IPG

Name:
Janet Britton
Subject:
Math
Opening Hook/Warm Up:
Math is sweet! Can anyone tell me what these cookies
have in common with these coins? If we can discover
what they have in common, then we can eat them!
Use cookies to show the difference in sizes between the
penny, nickel, dime, and quarter.

Date(s): February 27, 2016

Grade Level:
st
1
TEK: 111.3 B4- Number and operations. The student
applies mathematical process standards to identify coins,
their values, and the relationships among them in order to
recognize the need for monetary transactions. The
student is expected to: identify U.S. coins, including
pennies, nickels, dimes, and quarters, by value and
describe the relationships among them.
Objective: Student Friendly: We will learn the
differences in size, appearance, and value of the penny,
nickel, dime, and quarter.

Big Understanding: Most goods and services in our modern economy are priced based on monetary value so
students need to learn early how to distinguish and utilize money.
Summative Assessment Evidence: Coin Coloring worksheet to be completed after lesson on their own.
Students who cant complete the worksheet correctly will be sent home with an additional worksheet with similar
problems to do as homework/guided practice with parents. Any additional work will be put discretely into childs
homework folder and graded the next day.

Higher Level Questions to Incorporate: Higher Level Questions to Incorporate: Can anyone name one of
the men on any of the coins or what their jobs in life were? What does the number on the front of the coin mean?
Introduce Presidents on the coins and explain production year. Show coins from teachers birth year and students
birth year.

Instructional Strategies / Student Activities/ Grouping Patterns:

- Introduce the cookie/money hook.
- Let students find a correlation and discuss the size differences between the four coins.
- Introduce the coins and their names. Have large scale coins in order of size.
- Bring to the attention of the students the color difference in cookies and coins.
- Ask higher level questions. Present class with president poster and show coins from student and teacher
birth year.
- Discuss the distinguishing markings on the front and back of each coin.
- Explain that the size of the coin doesnt determine the value of the coin. Rearrange coins from size
sequential to value sequential.
- Instruct the monetary value of the coins with the chart on the front of the board.
- Explain the use of the cent sign next to the number to indicate a money value.
- Read coin poem for further association.
- Pair students into groups for instructional game. Students use coin replicas to represent amounts asked
by teacher. Teacher alternates between asking for coins by names or coins by monetary value.
- Pass out worksheet for independent practice and explain instructions. Play technology component
Coins while passing out worksheets.
- Walk around class to check for understanding. Provide praise/feedback.

Teacher Input/Modeling: IDO:

- Presentation of cookie/money hook.
- Model how the sizes of the coins differ with overlapping large scale coins.
- Model how the coins differ in color variation.
- Show that size does not determine the monetary value. Model that the nickel is larger than the dime, but
that it takes two nickels to equal the dime. (count by 5s)
4/12/2016, page 1 of 2, MONEY LESSON PLAN

Model by using the front chart how the coins are valued and that the cent sign is important.
Model how the interactive game will work. Will mimic the combination of coins that I modeled in previous
step.
Model how to complete independent worksheet by coloring the coins with the assigned color.

Guided Practice: WE DO:

- Using the provided bags filled with coin replicas, the students will work in pairs.
- Teacher will ask the groups to come up with a combination of coins that equal the amount asked.
- Students will raise their hands with answers where teacher will check if amount is correct and offer
feedback/praise.
CFU (Checking for understanding): Teacher observation during game and lesson. Asking continuous questions
throughout lesson and evaluating the students answers for understanding. Assessing active participation in game.

Independent Practice: YOU DO (Individual students): After interactive game, students will independently
complete a money worksheet. They will match bake sale items on one side of the page with a coordinating
numerical amount on the other side. Check for understanding again and send home additional worksheet if
student conception isnt detected through individual practice.

Ending, Summary / Reflection: What did we learn about coins today? Do bigger coins mean more value?
Tomorrow we will use our knowledge of coins in combination with counting by 2s, 5s, and 10s to come up with
different money values. Why is understanding money important?

Materials / Resources:
-coin coloring worksheet
-cookie bags (17)
-president poster with coordinating coins
-money chart (front of classroom)
-bag of coins for groups (8)
-pencils (rewards)
-money poem poster
-large scale coin replicas that show size
-large scale coin replicas that show front and back of coins
-magnets
-teacher and student birth year coins
-additional worksheets for further understanding if needed
-questions cards for game

Grouping Patterns: whole group, pairs, and individual

Technology: Coins song by ABC Mouse on internet

4/12/2016, page 2 of 2, MONEY LESSON PLAN