What is money? (second part)
Show different coins/notes and ask what their value is. For example, show them a 5 cent coin , a half dollar coin and a 10 cent coin.

Put two items and add a price tag. ''How much is each object? How much would it cost me to buy both?'' For example, an apple with a price tag of 30 cents and a banana with a price tag of 70 cents. (Answer: 30 cents and 70 cents, makes a total cost of one dollar)

As an extension, show three items with a price tag and ask learners to find the total of the three amounts.

Tell learners, ''I am going to say you an amount of money. I want you and a partner to tell me what you could use to make that amount. Give  a simple amount to start with. Allow learners to work together to find a way to make the amount you asked for. Ask, ''Who can tell me how they made this amount? Has anyone else made it in a different way? Record the different ways of making an amount so that all the class can see. 

        Core activity. 15.1 : What is money?

Start the session, by asking , ''What is money?'' Give learners time to think about their answers. Ask for answers.  Then ask ''Why do we need money?'' Again, give thinking time and ask for answers. ''What do the rest of you think? Do you agree? Do you have a different idea?'' 

Then give them money. Introduce them different kinds of money. UK sterling, USA dollar and Azerbaijan manat. Then ask them to find coins. (qapik)  What can you see?

It is important to use money in the classroom. Pupil should be able to touch, feel and use it in a real life,

Collect responses. ''What do we call this money that you are holding? Find another one that is the same. How do you know they are the same? 

If you want to buy something how do you ask the cost of item? Then let them learn to ask ''How much does it cost?''

core activity. 14.2 Combinations. 
Combination: Here it means one way of putting a set of things together.

Possibilities: There is more than one way of putting a set of things
together. We say there are different possibilities.
together. We say there are different possibilities. Systematic: working to a plan. Here it is varying one thing at a time.

Tell the learners that you have a young friend who has 3 T-shirt and 3 pairs of shorts. Explain that he (she) has often wondered how many different outfits he can make by wearing one of the T-shirts and one pair of shorts. Show the learners the clothing and then ask them how you could find out how many different outfits your friend could wear. Accept the offered ideas and try them out until two combinations that are the same are suggested.

Tell the learners '' There must be a way to find out without getting confused-I need some of you to help me''. Choose a leaner to come up to the front of the classroom and wear one of the T-shirts. Ask the learners how many different outfits they could wear if they always wore this T-shirt. Accept the ideas and record the answers. Once you have accepted all the possibilities then ask the second leaner to come up and wear second T-shirt. Repeat the process of identi-fying 3 possibilities with the second T-shirt. Explain that when you are trying to find all the different ways of doing something, it helps to keep one thing the same, like you did with the T-shirt, then find out how many different ways you can put the other things with that one same thing.

Ice Cream flavours explain that you can buy two scoops at a time. Ask the learners how many different ice-creams could be made. Remind them to keep one flavour the same and put each of the other flavours with it in turn, then change which flavour stays the same. Challenge some learners by explaining that ice-cream stall has a special offer on today-three scoops for $1.20. How many different ice-creams could be made using these scoops?

How many numbers? You will need the 0-9 digit cards photocopy master. Give each child three different digit cards and challenge them to make as many numbers as they can. How many different numbers did they make? Ask the learners to put their numbers in order. What if they had four different digits? Ask the learners to estimate how many different two digit numbers they thinkthey can make.