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# Austen Siebenaler

Money Math (Prezi) Lesson Plan Introduction Lesson topic: Coin Values Length of Lesson: 90 minutes VA Standards of Learning The student will identify the number of pennies equivalent to a nickel, a dime and a quarter. The student will determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. (1.7a and b) Context: This lesson assumes that students have mastered skip counting to 100 by 2, 5, and 10 (SOL Objective 1.2). This lesson is intended to be an introduction to coins and their values. The prezi may be divided into its components to focus on certain coins during later instruction. Content Objectives Students will: Represent the value of a nickel, a dime, and a quarter using pennies. Identify the coins which sum to an indicated value up to 100 cents. Assessment Aligned to Objectives Formative Assessment Students will: Represent the value of a nickel, a dime, and a quarter using pennies. Identify the coins which sum to an indicated value up to 100 cents. The teacher will look and listen for: Students verbally identifying coins by their names and respective values Students manipulating multiple coins and using their respective values to create sums Summative Assessment Students will represent the value of a nickel, a dime, and a quarter using pennies: For this objective, students will create a lift-the-flap foldable with four flaps- a penny, a nickel, a dime, and a quarter. Each student will cut out images of each coin and paste the coins to the flaps in ascending order. Beneath each flap, students will record the coins name and its respective value (at the Folder/Journal Station). Students will identify the coins which sum to an indicated value up to 100 cents: For this objective, students will use plastic coins to create sums up to 100 cents. The teacher will ask students to use only nickels, only dimes, and only quarters to make \$1.00. Then the teacher will ask students to use a mixture of the coins to represent sums up to \$1.00 (at the Work With The Teacher Station). Materials/Technology and Advanced Preparation Ziploc Bags Plastic Coins Class Copies of the Money Poem- attached Class Copies of the Coin Template/Coloring Sheet (see attached pages) Computer/Smartboard set to open Prezi: http://prezi.com/lkntlx354cig/coin-math/ Individual white boards Scissors Large Post-it notes Markers Pennies, Dimes, Dollar! Recording Sheets and Student Directions (see attached pages) Bank On It Board, Coin Roll Sheet, and Student Directions (see attached pages) Letter Value Chart and Recording Sheet- Station 3 (see attached pages) Coin Images for Lift-The-Flap Foldable Computers Bookmarked to the Station Games: http://www.abcya.com/money_bingo.htm http://www.primarygames.com/math/peterpigsmoneycounter/ Plastic Bags for closing money hunt

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Austen Siebenaler

Student Actions

Students enter the room and return to seats Students search for 1 quarter, 2 dimes, 3 nickels, and 4 pennies, and collect the coins within the provided bags Students turn in baggies of coins Students return to their seats

Students indicate the difficulty of the Money Hunt with a thumbs-up survey Students explain why the search could be difficult Students develop a definition for the word coin and provide examples of coin use Students read the Money Poem chorally with teacher Students glue individual copies of the Money Poem into their Math Journals Students cut out the coins from the Template Sheet

Students highlight the word penny in their individual Money Poems Students share descriptions of the penny Students color and glue the pictures of the penny from the Template/Coloring Sheet beside the relevant stanza in their Money Poems Students highlight the names of the other coins in their individual Money Poems Students describe each coin as it is

Austen Siebenaler

Introduce the Flocabulary Money Video (link in prezi): http://www.flocabulary.com/money/ Ask students to pay attention to how many pennies, nickels, dimes, and quarters compose (make up) one dollar. Use/display subsequent frames of prezi, after asking students to record responses to the following questions on individual white boards: How many pennies make up one dollar? (Show Frame 37 of Prezi) How many pennies are in a nickel? (Frame 38) How many nickels are in a dollar? (Frame 39) How many pennies are in a dime? (Frame 40) How many dimes are in a dollar? (Frame 41) How many pennies are in a quarter? (Frame 42) How many nickels are in a quarter? (Frame 43) How many quarters are in a dollar? After each question, instruct students to hold up their white boards, while revealing the answer/image on prezi. Explain how skipcounting can help students find the sum of a set of coins. Conduct thumbs-up survey to assess how comfortable students feel with coin values. Assign each table group a coin. Ask students to work together to re-create their own Coin Poem. Instruct students to write a 4-5 line poem/stanza about their assigned coin including the coins worth, what the coin looks like (maybe who s on it), and how many it takes to make \$1.00. Instruct students to record their poem on a giant post-it note. The students have 7 minutes. Instruct one person from each group to share their poem with the class. Post the coin poems around the classroom. Tell students that they will now be breaking into their Daily 5 Math Stations Explain and model math stations and direct students to their groups to begin. Students will spend 15 minutes at each station, so we will rotate through 3 stations during this session.

presented Students color and glue the pictures of the coins beside their relevant stanzas in the Money Poem Students regard Flocabulary video: http://www.flocabulary.com/money/ (also embedded in prezi)

Students record responses to questions embedded in the prezi on individual white boards. Students indicate the difficulty of assessing coin values using a thumbs-up survey Students work within their table groups to re-create a poem/song about their specific assigned coin. One student from each table group shares their poem. Students break into their Math Station Groups

45 minut es

Small Group Work: There will be 5 stations: Station 1: Game Center- Bank On It or Pennies, Dimes, Dollar! At station 1, students will work with a partner and either play Bank On It or Pennies, Dimes, Dollar!. For Bank On It, students will take turns rolling a die. Using the Coin Roll Sheet, the student will determine the coin associated with the number rolled. The player will cover the corresponding coin on his/her Bank On It Board. The first player to cover his/her board wins! For Pennies, Dimes, Dollar, students take turns rolling the die. The student can then choose to

Small Group Work: Station 1 Game Center- Bank On It or Pennies, Dimes, Dollar! Bank On It: Students will work with a partner to cover their Piggy Bank Board by rolling numbers on a die associated with a specific denomination of coin.

Austen Siebenaler

take the exact number of either pennies or dimes as indicated on the die. Players place their dimes in the dime column and pennies in the penny column on the recording sheet. When the number of pennies on the recording sheet exceeds ten, the player should exchange the pennies for a dime. After six turns, both players count their money. The player who has the closest sum to \$1.00 wins! Station 2: Math Journal- Money Words This activity incorporates Word Study into Mathematics Instruction. Students generate words and find each word's total monetary value by adding letter/coin values as indicated by the Coin Value Chart. Students may record their words and the corresponding values on the recording sheet to be attached inside their math journals. Station 3: Foldable Station: Lift-The-Flap Coin Foldable Students will work individually to create a lift-theflap foldable without visual cues. The foldable must have four flaps- a penny, a nickel, a dime, and a quarter. The student should cut out images of each coin and paste them to the flaps of the foldable in ascending order. Beneath each flap, students should write the name of each coin, its worth/value, and tally marks representing its value Station 4: IPad/Computer Station: At the computer/ipad station, students will have a choice between games, which provide practice identifying adding coin values: Ipad App: Coin Math App https://itunes.apple.com/us/app/coin-mathfree/id391297320?mt Games: Money Bingo http://www.abcya.com/money_bingo.htm or Peter Pigs Money Counter: http://www.primarygames.com/math/peterpigsmon eycounter/ Station 5: WWTT Students will practice manipulating plastic coins to indicate various sums, specifically \$1.00. Each student will possess a mix of plastic coins. The teacher will ask each student to show \$1.00 using only nickels, only dimes, and only quarters. The teacher will also ask the students if they can find a way to make \$1.00 using a combination of coins. During the last five minutes (clean-up) of stations, ask two helpers to scatter/hide a mixture of plastic coins around the room.

Pennies, Dimes, Dollar: Students will take turns rolling a die and choosing to either take the exact number of pennies or dimes. After 6 rolls, the student with the closest sum to \$1.00 wins

Station 2: Journal Station- Money Words Students will record words in their math journals and determine each words worth based upon the attached Coin Value Chart. Station 3: Foldable Station: Lift-TheFlap Coin Foldable Students will work individually to create a lift-the-flap foldable indicating coin names and values.

