LESSON PLAN

NAME: ___Lisa Pickard DATE: 10/8/2010________LESSON: Math- Money: Coin Recognition/Value NO. OF CHILDREN: 22______TIME ESTIMATE: __50 Minutes GRADE LEVEL: ___1__________

1. INTENDED STUDENT OUTCOMESa. Students will correctly identify, according to the directions on the given worksheet,pennies, nickels, dimes, and quarters.b. Given a worksheet students will correctly match the monetary coins of penny, nickel,dime, and quarter to their corresponding value in cent notation.c. Using flash cards students will identify and represent each coin (penny, nickel, dime,and quarter) in correct word with cents notation, word notation, and numerical valuenotation.

2. New York State StandardsMathematics #3 Elementary Mathematics Key Idea 2 Number and Numeration PerformanceIndicator 2 (MST3.01.NO6.14- Students read the number words "one, two, three...ten.Mathematics #3 Elementary Mathematics Key Idea 5 Measurement Performance Indicators4, 5 (MST3.01.ME9.04-Students know vocabulary and recognize coins (penny, nickel, dime,and quarter. MST3.01.ME9.05- Students recognize the cent notation as ¢)Mathematics #3 Elementary Mathematics Key idea 7 Patterns/Functions performanceIndicator 2 (MST3.01.CN4.02- Students understand the connections between numbers andthe quantities they represent)Language Arts #4 Language for Social Interaction Key Idea 1 Listening and SpeakingPerformance Indicators, 1,2 3 (ELA.01.LI.01-listen respectfully and responsively,ELA.01.SP.01- respond respectfully, ELA.01.SP.02- use age appropriate vocabulary,ELA.01.SP.03- take turns speaking in groups, ELA.01.LI.04- respond with expressionappropriate to what is heard, ELA.01.SP.06- stay on topic)

II. PREPARATION1. Materials:

a. Student materialsPencil

b. Teacher materialsBooks about money/coinsPoem for coin valueWorksheet to match coin to valueWorksheet for coin recognitionFlash cards of coins, word notation, word with cent notation, and value notationTransparencies of worksheetsOver head projectorComputers for re-teach/alternate plans for PowerPoint presentation and web gamePlastic coins for small groups

2. Prior Knowledge:Previous knowledge of number recognitionPrevious knowledge of skip counting for additional enrichment activityPrevious knowledge of ways to represent different numbers (#, picture, word)

3. Need to Do Ahead of Time:Acquire paper versions of penny, nickel, dime, and quartersAcquire paper versions of each coin for small group work: 11 groups with one of eachcoinPrepare flash cards with 1₵, one cent, penny, and nickel, dime, quarter- enough for eachgroupPrepare worksheet for recognition and make copies for each studentPrepare worksheet for value/recognition matching and make copiesPrepare worksheet for small group sorting plastic coinsBag group work cards and coins for useCopy Money Poem for each studentBring coin purse with samples of coinsMake transparencies of worksheets

III. BODY OF THE LESSONA. Anticipatory Set: (5 minutes)

Teacher: “Good morning boys and girls, When you go to Walmart or to the grocery store,what do you need to buy or pay for your groceries or other items? MONEYShow my change purse and pull out a small handful of coins.Introduce objective: “Today we are going to learn about money, more specifically we aregoing to learn about a type of money known as COINS. During our lesson you will learnto identify each coin and will learn each of their value. We will also break up into pairsand sort coins by their appearance, value, and name.”

B. Lesson Body: (45min for body of lesson)Whole Group: (20min)1. State: COINS are pieces of money. Money is a necessary in life today.Ask: “who can tell me who uses or needs money? Call on students to get array ofanswers to include: mom, dad, family, friends, and us.Ask: “How do we get money?” Some people earn it through jobs, work, babysitting, orother services. The various community helpers that we talked about earlier receive moneyfor the work they do for all of us. We pay our doctors, vets, dentists, teachers, etc for theservice they provide. What can we use money for? Call on volunteers and guideresponses with additional questions.

What can we buy? goods and services, Clothing, toys, video games.What do we eat? food,Where do we live? home, apartment, trailer

2. State: Today we are going to talk about 4 different coins that we can use daily to buythings we need or want.Ask: Does anyone think they know one of our coins? Call on studentsInclude: Penny, Nickel, Dime, Quarter

3. State: Each coin has a different value. VALUE is what the coin is worth when you goto buy something with it. All goods and services are given a price and we save ourmoney and add it up to reach that price when we want to buy something.

