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Coin Counting

Subject:

Math  

Grade:

1  

Title – Coin Counting
By – Anastasia
Primary Subject – Math
Grade Level – 1

Rationale: The student needs to learn the value and combination of
values of money in order to successfully pay for their
lunch in the short term, and lead productive lives, in the
long term.

Goals:1. The students should able to visually distinguish
between a penny, nickel, and dime.
2. The students should be able to recite the value of a penny, nickel, and dime from memory.
3. The students should be able to manipulate the values of each coin to achieve a pre-determined monetary value.

Materials Needed:
13 students
Large paper coins
A Piggy Bank
20 song papers
Student Coins
Store Advertisements
Blackboard
Chalk
Candy
Pack of Gum
Worksheets
13 Coin Necklaces

Preparing: Before The lesson, hand out the 13 Coin Necklaces to
random members of the class and song papers to all members of the class.

Content Outline

Anticipatory Set: (2-3 minutes)
1) Show a piggy Bank and ask, ” Who can tell me what this is/used for?”
2) “Raise you hand if you have a Piggy Bank?”
3) Choose a child and ask how much money they have in the bank and how they know that.
4) “Today, I am going to teach you how you can count your money, and you know what friends? It pretty easy, do you want to learn how?”

Instructional Input: (5 minutes)
1) Review monetary values by holding up the large coins and asking:
          a) “What is this?”
          b) “How did you know that?’ (color, size)
          c) “How much is it worth?”
          d) Also review the signs for dollars and cents

Modeling: (10 minutes)
1) Ask for a student wearing the “Penny Necklace” to come to the front of class.
2) Ask the class “How much is this penny worth?”
3) Take out a pack of and tell the class it is worth 10 cents. Ask them, ‘How many pennies will I need to buy this pack of gum?”
4) After someone answers, have the e rest of the pennies come up to the front pf class.
5) Choose a student to check the answer by counting the students (i.e. 10 students = 10 cents)
6) Write 10 pennies = 10 cents on the board
7) Have the “Pennies” sit down
8) Ask ” Does anyone know a quicker way of getting to ten cents and not using any pennies?” If a dime comes up go to # 13 and come back to #9.
9) “Where is my nickel”
10) Have the “nickel come up and ask how much is this “Nickel worth?”
11) How many Nickels do I need to get 10 cents?” Write answer on board under the penny:
10 pennies = 10 cents
2 nickels = 10 cents
12) Ask the Nickels to sit down and ask, ” Does
anyone know a ANOTHER way to get 10 cents, without using pennies or nickels?”
13) Ask “Who is my Dime?”
14) When the person comes up ask how much they are worth
15) Then ask, “How many dimes do I need to buy my gum?”
16) When the question is answered write
1 dime = 10 cents
underneath the penny and nickel statement

Assessment : (5 minutes)
1) Tell them you would like them to take out their coins carefully while you collect the Coin Necklaces
2) Now, tell the to count out how much each product costs that you hold up on their desk with out talking while you go around and check it.
3) Before beginning tell them your “secret”
a) Show them the tens column
b) Anything starting in the tens column, start by count a that many dimes.
4) If there is a huge misunderstanding review worth of money and basic counting money concepts.

Independent Practice: (5 minutes)
1) Have the students put their coins to the side
2) Have them complete their worksheets

Final Assessment: (2-3 minutes)
1) Tell the students you have a special treat for them and it costs 57 cents.
2) They may only get the treat if they count out the correct amount of money

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