Display the two 50c coins beside the single €1 coin as pupils settle. Take three hands-up answers, not open call-outs.

Draw out the key idea for the lesson without confirming it fully: the same amount can be made in more than one way. Hold the full explanation for the model step.

Point to the first two trays together: same fifty cent, two different sets of coins. Ask which set uses fewer coins.

On the €1.20 tray, name the euro part and the cent part aloud so pupils hear where the euro coin ends and the cent coins begin.

On €5.20, stop and name the €5 note as paper money: coins go up to €2, and from €5 up we use notes. Hold out for a pupil to say why we would use a note here rather than five €1 coins.

Talk this one through together — one pupil builds at the board while the class agrees or corrects out loud.

Call one pupil up per amount. After the tray totals correctly, ask the whole class: can anyone make that same amount with different coins? and let a second pupil try.

Watch for pupils who reach for lots of small coins when a bigger coin would do — prompt is there a handier coin you could use? rather than correcting them.

This is the practice round — pupils take turns at the board, check each answer, and the class confirms before moving on. Keep the board work brisk rather than over-explaining.

After each correct tray, ask could you make that with fewer coins? The 80c amount is a good one for this — four 20c coins works, but a 50c, 20c and 10c is fewer.

€5.10 is the reach: hold out for the class to notice they reach for the €5 note, then a 10c coin, and that a note is handier than five €1 coins.