Lesson Notes By Weeks and Term v3 - Primary 2
Money
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Money
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Subject: General Mathematics
Class: Primary 2
Term: 1st Term
Week: 4
Theme: Mensuration And Geometry
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Watch on YouTubeenumerate the uses of money; recognize all types of Nigerian coins and bank notes; change money up to N20 in to small units and shop with money not greater than N20.
A. What is Money? Money is anything generally accepted as a medium of exchange for goods and services. In Nigeria, our money is called Naira (₦) and Kobo (K).
However, Kobo coins are rarely used in transactions today, with the lowest practical denomination being the N1 coin. B. Uses of Money Money serves multiple purposes in our daily lives. Students should understand that money is used to: Buy Goods: Purchasing items like food (rice, beans, yam), clothes (school uniform, new dress), books, toys, etc.
Pay for Services: Paying for transport (bus, taxi, keke NAPEP), getting a haircut, paying school fees, paying for medical consultations, or electricity bills.
Save: Keeping money aside for future needs or larger purchases.
Give: Making donations to religious institutions (church, mosque), giving to charity, or helping family members. C. Nigerian Currency (Coins and Banknotes) It is crucial for students to recognize and differentiate between the various denominations based on their physical characteristics (size, colour, images).
Nigerian Coins: N1 (One Naira)
Coin: Typically metallic, silver/gold colour.
N2 (Two Naira)
Coin: Also metallic, silver/gold colour, often slightly larger or with distinct features from the N1 coin. (
Note: While 50 Kobo coins are legal tender, they are rarely encountered in daily transactions. Focus should be on N1 and N2 coins.)* Visual Aid: The teacher should have actual N1 and N2 coins for students to observe closely. Point out any identifying features like the national crest, specific designs, and the written value.
Nigerian Banknotes: N5 (Five Naira)
Note: Distinctive colour (typically green), featuring the portrait of Sir Abubakar Tafawa Balewa. N10 (Ten Naira)
Note: Distinctive colour (typically blue), featuring the portrait of Alvan Ikoku. N20 (Twenty Naira)
Note: Distinctive colour (typically green/purple), featuring the portrait of General Murtala Muhammed. (For recognition, also briefly introduce N50 and N100 notes as they are common in higher-value transactions, but focus practical changing and shopping on amounts up to N20.)* N50 (Fifty Naira)
Note: Distinctive colour (blue), featuring various ethnic groups. N100 (One Hundred Naira)
Note: Distinctive colour (brown/yellow), featuring the portrait of Chief Obafemi Awolowo.
Visual Aid: The teacher should have actual or clear images of these banknotes. Guide students to identify the colour, the person's portrait, and the written value on each note. D. Changing Money (Up to N20) Changing money means exchanging a larger denomination for an equivalent amount in smaller denominations. This skill is vital for understanding value and making transactions.
Examples: N5
Note: Can be changed into five (5) N1 coins. (N1 + N1 + N1 + N1 + N1 = N5) N10
Note: Can be changed into: Two (2) N5 notes (N5 + N5 = N10) Ten (10) N1 coins (N1 x 10 = N10) Five (5) N2 coins (N2 x 5 = N10) One N5 note and five (5) N1 coins (N5 + (N1 x 5) = N10) N20
Note: Can be changed into: Two (2) N10 notes (N10 + N10 = N20) Four (4) N5 notes (N5 x 4 = N20) Ten (10) N2 coins (N2 x 10 = N20) Twenty (20) N1 coins (N1 x 20 = N20) One N10 note and two N5 notes (N10 + N5 + N5 = N20) One N10 note, five (5) N2 coins (N10 + (N2 x 5) = N20) E. Shopping with Money (Not greater than N20) This involves applying the knowledge of money recognition and changing money to practical buying and selling scenarios. The key is understanding how to calculate change.
Formula for Change: Amount Paid - Cost of Item = Change Example 1: Item: Biscuit (N15)
Amount Paid: N20 note Change Calculation: N20 - N15 = N5 The seller should give back N
5. Example 2: Item: Sweet (N5), Orange (N10)
Total Cost: N5 + N10 = N15 Amount Paid: N20 note Change Calculation: N20 - N15 = N5 The seller should give back N
5. A.
Teacher Activities: Introduction and Brainstorming (10 mins): Initiate a class discussion by asking, "What is money? Where do we see money? Why do people use money?" Guide students to enumerate various uses of money by asking questions like: "What does your mum buy at the market?", "How do you get to school?", "What do your parents pay for you to learn?" List student responses on the board under the heading "Uses of Money." Currency Recognition and Identification (15 mins): Display large visuals or actual Nigerian currency (coins: N1, N2; notes: N5, N10, N20, N50, N100). Hold up each denomination and introduce its name and value. Allow students to touch and examine the actual currency (if available).
Point out distinguishing features: colour, size, images of important personalities or symbols. Ask students to identify specific notes/coins when shown. "Show me the N10 note," "Which coin is this?" Demonstrating Changing Money (15 mins): Using real or play money, demonstrate how larger notes can be changed into smaller units.
