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Lesson Context
This unit has been designed to develop student understanding about Australian coins. By the end of the
unit, students will be able to recognise, describe and order the Australian coins according to their value
(ACMNA017).
This tiered lesson will be implemented in the middle of the unit. In the first two lessons of the unit,
students would have looked at the features of the Australian coins, focusing particularly on size, shape,
images and colour of each coin, in order to identify each of them and their differences. Prior to this
lesson, students would have spent a lesson learning about cents and dollar and understanding that
coins have value. In this lesson, there is a focus on value and students are able to implement their
knowledge and experience of money through role-play.
Particularly, in this lesson, students are looking into how coins are used in everyday life and what they
would use coins for. By the end of this lesson, students will have proved their knowledge of the values of
each coin (5c, 10c, 20c etc.), understand that coins can be used to pay for everyday things and will be
able to use coins to pay for everyday things. This lesson has been designed to give students the
opportunity to demonstrate the conceptual knowledge and implement it in everyday situations, and thus,
beyond the classroom.
After this lesson, students will focus on ordering coins according to their value.
Learning Objectives
Understand
Students will understand that:
Coins are useful in everyday life and can be used to trade for everyday things.
Know
Be able to (do)
Essential Questions (1-3 only; these should help students engage with the big ideas or understandings)
1. How can coins be useful in everyday life?
2. What kind of things can you pay for using coins?
Explanatory Notes:
According to Tonya Moon, there are three phases in which assessment is essential for. These phases
include: planning instruction (the pre-assessment phase), guiding instruction (ongoing formative
assessment phase) and evaluating instruction (the summative assessment phase) (Moon, 2005).
Drawing focus on the pre-assessment stage, Moon writes that planning instruction guides teachers in
determining their students needs relative to the specific learning objectiveswhat they should know,
understand and be able to do, their interests and learning profiles (Moon, 2005). In their book,
Assessment and Student Success in a Differentiated Classroom, Carol Tomlinson and Tonya Moon
support Moons statement, writing that assessments are effective when they measure student proficiency
on clearly designed learning goals (Tomlinson & Moon, 2013, p. 131). In order to select the appropriate
pre-assessment to determine student understanding and their ability to transfer their understanding,
Tomlinson and Moon suggest performance assessments or well-designed products are suitable to do so
(Tomlinson & Moon, 2013, p. 131).
Lesson Plan
Lesson Sequence
Explanatory notes
Reflection activity.
> Arthur Costa and Bena Kallick, in their book Learning and Leading
with Habits of Mind, write that teachers who promote reflective
classrooms ensure that students are fully engaged in the process of
making meaning (Costa & Kallick, 2008, p. 222). Students are
encouraged to understand that meaning making is the key purpose
when reflection becomes the topic of discussion. During discussions
in which students are asked to share their problem solving strategies,
they learn to listen and explore other students strategies (Costa &
Kallick, 2008, p. 224).
> A name bin is a tool that allows teachers to pick out a students
name at random to answer a question or something alike. It ensures
equal participation and full concentration by students.
Student-centred discussions.
By asking students to share their personal experiences of shopping
and using money, the teachers intention is to create a studentcentred learning environment. Student-centred learning shifts focus of
the learning process onto students where they participate actively in
the classroom (Zain, Rasidi, Abidin, 2012). Students construct
meaning and the system meaning as they encounter knowledge, and
they do this in many ways, but especially by talking, and listening
(Zain, Rasidi, Abidin, 2012).
> Instruction:
There are 3 shops one for each colour group.
At each shop there are some items that need to be paid
for.
Yellow group and Blue group have the opportunity to
purchase goods at their shops.
Students in the green group will take it in turns to act as
cashiers for each of the three groups as well as
experience giving change and purchasing goods.
Students need to look carefully at the cost of each item
written alongside the item to know how much they need
to pay. Students are also given a set of coins (laminated
pictures).
Tiered Activities:
Use coloured spots placed at each shop setting to
help students identify which tier they will be in.
Students will have already become familiar with the
coloured groups and would have experienced
movement throughout the unit according to their
readiness levels.
Yellow will be Tier 1, Blue will be Tier 2 and Green will
be Tier 3.
Tier 1: Students at shop yellow will be provided with some
food that they need to purchase for a party.
On these goods are price tags that indicate to the student
the value of the item. The value will be the same value as
one Australian coin (for example, a box of Arnotts shapes
may cost $1.00) and therefore have to give the cashier just
one coin.
Students are encouraged to challenge themselves and
attempt to give the cashier the value with a maximum of
two coins but it is not expected.
Tier 2: Students at shop blue will be provided with some
supplies they need to purchase for a party.
On these goods are price tags that indicate to the student
the value of the item. The value for each item will require
the amount from a minimum of two Australian coins (for
example, a bag of balloons may cost $1.50) and therefore
have to give the cashier a total of two coins. In their group
of coins, Tier 2 students will be provided with coins from
other countries so that they identify the Australian coins.
Students are encouraged to challenge themselves and
give the cashier more money than necessary to help them
work out the change that they require.
Tier 3: Students at shop green are provided with some
food and supplies they need to purchase for a party.
On these goods are price tags that indicate to the student
the value of the item. The value for each item will require
the amount from a minimum of two Australian coins;
however, Tier 3 students must purchase a maximum of two
items. The students must establish, before heading to the
cashier, whether they have enough money to purchase the
goods.
Tier 3 students will play the role of cashier and make sure
the yellow and blue groups are paying correctly and with
Australian coins.
< In order to meet the learning needs of all students, teachers must
incorporate differentiated instruction into their classrooms (Adams &
Pierce, 2003). Differentiated instruction enforces students to work
with moderately challenging but developmentally appropriate tasks
(Adams & Pierce, 2003). There are different types of differentiated
instruction, including tiering, in which the content is delivered at
varying levels of complexity (Adams & Pierce, 2003).
Tiering was developed by Carol Tomlinson and is best described as
the process for designing tasks that have been differentiated
according to readiness and is based pre-assessment data (Doubet &
Hockett, 2015). Teachers should aim to create tasks that move
different groups of students towards the same learning goal (Doubet
& Hockett, 2015).
Tiering gives students the opportunity to work in their own zones of
proximal development or in a state of moderate challenge as they
work towards the units learning objectives (Sousa & Tomlinson,
2011). Tiered tasks usually have the same focus on essential
knowledge, understanding and skills and are structured to look
equally interesting and inviting to students (Sousa & Tomlinson,
2011).
Tiering has many benefits, and if it is executed in the classroom
correctly, it allows teachers to maintain fidelity to learning goals and
grant all students access to important content and ideas (Doublet &
Hockett, 2015).
Unit Closure
> Bring class onto floor, asking them to sit in a circle again.
Teacher to sit in the circle with them.
Please refer to Lesson Closure/Check for
Understanding.
How did you go selecting the correct coins to pay for your items?
Do you believe you know what value means?
Who believes they are able to identify all of the Australian coins just by looking at them?
Do you understand how to make different values by adding two coins together?
Students will be given instruction on how to answer these questions using their traffic lights. Red
means they would like some extra help, Yellow indicates that they are beginning to understand
but might need help sometimes and Green indicates that they are confident working alone.
This assessment strategy will be used to guide teacher planning of lessons and tiering for the
remainder of the unit and establish whether students have met the learning objectives set for the
lesson.
Aside from this exit discussion, observation of the students will be taken into consideration. The
teacher will check for their students understanding by checking off the following checklist:
Has the student contributed in the class discussions about value and using coins?
Was the student able to identify the Australian coins?
Did the student correctly pay for their items in the role-play?
Was the student able to combine at least two coins to create a new value?
Did the student recognise that they could not afford some items?
Resources:
> Pre-assessment activity to appropriately tier students (see Appendix 1 and 2)
> Tier 1: Goods to be purchased with prices with a value equal to one Australian coin (see Appendix 3
for an example)
> Tier 2: Goods to be purchased with prices with a value equal to two Australian coins (see Appendix 3
for an example)
> Tier 3: Goods to be purchased with prices with a value equal to a minimum of three Australian coins
(see Appendix 3 for an example)
> Set of Australian coins with coins from other country included into their collection (see Appendix 4)
References
Adams, C., & Pierce, R. (2003). Teaching by tiering. Science And Children, 41(3), 30.
Costa, A., & Kallick, B. (2008). Learning and leading with habits of mind. Alexandria, Va.:
Association for Supervision and Curriculum Development.
Doubet, K., & Hockett, J. (2015). Differentiation in middle and high school: strategies to engage
all learners (pp. 173-206). Alexandria, VA: ASCD.
Down, D. (2015). Using Open Questions to Engage Pupils in Mathematics. Mathematics
Teaching, 247(4), 41-42.
Mathematics Foundation to Year 10 Curriculum by rows - The Australian Curriculum v7.5.
(2016). Australian Curriculum. Retrieved 17 March 2016, from http://v75.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1
McTighe, J., & Wiggins, G. (2013). Essential Questions: Opening Doors to Student
Understanding (p. 17). Alexandria, VA: ASCD.
Moon, T. (2005). The Role of Assessment in Differentiation. Theory Into Practice, 44(3), 226233.
Sousa, D., & Tomlinson, C. (2011). Differentiation and the Brain : How Neuroscience Supports
the Learner-Friendly Classroom (pp. 102-103). Bloomington: Solution Tree Press.
Tomlinson, Carol Ann & Moon, Tonya R 2013, 'Assessment, grading and differentiation', in
Tomlinson, Carol A & Moon, Tonya R, Assessment and student success in a differentiated
classroom, ASCD, Alexandria, Va., pp. 120-140.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality
units. Alexandria, Va.: ASCD.
Wolf, P., & Supon, V. (1994). Winning through student participation in lesson closure. ERIC, 3-4
Zain, S., Rasidi, F., & Abidin, I. (2012). Student-Centred Learning In Mathematics
Constructivism In The Classroom. Journal Of International Education Research, 8(4), 319-320.
Appendix 1:
Name: ______________________________
Appendix 2:
Name: ______________________________
Coin
Value
____________
____________
Coin
Coin
Coin
Value
________
_
Appendix 3:
An example of an item and its prices from each Tiers shop:
Tier 1:
Chips: $2
Tier 2:
Tier 3:
Balloons: $1.50
Cake: $2.35
Appendix 4:
The set of coins given to each student during role-play:
Appendix 5: