Introduction
About the Lesson
This lesson is about counting money, identifying money, and solving word problems using coins and dollar bills. Students will have a set schedule each day for 20 to 30 minutes a day which includes classwork, introduction, mini-lesson and the Price Right Game. The lesson will be broken down into segments so that all students whether they are above the zone of proximal development or not, may skip a day's goal or go back to a certain day's goal depending on the assessment provided via classwork and the next day.
Goal of the Lesson
Day 1: Name the coins (Quarter, Nickel, Dime, and Penny), and state their value.
Day 2: Count the coins up to 50 cents in value
Day 3: Count the coins over 50 cents in value
Day 4: Make one dollar using quarters, nickels, dimes and pennies.
Day 5: Use coins and dollars to find the value
Day 6: Solve simple word problems using only coins
Day 7: Solve complex word problems using dollars bills and coins
Lesson Assumption
Students do not know the value of the coins and the differences between the coins. The vocabulary present will be penny, nickel, dime, quarter, and dollar bill. The signs present will be the cents sign and the dollar bill sign.
Learning Standard
CCSS. Math. Content.2. MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbol appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Learning Objective
Students will be able to name the coins and the value of each coin. They will also be able to determine what is on the front of each coin an what is on the back of each coin. The reason for this is when students read a word problem and see "penny" written they will know that the value of the penny is 1 cent. Students can refer back to what they learned on prior days to identify the values of the coins and names of the coins. The next objective is students will be able to count money using coins and dollar bills. Next students will be able to answer simple word problems using coins. for example Jane has one dime and two pennies how much money does she have? Since students practiced recognizing coins on they one they can identify the value of each coin and add the coins to find the value. Students will be able to make a dollar using coins, also the dollar bill will be introduced this day as well. This is important when solving complex word problems using dollar bills and coins. The complex word problems will be broken down into adding and subtracting values.
Technology Needed
Smart Board, Laptop, laptop/tablet (for students)
Additional Materials Needed
Pen, Paper, Clip Board, and plastic coins (optional)
Task
Differentiated Instruction
Advance Learners
Advanced learners will be given the opportunity to work with coins and dollars the first day. Then if they are advanced in coins and dollars, they may work with simple or complex word problems depending on their zone of proximal development and their understanding of the topic.
Struggling Learners
Struggling learners are given the opportunity to work with a partner and this partner should know what we are learning that day. Their goals will vary as well and depend on their zone of proximal development.
Special Education Students
Special education students will have accommodations according to their IEP for example if they know math they can work with a partner. If the students do not know it they will have much simpler steps and a teacher or classmate helping them achieve the goal for the day.
Process
Lesson Introduction
In order to introduce the lesson, I will play a Spongebob Song which the students may already know: Cha Ching Cha Ching sung by Mr. Krabs. Before playing the song I will say:" Today, we are going to learn about money. Does anyone know what money is? How do you use money? I know someone who loves money in the Spongebob Squarepants show."
When asking the questions I will give students time to reply and process the question.
Instructional Procedures
Day 1
Time Frame
Pretest to see where students are at
Mini Lesson given by teacher: 5 to 10 minutes
Students work with partners on computer: 5 to 10 minutes
Worksheet: 5 minutes
The Price is Right Game: 5 to 10 minutes
Instructional Procedure
Students will sit on the carpet located in the front of the classroom. Then I will say "Today we will be learning about the different types of coins used in America. Does anyone know the coins? Does anyone know where America is? Do we live in America?" (Give students time to answer the questions). After this I will show students the website which will be used in class for Day 1 of the lesson plan. Next I will say "We will listen to the little coin who knows the different types of coins. Remember to listen carefully to what she has to say." After each section, I will ask the students, "What is the name of this coin? What does a penny have on the front? What does it have on the back? What is its value." Questions will be asked one at a time in order not to confuse the students. For the nickel, dime, and quarter section I will ask the same questions, but for nickel, dime and quarter. Then I will play the Money Song for students which is by Jack Hartman (students can sing along and answer the questions asked in the video). After the song is complete, I will say, "Please grab a Chrome Book and go to abcya.com. If you want to work with a partner(s) you may. You may sit at your desk or wherever you want in the classroom." If students need help going to the website, I will walk around and assist them. Then students will listen to the coin again and sort the coins in the game. As this happens I will walk around the classroom and help students who may be struggling. After 5 to 10 minutes, I will say, "Now please close your Chrome Books, and please work on this worksheet. You may sit wherever you want and work with another classmate if you want to. Remember to put your name on the top and the date. Today's date is April 24." When students are working on the worksheet I will walk around the classroom and see whether students are struggling or not. If they are students will go over the naming and value of the coins the next day, if not students may move on to the next day's goal. After the worksheet is complete, I will say, "Please hand in your worksheet." Then students will sit on the carpet again and we will play the Price is Right. I will say to the students, "Come to the carpet and sit in your assigned spot on the carpet. We will play a game called the Price is Right. I will ask you a few questions and you can discuss the question with a classmate sitting next to you." Students will be give the opportunity to think about the questions and their answers. Questions are on what we learned today.
