Lesson Notes By Weeks and Term v3 - Primary 1
Money
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Money
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Subject: General Mathematics
Class: Primary 1
Term: 1st Term
Week: 10
Theme: Mensuration And Geometry Primary One
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Watch on YouTuberecognize different denomination of Nigerian coins; add coins to obtain sums not exceeding 25k; calculate change obtainable from 10k or less; trace coins using brown and white papers.
2. 1. What is Money? Money is a medium of exchange used for buying and selling goods and services. In Nigeria, our currency is called the Naira (₦).
Money comes in two main forms: coins and banknotes (paper money). For Primary 1, the focus is on coins and their kobo denominations. 2.
2. Nigerian Coins (for Primary 1 Focus) While various coins exist, for the purpose of sums not exceeding 25k and change from 10k, the lesson will primarily focus on the following kobo denominations, including some historical but still relevant for foundational understanding at this level: 1 kobo (1k): A small coin. (Historically used, good for teaching basic value). 5 kobo (5k): A coin with slightly more value than 1k. 10 kobo (10k): A common coin, often used for very small purchases. 25 kobo (25k): A coin of higher kobo value. 50 kobo (50k): While exceeding the 25k addition limit, it is important for recognition as a coin. (Introduce for recognition, not for addition/subtraction within this lesson's objective). 1 Naira (₦1): Equivalent to 100 kobo (100k). (Introduce for recognition, highlight its value as 'many kobo'). Teacher
Note: It is important to have actual Nigerian coins as visual aids. If older denominations (1k, 5k) are hard to source, explain their historical context and relative value using readily available coins (10k, 25k, 50k, N1) as a reference point, focusing the activities on the values. 2.
3. Adding Coins (Sums Not Exceeding 25k) This involves combining the values of two or more coins to find a total amount. Learners will use simple addition skills.
Step 1: Identify the value of each coin.
Step 2: Add the values together.
Worked Example 1: Adding Coins A child has a 5k coin and a 10k coin. How much money does the child have in total?
Solution: Value of the first coin = 5 kobo Value of the second coin = 10 kobo Total money = 5 kobo + 10 kobo = 15 kobo (15k)
Worked Example 2: More Addition Aminu has two 10k coins and a 5k coin. How much money does Aminu have?
Solution: Value of first 10k coin = 10 kobo Value of second 10k coin = 10 kobo Value of 5k coin = 5 kobo Total money = 10 kobo + 10 kobo + 5 kobo = 25 kobo (25k) 2.
4. Calculating Change (From 10k or Less) Change is the money returned when the amount paid for an item is more than its actual cost. This involves simple subtraction. The lesson focuses on scenarios where the initial amount paid is 10k or less.
Step 1: Identify the amount paid.
Step 2: Identify the cost of the item.
Step 3: Subtract the cost of the item from the amount paid.
Worked Example 3: Calculating Change Ngozi bought a sweet for 3k. She paid with a 5k coin. How much change should Ngozi get?
Solution: Amount paid = 5 kobo Cost of sweet = 3 kobo Change = 5 kobo - 3 kobo = 2 kobo (2k)
Worked Example 4: Calculating Change from 10k Tunde bought a small biscuit for 7k. He paid with a 10k coin. How much change should Tunde receive?
Solution: Amount paid = 10 kobo Cost of biscuit = 7 kobo Change = 10 kobo - 7 kobo = 3 kobo (3k) 2.
5. Tracing Coins Tracing coins helps learners to observe their physical features, such as size, shape, and embossed designs, which aids in recognition.
Step 1: Place a coin on a flat surface.
Step 2: Place a thin sheet of paper (brown or white) over the coin.
Step 3: Gently rub the side of a pencil or crayon over the paper, directly above the coin. The image of the coin will appear on the paper. (This creates a rubbing, which is more effective than just outlining with a pen).
Self-correction: The prompt specifically says "trace coins using brown and white papers" implying an outline.
However, a rubbing is more common and effective for Step 1: Place a coin on a flat surface.
Step 2: Place a thin sheet of paper (brown or white) over the coin.
Step 3: Gently rub the side of a pencil or crayon over the paper, directly above the coin. The image of the coin will appear on the paper. (This creates a rubbing, which is more effective than just outlining with a pen).
Self-correction: The prompt specifically says "trace coins using brown and white papers" implying an outline.
However, a rubbing is more common and effective for revealing the details. I will clarify that both outlining and rubbing can be done, but a rubbing is better for details, while outlining is good for shape recognition.
Revised Step 3: Gently trace around the edge of the coin with a pencil to create an outline. Alternatively, for a more detailed impression, place the paper over the coin and gently rub the side of a pencil or crayon over the paper until the coin's design appears. --- Materials: Real Nigerian coins (1k, 5k, 10k, 25k, 50k, N1), brown and white papers, pencils, crayons, chart paper, markers, flashcards with coin values. 3.
1. Introduction (10 minutes)
Teacher Activity: Begin by asking learners if they have ever seen money and what they use it for. Display a collection of real Nigerian coins (1k, 5k, 10k, 25k, 50k, N1). Hold up each coin and ask learners if they can identify it.
Student Activity: Respond to questions, observe the coins, attempt to identify them. 3.
