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  1. Introducing Cndn. money
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- coin manipulatives (of each denomination) for each group

- SMART board (with programs loaded and set)

- Canadian Coin Song (on CD and on SMART board)

-jar to deliver coins


-Identify and describe various coins (i.e., penny, nickel, dime, quarter, $1 coin, $2 coin), using coin manipulatives or drawings, and state their value (e.g. the value of a penny is one cent; the value of a toonie is two dollars);

-represent money amounts to 20 cents, through investigation using coin manipulatives;

Resource Instructions

1. Students will be introduced to the different coins by first showing a blown-up version of each coin on the SMART board. With just the picture of a specific coin at a time (e.g. a penny), the teacher will ask the class some diagnostic questions (e.g. What is the name of this coin? What does it represent (in terms out of one dollar)? What can one buy with this coin? Etc.) – this will be done with all of the coins.  Go through all of the answers to the asked questions. Students may write their answers on the SMART board.

2. Introduce the Song to the class (see below). Have the lyrics displayed on the SMART board along with the coin being sung. The class will try different ways of singing this song (start with echoing teacher, round robin of groups, etc.).

3. Give each student a set of the coin manipulatives.  Ask the groups to show different value amounts (e.g. 7 cents, 25 cents, 30 cents, etc.). On the SMART board play the game at: [] or (as a backup) []= or (as a backup) []

4. On the SMART board have a picture of an ice cream, with a price tag of 55cents. Students have to find the exact amount of money from their manipulatives, and hand it to the teacher as an exit-out-the-door (the remaining coins are to be placed in the jar next to the teacher.  Students may do this activity on the SMART board itself (moving the right amount of coins to an area and writing their name above.



Canadian Coin Song


Found a penny,

Found a penny.

It is small, brown and round.

If you look very closely,

A maple leaf can be found!


Found a nickel,

Found a nickel.

It is medium, silver and round.

If you look very closely,

Then a beaver can be found!


Found a dime,

Found a dime.

It is small, silver and round.

If you look very closely,

Then a sailboat can be found!


Found a quarter,

Found a quarter.

It is bigger, silver and round.

If you look very closely,

Then a caribou can be found!


Found a loonie,

Found a loonie.

It is big, gold and round.

If you look very closely,

Then a loon can be found!


Found a toonie,

Found a toonie.

It is two colours and round.

If you look very closely,

Then a polar bear can be found!


Build on the lesson that was used. Provide future lessons that continue and extend on the Canadian Coins. Have the students practice with the different coins in centres and different classroom and homework activities. Students will take their knowledge of Canadian coins, and start answering addition and subtraction utilizing coins and answering word problems. Continue to revisit the topic of coins and ensure that the students’ comprehend the different coins.


  • Have a checklist to show initial comprehension (through the diagnostic activity)
  • Take anecdotal records during the process of step 3 to ensure that students are comprehending

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