Day 2
Time Frame
Introduction: Money Song by Jack Hartman (3 minutes)
Lesson Review from yesterday 2 to 5 minutes
Lesson taught by teacher: 5 minutes
Students working on Chrome books: 10 minutes
Students completing worksheet: 5 minutes
The Price is Right game: 5 to 10 minutes
Instructional Procedure
Students will sit on the carpet in front of the Smart Board located in the front of the classroom then I will say, “Let’s go over the song we heard yesterday about Money” (Jack Hartmann song). Play song, students can dance, sing and answer questions. After song is complete, go over the names of the coins and their values. Then I will teach students how to count money, I will say, “Today we are going to learn how to count money using the coins we learned about yesterday. For example we will count to find the value of four pennies. I will pull up a link which allows me to change the value and drag coins. Before doing this I will go over how to add money. I will show the students 2 pennies, dimes, nickels or quarters and I will explain how to add them to equal the value. For example I will say, “I have two pennies on the board. How much money do you think I have?” Allow students to answer. “In order to find the value, I need to know how much a penny is worth. Does anyone know what a penny is worth?” Allow students to answer the question. “I have 2 pennies and both pennies have a value of 1 cent. ”Write 1 cent above the penny on the board using the Smart Board pen. “In order to find the value of 2 pennies I need to add the two pennies together. So that would be 1, 2. 2 cents equal two pennies. “Write down answer. Ask another question about the value of pennies. Allow students to answer the question. Also mention that when you have pennies you add one. For example, I would say "If you have more than one penny you would add, “1,2,3,4,5,6.” Write and explain on the board. Go over nickels, dimes and quarters the same way as you did for the pennies. “If I have 2 nickels, what are the values of two nickels? “Give students time to think and give answer. “Now if I have to nickels and each equal 5 cents how would I find the value?” Give students time to answer the question. “That’s right you would add 5 and 5 together to find the value. What is 5 +5 equal to?” Allow students time to answer. “That’s right it would equal 10, so 2 nickels equal 10 cents.” Give students a cheat sheet for nickels. Write value above the nickel and write 5, 10, 15, 20. Explain to students that they need to add 5 when they see a nickel. Go over dimes and quarters by adding two coins together. Then go over the worksheet/cheat sheet for counting coins with the students as well. Give each student the Counting Coins sheet so that they have it in order to complete assignment. The sheet will also be on the board. I will also explain how to add different coins together, like a penny and a dime. Or a dime and a nickel. Quarter and a nickel. For example, “If a have a penny and a nickel how much money will I have. I know a penny equals 1 cent and a nickel equals 5 cents. What is my value if I combine 1 cent and 5 cents or what is 1 +5?" Give students time to think and answer the question. “That’s right, a penny and a nickel equals 6 cents. If students have a class workbook give an example on how to solve the problem. Allow students time to think about their answer. After explaining how to count money up to 50 cents in value, students will go on my schoolhouse.com on their Chrome Book. I will go over a box with them on how to do the work on the Smart Board. “Now please grab a Chrome Book, and go to this website. You must show your work and write an answer on your piece of paper. Remember you can use your cheat sheet. You can sit wherever you want in the class and work with a partner.” Students will also be given a worksheet to work on. After practicing how many coins are needed to make _____ value. This worksheet will contain coins and students are expected to write the value on the piece of paper. After this, students will come to the carpet and everyone will play the Price is Right which will ask questions on what we learned today.
