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Subject: Mathematics
Semester: 2
Period: 5
Week: 29
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 2
Date: Week 29
Lesson Duration: 45 minutes
Week & Period: Week 29, Period 5
Topic: Money
Sub-topic: Understanding and Using Liberian Currency
Learning Objectives
By the end of the lesson, students should be able to:
Identify Liberian coins and notes
Determine their values
Use currency in simple buying and selling activities
Previous Knowledge
Students already know how to count numbers and use them in daily life.
Instructional Materials
Mathematics textbook for Grade 2, real or sample Liberian coins and notes, classroom market items.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher shows a coin and a note and asks: “What is this? What can we use it for?” Learners respond.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Liberian money includes coins and notes.
Coins are L$5 and L$10.
Notes are L$20, L$50, L$100, and L$500.
We use money to buy and sell.
Examples:
If bread costs L$20, and you have L$50, you will get L$30 change.
If mango costs L$10 and you buy 3 mangoes, you pay L$30.
Learners’ Activities (Expanded):
Learners match notes to their values.
Learners role-play buying and selling in a classroom market.
Learners solve simple word problems with money.
Assessment Checks:
What is the smallest coin in Liberia?
What note comes after L$50?
If you have L$100 and buy something for L$60, how much is left?
Notes (Expanded & Detailed):
Money helps us trade goods and services. We must learn to add, subtract, and compare values using money.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Liberian currency is made of coins and notes. We use it to buy and sell.
Evaluation Method (Expanded):
Exit slip/quiz: Learners write the correct answer: “If I buy a toy for L$25 and pay with L$50, how much change do I get?” Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
At home, ask your parent to show you three different Liberian notes and write down their values.
Follow-up Activity:
Next class, learners bring small items to use in a classroom market.
Differentiation / Inclusive Strategies
Struggling learners will use real coins for counting. Fast learners will do multi-step money problems.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low