Money | Assessment Review
Students review early coding ideas by using simple movement, sorting, and sequencing activities with pretend money. They will practice following directions, making patterns, and using positional words while “coding” a path to earn and count coins.
| Term | Definition |
|---|---|
| code | A set of directions to follow |
| sequence | Steps in order |
| start | The beginning |
| stop | The end or pause |
| turn | Change direction |
| coin | A round piece of money |
Show pretend coins and ask students to name them. Model simple actions: start, go, stop, turn.
Name money pieces, copy the teacher’s movements, and repeat key words aloud.
Place 2–3 arrow cards on the floor or board. Model how to follow the cards in order to move to a pretend coin.
Watch, then take turns following a short direction path.
Give each child a small set of pretend money. Ask them to sort coins into groups by size, color, or type.
Sort the money and tell what makes each group the same.
Set up a simple floor path with spots. Give directions such as step, turn, go, stop, and collect a coin at the end.
Move through the path, follow directions, and collect the coin or token.
Model an easy pattern using coins and bills or coin pictures, such as penny-nickel-penny-nickel.
Copy or finish the pattern using the provided pieces.
Ask students to share one direction word and one money word they used today.
Respond orally and show a thumbs-up if they can follow a short code.
Review the day’s key words: code, start, stop, turn, sequence, and coin. Celebrate students’ effort and remind them that coding means giving directions in order.
Send home a simple family challenge: find 3 coins or pretend coins, sort them into groups, and use 2 direction words to explain how to move from one room spot to another.