LESSON PLAN OUTLINE

JMU Elementary Education Program

(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON

Money Unit: Lets practice finding different coin combinations!

B. CONTEXT OF LESSON

Over the last two weeks we started our money unit in math. We began our unit with the basics
by focusing on the characteristics of each coin (i.e. identifying who was on the coin, what
each coin was worth, the color and size of each coin, and the texture). We did this as an entire
class. After we learned about the characteristics of pennies, nickels, dimes and quarters, I
decided to break the class up into three small learning groups on the basis of my formal
observations of the students responses in class, and the morning work that they had been
given every morning which focused on money. I took the lower learning group, my
cooperating teacher, Mrs. T, took the middle learning group, and Mrs. G, our new full time
classroom assistant, took the highest learning group. We first introduced pennies and nickels
to each group before moving onto dimes. We used one hundred charts to help us practice
counting. After several days of practice, Mrs. T and I were amazed with the students progress
in money. In first grade the students do not have to know how to count money with quarters;
however, due to the amazing progress we saw within each learning group, we were able to
practice counting quarters.

In this class there are many different learning abilities. There are students in my class who
easily grasp the material and are reading and writing on a second grade level as well as
students who are currently retention candidates for first grade. When working with such a
diverse group of learners, I have learned through my observations and experience thus far in
the classroom that it is important to divide the class into small learning groups when learning
a difficult concept such as money. Money is a very hard concept to learn in which you either
get it, or you dont get it. I believe the students have made tremendous progress in this unit
due to them working in small groups where each group worked at a pace that their teacher
thought they were comfortable with. The students also seemed to be more focused in the
small learning groups. After working in small groups for over a week now, we have finally
come back together as an entire class to continue to practice counting money as we prepare
for our classroom store on Friday in which students have been earning money throughout the
week for good behavior. With the money they earn, they will be able to buy pencils, erasers,
etc.

Therefore, I have prepared a lesson in which we will continue to practice money in a fun way.
This lesson plan aligns perfectly within the first grade curriculum. Every day as a class or in
small learning groups when we have extra adult assistance, we spend about a half hour on
The following information should be included in the header of the lesson plan:
Megan Geisel
Mrs. Charity Thomas, Peak View Elementary School
February 26, 2014; 11:00 a.m.
math. For this lesson each student will get a hundreds board in which they can make the
decision if they want to use it or not, and a bunch of coins. We will review each coin, and
what each coin is worth. I will put large magnet coins of a penny, nickel, dime and quarter on
the whiteboard and write the amount next to each coin. Students can refer to the board if they
need help remembering what a coin is worth. After reviewing the coins, I will ask the students
to find different money amounts. For example, I may write 35 cents on the whiteboard in
which the students at their assigned desks will use the coins I gave them to make 35 cents. I
will remind the students that there is more than one combination of coins we can use to make
35 cents. After we do a few practice rounds, we will have a coin race. I will pick two
students at a time to come up to the whiteboard. On the whiteboard I will have a variety of
magnet coins. For example I will place a picture of an eraser on the whiteboard. Under the
picture of the eraser will be a money amount of how much the eraser costs. Using the coin
magnets each student will show which coins they would use to pay for the eraser. I will treat it
like a race in which students will race each other. Each student who wins will earn a
penny for the store on Friday. At the end of class though, I will give all the students money
emphasizing the fact that we are all winners.

C. LEARNING OBJECTIVES

Understand
The students will develop an
understanding of the different
value amounts of a penny, a
nickel, a dime, and a quarter.

Know
The students will be able to
identify the value of a nickel, a
dime, and a quarter in terms of
pennies by recognizing the
characteristics of each coin.

Do
The students will be able to
verbally identify the name and
amount that each coin represents.
The students will develop an
understanding of place value by
skip counting a collection of coins
by ones, fives, and tens.
The students will be able to count
by ones, fives, and tens to
determine the value of a collection
of pennies, nickels, and dimes
whose total value is 100 cents or
less.
The students will manipulate coins
(pennies, nickels, dimes, quarters)
at their assigned desks to show
different money amounts.

