ASDAN Studio · Money Smart · Week 2 of 6

Notes & Coins

BUILD Pathway · ASDAN Studio · Living Independently M1

Progress SoW · BUILD ASDAN Aut 1 · 2026–27 · Living Independently M1 · Week 2🏅 Banks: ASDAN LI M1 challenge 2

Spark: Every coin has a value — know them.

Success looks like

I can recognise UK notes and coins
I can make an amount two different ways
I can count mixed money accurately

Aspire · make the same amount with the FEWEST coins possible.

Teacher Print Tools — Week 2

Retrieval Quiz

Arrival Task – What Do You Already Know?

1. Say it

Name a coin.

Any honest answer counts — say it out loud.

2. Spot it

Which is worth more — 10p or £1?

Any honest answer counts — say it out loud.

3. Point to it

Point to the biggest note you know.

Any honest answer counts — say it out loud.

1. The big idea

What does 'Every coin has a value — know them.' mean in your own words?

Own words — one honest sentence.

2. Today's work

Today is 'Notes & Coins' — making amounts. What do you think we'll be doing?

A sensible prediction — we check it at the end.

3. Success check

By the end you should be able to say: 'I can recognise UK notes and coins.' What will that take today?

Name one thing you’ll need to do or try.

1. Fewest

Make £3.70 with the fewest coins. Now the most. What changed?

Fewest: £2+£1+50p+20p (4). Most: 370 pennies. Value identical — handling different.

2. Check

The till says £4.50 change from a tenner for a £6.49 item. Fast check — right or wrong?

Wrong — £10 − £6.49 = £3.51. Rounding first (£6.50 → £3.50) catches it instantly.

3. Why cash

Cards exist — why still learn coins?

Cash makes value visible, some places are cash-only, and change-checking is mental maths you'll use forever.

Starter

Today at a Glance

Key Question: What are we building today — and where does the evidence go?

💡

Big Idea

Every coin has a value — know them.

SPARK

🎲

Today We Play

Match it up

GAME

🧱

The Wall Grows

Onto the Money-Smart Board

AUDIENCE

🏅

It Banks

ASDAN LI M1 challenge 2

EVIDENCE

Talk first, then we play — every voice counts here.

I Do

The Model — Notes & Coins

Key Idea: Every coin has a value — know them.

👀 Look: four different coins — one whole pound. Same value, different shapes.

Step 0 of 3

Recognising notes and coins by value.

Every UK coin and note has a fixed value — 1p to £2, £5 to £50. Recognising them at a glance is the base skill everything else stacks on.

Making a given amount two different ways.

Any amount can be built several ways: £1 is two 50ps, five 20ps, ten 10ps. Seeing the swaps is what makes change-giving make sense.

Counting a small total carefully.

Careful counting means one pile, one pass, biggest coins first. Rushing is how totals go wrong — slow is smooth, smooth is fast.

We Do

Match it up

How it works: Every card has a partner. Say which one before you tap — the tap only tells you if you were right.Found: 0/4

50p + 50p

£2 + £1

10p × 5

£5 note + £5 note

I Do

Proving It — The Evidence Loop

Key Idea: Launch extension: one written line — the coin you'd least like to lose, and why that isn't about its size.

Step 0 of 3

Documentarian

photo your coin amounts.

Annotate

'I made ___ using ___'.

Witness

staff tick 'made amounts with coins', sign.

For the moderator, not just the folder

A tick says it happened. A witness statement says what you did. Before the photo is filed, the adult writes one sentence naming the thing they actually saw you do — and rings whether you did it Supported, Standard or Stretch.

That ring is the part that counts. It is the difference between “the class did this” and “this candidate did it, at this level, with this much help.” The witness sheet prints with every pack.

We Do

Match the Coins to the Total

Step 1: Tap a card, then its partner. Step 2: Watch the WAGOLL write itself. Score: 0/4

50p + 50p

£2 + £1

10p × 5

£5 note + £5 note

£1 — enough for a loaf, made from two coins

£10 — two notes that swap for one bigger note

50p — five of the smallest silver coins

£3 — a bus into town and back, near enough

Fewest-coins builtPartner checkedError caughtEvidence banked

Independent Work

Independent Work — Studio Time

Instructions: Work at your level. Evidence goes in your ASDAN portfolio — Documentarian photo + annotation + witness tick — ASDAN LI M1 challenge 2.

🤝 With support

Task: Match the coins to their value cards, then build one amount using the marked coin tray.

Steps: One step at a time — adult support is right there. Photo when you’re proud of it.

👤 On your own

Task: Make three given amounts using the fewest coins, then check a partner's total.

Steps: Work the task through — photo as you go, annotate at the end, witness tick before you pack up.

🚀 Take it further

Task: Make three given amounts using the fewest coins, then check a partner's total. Stretch: make the same amount with the FEWEST coins possible.