4. Last week we learned that we could represent a number in three different ways.(connect to prior learning) Who can remember those ways? Call on students to get:Number, word, and picture.

5. We can also represent our coins in several ways.Show Penny (coin)(show both sides)- attach to board (with magnet) and startcolumns and rows, State “we can represent a penny in several different ways”, Next,Write 1₵- explain that symbol represents the cent sign when dealing with money,Write words “one cent”, Write coin name “penny”

Show Nickel (coin)- attach to board and write 5₵, write “five cents”, write “nickel”Show Dime (coin)- attach to board, write 10₵, write “ten cents”, write “dime”Show Quarter (coin)- attach to board, write 25₵, write “twenty five cents”, write

“quarter”6. Review all coins on board and how we represent. Draw attention to the fact they are

two sided and different on each side.7. Handout coin recognition worksheet.Whole Group: (10 min)Do together with students, use overhead copy for visual for student to follow along, call

students up to answer questions at overhead.8. Introduce Money Poem and handout to each studentRead Aloud Poem to introduce students to value of each coin.9. After read aloud call on student and check for understanding of value and recognition.Hold up a coin, ask for students to identify, assess using thumbs up/downAsk students: What is this coin worth? Call on students. Repeat with another coin.Individually: (5 min)10. Handout Matching Value to coin worksheet.Give directions to complete individually, allow 3-4 minutes to complete, Check for

understanding and knowledge by walking the room as they complete.Small Group: (10min)11. Next, Students will be grouped into small groups (pairs) to sort the different ways to

represent a coin. Explain directions to students. Say “I will now break the class upinto pairs and with your partner you will receive a bag containing various cards andcoins. (Point out the pairs, have students wave to each other). I would like you to bothlook through the bag and group all cards and coins that represent a penny together,then group all cards that represent a nickel, then a dime, then a quarter” . Giveexample for penny: Show penny card (picture), then, look for the word penny, the 1₵card, and the words “one cent”. Then say “after you group all “like” coins and cardsyou will take the coin sheet (show to students) and group all penny plastic coinstogether, then nickel, etc”Once you do that raise your hand and show me what you have done.Walk the room to check for understanding.

12. Wrap up lesson, review.

Technology: Using overhead for worksheets and allowing students to come up and showtheir work. Computer game and PowerPoint for alternate plans.

Alternate Plans/Remediation/Re-teach/Absent: Incorporate computers and use websiteto play matching game to match coin to name of coin at:http://www.mmhschool.com/math/2003/student/activity/courses/grk/ch11a/PowerPoint presentation on coin identification at:http://www.nylearns.org/content/view_content.asp?ContentID=184411

Unfinished work: No unfinished work anticipated

Early Finishers: Those groups that finish early, have them mix up the cards and taketurns re-sorting until each has had a turn

Enrichment/Extension: Skip counting by 1’s, 5’s, 10’s worksheet

C. Accommodations1. Speech Delay

a. Allow extra time to answer in class questions when called uponb. Student does not require additional support to complete worksheetsc. Special Education teacher push in for additional support

2. Auditory Processing Delaya. Visual supportsb. Incorporate movement into lesson-keep close to teacherc. Flash cards reinforcement

D. Closure: The small group sorting is the closure activity. Have students look at theirgroup sorting. Ask students “Who can tell me something we learned today?” Call onstudents and wrap up the lesson.

IV. ASSESSMENT:Informal assessment: Ongoing questions to check for understanding throughout lesson,worksheets on coin recognition, small group work on sorting (walking around the room)Formal assessment: recognition and value worksheet to be completed individuallydemonstrates the knowledge of coin recognition and the value each coin holds.

V. REFLECTION:Planning and Preparation: This lesson was purposefully planned and was prepared tobe developmentally appropriate for the current levels found in this class of first gradersand successfully targets several learning standards. All reading material for this lessonwill be read to the students including all directions from any given worksheets. This isintended as an introductory lesson to coins and each item will be explicitly taught tostudents with opportunities for hands on practice and use of manipulatives and flashcards.Math manipulatives have just been introduced to the class in the previous lesson and I

incorporated plastic coins into this lesson to give them further practice with handlingmanipulatives as a tool to solve math problems and not as an intended toy. The moneypoem is used because, at this developmental stage, students retain more information whenit is put into song or poem and repeated often. I believe I have created and interesting andengaging lesson for all students building on various forms of Howard Gardner’s multipleintelligences. A key to success with first graders is to model, model, model, practice,practice, practice.Future Lessons/Modifications: I would like to incorporate more forms of technology infuture lessons. At this time the school does not have the resources to accommodate. Thisis an introductory lesson to Coins and money, throughout the remainder of the yearadditional lessons will be incorporated using coins including skip counting, adding, andmaking change.

Resources:Google images for coin images on worksheets.

Various developmentally appropriate books on money and coins.

References

Macmillan/McGraw-Hill Math Game. (n.d.). Macmillan/McGraw-Hill. Retrieved October 4,2010, from http://www.mhschool.com/math/2003/student/activity/courses/grk/ch11a/

NYLearns.org -- Welcome to NYLearns.org!. (n.d.). Welcome to NYLearns.org . RetrievedOctober 4, 2010, from http://www.nylearns.org/content/view_content.asp?ContentID=1

NYLearns.org -- Welcome to NYLearns.org!. (n.d.). Welcome to NYLearns.org . RetrievedOctober 4, 2010, fromhttp://www.nylearns.org/standards/standard_tree.asp?StandardID=14380&lev=content

Name: _____________________________________

Directions: Write the correct name under each coin.

___________________________ _____________________________

________________________ __________________________

Penny Quarter Nickel Dime

Name: _____________________________________

Directions: Write the correct name under each coin.

___________________________ _____________________________

________________________ __________________________

Penny Quarter Nickel Dime

Name: _____________________________________

Directions: Write the correct name under each coin.

___________________________ _____________________________

________________________ __________________________

Penny Quarter Nickel Dime

Name: _______________________________

Directions: Draw a line from the coin to its correctamount.

25 Cents

10 cents

1 cent

5 cents

Name: _______________________________

Directions: Draw a line from the coin to its correctamount.

25 Cents

10 cents

1 cent

5 cents

Name: _______________________________

Directions: Draw a line from the coin to its correctamount.

25 Cents

10 cents

1 cent

5 cents

Penny Nickel Dime QuarterPenny Nickel Dime QuarterPenny Nickel Dime Quarter

Name___________________________________________________

Put a on the pennies

Put a X on the nickels

Circle the dimes

Draw a square around the quarters

Name___________________________________________________Skip count the pennies, nickels, and dimes.1.

_____₵, _____₵, _____₵ _____₵, ______₵ _______₵2.

_________₵, _______₵, _______₵, _______₵ _______₵

3.

________₵, ________₵, _________₵ _______₵

Name______________________Match the coin to its value.

25₵ (twenty-five cents)

10₵ (ten cents)

1₵ (one cent)

5₵ (five cents)

1 1 1

1 1 1

1 1 1

1 1 1

1 1 1

5 5 5

5 5 5

5 5 5

5 5 5

5 5 510 10 10

10 10 10

10 10 10

10 10 10

10 10 10

25 25 25

25 25 25

25 25 25

25 25 25

25 25 25

one cent one cent one cent

one cent one cent one cent

one cent one cent one cent

one cent one cent one cent

one cent one cent one cent

five cents five cents five cents

five cents five cents five cents

five cents five cents five cents

five cents five cents five cents

five cents five cents five cents

penny penny penny

penny penny penny

penny penny penny

penny penny penny

penny penny penny

nickel nickel nickel

nickel nickel nickel

nickel nickel nickel

nickel nickel nickel

nickel nickel nickel

ten cents ten cents ten cents

ten cents ten cents ten cents

ten cents ten cents ten cents

ten cents ten cents ten cents

ten cents ten cents ten cents

twenty-five twenty-fivecents cents

twenty-five twenty-fivecents cents

twenty-five twenty-fivecents cents

twenty-five twenty-fivecents cents

twenty-five twenty-fivecents cents

twenty-five twenty-fivecents cents

dime dime dime

dime dime dime

dime dime dime

dime dime dime

dime dime dime

quarter quarter quarter

quarter quarter quarter

quarter quarter quarter

quarter quarter quarter