Day 3
Time Frame
Introduction to money lesson, “Money Song”: 3 minutes
Overview on what we learned on day 1 and day 2: 5 minutes
Mini-lesson: 5 to 10 minutes
Students working on activity on Chrome Book with partner: 5 to 7 minutes
Worksheet: 5 minutes
The Price is Right Game: 5 to 10 minutes
Instructional Procedure
At the beginning of the class I will say, "We will listen to the “Money Song” again.” Students can sing along, dance, and answer the questions. Then we will go over what we learned yesterday and the day before. I will put on the board some questions and students will answer the questions and give the value of the money. For example on the board there will be a nickel and a dime and students are expected to know the value. Students will write their answers on a piece of paper and turn it in. After completing the questions I will say, “We will learn how to count money with a value of over 50 cents.” “Does anyone have their cheat sheets from yesterday?” Give students time to get out the cheat sheet. Ask questions that involve the cheat sheet. For example ask how many quarters make 75 cents. Also have cheat sheet displayed on the board. Then have coins of different values displayed in one question. For example have 3 quarters and 1 dime displayed on the board. Give students enough time to think about their answer. Then as a class count together to find the values of the coins on the Smart Board, and write the values above the coins. Students will have five questions as a class. Then I will say, “I see that everyone knows how to count the money. Please grab a Chrome Book and go to abcya.com. Once that is done I will explain what to do next.” Then I will walk around the classroom to see whether students need help going to abcya.com and assist them. Students will work in groups of five to add coins to make a certain value. “Now that everyone is on the site we will play Counting Money: Count to 99 cents make sure to click Beginner.” The groups will consist of one gifted student, one student who is above average, one student who is struggling, an average student and a special education student. These students will work together to solve problems and the students who are above average and gifted may assist students who have difficulty in learning the goal. I will also walk around to see whether students understand what is being taught or whether they need more help in a certain area. Students in groups are expected to contribute their thoughts and ideas about the possible answer for counting money. For example, when working with a group I can ask, “What value are we looking for or what value is the coin expecting us to find?” All or some of the students will answer the question, and then I will say, “Which coins do we need to find whatever value we are looking for?” Allow students time to answer the question. Once students say the answer they may drag the money to the designated box and the coin will say whether its right or wrong. If its wrong students in the group will determine why the answer is wrong and what coins they will need to find the correct value. This will be a mini informal assessment to see whether students understand the concept of counting money between 0-99 cents. The technology used here is the Chrome Book and the abcya.com Counting Coins. The purpose of this technology is to help students learn in a fun way. Dragging money to the designated box and seeing real money is beneficial for recognition of the coins and determining the value of the coins. After students are given time to complete the game, say “Please exit out of the site and turn off your Chrome books.” Then I will give students a worksheet to complete. “Complete the worksheet and hand it in when you’re done. You may work with the group you were working with before.” The worksheet consists of 5 to 10 questions and it is about what we learned today and yesterday. Students in the group will work together to solve the worksheet and students who may have difficulty will get help from the average, above average and gifted students. I will also walk around the class to help whichever groups may need help with the questions. After students complete worksheet I will say, “Turn in your sheet and write your name on the top” Sheets will be color coded to determine whether a certain group of students work together or not. If students do not work well together then I will change the groups once again based on the answers and informal observations of whether students are working well together. After this, students will come to the front of the class to play the Price is Right. Once again students will sit with their group and discuss with each other the possible answer for each question.