Steps: Task first, stretch second — and your annotation should explain the why, not just the what.

Lundy Loop

Lundy Loop — Your Voice on the Wall

Why: Article 12 — your view counts here, and it genuinely changes what happens next.

🚪 SPACE

The Money-Smart Board never shows anyone's real family money — examples are always practice money, and 'pass' is always allowed.

📣 VOICE

Say which coin you find hardest to recognise. Half the room usually says the same one.

👥 AUDIENCE

Say a total out loud and the room counts with you — counting together means nobody counts alone.

⭐ INFLUENCE

The coins the room finds tricky become the ones we drill next week.

Exit Ticket

Instructions: Answer independently. Own words — no wall-peeking.

1.

I can recognise UK notes and coins — true for you today? Say how.

Point to today’s work as your proof.

2.

I can make an amount two different ways — true for you today? Say how.

Point to today’s work as your proof.

3.

I can count mixed money accurately — true for you today? Say how.

Point to today’s work as your proof.

1.

What does 'Every coin has a value — know them.' mean now the lesson’s done?

Own words + one example from today.

2.

What did you actually make or do today — and which bit are you proudest of?

Make three given amounts using the fewest coins, then check a partner's total.

3.

Where does today’s evidence bank?

ASDAN LI M1 challenge 2

1.

Why does 'fewest coins' force better maths than 'any coins'?

It makes you start from the biggest value and plan — not just count up in pennies.

2.

Design a change-check you can do in your head at any till.

Round the price, subtract from what you gave, compare — seconds, every time.

3.

A country scraps cash entirely. What's gained, what's lost?

Own reasoning — speed and safety gained; visibility, privacy and easy checking lost.

Knowledge Organiser (BUILD ASDAN W2): Notes & Coins

BUILD · ASDAN Studio · ASDAN Studio · Money Smart · Banks: ASDAN LI M1 challenge 2

Key Word	Definition
COIN	Metal money — 1p up to £2.
NOTE	Paper or plastic money — £5 and above.
VALUE	How much a coin or note is worth.
TOTAL	All the amounts added together.

Key Facts

Every coin has a value — know them.
Banks: ASDAN LI M1 challenge 2
Pupil voice: Say which coin you find hardest to recognise. Half the room usually says the same one.
What it changes: The coins the room finds tricky become the ones we drill next week.
Launch extension: one written line — the coin you'd least like to lose, and why that isn't about its size.

Notes & Coins

Name: ____________________ Class: __________ Date:

This week's spark

Every coin has a value — know them.

ASDAN evidence

Documentarian photo + annotation + witness tick — ASDAN LI M1 challenge 2.

Arrival Task

1) Name a coin.

2) Which is worth more — 10p or £1?

3) Point to the biggest note you know.

1) What does 'Every coin has a value — know them.' mean in your own words?

2) Today is 'Notes & Coins' — making amounts. What do you think we'll be doing?

3) By the end you should be able to say: 'I can recognise UK notes and coins.' What will that take today?

1) Make £3.70 with the fewest coins. Now the most. What changed?

2) The till says £4.50 change from a tenner for a £6.49 item. Fast check — right or wrong?

3) Cards exist — why still learn coins?

Today at a Glance

Key Question: What are we building today — and where does the evidence go?

We Do 1: Match it up

50p + 50p, £2 + £1, 10p × 5, £5 note + £5 note

We Do 2: Match the Coins to the Total

Draw lines to match:

50p + 50p · £2 + £1 · 10p × 5 · £5 note + £5 note

£1 · £10 · 50p · £3

Scaffolding – Supported

Access & sensory notes (staff)
· The supported task today is: Match the coins to their value cards, then build one amount using the marked coin tray.
· Fine motor: offer the chunky-grip pen, and accept a card sort or a spoken answer scribed by an adult — the judgement is the evidence, not the handwriting.
· Sensory: Money is the sensitive part here, not noise. Every example stays practice money, and nobody is ever asked what their family has or spends.
· Cognitive load: a completed small piece beats a half-done large one at moderation. Cut the target, never the thinking.
· Ring the level honestly on the witness sheet. Supported with the work finished is a stronger portfolio entry than Standard with it abandoned.

Sentence starters

I made ______ using ______.

______ is worth more than ______.

To make £1 I can use ______.

Word bank

coin · note · value · total · change · pound · penny · count

Scaffolding – Standard

Frame

1) Start with the largest value coin. 2) Count on with smaller coins. 3) Check the total twice.

Sentence spine: "I made ___ using ___ coins — to use fewer coins I could swap ___ for ___."

Scaffolding – Stretch

Stretch prompts

Why does 'fewest coins' force better maths than 'any coins'? Design a change-check you can do in your head at any till.

Independent Work – Supported

Task: Match the coins to their value cards, then build one amount using the marked coin tray.

