Coins-Lesson 5

Sarah Sennett

Writing Money Word Problems

First Grade

Math

60 Minutes

Overview:
Students will need to solve real-world problems that involve the use of coins. Knowing which
order of operations to use and how to calculate money is crucial in life.
Standards:
Math:

1.MD.3: Recognize and identify coins, their names, and their values
1.OA.1: Represent and solve word problems involving addition and subtraction

Writing:

1.W.2: Write informative text

1.W.6: Use digital tools to produce and publish writing
1.L.2: Demonstrate the conventions of writing (capitals, spelling, punctuation)

Technology:

ISTE1: Creativity and innovation

ISTE2: Communication and collaboration
ISTE6: Technology operations and concepts

Objectives:
Using Microsoft Word, TSWBAT apply the proper writing conventions to create a math word
problem with at least an 80% accuracy rate according to the writing rubric.
Using Microsoft Word, TSWBAT construct their own math word problem about money,
identify the appropriate coins, and correctly add/subtract the coin values with an 80%
accuracy rate according to the math rubric.
TSWBAT use the Microsoft Word tools to write a math word problem with at least an 80%
accuracy rate on the technology rubric.
Information:
All word problems contain a question and key terms that help the students to know what
operation to use.
Addition Key Words
more
in all
combine
total
sum
both
altogether
plus

Subtraction Key Words

fewer
remain
left
minus
less
take
difference
loss

Coins-Lesson 5

Sarah Sennett

Coins have two sides and different values.

Quarter

Nickel

25 cents

Dime

5 cents

Penny

10 cents

1 cent

Opening Activity: (10 minutes)

Instructional Methods: Notes and Interactive Presentation

I have a job chart for my students, so please ask my Tech Specialist to turn on the
projector and computer. Then, they should open up the file on the desktop labeled
Daily Calendar while the students take out their calendar notebooks.

Note: The students should have completed their calendar notebooks first thing in the
morning for entry task. Go through each page of the calendar file with my Daily
News Kid using the SMART board (calendar, days of the week, weather, place value,
telling time, etc.) as the students check the work they completed in their notebooks.

When you get to the money page, take time to review the names and values of each
coin. It is also important that you practice adding sets of coins together since we are
finishing our money unit.

The last page of the file will be our Question of the Day. For this question you will
need to call on several different students to show that there are multiple ways to make
25 cents. After you and the students have discussed all of the possible answers, my
Tech Specialist can exit out of the Notebook file and the students can put away their
calendar notebooks.

Ask students to come to the carpet and sit in their assigned seats.

Coins-Lesson 5

Sarah Sennett

Main Lesson: (20 minutes)

Instructional Methods: Lecture, Board Work, Partner Activity

As a whole class, make an I can poster on the chart paper. Write I Can at the
top of the chart and write with money. at the bottom of the chart. Explain to the
students that they have learned many things over the last week about money and we
are going to quickly review all that we have learned.

First have the students pair-share with their partner (they already have assigned
partners) for 2 minutes. Each partner will have one minute to say all of the things
they can do with money. After the 2 minutes have finished, call on some students to
share what they can do with money. Write their responses on the chart paper. The
following are the responses that should end up on the chart (you may have to guide
them to get the correct responses):
o Name the coins, identify the coins, know the coin amounts, add coins together

Let the students know that today they will add one more skill to the chart. Many of
them may be able to guess what that skill is since we write story problems for most of
the units that we cover. If you have time you can let them predict or you can just add
write and solve story problems to the chart.

Remind the students that all story problems include information and a question. Also
remind them that the problem always gives us clues to let us know if we need to add or
subtract. Review the words on the addition and subtraction anchor charts with the
students through choral reading.

As a whole class, brainstorm some possible word problems (that include money) and
write them on the board. Make sure that when you are writing you are reminding the
students that sentences start with capital letters, have spaces between the words, and
end with a punctuation mark. Note: Before you finish writing the sentence, ask them if
the sentence should end with a period or a question mark. Underneath the word
problem, draw the coins that are represented in the problem.

After completing a few examples, have the students pair-share story problems.
When they are done sharing, ask for a few examples to make sure that the students
are properly stating 2 facts and asking a question for each. Once again, you may
have to help a few students, but most should be able to do this task since we have
done it so many times before.

Let the students know that you will be taking them to the computer lab to write a word
problem. Make sure the Tech Specialist passes out everyones flash drives before
you leave and the Teachers Helper brings the addition/subtraction anchor charts.

Coins-Lesson 5

Sarah Sennett

Concluding Activity: (30 minutes)

Instructional Methods: Lecture and Assessment

When you arrive in the lab, each student will have an assigned computer. The students
should log into the computers and wait for your directions.

Once you have noticed that everyone is logged in, have the students open up
Microsoft Word. Note: You will need to turn on the teacher computer and SMART
board to display a sample.

From this point forward, you may give the directions and repeat them, but please do
not help the students. They have done all of these skills several times before and will
be assessed on their capabilities.

The students know to wait for your ONE STEP instructions and not to move on without
you. Once you have noticed that everyone has opened Microsoft Word, tell the
students to change their font to Comic Sans MS and the font to size 20.

Once everyone has completed this skill, tell the students to type their name at the top
and then press enter twice to start a new line.

On the SMART board, type the word problem example that you completed in the
classroom. Then under the question, insert the coins that are needed for the problem.
Then at the bottom of the paper, type the answer to the problem.

Explain to the students that they will need to do 3 things:

o Type the question (it can be an addition or subtraction question), insert the
pictures of the coins, and then type the answer to their question at the bottom
of their page. (Sample answer page is attached)

Remind the students to use the anchor charts to help them with writing their word
problems and also let them know THEY MUST USE AT LEAST 2 DIFFERENT COINS.
Explain to them they cannot use all pennies, or all nickels, etc. Note: While they are
working, walk around and make sure that they have sentences that allow them to use
different coins. For example: I have 3 cents. I found 2 cents. How much do I
have? would not work for this assignment because they would need to insert 5 pennies.
The sentence, I have 3 cents. I found 8 cents. How much do I have? would work
because they would insert 6 pennies and 1 nickel onto their page.

Tell the students that they may start and to raise their hand when they finish so that
you can check to make sure they have the 3 requirements listed above.

When the student has finished, they are to print the page (collect them so I can add
them to our math stations) and have them save the file under the name coins.

Finally, once they have printed and saved their work, they can use www.IXL.com until it
is time to leave the computer lab.

Coins-Lesson 5

Sarah Sennett

Diverse Needs:

Students who need preferred seating will be in the front based on the seating chart.

Students who need academic modifications may work with an aide to type for them.

Any students with vision problems will need the screen size/page size changed.

Some students may need the directions repeated.

Students who are English language learners may complete the assignment in their
native language to then be translated by the ELL teacher.

Alternative Activity:

If the SMART board file will not work in the classroom, you can go over the calendar
notebook orally while the students are working along with you inside of their notebooks.

If the computers will not work for the students to use, they can complete the
assignment on notebook paper and they will need to draw the coins.
o To draw the coins they can just draw a circle, write the amount inside, and then
color the coin the appropriate color.

If you cannot get the SMART board to work in the computer room, you can show the
students the example on chart paper and tape it to the wall for all to see.

Assessment:
This is the last lesson before the students receive their unit test. The students will create a
written word problem completed by using Microsoft Word. The assessment will be used for
three different grades: writing, math, and technology. The objectives are listed on page 1 for
the different standards they are required to meet. Attached to this lesson, you will find the
rubric with the specific skills that I will use to grade the students.
To make sure that my students are able to complete the assessment accurately, I will listen and
help the students during the pair-share activities to make sure they have a clear and concise
understanding of the skill before they complete the activity they are being graded on.
Materials:
Opening Activity: SMART board and Calendar File
Main Lesson: Chart paper, Addition Anchor Chart, Subtraction Anchor Chart
Concluding Activity: Computers, SMART board, Addition Anchor Chart, Subtraction Anchor
Chart, Student Flash Drives, Printer

Coins-Lesson 5

Sarah Sennett

Student Name: ______________________________

Writing Rubric
Standard
1.L.2
1.L.2
1.L.2
1.L.2
1.W.2

Skill

Capital and lower case letters

are used correctly.
Spacing between words and
sentences are used.
Proper punctuation is used.
High-frequency words are
spelled correctly.
Sentences are complete and
make sense to the reader.

0 Errors

1-2 Errors

3-4 Errors

5-6 Errors

0 Errors

1-2 Errors

3-4 Errors

5-6 Errors

0 Errors

1 Errors

2 Errors

3 Errors

0 Errors

1-2 Errors

3-4 Errors

5-6 Errors

0 Errors

1 Errors

2 Errors

3 Errors

0
More than 6
Errors
More than 6
Errors
More than 3
Errors
More than 6
Errors
More than 3
Errors

Writing Score: _____ / 20

Math Rubric
Standard

Skill

1.OA.1

Uses math terms to identify

addition or subtraction.

2 examples

---------

1example

---------

0 examples

1.MD.3

Uses the correct coins.

0 Errors

1 Errors

2 Errors

3 Errors

More than 3
Errors

1.MD.3

Uses correct coins.

0 Errors

1 Errors

2 Errors

3 Errors

More than 3
Errors

1.OA.1

Word problem is written with

2 facts and a question.

2 sentence
word problem

Money is correct counted.

2 sentences
w/no question
Incorrect
answer

1 sentence
word problem

1.MD.3

3 sentences
word problem.
Correct
answer

---------

---------

Math Score: _____ / 20

Technology Rubric
Standard

Skill

ISTE.6

Change the font to Comic

Sans MS

Correct font

Incorrect font

ISTE.6

Change the font size to 20

Correct
font size

Incorrect
font size

ISTE.6

Correct spacing between

words and sentences

Proper
spacing

Improper
spacing

ISTE.6

Insert pictures

ISTE.6

Pictures resized and moved to

the appropriate location

Pictures
inserted
Pictures
formatted

No pictures
inserted
Pictures not
formatted

Technology Score: _____ / 5

Work does not

convey a prob.
No answer
on page

Coins-Lesson 5

Sarah Sennett

Sarah Sennett
I have 3 cents in my pocket. My friend Jim gives
me 25 cents. How much money do I have in all?

28 cents