D. ASSESSING LEARNING

The group will be evaluated and assessed based on their responses to questions asked by the
teacher during the math lesson, and through the students physically showing with their coins
at their assigned seats each example of a money amount being asked by the teacher. The
teacher will walk around and observe the students as they manipulate their coins, and
mentally take note of any student who is struggling. In relation to students responses, if a
student verbally says that a penny is a dime for example, it will tell me that the student may
not be able to identify the name of each coin. Other responses that will allow me to assess
their learning is if they are able to correctly show and verbally count the coins that they used
to get to the money amount that I ask for. Any student who says and/or physically points to a
penny and says 5 cents will give me a cue that the student doesnt understand how much a
penny is worth.

E. RELATED VIRGINIA STANDARDS OF LEARNING

1.7 The student will
a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; and
b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100
cents or less.

F. MATERIALS NEEDED

Dry Erase Board Markers -Mrs. T
Money Sort WS-Miss Geisel
Coin Magnets-Miss Geisel
Hundred Charts-Miss Geisel
Coin Manipulatives-Miss Geisel
Pictures of different items with dollar amounts-Miss Geisel


G. PROCEDURE

Preparation of the learning environment

The students will be seated at their assigned desks. The teacher will have all learning
materials prepared beforehand.

Engage -Introduction of the lesson

I will introduce the lesson by telling the students that we will continue to practice counting
money in order to prepare for the classroom store on Friday. We will first review each coin. I
will put a magnet of the penny on the whiteboard for example, and ask the students to tell me
what the coin is, and how much it is worth. After we review the coins, there will be a key on
the white board showing each coin and what each coin is worth for the students to refer to if
needed throughout the lesson.

Implementation of the lesson (specific procedures and directions for teacher and
students)

I will ask the assistant, Mrs. G, to hand out a hundreds chart to each student. As she is
handing out the one hundreds charts, I will be giving each student a handful of money.

Boys and girls, Mrs. G is coming around with a one hundreds chart that you can use if you
want to help you count your money today. As she is handing out the one hundreds chart to
each of you, I will be coming around to give you a handful of coins and a sheet of paper to
sort your money. Once you get your handful of coins, you need to sort it onto each one of the
pockets on the worksheet; therefore all quarters should be together, all dimes should be
together, all nickels should be together, and all pennies should be together. Once you have
your coins sorted, please sit quietly at your desks so I know that you are ready for the next set
of instructions.

After all materials are handed out and each student has sorted their coins into four piles, I will
hold up a coin. For example, I may hold up a dime and ask the students to tell me what the
coin is, and how much that specific coin is worth. Who can tell me what coin I am holding?
Call on a student who is raising his/her hand. How much is this coin worth? After the
students respond place the coin on the whiteboard and write 10 cents next to it. Following
the same procedure I will do the same for the penny, nickel and quarter. By placing the coins
up on the board and writing what each coin is worth next to it, it will be a reference for the
students to refer to if they forget what a particular coin is worth and/or called.

After placing a magnet of a penny, nickel, dime, and quarter on the whiteboard and writing
what each coin is worth, I will now tell the students that we are going to practice counting
money. We are now going to practice counting our money. I will be writing a dollar amount
on the whiteboard, and at your desks I want you to show me that amount using your coins.
Remember there can be more than one combination to get to the dollar amount.