2. Recognising Different Denominations of Nigerian Coins (15 minutes)
Teacher Activity: Distribute a small collection of different coins (e.g., 5k, 10k, 25k) to small groups or pairs of learners. Guide learners to examine each coin, noting its size, colour, and the number (value) written on it. Explain clearly that 'k' stands for kobo. Call out a specific coin value (e.g., "Show me 10 kobo!") and have learners pick it out from their collection. Repeat with other denominations. Use flashcards with coin values for quick recognition practice.
Student Activity: Examine the coins in their groups. Point to the numbers on the coins. Identify and pick out coins as requested by the teacher. Practise saying the values of the coins. 3.
3. Adding Coins to Obtain Sums Not Exceeding 25k (20 minutes)
Teacher Activity: Draw coin images on the board or use real coins to demonstrate simple addition. Start with two coins (e.g., 5k + 5k). Ask, "If you have 5 kobo and I give you another 5 kobo, how much do you have?" Guide them to count on or add. Provide various scenarios using local context, e.g., "Aisha has a 10k coin. Her brother gave her a 5k coin. How much does she have now?" Guide learners through group activities where they combine their coins and find the total value, ensuring the sums do not exceed 25k. Use number line if helpful for visual addition.
Student Activity: Participate in demonstration by counting with the teacher. Work in groups to combine coins and state the total value. Practice adding coin values on their own, verbally and by physically combining coins. 3.
4. Calculating Change Obtainable from 10k or Less (20 minutes)
Teacher Activity: Set up a mock 'shop' in the classroom with simple items (e.g., empty sweet wrappers, small stones representing groundnut) and price tags (e.g., 2k, 3k, 5k, 7k, 8k). Ensure prices are 10k or less.
Demonstrate a transaction: "I want to buy this sweet for 3k. I am paying with a 5k coin. How much change should I get?" Show how to subtract 3k from 5k. Engage learners in role-play activities where they take turns being the 'buyer' and 'seller'. Guide learners to calculate change for various scenarios, focusing on payments of 10k or less.
Student Activity: Participate in the 'shop' role-play. Practice buying and selling items. Physically count out change using real coins. State the amount of change received. 3.
5. Tracing Coins Using Brown and White Papers (15 minutes)
Teacher Activity: Demonstrate the coin tracing technique clearly using a coin, paper, and pencil. Explain that they should place the paper over the coin and rub gently with the side of the pencil/crayon or trace the outline. Distribute coins, brown paper, white paper, and pencils/crayons to each learner or group. Supervise and assist learners as they trace different coins.
Student Activity: Practise tracing different Nigerian coins on brown and white papers. Observe the patterns and numbers that appear on their tracings. Show their traced coins to the class. --- Instructions for Teacher: Guide learners through these questions, encouraging them to use their coins or drawings to find the answers.
Objective 1: Recognize different denomination of Nigerian coins.
Question: Mrs. Ade has a coin that has the number '10' written on it. What is the value of this coin?
Solution: This is a 10 kobo (10k) coin.
Commentary: Reinforces identification of coin values by the number displayed.
Objective 2: Add coins to obtain sums not exceeding 25k.
Question: Emeka has a 5 kobo coin and his friend gave him a 2 kobo coin. How much money does Emeka have now? (Assume 2k exists for this curriculum context, or substitute with another 5k if 2k is not recognised).
Solution: Emeka started with = 5 kobo Friend gave him = 2 kobo Total money = 5 kobo + 2 kobo = 7 kobo (7k)
Commentary: Simple addition of two coin values, keeping the sum below 25k.
Objective 2: Add coins to obtain sums not exceeding 25k.
Question: You have two 10 kobo coins. How much money do you have in total?
Solution: First coin = 10 kobo Second coin = 10 kobo Total money = 10 kobo + 10 kobo = 20 kobo (20k)
Commentary: Practises adding identical coin values.
Objective 3: Calculate change obtainable from 10k or less.
Question: A small piece of sugarcane costs 4 kobo. If Binta pays with a 5 kobo coin, how much change should she get?
Solution: Amount paid = 5 kobo Cost of sugarcane = 4 kobo Change = 5 kobo - 4 kobo = 1 kobo (1k)
Commentary: Simple subtraction for change, payment not exceeding 10k.
Objective 4: Trace coins using brown and white papers.
Question: Pick a 25 kobo coin and trace its outline on your white paper.
Solution: (Teacher observes students performing the action). Students should place the 25k coin under the paper and trace its circular shape or rub the paper to reveal the design.
Commentary: Practical application of the tracing skill. ---
Market Transactions: Application: Students can help their parents identify coins when buying small items like groundnuts, 'garri', or 'akara' from a local market vendor. They can confirm if they have enough money for a purchase or if they received the correct change.
Integration: Encourage parents to involve their children in small transactions, letting them handle the coins. In class, simulate a 'mini-market' for more practice.
Savings and Budgeting (Early Concepts): Application: Understanding coin values helps children appreciate the idea of saving. They can count the coins in their piggy banks and understand that combining them increases their total savings.
Integration: Discuss the concept of a piggy bank. Ask learners what they would like to save for. This introduces rudimentary budgeting skills and goal setting.
Community Engagement: Application: In some communities, children are involved in small contributions, e.g., for school projects or church offerings. Knowing coin values allows them to participate meaningfully.
Integration: Discuss how people use coins to contribute to community needs or help others. ---