Station 4: Computer Station- students will choose between the two bookmarked games or the Coin Math App on an Ipad.

Station 5: WWTT- Students will practice creating \$1.00 by adding various coin values as indicated by the teacher.

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Closure 5 minut es

Instruct students to return to their seats Distribute plastic bags Instruct students that they will go on another money hunt. This time students should collect \$1.00 in their bags. They may use any combination/mixture of coins. Students have five minutes to collect and turn in bags with coins.

Students return to their seats Students write name on plastic bag Students search for coins to make \$1.00. They have five minutes Students turn in their bags of coins Students return to their seats.

## References http://moneymathforfirst.weebly.com/unit-notes.html http://www.flocabulary.com/money/

Austen Siebenaler

Lesson Organizer Prior Knowledge and NEW Instructional Content Prior Knowledge: Prior to this lesson, students have learned to associate the terms addition, adding, and sum with the concept of combining or joining. Students have learned that there are multiple ways to combine numbers and find the same sum. The students are secure with counting, skip counting, and how to combine and separate numbers using manipulative tools. Students have learned about place value up to the hundreds. Students have been introduced to coins and their values outside of math instruction (in daily life as well as during calendar math- conditional). New Instructional Content: Students will learn how to discriminate between the different types of coin based upon their appearances and sizes Students will learn: The value of a penny The value of a nickel in pennies The value of a dime in pennies The value of a quarter in pennies The students will learn how to count by ones to determine the value of a collection of pennies The students will learn to count by fives to determine the value of a collection of nickels The students will learn to count by tens to determine the value of a collection of dimes Instructional Modifications to ASSIST Students Plastic coins should be available during the whole group meeting. With each prezi slide, students should be able to manipulate the relevant plastic/real coin. Combine groups of students who can assist each other for stations and within the seating chart. During instruction, the teacher should provide individual copies of the Coin Poem, as an additional visual tool and vocabulary reference. The teacher should also post coin names to the math word wall. Students should receive multiple opportunities to work with group members and/or a partner to review content (the re-creation of a Coin Poem activity and stations) Students should receive multiple Instructional Modifications to CHALLENGE Students Students who are secure in addition of specific coin values/skipcounting should practice using a mix of coins to create \$1.00 (at the WWTT Station). These students may also create sums greater than \$1.00. Students who finish early at the Foldable Station may continue creating Money Words in their math journals (station 2), or they may rewrite another Money Poem/Song/Rap. At Station 1 (Game Station), Students who are already secure with coin values may play Pennies, Dimes, Dollar! This game provides more practice manipulating coin values and finding specific sums. When playing Bank On It, these students who are secure may find the sum of the coins on their game boards, as well.

Main Events of Instruction -Money Hunt -Whole Group: Defining Coin -Reading Money Poem -Breaking down Money Poem (with prezi) and adding Coin Visuals to Math Journals -Flocabulary Video -White Board Activity: Coin Values/Comparison (Questions in Prezi) -Discussion of Skip-Counting Strategy for counting money -Group Work: Re-Creating Coin Poems -Students divide into groups and move between stations: Bank On It and Pennies, Dimes, Dollar! Games, Money Words Station, Lift-the-Flap Foldable Station, Computer Station, and Work With The Teacher Station -Group Closing Activity: Money Hunt

Austen Siebenaler

opportunities to identify points of confusion- thumbs-up surveys and the white board formative assessment activity (in the prezi). At Stations 1 and 2 (Games and Journal), students may refer to their Money Poems to recall each coins worth. Students may also use plastic coins as a manipulative tool. At the Foldable Station (Station 3), students may refer to a blank template for how to make a lift-theflap foldable Students may work with a partner when creating Money Words (at Station 2).

The Money Words activity allows students who are secure in adding coin values to create sums over \$1.00 (Station 2).