Lesson Title- Coin
Flip Books
Topic- Value of
United States Coins
Grade Levels- Second
Prior Knowledge and
Context- The students will have previous experiences of seeing and using
coins in their everyday life. The students will have basic writing skills. The
students will also have the knowledge of the names of each coin and will be
able to recognize each coin. The students will also have the previous
experience of counting by ones, fives, and tens.
Objectives-
The students will be able to apply the their knowledge of names
of each United States coin (penny, nickel, dime, and quarter) and the coins values by matching each coin
with its proper name and value on the
“Know your Coin” worksheet and also writing the proper names and value of each
coin in the coin flip books.
The students will be able to analyze the value of each
United States coin (penny, nickel, dime, and quarter) by breaking down the
value of each coin (except for the penny) using other coins to make equivalent
coin representations of the same value
of the original coin in the coin flip book.
Assessment
Strategies-
The teacher will use the homework worksheet
“Know Your Coins” for assessment. The teacher will assess each student’s knowledge
by seeing if the student was able to correctly identify each coin by value and
name.
The teacher will also use the students’ flip books for
assessment. The teacher will assess each student’s flip book by observing if
the student was able to correctly to make the equivalent value of a given coin
(nickels, dimes, and quarters) using a combination of other coins.
Standards-
Common Core Standard-CCSS.Math.Content.2.MD.C.8 Solve word
problems involving dollar bills, quarters, dimes, nickels, and pennies, using $
and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how
many cents do you have?
Vermont State Standards-M2: 5 Demonstrates understanding of
monetary value by adding coins together to a value no greater than $1.99 and
representing the result in dollar notation; making change from $1.00 or less,
or recognizing equivalent coin representations of the same value (values up to
$1.99).
Strategies and Real
World Connections- By having the ability of recognizing the values of each
coin students will be able to add and subtract the values of coins. It will
also aid students to have the knowledge of the value of the money they have. It
will be necessary for students to have this skill when buying things using
money and also will give the students skills of how to use money. This skill
will also be necessary to be certain that one is being paid correctly. Strategies
used in this lesson include writing, listing, brainstorming, adding, and
observing.
Required Materials-
Large pictures of dimes, nickels, and pennies (at least four of each) will be necessary.
Also one large picture of a quarter, construction paper (enough for two per
student), scissors, glue, tape, pictures of coins, and the “Know your Coins”
worksheet (enough for one per student).
Technology
Incorporation- No technology will be necessary.
Introduction- (15min)
The teacher will have the class seated in their desks. The teacher should have
the large pictures of coins in a pile on the floor in the order penny, nickel,
dime, and quarter. The teacher should
start the lesson by excitingly saying “For this activity we are all going to
turn into cents! Can someone explain to me what a cent is?” The teacher should
expect the answer of a cent is the unit
that we measure the value of coins with. The teacher should then hold up
the large picture of the penny. The teacher should ask “Does anyone remember
the name of this coin?” The teacher should expect the answer of penny. The teacher should then ask “Does
anyone know how many cents a penny is worth?” The teacher should expect the
answers of one. The teacher should ask one student to be one
cent and hold up the penny picture in the front of the classroom and then sit
back down.
The teacher should then do the same with the picture of a
nickel and ask five students to represent the five cents of the nickel and
collectively hold up the picture of the nickel. The teacher should ask “If a
penny is worth one cent and a nickel is worth five cents how many pennies can
make a nickel?” The teacher should expect the answer of five.
The teacher should then do the same with the dime and ask
ten students to be one cent each and hold the picture of the dime. The teacher
should ask the students “If a penny is one cent and a dime is ten cents how
many pennies can make a dime?” The teacher should expect the answer of ten.
The teacher should then ask “If a nickel is worth five cents
and a dime is worth ten cents how many nickels are in a dime?” The teacher
should expect the answer of two. The
teacher should have the students demonstrate that two nickels is worth one dime
by asking those ten students that were holding up the picture of the dime to
split themselves into groups of five since a nickel is worth five and each
group of five will hold a picture of a nickel.
The teacher should do the same with the quarter if there are
not enough students to represent each cent in a quarter the teacher can use
pictures of pennies. The teacher should ask “If a quarter is worth 25 cents and
a penny is worth one cent how many pennies are needed to make a quarter?” The
teacher should expect the answer of 25. The
teacher should then ask “If a nickel is worth five and quarter is worth 25 how
many nickels do we need to make a quarter?” The teacher should expect the
answer of five. The teacher should
then ask the students to demonstrate how many nickels are needed to make a
quarter by having those 25 students split into groups of five and each group of
five will hold a picture of a nickel. The teacher should then say “Let’s try to
make a quarter using dimes” the teacher will have those students split into
groups of ten. The students should realize that there are five left over. The
teacher should ask “Can you use just dimes to make a quarter?” The teacher
should expect the answer of no there are
five cents left over. The teacher should then ask “What coin has the value
of the cents that are left over?” The teacher should expect the answer of a nickel. The teacher should then give
those five remaining students a picture of a nickel.
