Lesson Plan #1

Date Taught: Wednesday, December 05, 2018

Topic: Money

Standard: 2. MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how
many cents do you have?

Objectives:
Student-Friendly Objective: SWBAT determine the value of coins (penny, nickel, dime, and
quarter) in relation to $1.00. Use coins or coin representations to show different values of a
dollar.

Assessment Plan: Students will answer money problems created by their peers in the form of
money. Teachers will observe and take note of the students as they are answering the different
questions. The students will need to answer at least five questions right before the end of the
assessment.

Materials Needed: Whiteboard, Markers, Paper, Pencils, (for every two students): 100 pennies,
20 nickels, 10 dimes, 4 quarters.

Key Vocabulary: Dollar, Quarter, Dime, Nickel, Penny, Dollars, Cents, Money, Coins

Differentiation: (In General) Enrichment: Students who need more of a challenge can try to
find the least amount of coins needed to make a dollar as well as the most.

(In General) Support: Pair struggling students with a peer mentor who has a firm grasp on the
concept. This student could then explain in their own words how to add up the coins. Another
idea would be to have these students use coins to add up to a smaller amount and work their way
up, such as 10 cents, then 20, then 50 and so on.

Brian B.- Provide more advance work and problems.

Saryn H- Provide more challenging work and problems. Saryn indicated in a questionnaire that
she preferred individual work instead of group work. Have Saryn work individually by himself
than with a partner.
Emma K- Provide multiple ways of representation of money (drawings, fake, real, both sides of
the coin, etc.)
Abi M- Abi indicated through a questionnaire that she preferred individual work. Allow Abi to
work individually instead of with a partner.
Amanda B- Help Amanda visualize that there are 100 cents in a dollar through manipulative use.
Aksel A- Let Aksel work with Brian.
Kirsten L- Provide multiple ways of representation of money (drawings, fake, real, both sides of
the coin, etc.)
Aisley F- Use and have simple and clear explanation and instructions with the activities.
Ethan A- Instead of partner work, have Ethan work by himself. He indicated in a questionnaire
that he preferred individual work instead of group work.
Jessica Y- Provide more visual examples or money tools to work with.
Quin D- Let Quinn create her own fake money.
Oliver T- Permit Oliver to do more individual work.

Anticipatory Set (Gain attention/motivation/recall prior knowledge):

We will ask the following questions. What is money? Why do we need to learn about money?
How is money used in real-life? Who uses money? Where is money used?

Instructional Inputs:
-Students will raise their hands when they have a question. It is important that you listen and pay
attention so you understand the instructions to the worksheets and the activities that we will be
doing. We will be working in groups, to get to know one another, and share our knowledge and
skills with each other.

-What is money?
-Why do we need to learn about money?
-How is money used in real-life?
-Who uses money?
-Where is money used?
-How did you come up with that answer?
-If you had 3 quarters, how many nickels would you need to make a dollar?

Modeling:
-Tell students that they will be exploring with different coins to add up to a dollar amount.

-Introduce, or review, the value of a penny, nickel, dime, and a quarter by showing the students
the coins (or representations if using fake coins) and going over the value of each coin type.

-Show one way to make a dollar using coins (100 pennies, 4 quarters, etc.)

Guided Practice:
-Ask students for other coin combinations that add up to make a dollar.

Closure:
 Today we learned about how much a penny, nickel, dime, quarter, and dollar are worth.
You are going to use that knowledge while you work with a partner using the coins you
are given to create a dollar 4 different ways.

Independent practice/application:
-First, we will partner up students into groups of twos.
-We will tell our students that they will be working with a partner to come up with at least five
different ways to make a dollar using coins.

-We will tell our students that they need to agree with their partner and write down their results
on a piece of paper each time they get a result that adds up to a dollar.

-Lastly, we will pass out the necessary coins needed for each group and let them experiment!

-While the students are working, we will walk around the classroom and observe the students.
We will guide those who seem to be struggling. We will ask open-ended questions with each
group, such as, “How did you come up with that answer?” or “If you start out with a quarter,
what other coins could you use to make it add up to one dollar?”