Math- Money Lesson Plan Unit Author First and Last Name Author s E-mail Address Course Name College Professor Name Jennifer Gerdes Gerdes ED 222 - Instructional Technology Butler Community College Linda Wapelhorst Lesson Overview Lesson Plan Title Curriculum-Framing Questions Essential Question Money- coin identification and counting coins to a purchase price How do you indentify coins and how do you count them up to the price of a chosen item to purchase? Content Questions What are the names of each coin and how much is each coin worth. What coins and how many of each do you need to pay for the chosen candy bar? Unit Summary Children will learn money concepts such as identifying coins, coin values, and that equal amounts can be reached through different coin combinations. Subject Area(s) Coin identification, coin value, addition What is/are your subject area(s)? Grade Level (Indicate all grade level(s) that your lesson targets by typing an x in front of the level.) K-2* ESL* Gifted and Talented Targeted State Frameworks/Content Standards/Benchmarks These KSDE state standards (found on the http://www.kerc-ks.org/index.aspx website) must include The the grade level, 2 the subject area, Math the standard1 Number and Computation. the benchmark 4 The student models, performs, and explains computation with whole numbers using concrete objects in a variety of situations. the indicators A1B monetary amounts to 99 with regrouping (2.4.A1a-c), e.g., an extra carton of milk costs 25. If three students want an extra carton, how much money with support from Microsoft 2000 Intel Corporation. All Rights Reserved 1
should the teacher collect? The student could solve by using coins (q + q + q or d + d + n + d + d + n + d + d + n) or by counting by 25s or by drawing or using base 10 models or with the traditional algorithm. This must relate to your content questions above. Student Objectives/Learning Outcomes 1. Identify each coin and its value. 2. 2. Arrange the coins to add up to the correct amount assigned to each purse/wallet Procedures. A. Anticipatory Set 1. Instruct the children to cut out their sheet set of coins of pennies, nickels, and dimes. 2. Have the student categorize the coins on the sheet of coin value boxes to identify how much each coin is worth. 3. Choose a student to identify which coin has the greatest value. 4. Choose another student to identify which coin has the least value. 5. Choose a student to tell how much the nickel is worth. 6. Choose a student to come up to the smart board and drag the correct amount of coins to the purse to make one dollar in the purse. B. Concept Development/Activity Have all students choose the coins from their piggy bank sheet to put into a dollar amount (dependant of which candy bar they wish to purchase)into their purse/wallet so that they can go to the store and purchase the candy bar. C. Practice 1. the students will choose a candy bar that they with to purchase with a designated value amount written on it. with support from Microsoft 2000 Intel Corporation. All Rights Reserved 2
2. Using pennies, nickels, and/or dimes, the students will place the specific amount of money onto the store counter.. 3. After placing the coins onto the store table, the designated student store clerk will check what the customer paid to make sure it is correct. 4. Rotate customers so that everyone will have a chance to purchase a candy bar. 5. Trade off a few students to play the store clerk to check the amounts of their customers. 6. Once each student has completed the activity, the students trade envelops off roles and repeat the entire activity following steps 2 5. 1. Have the students go back to their desks. 2. With the worksheet provided, the students will be asked to identify the coins and their values. 3. Teacher will demonstrate an example on the board to clarify. EXAMPLE: D. Closure Hand in worksheet to be graded and recorded. Approximate Time Needed 30 min. for lesson 10 min. for set up 20min for preparation. Prerequisite Skills Basic addition, basic reading, cutting and listening skills Materials and Resources Technology Hardware (Indicate the technology(ies) with an x in front of each you are using.) Smart board Computer(s) Internet Connection Laser Printer Projection System Scanner/printer Technology Software (Indicate the software(s) with an x in front of each you are using.) with support from Microsoft 2000 Intel Corporation. All Rights Reserved 3
Desktop Publishing E-mail Software Image Processing Internet Web Browser Multimedia Web Page Development Word Processing Printed Materials Supplies Internet Resourc es Others Money Coin identification worksheet. http://prek- 8.com/2ndgrade/images/moneyWorksheet1.jpg coin cut-outs, assorted felt and patterns to make purses and wallets, sissors,silver and gold crayons, price tags/lables, candy bars http://exchange.smarttech.com/search.html?q=money++coins++penny++nickel++d ime+quarter guest speakers, Melissa Beneke to read Money Book. Accommodations for Differentiated Instruction Special needs learners will be choosen to role play as the Special Needs Learner store clerk with the aid of a para to assist her/him with accepting the coins in exchange for the candy bars. Non-Native English Speaker Teacher will translate coin names from Spanish to English. Gifted Student Student Assessment Gifted students will role play as the store manager and perform an inventory check list for all the candy bars in the store class with the inventory workheet provided to them.and then balance the store cash register at the end of the lesson.. Tool: 1.Students will demonstrate that they learned to identify each coin and the designated value of each coin by choosing an item from the store to purchase and putting that amount into their purse/wallet then go to the store and present the correct value to make their purchase. 2. The students completed work sheets will be evaluated and recorded., The students will physically demonstrate their competence by purchasing the item in the store. The student will also demonstrate their ability to identify the coin type and value using the smart board, in front of each other and the teacher. Students will be observed during the purchasing time of the store activity to see if they are able to present the correct coins for the purchase of the chosen candy bar. Rubric: The best way to fairly assess students is through the use of a grading rubric. Develop your own rubric and copy and paste it below to help you fully assess your students. Use one of the rubric sites provided to develop your rubric. Math Money Lesson Assesment Rubric Lesson Objectives: Students should be able to identify US coins, their values as well as combine them to add up to a given dollar amount. Page 4 of 5
Components of Lesson: 1. Identify names and values of each type of coin. 2. Can match coins to correct given value. 3. Can combine coins up to a given dollar amount to make purchase? Assesment- Lesson Components Coin Identification Sorting and counting coin value up to exact amount of purchase price 4 Mastered 3 Basic Comprehension of concepts Student always identifies coin type and names its value. Student demonstrates ability to always correctly choose coins to add up to purchase price of chosen item. Student recognizes coin but doesn t always remember its value. Students are able most of the time to combine coins that correctly add up to the given purchase price of chosen item. 2 Needs further practice of concepts Student does not consistently remember coin names or their values. Student is not consistently correct with adding coins up to purchase price of chosen item. 1 Unable to recognize coins and name their values Students are not yet ableot remember coin value and/or names. Student is not yet able to choose coins to add up to purchase price of chosen item. Score Page 5 of 5