The teacher will then
ask the students “Can you come up with a different method using nickels and
dimes to make a quarter?” The teacher will help the students by giving them the
pictures of dimes and nickels.
Sequenced Activities-
(15 min)The teacher should have the students seated at their desks. The
teacher should pass out the materials to make the coin flip book, paper coins,
construction paper, scissors, glue and colored pencils. The teacher will explain how to make the flip
book using the direction provided at the end of this lesson plan. Each student
will make three flip books: one for a nickel, one for a dime, and one for a
quarter. The teacher will have the students begin with making the flip book for
a nickel. On the first page of the flip book the teacher will instruct the
students to paste a picture of a nickel and write word nickel next to it and
how many cents a nickel is. On the second page the teacher will instruct the
students to paste the amount of pennies it takes to make the value of a nickel.
The teacher will have the students do the same thing for the dime flip book and
add another page where they will include the amount of nickels it takes to make
a dime. For the quarter flip book the students will do the same and add a page
where the students paste the amount of dimes and nickels it takes to make the
value of a quarter.
Closing- (5min) The
teacher will have the students put their materials away and sit back down in
their seats. The teacher will ask the students “How can knowing how to count by
fives and tens help you know the value of your money?” The teacher should lead a discussion with
this question.
Adaptations- The
teacher can make a chart of the value of the different coins and the different
coins that add together to make the value of anther coin on the board with
students that are visual learners or students that may need extra instruction
with the concept. The teacher can have pre-made flipbook templates that
students that have difficulty folding and cutting can use. The teacher can ask
high flyers to try to find as many combinations of the different coins they can
to equal the value of a quarter. With ELL students the teacher can have a word
bank for them for the flip book activity with the names of each coin. The
teacher can also set up a signal with ELL students that they can use when they
do not understand a concept that is being taught.
Homework- The
students will complete the “Know Your Coins” worksheet.
Resources-
For the “Know Your Coin” worksheet-
“Counting Money Worksheet Different Value Coins”
Math-Salamanders. Web. <http://www.math salamanders.com/images/money-printable-worksheets-know-your-coins-us.gif>
For flip book instructions-
“Parts of a dollar (Fractions)” <http://regionivcat.wikispaces.com/file/view/Partsofa+dollarDirections.pdf/236838736/Partsof %20dollarDirections.pdf>
Lesson Title- Let’s Make Change!
Topic- Learning
how to make change with values less than $1.99.
Grade Level- Second
Prior Knowledge and
Context- The students will have previous experiences of seeing and using
coins in their everyday life. The students will have basic writing skills. The
students will also have the knowledge of the names of each coin and will be
able to recognize each coin. The students will also have the previous
experience of counting by ones, fives, and tens. The students will also have previous
experience with adding and subtracting single digit and double digit numbers.
Objectives- The
students will be able to apply their knowledge of subtraction and value of
money by making change for amounts that are less than $1.99.
Assessment- The
teacher will use the record sheet from the “Making Change” game. The teacher
will observe to see if the students were accurately making change on the items
they bought in the making change game.
Standards-
Common Core Standard-CCSS.Math.Content.2.MD.C.8 Solve word
problems involving dollar bills, quarters, dimes, nickels, and pennies, using $
and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how
many cents do you have?
Vermont State Standards-M2: 5 Demonstrates understanding of
monetary value by adding coins together to a value no greater than $1.99 and
representing the result in dollar notation; making change from $1.00 or less,
or recognizing equivalent coin representations of the same value (values up to
$1.99).
Strategies and Real
World Connections- By knowing how to make change, it will give the students
the skills necessary to exchange money for objects. This skill will also be
necessary to be certain that one is being paid correctly. Strategies incorporated
are adding, subtracting, writing, discussing, listing, listening, and reading.
Required Materials- A
bag of coins, the change record sheet, the cafeteria snack price list, jars (at
least one for every two students), Popsicle sticks with amounts of money under
$1.99 on them (at least seven for each student), and the poem “Smart” by Shel
Silverstein will be needed.
Technology- Smart
Board
Introduction-
The teacher will start with the students sitting in a
semi-circle on the floor. The teacher will introduce the poem “Smart” by Shel
Silverstein and read it through one time. The teacher will then ask “Do you
think the son in the poem got a good deal or did he lose money?” The teacher
should let the students explain their thoughts.
The teacher should then have the students act out the
exchanges in the poem. The teacher should ask a student to act in the role of
the son and give that student a dollar, another student to be person number one
and give that student two quarters, another students to be Lou and give that
student three dimes, another student to be old blind Bates and give that person
four nickels, and another student to be Hiram Coombs and give that student five
pennies. The teacher should then read the poem “Smart” again and have the
students make the exchanges that go along with each stanza.
The teacher will then ask the class “How did the method that
the son used in exchanging money make him lose money?” The teacher will then
have the class discuss what each character in the poem owed the son.
The teacher will then pose this question to the students: If
Molly wanted to buy an apple at the cafeteria for 25 cents and I gave the
cashier 77 cents how much money will Molly get back? The teacher will ask the
students to work independently on a sheet of paper to try to solve this
problem. