Math

PLR- Previous Lesson Review AS- Anticipatory Set GP- Guided Practice IP- Independent Practice A- Assessment C- Closure
Teacher: Doxey/Walker
Grade Level: 1st
Week of: April 22-26
THINGS TO CONSIDER FOR COLLABORATION
Big Ideas
The focus of instruction is developing the
All students should
skills and tools needed to measure money.
Essential Academic Vocabulary:
Money, penny, nickel, dime, quarter,
dollar, skip-count
School: Grassfield Elementary School
Subject: Math
Time:
Essential Understandings
Many experiences with coins help students develop an
understanding of money, such as − drawing pennies to show
the value of a given coin (e.g., nickel, dime, or quarter); −
playing store and purchasing classroom objects, using play
money (pennies); − using skip counting to count a collection
of like coins; − representing the value of coins using a variety
of organizers, such as five/ten frames or hundreds charts,
pictures; and − trading the equivalent value of pennies for a
nickel, a dime, and a quarter, using play money.
• Counting coins is an application of unitizing.
• Unitizing is the concept that a group of objects can be
counted as one unit (e.g., 10 pennies can be counted as 1
dime.)
Essential Knowledge & Skills
• The student will use problem solving,
mathematical communication,
mathematical reasoning, connections, and
representations to
• Count by ones to determine the value of a
collection of pennies whose total value is
100 cents or less.
• Group a collection of pennies by fives and
tens as a way to determine the value. The
total value of the collection is 100 cents or
less.
• Count by fives to determine the value of a
collection of nickels whose total value is
100 cents or less.

• Counting money helps students gain an awareness of • Count by tens to determine the value of a
consumer skills and the use of money in everyday life. collection of dimes whose total value is 100
cents or less.
• A variety of classroom experiences in which students
manipulate physical models of money and count forward
to determine the value of a collection of coins are
important activities to develop competence with counting
money.
• The last number stated represents the value of a
collection of coins being counted.

HOW WILL YOU DIFFERENTIATE INSTRUCTION? Peer groups, hands-on activities, technology
Time: Monday Tuesday Wednesday Thursday Friday

Bloom’s R U AP AN C E R U AP AN C E R U AP AN C E R U AP AN C E R U AP AN C E
Taxonomy:
Materials: SMARTboard, bowl of SMARTboard, bowl of SMARTboard, bowl of SMARTboard, pennies, SMARTboard,
assorted coins assorted coins assorted coins nickels, dimes, math station checkpoint booklet
supplies
SOL AS- Intro penny and discuss
Objective(s): it’s value.
SOL 1.7 I&M- Use smart board
The student money slide. Discuss
will a) identify what a penny looks like.
the number of TSW do a penny rubbing
pennies to take a closer look at
equivalent to each side.
a nickel, a Bowl of assorted coins on
dime, and a each table. TSW work as a
quarter; and team to sort coins.
b) determine Identify coins and value.
the value of a Have students group
collection of pennies and return all
pennies, other coins to the bowl.
nickels, and Model counting a set of
dimes whose pennies. Discuss grouping
total value is pennies into sets of 5, sets
100 cents or of 10, etc. TTW call out
less. random amounts and TSW
show correct number of
pennies (See checkpoint 1.8
#8 & 9).
GP- Complete “Practice
Counting” with pennies
worksheet.
IP- TCW count orally
worksheet “Going
Shopping” with pennies.
C – TSW check answers
together. Exit ticket
I can identify and count a
set of pennies.
AS- Intro nickel and discuss
it’s value.
I&M- Use smart board
money slide. Discuss what
a nickel looks like. TSW do
a nickel rubbing to take a
closer look at each side.
Bowl of assorted coins on
each table. TSW work as a
team to sort coins. Identify
coins and value. Have
students group nickels and
return all other coins to
the bowl.
Model counting a set of
nickels. Discuss skip
counting and how it helps
with nickels. TTW call out
random amounts and TSW
show correct number of
nickels (See checkpoint 1.8
#8 & 9).
GP- Complete “Practice
Counting” with nickels
worksheet.
IP- TCW count orally
worksheet “Going Shopping”
with nickels.
C – TSW check answers
together. Exit ticket
I can count a set of nickels
and nickels.
AS- Intro dime and discuss
it’s value.
I&M- Use smart board
money slide. Discuss what
a dime looks like. TSW do
a dime rubbing to take a
closer look at each side.
Bowl of assorted coins on
each table. TSW work as a
team to sort coins. Identify
coins and value. Have
students group dimes and
return all other coins to
the bowl.
Model counting a set of
dimes. Discuss skip counting
and how it helps with dimes.
TTW call out random
amounts and TSW show
correct number of dimes
(See checkpoint 1.8 #8 & 9).
GP- Complete “Practice
Counting” with dimes
worksheet.
IP- TCW count orally
worksheet “Going Shopping”
with dimes.
C – TSW check answers
together. Exit ticket
I can count a set of dimes.
PLR- Review coins. PLR- Review Coins.
Plans are designed for math
stations. Pick and choose
what works best for your
class.
1. Money match (Sawyer IP-TSW complete
will make sets for each checkpoint 1.8
class)
2. Color the Coins
3. Money booklet C- Check answers
4. It’s in the Bag (count
coins in each baggy and
record amount on pig).
5. Race to the Bank game
or Teacher table. Use I can count pennies,
Penny counting sheet to nickels, and dimes.
practice circling groups
of 5 and 10 to find the
value of the set (se
examples in
Checkpoint)
GP- TTW model center
directions.
IP- TSW complete math
stations.
C – TSW check answers
together.
I can count pennies, nickels,
and dimes.
Homework: Make the Amount with Make the Amount with Make the Amount with No HW
pennies nickels. dimes.
Teacher
Reflection: