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Subject: Mathematics
Semester: 2
Period: 5
Week: 29
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 1
Date: Week 29
Lesson Duration: 45 minutes
Week & Period: Week 29, Period 5
Topic: Money
Sub-topic: Liberian Money – Identifying, Counting, and Using Currency
Learning Objectives
By the end of the lesson, students should be able to:
Identify Liberian coins and notes (L$5, L$10, L$20, L$50, L$100, L$500)
Know the value of each currency
Count and combine money values
Apply money to shopping situations
Previous Knowledge
Students already know how to count numbers up to 100.
Instructional Materials
Real or play money (coins and notes), charts, chalkboard
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher shows a L$20 note and asks: “What is this? What can you buy with it?”
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Money: We use money to buy goods and pay for services.
Types: Coins and notes.
Examples of Liberian currency: L$5, L$10, L$20, L$50, L$100, L$500.
Activities:
Identify different coins and notes.
Count money values by combining different notes.
Role-play market shopping with learners buying and selling.
Learners’ Activities (Expanded):
Learners match coins to values on the board.
They combine L$10 + L$20 to make L$30.
They role-play buying pencils and books with play money.
Assessment Checks:
What is money used for?
Name two Liberian coins.
If you have L$50 and L$20, how much do you have in total?
Notes (Expanded & Detailed):
Money is used to buy things. Liberian money includes coins and notes. We can count and combine values to pay for items.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: We use money every day. Coins and notes have different values. We can add them to buy things.
Evaluation Method (Expanded):
Exit slip: Draw one Liberian coin and write its value.
Assignment (Expanded):
Ask your parents to show you some Liberian money. Write down three types you saw.
Follow-up Activity:
Prepare a simple shopping list for role-play in the next class.
Differentiation / Inclusive Strategies
Give weaker learners fewer coins to count. Allow peer support during role-play.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low