Differentiated Lesson/Learning Task

Lesson Topic: Money and Financial Mathematics

Curriculum Area: Maths
Year level/s: 2
This lesson is differentiated by:
Readiness
Learning profile

Brief description:
This unit will explore the features of Australian money, the value of Australian money, equivalent
values in collections of coins and notes, the order of Australian money, as well as counting
Australian coins and notes. The unit will begin by focusing on introducing Australian money and
the features of Australian money. It will then go on to look at the value of Australian money. This
is lesson three out of the unit and will focus on the order of Australian money and identifying
equivalent values in collections of coins or notes (e.g. two 5-cent coins have the same value as
one 10-cent coin). The lesson after this will look further into equivalent values in collections of
coins and notes (e.g. two 20-cent coins and one 10-cent coin has the same value as one 50-cent
coin). The unit will then move on to counting collections of Australian coins and notes to make
up particular values.

Learning Objectives: As a result of engaging with the lesson, students will:

The learning objectives for this lesson have been adapted from the Australian curriculum code
(ACMNA034).

Understand that

Know

Australian coins and notes are ordered according to their value.

Combining two equivalent amounts of Australian coins or notes can produce the same
value as one coin or note.

Be able to
Australian coins and notes can be
Order Australian coins and notes
ordered from lowest to highest
value.
That two of the same Australian
coins or notes can be combined
to produce the same value as one
Australian coin or note (e.g. two
ten-cent coins have the same
value as one twenty-cent coin).

according to their value from lowest to

highest.
Identify and recognise two of the same
Australian coins or notes that equal the
same amount as one Australian coin or
note.

Essential Questions:

Why is it important to know the order of Australian money?

Why and how are Australian coins and notes ordered?
What is the relationship between knowing the value of Australian money and knowing
the order of Australian money?
Why is it important to know that two of the same Australian coins or notes can equal
the same value as a single coin or note?
Why do some Australian coins or notes when combined equal the same value as one
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Australian coin or note and why do some not equal the same value?

Lesson Title: Order! Order! We have money in the court.

Preassessment of Students Readiness
See Appendix A: Preassessment What do you know about Australian money?
At the end of the previous lesson, students will be given a short worksheet to complete about
money. The worksheet will contain four questions. The preassessment worksheet will assist the
teacher in determining which group (tier) students will be assigned to for the first activity in the
lesson (tiered activity) and will also aid in grouping students for the second activity in the lesson
(RAFT activity).
Group A: Students were able to answer all of the questions on the worksheet correctly.
Group B: Students were able to answer parts of all the questions, however had difficulty
answering questions that included notes higher than $10 dollars.
Group C: Students were unable to complete the worksheet on their own and needed the teachers
help. The students had difficulty determining the lowest and highest value coins and notes and
could not provide the answers to the equivalent value of the coins and notes.

Lesson Plan
Lesson Sequence
Introduction:
Introduce the lesson with all students sitting
on the floor in front of the teacher:
Welcome all the students and explain
that todays lesson will be about the
order and equal values of Australian
money.
Using the smart board, present
students with the pre-prepared
jumbled up coins and notes. Invite
students one at a time to place the
coins and notes in order from lowest
to highest value.
Using the same coins and notes on
the smart board ask students:
- What coin equals the same
amount as two 5-cent coins?
- Can two 20-dollar notes equal
the same value as one note?
- Why is it important to know the
order of Australian coins and
notes?
- Why is it important to know that
two of the same coins or notes
can make up the same value as a

Explanatory notes
Resources for Introduction:
Smart board with pre-prepared jumbled up
coins and notes (5-cents to 10 dollars).
For the first part of the lesson, the class is
addressed as a whole. This will allow the teacher
to introduce students to the lesson, discuss what
they will be doing throughout the lesson and have
whole group discussions about various aspects of
the order and equivalent value of Australian coins
and notes. Introducing the lesson as a whole class
will ensure that students are aware of the topics
that will be addressed in the lesson as well as
allow for students to activate their prior
knowledge and experiences with money before
they begin to start working on tasks throughout
the lesson.
Resources for tiered activity:
Zip-lock bags with jumbled up coins and
notes.
Maths books.
Pencils

single coin or note?

Explain to students that they will
have two activities to complete
today.
Give an in-depth explanation of the
first activity (tiered activity). Tell
students that they will be placed in
random groups to sort out the order
of the Australian coins and notes in
their allocated zip-lock bag.
Ask students if they have any
questions about the activity.

Tiered Activity (see Appendix B):

According to the names previously written
on the zip-lock bags by the teacher hand out
the bags to the group members. The bags
contain jumbled up laminated Australian
coins and notes. Ask students to get out their
maths books and sit in their groups
anywhere in the room. In addition to the
names on the zip-lock bags, they will also
have either a letter A, B or C written on
them underneath the names. These letters
will assist the teacher in the next activity.
Group A:
Students will open their zip-lock
bags and begin to decipher the coins
and notes within the bag, ordering 5cents to 100 dollars from the lowest
value to highest value. Note that
there will not be every Australian
coin or note in the bag, however 5cents and 100 dollars must be in the
bag. This will prompt students to ask
themselves where the missing coins
and notes would fit and determine
which coin or note would be next in
the order even if one is missing.
Students will record the order in
which they have put the coins and
notes into their maths book.
Group B:
Students will open their zip-lock
bags and begin to decipher the coins
and notes within the bag, ordering 5cents to 20 dollars from the lowest
value to highest value. Note that

The tiered activity will be completed in groups.

These groups are pre-determined according to the
students responses in their preassessments (see
Appendix A). The task has been tiered in order to
address each students different level of readiness.
By differentiating by readiness, this will ensure
that students are working at an appropriate level of
challenge for their learning. There are three tiers
(Group A, B and C) and each group will be
ordering money, however will be given a different
amount to order from lowest to highest. Each
group will be engaging in the same task and will
be working towards the same objectives, however
the activity for each group will be slightly
differentiated. Students in the highest-readiness
group (Group A) will have the opportunity to
order Australian coins and notes from 5-cents to
100 dollars from lowest to highest value, with
some Australian coins and notes missing from the
bag. The students that are not quite ready to order
the higher notes (Group B) will have the chance to
order coins and notes from 5-cents to 20 dollars
from lowest to highest value, with some
Australian coins and notes missing from the bag.
The lowest readiness group (Group C) will have
the chance to order coins and notes from 5-cents
to 5 dollars from lowest to highest value, without
having any Australian coins or notes missing from
the bag.
The teacher will assess this activity by examining
the work students complete in their maths books.
Resources for RAFT activity:
RAFT activity sheets (see Appendix C).
Task card sheets (see Appendix D)
Laminated coins and notes.
Smart board with pre-prepared
combinations of equivalent amounts of
Australian coins (see Appendix F).
Computers
Lined paper
Pencils
The RAFT within this lesson will be used as an
assessment piece. The RAFT represents a
differentiated task as it accommodates for students
readiness and learning profile. The RAFT allows
students to choose their own way of presenting
their work in the form of a short story, short diary
entry, presentation or students can decide on their
own role, audience, format and topic (if students
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there will not be every Australian

coin or note (between 5-cents and 20
dollars) in the bag, however 5-cents
and 20 dollars must be in the bag.
This will prompt students to ask
themselves where the missing coins
and notes would fit and determine
which coin or note would be next in
the order even if one is missing.
Students will record the order in
which they have put the coins and
notes into their maths book.

Group C:
Students will open their zip-lock
bags and begin to decipher the coins
and notes within the bag, ordering 5cents to 5 dollars from the lowest
value to highest value. Note that all
coins and notes from 5-cents to 5
dollars will be in the bag for Group
C.
Students will record the order in
which they have put the coins and
notes into their maths book.

RAFT Activity (see Appendix C):

Keep students in their tiers and hand out
one RAFT sheet to each student. The RAFT
sheets will have different coloured stickers
on them and this will indicate which sheet to
give to students as the zip-lock bags from
the first activity will have the letters A, B or
C on them (student in Group A will have a
red sticker on their RAFT sheet, students in
Group B will have a green sticker on their
RAFT sheet and students in Group C will
have a yellow sticker on their RAFT sheet).
While handing out the RAFT sheets, also
hand out one task card sheet to every student
(see Appendix D). Ask students to sit at their
desks. Explain to students that they must
read the sentence at the top of their RAFT
sheet. Explain to all students that they are to
choose TWO Australian coins or notes (in
accordance with the sentence on the top of
their sheet) that equals the same value as
ONE Australian coin or note. Tell students
that they are able to present their work in
any one of the formats on the RAFT sheet

choose their own, they must consult with the

teacher before beginning the task). It also gives
students the option to use computers or to
handwrite. The RAFT accommodates students
readiness as the groups are given separate
instructions on the top of their RAFT according to
their tier to ensure they are working at an
appropriate level of challenge for them, however
also have choice in presenting their work in a
preferred manner.
Students in the highest-level readiness group
(Group A) must pick two of the same Australian
notes that equal the same value as one Australian
note. The group that is not quite ready (Group B)
will have the option to choose two of the same
Australian coins or notes that equal the same
value as one Australian coin or note. They are
given this option just in case some are willing to
challenge themselves further by picking to use
notes. The students in the lowest readiness level
group (Group C) are able to pick two of the same
Australian coins that equal the same value as one
Australian coin OR can use one of the coin
combinations provided on the smart board (see
Appendix F).
Students will be evaluated on their use of the
RAFT using a rubric (See Appendix E).
The lesson will be concluded as a whole class in
order to consolidate learning and recap on what
has been covered in the lesson.
Additional notes:
*Ensure students date their work in their maths
books and on their lined paper.
*If students are finding their task/s too easy or too
hard, accommodate them by moving them up or
down a tier.
*Group A, Group B etc. should not be displayed
on the RAFT sheet, as the teacher will already
know the students grouping as per their names
being written on the zip-lock bags for the tiered
activity and stickers used to identify which RAFT
sheet to give to students.
*Remind students that they are able to use the
laminated Australian coins and notes to aid them
with their work.
*Assist students with any questions they have
relating to the tasks and in general relating to
Australian money.
*Ensure the teacher is walking around the
classroom during activities to assist students and
observe the learning that is taking place.
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given to them and that the task sheets give

more detail about what to do in each RAFT
strip.
(It may be a good idea to explain each
RAFT strip and task card in more detail with
the whole class, in order for students to
understand them and assist them in picking
one that they would most like to do).
Students proceed with their work in their
chosen format. The teacher walks around the
room and provides students with any
assistance they need.

Lesson Closure/Check for Understanding

Conclusion:

Ask all students to finish off what they are working on.
Mix up the students (3-4 students in each group) and ask them to share what they have
worked on using the RAFT.
- Ensure that students who are completing their RAFT as a presentation are put in the
same group and a video recorder is set up in front of the speaker in order for the
teacher to use the recordings to assess students.
- Students who are completing their RAFT in any of the other formats can be mixed up
into groups to share their work.
Ensure the teacher is walking around the classroom at this time and listening to students
discussions.
Ask students to face the front of the classroom.
Recap what has occurred throughout the lesson and address the content that has been
covered.
Collect all of the students work; ensuring names are on all pieces of work handed up to
the teacher.
The teacher can then use this work to check for understanding and complete the rubric to
determine if there are any misconceptions with students understanding which the teacher
can then address in upcoming lessons.

Appendix A: Preassessment

What do you know about Australian money?

1. Which coin has the lowest value?

2. Which note has the highest value?

3. Which coin OR note has the lowest value?

4. What is
+
+
+

+
Appendix B Tiered activity
Group A receive jumbled up Australian coins and notes (laminated) in a zip-lock
bag with 5-cents to 100 dollars inside. Not all of the Australian coins and notes
between 5-cents and 100 dollars will be inside the bag, however 5-cents and 100
dollars must be in the bag. Only one or two coins or notes should be missing from the
bag.
Group B receive jumbled up Australian coins and notes (laminated) in a zip-lock
bag with 5-cents to 20 dollars inside. Not all of the Australian coins and notes
between 5-cents and 20 dollars will be inside the bag, however 5-cents and 20 dollars
must be in the bag. Only one coin or note should be missing from the bag.
Group C receive jumbled up Australian coins and notes (laminated) in a zip-lock
bag with 5-cents to 5 dollars inside. All coins and notes will be in the bag from 5cents to 5 dollars.

Appendix C RAFT activity

RAFT Title: Equal amounts of money.
Group A
INSTRUCTIONS:
1. Choose two of the same Australian NOTES that equal the same value as one
Australian note.
2. Use one of the RAFT strips to show your work.

ROLE

AUDIENCE

FORMAT

TOPIC

Story writer

Children

Short story
(on paper or
computer)

This is how I would

use my money.

Yourself

Future readers

Short diary entry

(on paper or
computer)

My mum or dad
would only give me
money if I knew the
value!

Public speaker

Students in class

Short presentation I picked these coins

or notes because

Choose your
own!

Choose your
own!

Choose your
own!

Choose your own!

Group B
INSTRUCTIONS:
1. Choose two of the same Australian COINS or NOTES that equal the same value
as one Australian coin or note.
2. Use one of the RAFT strips to show your work.

ROLE

AUDIENCE

FORMAT

TOPIC

Story writer

Children

Short story (on

paper or
computer)

This is how I would

use my money.

Yourself

Future readers

Short diary entry

(on paper or
computer)

My mum or dad
would only give me
money if I knew the
value!

Public speaker

Students in class

Short presentation I picked these coins

or notes because

Choose your
own!

Choose your
own!

Choose your
own!

Choose your own!

Group C
INSTRUCTIONS:
1. Choose (or pick from the smart board) two of the same Australian COINS that
equal the same value as one Australian coin.
2. Use one of the RAFT strips to show your work.

ROLE

AUDIENCE

FORMAT

TOPIC

Storywriter

Children

Short story
(on paper or
computer)

This is how I would

use my money.

Yourself

Future readers

Short diary entry

(on paper or
computer)

My mum or dad
would only give me
money if I knew the
value!

Public speaker

Students in class

Short presentation I picked these coins

or notes because

Choose your
own!

Choose your
own!

Choose your
own!

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Choose your own!

Appendix D Task cards for RAFT activity

Storywriter
You are a storywriter who wants to tell a short story about how you could use your
money in the real world.
EXAMPLE:
I went shopping with my brother and I really wanted a lollipop. The lollipop I wanted
cost 10c. I had two 5c coins in my wallet, which added up to 10c. I could buy the
lollipop I wanted.

Yourself
You are yourself and want to write a diary entry about why your mum or dad would
only give you money if you knew the value of the money.
EXAMPLE:
On Sunday, I was sitting outside with my mum. She had two 10c coins and said she
would only give me the coins if I told her what other coin two 10c coins would add
up to. I was happy that my mum asked me this because I could tell her that the two
10c coins added up to one 20c coin. After I told her this, she gave me the two 10c
coins and one 20c coin.

Public speaker
You are a public speaker in front of a class full of students and want to give an
example that two of the same Australian coins or notes can have the same value as
one Australian coin or note. You would also like to tell them what the answer is and
how you found the answer. Dont forget to write your answer on a piece of A4 paper.

Choose your own!

You can choose your own role, audience, format and topic. Be sure to talk with the
teacher about your choices before you start working!

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Criteria
General understanding that two
Australian coins or notes can
equal the same value as one
Australian coin or note.
Spelling/punctuation
Pace/volume

Appendix E Rubric for RAFT activity

Students name:
Grade:

Comments:

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Appendix F Smart board with pre-prepared money

combinations
and

and

and

and

and

13

References:
Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d.) The Australian
Curriculum. V 6.0. Mathematics Foundation to Year 10. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10#level4

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