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“10 Pennies = 1 Dime” is a money lesson that makes “cents”!


Math, Music  




Title – Ten Pennies = One Dime
By – Lisa Bischof
Primary Subject – Math
Secondary Subjects – Music
Grade Level – K

Anticipatory Set:

    While we talk, I would like you to raise your hand and I will call on someone to provide an answer for me. We have been reading about Mrs. Wishy-Washy. Do you remember what animals Mrs. Wishy-Washy put in the tub? Yes, she washed the cow, the duck, and the pig. We have also been learning about money, especially coins. What coin is this? (Hold up a large-modeled penny.) Who is pictured on the penny? Abraham Lincoln, yes. What color is a penny? Yes, brown or copper in color. Pennies are made from copper and that’s why they are brown in color. What coin is this? (Hold up a large-modeled dime.) Is Abraham Lincoln pictured on a dime? No, Franklin Roosevelt is pictured on our dime. What color is a dime? That’s right. Dimes are gray or silver. Which one of Mrs. Wishy-Washy’s animals, a cow, a duck, and a pig, has something to do with money or coins? Pig! Very good! A Piggy Bank! Today we are going to make a piggy bank while we find out how many pennies equals, is the same as one dime.

Developmental Activities:

      ¢  Today’s leader, (call by name) will come up. (Teacher should pick out two numbers that will total ten.) How much is one penny worth? Leader answers. One penny is worth one cent. So if we have three (Use one of the numbers that total ten.) pennies, how many cents do we have? If we have seven pennies (The other number picked to total ten), how many cents do we have? Yes, seven cents.
      ¢  Let’s add these two values together (Use the numbers that total ten.) and see how many cents we have. Ask the leader to write a math sentence showing how to combine the two values. Do you remember the symbol or shortcut we learned to write the word “cents?” Please remember to use our shortcut. Then we know that we are talking about cents. The sentence should read 3¢ + 7¢ = 10¢. (Insert other numbers selected to total ten.)
      ¢  Have the leader read the math sentence using correct terminology. Have the class chorally repeat the math sentence. Ask the leader to take his/her seat. (These sentences are written everyday as part of the morning ritual.)
      ¢  Teach the children the song, “Ten Little Pennies.” (Sung to the tune of “Ten Little Indians.”) As the class sings, place a magnetic penny on the board for each penny in the song.


        One little, two little, three little pennies,


        Four little, five little, six little pennies,


        Seven little, eight little, nine little pennies,


        Ten little pennies make a dime.


      ¢  When we count pennies and reach the number ten, we have ten pennies. We can trade those ten pennies for another coin. What coin did we sing about that has a value of ten pennies or ten cents? “Ten little pennies make a?” Dime! If we have ten pennies, we may trade those ten pennies for a dime. Ten pennies is the same as one dime. We know another way to say “the same as,” don’t we? That’s right! When something is “the same as” something else, we can say “equals.” Place an equals sign after the ten pennies and a dime after the equals sign. Point as you read the sentence. “Ten pennies equals one dime.” Let’s read this sentence all together. “Ten pennies equals one dime.” Very Good!
      ¢  Let’s all count as we sing our “Ten Little Pennies” song. Again, as the class sings the song, place a magnetic penny on the board to demonstrate a one-to-one correspondence of the number to each penny. Make sure everyone is counting using the correct numbers as appropriate to the count. Have the students count the pennies without singing and without the teacher. Observe the students and note those who need help.
      ¢  Show the students the pig handout. What animal do we have here? Raise your hands, please. Yes, a pig. There is a hole at the top of this pig. Why do you think the hole is there? Because it is a piggy bank! Very Good! What does this symbol means? Point to the two straight lines (=). That’s right, “equals” or “the same as.” Do we have this sign on the board? Yes. We just read the sentence “Ten pennies equals one dime.” (Hold up both handouts.) I want you to use these two papers to make this sentence on your Piggy Bank. First, you will color. And color all of the coins the correct color. Don’t be tricked! The pennies should be colored what color? Brown. The dimes should be colored what color? Silver or gray. After all of the coins are colored, you will cut out all of the coins by following the dotted lines on the paper. Do not throw any scrap paper away until I tell you to throw the scraps in the trash can. When you are done cutting out all of the coins, count the pennies. How many pennies are you going to need to equal one dime? That’s right. Ten pennies. Again, don’t be tricked. When you have counted out ten pennies, find one dime. Then raise your hand. I will come around and you will each have a chance to count your ten pennies for me. After I have heard you count your ten pennies, you may glue your ten pennies in the big area on this side of the equal sign on your Piggy Bank. What do you think you will glue on the other side of the equal sign? That’s very good! One dime! Your dime will be glued here on this side of the equal sign.
      ¢  You will have five minutes to finish your worksheet. This is not enough time to chat with your neighbor. Five minutes will be up when the minute hand or big hand gets to here (point to the clock).
      ¢  Does anyone have any questions about our Piggy Bank worksheet? Remember, first color, cut, count. Raise your hand for me to come and listen to you count. Then glue. Using a pencil, please write your name on the line below your Piggy Bank. (Write the reminder words on the blackboard: “color, cut, count, hand up, count again, glue.” [This is done on a daily basis in this kindergarten class.]) I would like today’s leader to pass out the worksheets.
      ¢  As they students work, walk around and assess their work. Are they coloring with the correct color within the lines? Are they following the dotted lines as they cut? Did they follow directions as posted on the board? Make written or mental notes concerning each child.
      ¢  As each child raises his/her hand, kneel beside each one and listen to their counting skills. Question any students that do not stop at ten. After they count to ten, ask “If you have 4 pennies (varying amounts) how many more do they need to reach ten pennies. Or ask if they have ten pennies and lost some amount, how many would they have left? Have them count the ten pennies again and have them place the pennies where they are going to glue them. Ask them place the dime where it is to be glued. Pennies should be placed on one side of the equal sign and the dime on the other side of the equals sign. Have each child read the completed sentence. “Ten pennies equals one dime.” What does the equal sign mean? Make sure they know it means “the same as.” Ask the students to glue their coins in their Piggy Bank. Be sure to listen to every child count!
    ¢  Make sure each bank worksheet has the child’s name on the line. Ask that all scrap paper on the tables/desks or on the floor be thrown in the trash.


    After everyone has glued their coins in place and cleaned up the scraps, chorally count up to ten as each student points to the pennies on their paper. Have the class count without the teacher. Chorally read the math sentence created in the Piggy Bank. “Ten pennies equals one dime.” Ask the students to repeat the sentence without the teacher. Have everyone sing the “Ten Little Pennies” song. As everyone sings, have the students point to the pennies on the worksheet as the teacher points to the pennies on the board. At home this evening, have the students count their pennies and sing the song for their parents, brother(s), or sister(s). Collect the worksheet to be placed in the students’ folders to go home.


    Assess the students as they count up to ten. Be sure they use a one-to-one correspondence with each penny as they count. Make sure each child can understand the equal sign as meaning “the same as.” Assess following the given directions. Can the students work independently without disturbing other students? Did they color with the correct color within the lines? Did they cut on the dotted lines? Assess the printed names. Are the letters made correctly and formed on the provided lines?

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