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KS1 · Year 1 / Year 2 · Lesson plan

Counting money — making different totals

A classroom-ready 45 minutes lesson plan with starter, main, plenary, differentiation, SEND adaptations, EAL support and assessment criteria. Free to use, no login.

Key Stage
KS1
Year group
Year 1 / Year 2
Age range
5–7
Duration
45 minutes
Subject
Maths / PSHE
Cost
Free

Learning aim

Pupils can combine coins to make a given amount, and find more than one way to make the same total.

CURRICULUM National Curriculum links

RESOURCES What you'll need

LESSON Lesson structure (45 minutes)

0–5 min
HOOK
Hold up two 5p coins. Ask: "What's the total?" Then hold up one 10p. Ask: "Which is bigger — the two 5ps or the one 10p?" Reveal: they're the same. Two different combinations, same value.
5–15 min
TEACH
Use a visualiser and coins. Model making 10p in three ways: (1) one 10p, (2) two 5ps, (3) ten 1ps. Build the language "I made ten pence using ___". Then model 20p in two ways: 10p + 10p, or 10p + 5p + 5p. Emphasise pupils show their working using coin pictures.
15–30 min
GUIDED
Each pair gets a target-amount card and a coin set. Their job: make the target amount, then find another way to make the same total. Record both ways on their sheet. Rotate target cards every 4 minutes so pairs see different challenges. Walk the room to check pupils are correctly counting.
30–40 min
CHALLENGE
Display a target of 15p. Ask: "How many different ways can our class make 15p?" Collect on the whiteboard as pupils suggest combinations (10p+5p, 10p+2p+2p+1p, 5p+5p+5p, etc.). Aim for at least 5 different combinations. Then: "Which is the fewest number of coins?"
40–45 min
PLENARY
Each pupil writes one combination on their mini-whiteboard for a target you call out (e.g. "Show me 12p"). Hold up answers. Celebrate the variety. Final question: "Why do shops give us change in different coin combinations?"

DIFFERENTIATION Adapting for all learners

Support (working below ARE)

Use targets of 5p or 10p only, and provide pre-printed coin images that pupils can cut and stick. Restrict coin set to 1p and 5p.

Stretch (working above ARE)

Targets of 30p, 50p or 75p. Pupils must find at least three different combinations and explain which uses the fewest coins.

SEND SEND adaptations

For pupils with dyscalculia: use number lines alongside coins so pupils can "step" along the number line to check totals. For pupils with attention difficulties: limit to 2 target amounts per session and use timer breaks every 10 minutes.

EAL EAL support

Use a sentence stem: "I made ___ pence using ___ and ___." Display the stem on the board. Pair EAL learners with strong English speakers for the guided phase.

ASSESSMENT Assessment criteria

Each pupil can: (1) make a given amount up to 20p using coins; (2) find at least one alternative combination for the same total. Quick check: write 12p on the board, pupils show two different combinations on their mini-whiteboard.

HOME Homework pack

Three short activities to practice counting coins safely at home. Each takes 5-10 minutes.

Coin sort

What pupils do: With a parent, sort 10-20 mixed coins by value (1p, 2p, 5p, 10p, 20p, 50p, £1, £2). Group them into piles.

Expected output: A photo or drawing of the sorted coins with the value of each pile written underneath.

Marking guidance: Award 1 mark for correct sorting, 1 mark for correct totals on each pile, 1 mark for adding all piles to a grand total.

Penny multiples

What pupils do: Find 5 different ways to make 10p using 1p and 2p coins (for example: ten 1p coins, five 2p coins, two 2p plus six 1p).

Expected output: A list of five combinations drawn on paper.

Marking guidance: Each correct combination earns 1 mark. 5 marks total.

Counting story

What pupils do: Write or draw a short story where a character counts out £1.50 to buy something. The character must use at least three different coin types.

Expected output: A short story with a picture showing the coins used.

Marking guidance: 2 marks for using three coin types correctly, 1 mark for the total being £1.50, 1 mark for a clear story.

Extension (optional)

What pupils do: Make a "shop" at home with parent permission. Price 5 items with prices ending in 5p or 0p. A parent or sibling "buys" each item with the right coins.

Expected output: A photo or note about what was priced and what coins were used.

Marking guidance: Open-ended. Award up to 3 marks for clarity and correct coin use.

Family discussion prompt (safeguarding-aware)

Ask a parent or carer to show you the smallest coin and the biggest coin in your country. Talk about why some coins are worth more than others even when they are smaller.

SAFEGUARDING Classroom safeguarding

Note for teachers: Coins used in class belong to the school. Do not ask pupils to bring coins from home for the lesson. Have spare coin sets available so no pupil feels excluded.

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