represents? Stickoneofeachcointoacup/container,providinglotsof opportunitiestopractisesortingavarietyofcoinsintothecorrectcontainers.

Matchingcoinsandamounts

● UsePCM1EuroCoins forinteractivegamessuchas‘Snap’or‘GoFish’, reinforcingcoinvaluesthroughplay. Prepareasetof coinvaluescorrespondingtothecoins forthegame.

Comparing/orderingcoinvalues

● Beginwithcoins rangingfrom1centto50centswhencomparingandorganisingcoinvalues.Understandingwhy €1 isatthe endofanumberpathor representsthehighestvaluemayposeachallenge forchildreninitially,buttheywilldevelopabetter graspofthisconceptastheyprogresstoFirstClass.

● Giveeachchildanemptynumberpath.Askthemtoputcoinsonthepathinorderofvalue.Ask: Whyis1catthestartofthe numberpathand50cisattheend?Is 10cworthmoreorlessthan20c? Emphasisetheideathatthecoinontherightinanypair hasagreatervalue.

● Play‘CoinSortingChallenge’fromtheGamesBankto reinforcecomparingandorderingcoinvalues.

Countingcoins

● Askhowmany1ccoinsarethesameasone5ccoin.Placefive1ccoinsunderthe5contheboard,emphasisingthat5cisthe sameasfive1ccoins. Repeatwithothercoinvalues,using1ccoinseachtimeatthisstage.

● Initiallyaskthechildrentocountmultiplesofidenticalcoins(e.g.six × 1c,or3 × 2c,or2 × 5c).Progresstowardscountinga smallcollectionofcoins,twodifferenttypesonly.Ask: Whatstrategy(strategies)didyouusetocount?(Howdidyoucount?) Whatotherway(s)couldyoucountthatgroup?Whichwayisquickest?

Title

Notetoteachers: Anextensivegamesbankis available foreachclasslevelwithgames relating toallunits.Thegamesincludedinthisbookletareasampleofthegames available for Unit 14:Money.

What’sMyCoin?

Numberof players: 2

Youneed:

Howtoplay:

Coins(4 denominations),clothbag

©TheEducationalCompanyofIreland

Strengthen:

Deepen:

Playerstaketurnspickingacoin fromthebag withoutlooking.

They keepthecoinhidden fromtheirpartner. To guessthecoin,partnersask questionsabout size,colourand value.

Thechildrencanask questionssuchas: Isit copper? or Isitsmallerthana2ccoin?

Only Yes/Noanswersareallowed.

The firstpersontoguessthecorrectcoinwins thegame.

Limitthecoindenominations availabletobe chosen.

Allowplayerstoanswerquestionswithmore thanjust Yes/No.

Addmoretypesof coinstothebag,introducing awider rangeof questionsandpossibilities.

Giveeachplayeracertainnumberof chances toidentifythecoincorrectly(e.g.youhave 3questionsandthenyouhave toguess).

Playerscanbeblindfoldedwhileselectingtheir coin,sothatthey relyontouch, ratherthan visualclues.

Title

CoinSortingChallenge

Numberof players: 2–6

Youneed:

Howtoplay:

Strengthen:

Eurocoins(1c,2c,5c,10c,20c),smallcontainers labelledwitheachcoin value,timer

Setuplabeledcontainers foreurocoin valueson thetabletop.

©TheEducationalCompanyofIreland

Deepen:

Scattereurocoinsacrosstheplayingarea.

Players raceto findandplacecoinsintheright containersbeforethetimerunsout.

Playersarrangethecoinsineachcontainer from smalltolarge.

Eachplayerpicksthecontainertheybelievewill have thehighest valueandexplainswhy.

Countthecoinsineachchosencombinationto seewhichhasthehighest value.

Limitthecoindenominations availabletobe chosen.

Allowchildrento work inpairstosortthecoins intothelabelledcontainerstogether.

Turntheactivityintoasimplesortingand orderinggame.Increasethecoindenominations andcupsbutwithoutthechoosingof container orcountingof values.Herethegroup works togetherto findthecoins,sortandorderbefore thetimeisup.

Introducelargereurocoindenominations for addedchallenge.

Combinesizeand valuesorting by asking childrento firstsortcoins by sizeandthen arrangethemwithineachsizecategory from smallesttolargest value.

Money

LessonFocusoflearning

Day1,Lesson 1: Awarenessof Money

Day2,Lesson2: Let’s Trade!

● Articulatesandsharespriorunderstanding ofmoney(U&C)

● Discussesthepurposeofmoneyandthe differentwaysthat we canpay forgoods/ services(includingcashandcashless) (C)

● Become familiarwithwaysthatmoneyis spent,earnedandsavedand relatethese conceptstotheir ownlives(U&C)

● Discussestradingandswappingin real-life situations (C)

● Identifiesandjustifieswhetheratradeor swapisperceivedas fair(R)

● Exchanges fairlybasedon relativevaluein real-lifeor role-playcontexts(A&PS)

Assessmentdatarelatingto individuals/groups

©TheEducationalCompanyofIreland

Day3,Lesson 3: Recognising andSorting Coins

● Recognisestheeurocoins1c,2c,5c, 10c, 20c,50c, €1, €2 (U&C)

● Sortsandmatchesthedifferenteurocoins (R)

● Describessimilaritiesanddifferences betweencoins (C)

Day4,Lesson4: MatchingCoins andAmounts

Day5,Lesson5: Comparingand OrderingCoin Values

● Recognises,sortsandmatchescoins(R)

● Identifieswhichsinglecoincanbeusedto pay foranitem(R)

● Communicatesand recordsthenumber symbolsoncoins (C)

● Usesthecsymbolto representmoney (C)

● Recognisesthatcoinsholddifferentvalues (U&C)

● Recognisesthevalueofthe1c,2c,5c, 10c and20ccoins,usingthecentsymbol(U&C)

● Ordersthesecoindenominationsaccording totheirvalue(R)

● Usescomparativelanguagetodiscusscoin values (C)

● Identifiesandjustifieswhichcoinor collectionofcoinshasthegreatest/least value(R)

● Sets relativemonetaryvaluestoitemsin role-playscenarios (C)

LessonFocusoflearning

Day6,Lesson6: CountingCoins

− Totalsto 10c

Day 7, Lesson7: CountingCoins

− Totalsto20c

● Recognisesanddemonstratesthatlowervalue coinscanbecombinedtoequalthevalueofa highervaluecoin(U&C)

● Investigatesdifferentwaystofindagivenvalue (totalsto 10c),usingagroupofcoins(A&PS)

● Selectsandusessuitablestrategiestotender appropriatecoins(A&PS)

● Beginstoexplainwhyhavingthemostcoins/ notesdoesnotnecessarilymeanhavingthe mostmoney(R)

● Exchanges fairlybasedon relativevaluein real-lifeor role-playcontexts(A&PS)

● Investigatesdifferentwaystofindagivenvalue (totalsto20c),usingagroupofcoins(A&PS)

● Recognisesanddemonstratesthatlowervalue coinscanbecombinedtoequalthevalueofa highervaluecoin(U&C)

● Selectsandusessuitablestrategiestotender appropriatecoins(A&PS)

● Beginstoexplainwhyhavingthemostcoins doesnotnecessarilymeanhavingthemost money(R)

Assessmentdatarelatingto individuals/groups

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Days8and9, Lesson8:The ToyShop

Day 10,Lesson 9: Reviewand Reflect

● Usesa rangeofstrategiestomentallycalculate sumsofmoney(totalsto20c) (C)

● Determineswhatcanbebought forcertain sumsofmoney(R)

● Orderspricesaccordingtocostandidentifies whichitemscostmoreorless(R)

● Judgeswhetherthereisenoughmoneytobuy anitemand/orwhetherchangeshouldbe expected(R)

● Partakesinsituationswhereitemsarebought andsoldusingcashandcashlessmethods

● Selectsandusessuitablestrategiestotender appropriatecoinsandcalculatechange(A&PS)

● Reviewsand reflectsonlearning(U&C)