Stick or draw your sort here:

An adult can scribe your reasons.

Independent Work – Standard

Task: Make three given amounts using the fewest coins, then check a partner's total.

Evidence check: photo ☐ annotation ☐ witness tick ☐

Independent Work – Stretch

Task: Make three given amounts using the fewest coins, then check a partner's total.

Stretch: make the same amount with the FEWEST coins possible.

Exit Ticket – Supported

1) I can recognise UK notes and coins — true for you today? Say how.

2) I can make an amount two different ways — true for you today? Say how.

3) I can count mixed money accurately — true for you today? Say how.

Exit Ticket – Standard

1) What does 'Every coin has a value — know them.' mean now the lesson’s done?

2) What did you actually make or do today — and which bit are you proudest of?

3) Where does today’s evidence bank?

Exit Ticket – Stretch

1) Why does 'fewest coins' force better maths than 'any coins'?

2) Design a change-check you can do in your head at any till.

3) A country scraps cash entirely. What's gained, what's lost?

Assessor Witness Statement

BUILD ASDAN W2 · Notes & Coins
BUILD · ASDAN Studio · ASDAN Studio · Money Smart · Banks: ASDAN LI M1 challenge 2

Candidate name
Date of activity
Activity witnessed	Notes & Coins

1 · What I actually saw this candidate do

Name the observable action, not the worksheet. Write what a stranger would have seen from the doorway.

2 · Level the candidate worked at — ring ONE

SUPPORTED
Match the coins to their value cards, then build one amount using the marked coin tray.

STANDARD
Make three given amounts using the fewest coins, then check a partner's total.

STRETCH
Why does 'fewest coins' force better maths than 'any coins'? Design a change-check you can do in your head at any till.

Prompts given (if any):

3 · Evidence attached

☐ Dated photograph ☐ Candidate’s written annotation ☐ Completed sheet ☐ Other:

4 · Assessor declaration

I confirm the work described above was produced by the named candidate, and that the level ringed reflects the support actually given on the day.

Assessor name (print)	Role
Signature	Date

One statement per candidate per session. File it with the photo, not instead of it.

Lundy Loop — this lesson

Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.

Space	The Money-Smart Board never shows anyone's real family money — examples are always practice money, and 'pass' is always allowed.
Voice	Say which coin you find hardest to recognise. Half the room usually says the same one.
Audience	Say a total out loud and the room counts with you — counting together means nobody counts alone.
Influence	The coins the room finds tricky become the ones we drill next week.

Closing the loop: out loud, as a class, is enough here. Any inclusion counts — a nod, a word, a pointed finger. If a pupil wants theirs written down, an adult scribes it in their words. Pass is always allowed.

Notes & Coins — Feedback Sheet

Keep with your ASDAN portfolio.

Pupil name:	Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch	ASDAN evidence filed: Yes / Not yet
Pupil response — my next step: Ring this yourself — an adult may write your words if you ask.
How I answered it — ring one:👉pointed🗣said it✋showed🖼picture🔁tried again🎬filmedNothing yet is a real answer — leave it blank. Pass is always allowed.Filmed or photographed: work, not faces, unless consent is filed.R — adult initials that they received it: ____________

Notes & Coins

Success looks like

Teacher Print Tools — Week 2

Arrival Task – What Do You Already Know?

1. Say it

2. Spot it

3. Point to it

1. The big idea

2. Today's work

3. Success check

1. Fewest

2. Check

3. Why cash

Today at a Glance

Big Idea

Today We Play

The Wall Grows

It Banks

The Model — Notes & Coins

Recognising notes and coins by value.

Making a given amount two different ways.

Counting a small total carefully.

Match it up

Proving It — The Evidence Loop

Documentarian

Annotate

Witness

Match the Coins to the Total

Independent Work — Studio Time

🤝 With support

👤 On your own

🚀 Take it further

Lundy Loop — Your Voice on the Wall

🚪 SPACE

📣 VOICE

👥 AUDIENCE

⭐ INFLUENCE

Exit Ticket

1.

2.

3.

1.

2.

3.

1.

2.

3.

Notes & Coins — banked!

Pens down — quick partner check!

Knowledge Organiser (BUILD ASDAN W2): Notes & Coins

Key Facts

Notes & Coins

This week's spark

ASDAN evidence

Arrival Task

Today at a Glance

We Do 1: Match it up

We Do 2: Match the Coins to the Total

Scaffolding – Supported

Sentence starters

Word bank

Scaffolding – Standard

Frame

Scaffolding – Stretch

Stretch prompts

Independent Work – Supported

Independent Work – Standard

Independent Work – Stretch

Exit Ticket – Supported

Exit Ticket – Standard

Exit Ticket – Stretch

Assessor Witness Statement

Lundy Loop — this lesson

Notes & Coins — Feedback Sheet