PRIMARY / JUNIOR LESSON PLAN TEMPLATE

Name: Financial Literacy Date: Grade: 1

Subject(s): Mathematics Lesson & Unit: Money and Finances Time Estimate: 40 Minutes (1
Period)
Overall Expectation
 F1: Demonstrate an Understanding of the Value of Canadian Currency
Specific Learning Expectations
 F1.1: identify the various Canadian coins up to 50¢ and coins and bills up to $50
Intended Student Outcomes and compare their values.
Learning Skills (Growing Success)
 Responsibility
 Initiative
 Independent Work
 Collaboration

1. I can recognize and name different coins and bills.

2. I can determine the value of coins and bills and represent specific amounts using
Success Criteria
a combination of coins and bills.
3. I will show what I know sorting money and matching pictures.
4. I can effectively collaborate in small groups to discuss, strategize, and solve
problems related to sorting and representing amounts using coins and bills.
5. I can independently complete a worksheet by correctly coloring, cutting, and
pasting the correct values next to each coin and bill.

1. We are learning to understand the concept of money and its purpose.

2. We are learning to recognize and identify different coins and bills.
Learning Goals
3. We are learning that each coin and bill have different values.
4. We are learning how to add and represent specific amounts using both coins and
bills.
 Determine assessment (for, as, or of).
Assessment For Learning:
- Create a mind map on the white board.
- Facilitate discussion about the various Canadian coins and their value up to 50
Assessment
cents (dime, nickel, loonie, toonie, quarter)
- Facilitate discussion about the various Canadian Bills and there values up to $50.
- Encourage the students to come up to the board and add the mind map; ask them
to use symbols, colors, and connections to show relationships.
- While the students are adding to the board and during discussion, observe and
engage in discussions about their thought processes.

Why would students need to learn the elements of this lesson?

Students need to learn the elements of this lesson to gain a comprehensive understanding
of currency, including coins and bills, essential for everyday financial transactions.
Through hands-on activities and discussions, they develop mathematical skills, problem-
solving abilities, and learn to collaborate effectively in small groups. Engaging in
Rationale
independent tasks, such as completing worksheets, fosters independence and
responsibility.
Why would they want to learn what you want to teach them?
Students are likely to be interested in each component of this lesson because they are
related to their daily lives, teach them practical skills, and provide the foundation for
responsible and informed financial decision-making in the future.

What prior knowledge is being activated?

- Students need to recognize different coin denominations, including pennies,
nickels, dimes, and quarters. This requires them to recall and apply their prior
Motivation/Anticipatory Set knowledge of coin shapes, sizes, and values.
(MINDS ON) - Familiarity with the concept of money, such as understanding that money is used
to buy goods and services.
- Foundational mathematical skills like counting and addition .
What is the activity that will activate prior knowledge so that students can build on
this knowledge?
Brainstorming Session (asking prompting questions)
- Ask students the following questions, allow for 2 minutes in between each
question for them to think on their own and then discuss with a partner
- "What is money, and what do we use it for?"
- "Can you name any coins or bills?"
- "When do you use money in your daily life?"
- Create a mind map on the board as a visual for students.
- Partner Discussion
- Whole Class Discussion
 Guided By Teacher
1. Begin with a discussion about the different kinds of money (coins and bills) we
use in Canada.
 Show examples of coins and bills, emphasizing their colors, shapes, and
sizes.
Student Engagement/  What do we use money for?
Procedures (ACTION ON)  Can you name any coins or bills?
Guided/ Small Group Activity
1. Divide students into small groups of 4.
2. Provide each small group with a set of play coins and bills.
3. Guide students in a hands-on activity.
 Teacher will write on the board the amount the students are to sort and
compare using the play coin and bills.
4. Students will then use the coins and bills to show the amount the teacher has
presented on the board. Encourage discussion within groups.
 "Can your group show me a set of coins that equals 10 cents?"
5. Ask the group to announce to the class which coins they chose and their value.
Independent
1. Distribute simple worksheets with images of coins and bills.
2. Students independently color, cut, and paste the correct values next to each coin
or bill.

Prior Knowledge
- asking students about the different kinds of money they are familiar with,
especially coins and bills commonly used in Canada.
Closure (CONSOLIDATION)

Presentation of final work or solutions to problems.

Specific work should be presented that demonstrates strategies that have been used
specific to the learning goal.

Sharing and Peer Feedback:

After completing the independent worksheet, provide opportunities for students to share
their work with a partner or small group. Encourage them to explain their reasoning
behind their choices of coin and bill values.
 What specific strategies are used to differentiate instruction?
- provide individualized visual supports for each student (personalized chart
illustrating the relationship between coins and their values)
Accommodations/
What assistive technology will be used?
Modifications
- Voice to text, text to voice, word prediction, word processing and organizational
software
What specific resources will be used?

Accommodations:

Modifications:
- Break down the learning expectation into smaller, more manageable steps to
accommodate students who may require more time to process information.
- Adapt the comparison of coin and bill values to focus on smaller denominations
initially (e.g., coins up to 25 cents, bills up to $5) before progressing to larger
values.
- Use simplified worksheets or activities that involve matching coins and bills to
their corresponding values in a more guided manner.
- Offer visual aids such as enlarged images of coins and bills with clear labels to
help students identify and compare their values.
- Provide hands-on manipulatives or tactile materials for students to physically
interact with, reinforcing their understanding through sensory experiences.

- Canadian coins (pennies, nickels, dimes, quarters, loonies, and toonies)

- Canadian bills (especially those up to $50)
Materials/Equipment/ - Whiteboard and markers
Technology - Printed worksheets with images of coins and bills
- Real-life examples of items with corresponding prices
- Chart or poster illustrating the values of different coins and bills.

What went well in this lesson and why?

Reflection What is one skill that you want to develop that would improve students’ learning?
to be completed after the lesson
is taught. To what extent am I following the Assessment for Learning and as Learning
Practices?
Reflect on the strengths,
weaknesses, and next steps for Were my questions planned related to the big ideas, related to key ideas?
improvement Did I use a variety of questioning strategies?
Are there opportunities provided for students to follow up on feedback?
At the end of the lesson, do I know which students achieved the learning target and
which need further instruction?