Example: Hold up an N10 note and ask, "How many N5 notes can I get for this N10 note?" Show the exchange. Repeat with N20 note for N10 notes, N5 notes, and N2 coins. Use a 'think-aloud' approach for calculations: "If I have N10 and I want N2 coins, I count N2, N4, N6, N8, N
1
0. That's 5 N2 coins." Setting up a Class Shop (20 mins): Create a mini-class shop with price-tagged items (e.g., pencils N10, eraser N5, biscuit N15, sweet N2, small book N20). Items should be real or drawn/labelled. Designate a "shopkeeper" (teacher or a capable student) and "customers." Demonstrate a transaction: "I want to buy this biscuit for N
1
5. I will pay with an N20 note." Show how to count the change.
B. Student Activities: Discussion and Listing: Participate in the class discussion on the uses of money and contribute ideas. Copy the list of "Uses of Money" from the board into their notebooks.
Currency Handling and Identification: Pass around the actual currency (under teacher supervision) to feel and observe. In groups, sort a mixed pile of play money into different denominations. Respond to teacher's prompts by raising the correct note/coin or identifying it by name.
Changing Money Practice: Using play money, students practice changing a given note into smaller denominations (e.g., "Change this N10 note into N2 coins," "Change this N20 note into N5 notes"). Work in pairs to verify each other's changes.
Class Shop Role-Play: Take turns being "shopkeepers" and "customers" in the class shop. Practice buying items, stating the cost, paying with a note (up to N20), and calculating the correct change. Verify the change received or given. The teacher should guide students through these questions, explaining each step.
Question: List three different things your parents use money for in our community.
Solution: Buying food items from the market (e.g., yam, rice, tomatoes). Paying for school fees for their children. Paying for transport to work or for errands (e.g., Okada or Keke NAPEP fare).
Commentary: This question assesses the understanding of the practical uses of money in a familiar context.
Question: Look at these pictures (or actual currency).
Identify and name them: a) (Image/description of an N5 note) b) (Image/description of an N1 coin) c) (Image/description of an N20 note)
Solution: a) N5 Note b) N1 Coin c) N20 Note
Commentary: This directly tests the recognition of Nigerian currency denominations.
Question: If you have one N10 note, how many N2 coins can you get for it?
Solution: To find out, divide the total amount by the value of the smaller unit: N10 ÷ N2 =
5. Alternatively, count by 2s: N2, N4, N6, N8, N
1
0. That's 5 counts.
Therefore, you can get five (5) N2 coins.
Commentary: This evaluates the ability to change a larger note into equivalent smaller coins.
Question: Emeka bought a pencil for N12 at the school shop. He paid with an N20 note. How much change should he receive?
Solution: Cost of pencil = N12 Amount paid = N20 Change = Amount Paid - Cost of Item Change = N20 - N12 = N8 Emeka should receive N8 change.
Commentary: This tests the core skill of calculating change after a transaction within the specified value limit.
A. Differentiation (for Struggling Learners): Simplified Recognition: Focus initially only on two notes (e.g., N10 and N20) and one coin (N1), gradually introducing others.
Tactile Learning: Provide actual currency for continuous handling and sorting. Use larger, clearer visual aids for currency recognition.
Paired Work: Pair struggling learners with more capable students for activities like the class shop role-play and changing money exercises, allowing for peer support.
Reduced Complexity in Shopping: Start with very simple transactions (e.g., buying a N5 item with an N10 note) and use number lines or physical counting aids (like bottle tops) for change calculations.
B. Remediation: Individual/Small Group Tutoring: Provide one-on-one or small group support focusing on specific areas of difficulty (e.g., identifying a particular note, calculating change).
Flashcards: Create flashcards with pictures of currency on one side and its name/value on the other for repetitive practice. "Money Matching" Game: Prepare cards with different money amounts (e.g., "N10") and other cards with combinations of smaller denominations that make up that amount (e.g., "Two N5 notes"). Students match them.
C. Extension (for High-Achieving Learners): Advanced Shopping Scenarios: Introduce scenarios involving multiple items and requiring students to sum up costs before calculating change from a larger note (e.g., "Buy a pencil for N12 and an eraser for N
5. Pay with N
5
0. How much change?").
Introduction of Larger Denominations: Introduce N50, N100, N200 notes, and discuss their uses for larger purchases.
Budgeting Basics: Challenge students to plan a small pretend budget (e.g., "You have N
5
0. Plan what you can buy from the class shop without overspending.").
Savings Concept: Discuss the importance of saving money and give simple examples of what they could save up for (e.g., a new toy, a gift).
Community Market Transactions: Students can relate this topic to observing their parents or guardians buying food items (e.g., cassava, fruits, vegetables, fish) at the local market (e.g., Oja Oba, Wuse Market, Mile 12 Market). They can understand that the N10, N20 notes they learn to recognize are used for these everyday purchases.
Transportation Fares: Understanding money helps students grasp the cost of transportation like Keke NAPEP (tricycle) or Okada (motorcycle taxi) fares, which are common in Nigerian cities and towns. For instance, a N50 fare might be broken down into N20 and N10 notes for different parts of a journey.
School Tuck-shop/Canteen: Many primary schools in Nigeria have tuck-shops where students can buy snacks. Learning about money allows students to budget for their snacks, make purchases, and ensure they receive the correct change for items like biscuits (N15), groundnuts (N10), or sweets (N5).