Place two Australian 20-cent coins beside five Australian 5-cent coins, with the values facing up. Ask your child, “Which group has more coins?”
Once they’ve counted them, ask a separate question: “Which group do you think is worth more?” Give them time to explain their first thought before you start adding. If they choose the group with five coins, you can say, “There are more coins there. Let’s see how much each group is worth.”
Read what each coin is worth
Find the 20 on each 20-cent coin and the 5 on each 5-cent coin. When you write the amounts, explain that “c” means cents.
A coin’s size or colour doesn’t reliably tell you its value, so read what each coin is worth together. Use coins with adult supervision, and avoid small coins with children who mouth objects.
Add the money in each group
Start with the two 20-cent coins. Touch each one once as you say, “20, 40 cents.” Write the total on a scrap of paper beside the group:
20c + 20c = 40c
Now touch each 5-cent coin once, saying, “5, 10, 15, 20, 25 cents.” Write:
5c + 5c + 5c + 5c + 5c = 25c
Look back at the two questions. Five coins is more coins than two, but 40c is more money than 25c. In this comparison, the group with fewer coins is worth more.
Ask how two coins can be worth more
Ask, “How can two coins be worth more than five?” Let your child point to the coins and the totals as they talk.
If they need a starting point, you could say, “These two coins are worth 20 cents each, so they make 40 cents. The five 5-cent coins make 25 cents altogether.”
If the adding feels tricky, identify the values first, then say the running totals together while touching the coins. There’s no need to introduce multiplication notation for this conversation.
Try two groups worth the same
Next, put one 20-cent coin beside four 5-cent coins. Ask, “Do these have the same value? Show me how you know.”
Leave the 20-cent coin in view while you count the other group: “5, 10, 15, 20 cents.” You can write:
5c + 5c + 5c + 5c = 20c
Here, one coin and four coins are worth the same amount. Fewer coins were worth more in the first comparison; now they’re worth the same. Counting the coins alone won’t settle it—you need to add their values.
For a broader classroom teaching sequence, Sukindi’s Problem Solving with Money - Year 2 is a unit built around practical money problems.
Put it into words
With the one 20-cent coin still beside the four 5-cent coins, ask, “How would you explain why these groups are worth the same?” Your child can point, count aloud or use the written total.
For another coin comparison, keep the same useful prompt: “What is each coin worth, and what do they add up to?”