Day 4
Time Frame
Introduction to lesson “Money Song”: 3 minutes
Overview of lessons for Day 1, 2 and 3: 2 to 5 minutes
Mini lesson: 5 to 10 minutes
Class time on Chrome book: 5 to 10 minutes
Worksheet: 5 minutes
The Price is Right: 5 minutes
Instructional Procedure
I will play the Money Song first to start the class. Again students can sing, dance and answer the questions to the song. The students will be at the carpet and we will go over what we went over for Day 1, 2, and 3. The students will have some questions to answer in pairs or by themselves. Then we will begin the next part of the lesson, which is using coins to make a dollar. After this I will also introduce the dollar bill. For example I will ask, “How many coins make a dollar?” Students can use their cheat sheet to answer the questions. I will also give examples of different coins making a dollar. I will have two to five examples so students understand what the goal is and what they will learn today. I will also introduce the dollar bill and we will listen to coin on abcya.com talk about the dollar bill and how one can write it in terms of money. After this, I will say, “Now please grab the Chrome Books and go to abcya.com. Please wait. After you have your Chrome Books and the website up, please go to the Counting Money link. “Okay class, go to the Learn part in Counting Money.” During this time I will walk around the classroom and I will enter the website for students who may be struggling. Then I will say, “Listen to what the coin has to say again about the dollar bill and remember what she says.” “Then sort the coins and play the game called “Make a Dollar” “Please write the ways to make a dollar on a piece of paper, and draw the coins as well. You should at least have five answers to this, and you cannot use the same coins for making a dollar.” Writing how to make a dollar will be the students’ classwork, and they will be given the opportunity to write a dollar in cents more than one way. After completing this, the students will turn in their work, and we will discuss their answers as a whole class. Then students will play the Price is Right. For each questions students will talk amongst each other to figure out the answers.
Day 5
Time Frame
Introduction to the lesson the “Money Song”: 3 minutes.
Overview on what we learned so far: 5 minutes
Mini lesson: 5 to 10 minutes
Chrome Book use for learning counting money: 5 to 7 minutes
Classwork: 5 minutes
The Price is Right: 5 to 10 minutes
Instructional Procedure
In order to introduce the lesson for counting money, students will listen to the “Money Song” again. Students can sing, dance and answer the questions to the song. Then we will go over what we learned on Day 1,2,3, and 4 on the Smart Board. There will be at least five questions to answer, students can discuss it with each other, and then write the answers on a piece of paper. (The five questions will be multiple choice). Then I will go over counting money using dollar bills, for example, “If I have one dollar bill and 2 quarters how much money will I have.” The pictures will be on the board for the students to see. Give students time to think about their answer and discuss it with each other. If students need me to break down the question I will do so. For example "What is the value of one dollar? then I will say what is the value of 2 quarters?” Give students time to answer the problem. “That’s correct 2 quarters equal 50 cents, and one dollar bill equals one dollar.” Then I will write this down and I will write the value above the dollar bill and quarters. After writing the answer I will explain how to write one dollar and 50 cents. “After you find the value a dollar sign goes in the front, and period goes in the between the 1 and 50. You do not need to add the cents sign at the end because there is a dollar sign." Before playing the Counting Money game, I will explain to students how to count money that is over 1 to 2 dollars and what to use to find the value. For example, “What is the value of 2 dollar bills?” Give students time to answer. “That is correct the value of 2 dollar bills is 2 dollars.” Students and I will count the dollar bills to only five dollars. I will give at least five examples for students and I to go over. Students will have the opportunity to discuss the question and answer the questions. After this I will say, “Please grab the Chrome books and go to abcya.com and go to the Counting Money section.” “After this please wait and I will tell you what to do next.” Go around the class to make sure all the students are at the correct website. “Please go to ‘Counting Above 10 dollars and click Beginner.” “You do not need to answer questions above five dollars.” I will walk around and see whether students are able to answer the questions. If students need help, I will help them and their classmates will help them as well. Students must show their work and value on a piece of paper which they will submit. Also students are expected to draw the money on the piece of paper. This is the class work and classwork combined. Students can sit wherever they want to sit and work with a partner(s). Students can try to solve the difficult problems, which involve $5 and $10, but they will mostly work on the dollar bills and coins. After students complete their work, students will come to the carpet and listen to the Money Song one more time. Then we will play the Price is Right. Again students have the opportunity to discuss the questions with each other.