For example I may write the number 16 cents on the board. After writing a cents amount the
students at their desk will utilize their coins, and show me 16 cents. I will walk around the
room to help students if needed and observe to see which students can do it and/or which
students are struggling (form of assessment). After about 1-2 minutes I will ask the students to
tell me by raising their hands what he/she did with his or her coins to get to 16 cents. I will
use the magnet coins on the whiteboard so the whole class can visually see what that student
did to get to 16 cents. After I show what that student did utilizing the magnet coins on the
whiteboard, we will count each coin together to get to 16 cents. I will then ask the students for
another way they could get 16 cents with their coins. I will follow the same process as I did
with the previous student, by calling on a student who is raising his/her hand, ask him/her to
share what coin combination they used to get to 16 cents, and then with the combination they
shared with the class, show it on the board with the magnet coins. We will then as a class
count the coins on the board to make sure it adds up to 16 cents.

We will practice two to three cents amounts depending on available time before we move on
to our money race. With each cents amount we will follow the same process. Like I said
before, as students are working at their assigned seats with their coins to show the cents
amount that I write on the whiteboard, I will walk around and assist any student who may
need it, and formally observe which students can successfully show the cents amount with
their coins, and which students cant as a form of assessment.

Boys and girls, we just practiced with our coins finding different money amounts. We saw
that there isnt just one money combination we could use to get to a cents amount, but instead
there are several different money combinations we could use. Now we will be doing a
money race. I will place a picture of an item on the whiteboard. For example I may post a
picture of an eraser. Under the picture of the eraser, there will be a dollar amount. With the
magnet coins I will pick two students to come up to the whiteboard and show me which coins
they would use to get to that dollar amount. It will be a race to see who can show which
coins to use to get to the amount the fastest. The person who wins will earn a penny for our
classroom school store on Friday. As they are racing at the board, you will be using your
coins at your desks to show the dollar amount as well.

I will post a picture up of a football for example, and under the picture of the football there
will be a dollar amount. Who would like to come up to show us what coins they would use to
buy the football? I need two students. I will pick a student who is raising his/her hand nicely
and quietly.

When I pick a pair of students I will try to match the students based on their understanding of
money and assigned learning group because we have such a diverse group of learning abilities
within the classroom. For example, I may pick one student from the low group as well as
another student from that low group. I would pick the students from the low group for items
that dont cost as much money such as an item that costs 10 cents or 35 cents. With the higher
group/middle group though I might pick one student from each one of those groups for an
item that for example cost 99 cents.

We will do a couple of rounds. Each round that we do, I will have the two selected students
tell the class the coin combination that they used to get to the assigned amount. After they
share their combination we will count the coins they used together as a class to make sure that
they made the correct amount utilizing the money magnets.

**Side note: As students are racing, I will be walking around to see how students are doing at
their assigned desks to make the dollar amounts.
**Depending on behavior, and how the students do, my plan is to give every student a penny
so that those students who might have not had a chance to come to the board and/or lost
arent upset or feel left out.

Closure and cleanup

Tell the students to place all of their coins in the middle of their grouped desks.
Tell the students to grab their lunchboxes and to line up for specials.
**Mrs. G (the assistant) and I will clean up all the coins and one hundred charts after I drop
the students off at specials.

H. DIFFERENTIATION

I believe that at least 75% of the students in the class will meet all of the learning objectives.
If any student though is struggling to meet the required objectives i.e. identifying which coin
is a penny, nickel, dime, and/or nickel, their amounts, and/or showing what combination of
coins they need in order to get to that amount correctly, I will and/or Mrs. G will assist that
student during the lesson.

Any individual student who does not meet any of the learning objectives will be taken aside
during any free time (i.e. during morning work) to receive additional help.

I will differentiate the pictured items and their dollar amounts (i.e. There will be items that
cost very little such as 5 cents and there will be items that cost 85 cents. I will even have one
or two items that cost over a dollar in order to challenge the highest group).

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?

There could be an emergency drill during the math lesson. If a drill does occur, we will finish
the math lesson after it is over if time permits. If there is not enough time, we will finish the
lesson right after lunch.

Because it is winter, a snow day could occur. If a snow day occurs, the lesson will be
presented the following school day.




Visual Example of Lesson