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Here is a lesson on money
October 23, 1996
Math Lesson Plan
will be able to…
1. Correctly identify each coin and its assigned
2. Use the coins to arrive at the designated total
marked on the envelops.
A. Anticipatory Set
1. Allow the children to examine pennies, nickels,
2. Ask the students how much each coin is worth.
3. Ask the students what coin has the greatest value.
4. Ask the students what coin has the least value.
5. Ask the students how much the nickel is worth.
6. Ask the students how much money they would have
if they had one penny, one nickel, and one dime.
B. Concept Development/Activity
1. in pairs, the students will choose an envelop
with a designated value amount written on it.
2. Using pennies, nickels, and/or dimes, the students
will place the specific amount of money in the envelop.
3. After placing the coins in the envelop, the students
trade envelops with their partner. Each person checks what the
other one did to make sure it is correct.
4. After each person has checked the amount in the
envelop, it is their turn to come up with the correct amount on
their new envelop using a different combination of coins than
their partner did.
5. The students then trade envelops again to check
the work of their partner.
6. Once each partner has completed the activity,
the students trade envelops with another group. Now the partners
repeat the entire activity following steps 2 – 5.
1. Have the students get a new partner.
2. With the handout provided, the students will be
asked to use only a specific amount of coins to arrive at the
3. The teacher may demonstrate an example on the
board if necessary to clarify. EXAMPLE:
(.10) (.05) (.05) (.01) (.01) (.01) (.01) (.01)
1. Problem of the Day.
2. The students will be given a handout in which
to complete the problem of the Day.
3. They have $1.25 to spend on lunch. They must choose
at least one item from each category (fruit/vegetable, drink,
sandwich, and snack) without going over $1.25.
4. The students discuss with the entire class what
selections they made and why.
5. The teacher can ask various extension questions
* How many different combinations are there?
* If you buy the most expensive thing in each category,
do you have enough money?
* If you buy the least expensive thing in each category,
how much money do you have left over?
* Plastic coins (pennies, nickels, dimes)
* Envelops marked with designated coin values
* Activity sheet for the Practice section
* Activity sheet for the Problem of the Day
Grace M. Burton, Ph.D.
et al. Harcourt Brace & Company. New York: NY, 1994. 121A – 122
* Sarah Blumenthal
* Amy Standridge
Practice with Coins
For this worksheet, you and your partner must come
up with a combination of coins that equal the designated dollar
amount given. After you have completed the handout you can extend
this practice activity by trying to come up with different combinations
of coins to reach the same dollar amount. Further ideas include
making up your own problem and having your partner try to figure
out the answer(s).
Problem of the Day
Before you went to school this morning your mom or dad gave you
some lunch money. They provided you with $1.25 to purchase the
food with. Your parents instructed you to eat a well – rounded
meal which consisted of four different categories. You had to
choose at least one food item from each category. If you had enough
money left over then your parents said that you could get anything
else you wanted. Choose from the items below to make your lunch.
FRUIT/VEG. DRINK SANDWICH SNACK
Apple $ .05 Milk $ .15 Hamburger $ .75 Cookie $ .25
Banana $ .06 Juice $ .20 Turkey $ .65 Chips $ . 35
Orange $ .07 Soda $ .35 PB &Jelly $ . 55 Candy $ .45
From these items, what would you choose to eat? Why?