Day 6
Time Frame
Introduction Playing the “Money Song”: 3 minutes
Overview of the past 5 days: 5 minutes
Mini lesson for day 6: 5 to 10 minutes
Students working on the Chrome Book: 5 to 10 minutes
Playing the Price is Right: 5 to 10 minutes
Instructional Procedure
At the beginning of class, the students will listen to the Money Song again. Students can sing along, dance, and answer the questions to the song. Then the class will go over what we learned the past 5 days. Students will answer 5 questions which will be multiple choice and submit it in. They will also be able to work with partners or classmates sitting next them on the carpet. Then we will begin the lesson. For this lesson we will have the money written down in a word problem. We will work on examples and draw money that is required to make the suggested value. I will say, “On Day 4 and 5, I started to ask you to show your work for abcya.com and I asked you to draw the dollars and coins on a piece of paper.” “Now we will use what we were doing before to answer the simple word problems using what we learned on Day 4 and Day 5.” “For example, Jane has 2 dollar bills and 2 quarters. How much money does she have?” “What will we draw first?” Give students time to answer the question. “That’s right we will draw two dollars, and two quarters.” Students will also state the values of quarters and dollars. Draw the dollars and coins on the board. Then draw the value of each dollar and coin. Then I will ask, "How much money do we have drawn on the board?" Students may work in pairs to figure out the value. Then the class and teacher will count the value together. Then I will write the value on the board and ask the students what do we put in front and what do we put in the middle. I will draw the decimal and dollar sign for the value. The students and I will go over 5 problems in order for them to understand what we are going to be doing today. Then students will then grab Chrome books and work on the specified site for 5 to 8 minutes. As students are working, I will walk around the classroom to see whether students need help or not. After this students will close the Chrome Books and put them away. Then students will work on a class work sheet with simple word problems. This worksheet will only consist of 5 questions and students can work with partners to figure out the value. After completing this students will go to the carpet, and we will play the Price is Right. Students will have the opportunity to discuss the questions with each other.
Day 7
Time Frame
Introduction to the lesson “Money Song”: 3 minutes
Overview on what we learned so far: 5 minutes
Mini-lesson: 5 minutes
Chrome Book use: 5 to 7 minutes
Classwork: 5 minutes
The Price is Right: 5 minutes
Instructional Procedure
The Money Song will be played again and students can sing along to it and answer the questions to the song. Then we will go over what we learned so far on the Smart Board. Students will answer 6 multiple choice questions and submit it to the teacher. Then we will start the final mini lesson for counting money. This lesson will be connected to Day 4,5, and 6 except there will be 2 to 3 sentence questions. The teacher will go over 2 to 3 problems, and explain how to answer these type of questions. For example, “Jane has one dollar and two quarters. She wants to buy a candy for $1.56 how much more money will she need to buy a candy bar.” Then the teacher will start with the first statement. She will ask the students to draw one dollar and two quarters. Then the students will give the value of what Jane has so far. “I know Jane has $1.50 but we need $1.56 how many cents do we need to make $1.56.”Give students time to think and answer the question. “That is correct, Jane needs 6 more cents.” Students will then work with a partner(s) on the worksheets provided. Students may use Chrome Books to over previous work done in class. Day 7 is a review of what we learned and how to solve longer word problems. After completing the students will submit their work to the teacher. Then the class as a whole will play The Price is Right. Allow students time to talk about each question and discuss what the answer might be.
Evaluation
Assessments
Formal Assessment
The Price is Right: Questions relating to what we learned on Day 1,2,3,4,5,6, or 7.
Activity on the Chrome Book.
Informal Assessment
Classwork which will be turned in after each lesson. This will be graded in order to see whether students understand what was taught on Day 1,2,3,4,5,6, or 7.
Mini quiz before the start of each mini lesson: this is used to determine whether students remember what they learned the previous day.
Rubrics
Students will be given a self-assessment, which states whether they understood something or not each day. This will give the teacher feedback on the lesson and whether the teacher needs to go back to a specific day for students. Teacher may also have a rubric based on students’ classwork in order to determine whether or not they understand what was taught for a specific day.