I have a riddle for you. I am round and shiny, people love me, they use me to pay for things. what am I?
I'll give each group a board to work on and coins.
I think there's something wrong with these coins.
They noticed the twist.
Let's try putting this coin in a different value circle.
1. For the play activity, i start by introducing the topic on money to the students by asking how much they know about coins before explaining the guided play activity. Then i put them in groups of two.
Just like the first game, you need to match the coins with the correct circle to determine how many coins are needed to make R10. Do you want to do the first one Sarah?
2. i explain and demonstrate the three parts of the activity, the first part being matching coins with the value written in the circle and hope they notice the added twist in the game before i tell them about it. the second and third part being, using R1, R2 and R5 coins to make R5 and R10.
we need two R5 to make R10
I have a class of geniuses!
I didn't know you could make R10 just by using 5 R2
3. Once the students have the required resources, I take a step back and observe giving them a chance to ask about the twist in the game once they notice it or anything they are curious about, not limiting the questions.
well done students! after al that fun, who wants to be an accountant when they grow up and count money?
ME!
4. For the second part of the activity, i will assist and guide the students as a way of preparing them for the final part of the activity that is a bit difficult.
5. This is where the students are doing the final part of the activity, which is using R5, R2 and R1 coins to get the value of R10. this teaches them how to count coins and their value.
6. Finally, when the students are done with the activity, we go back to the carpet and reflect on the activity and allow for questions.
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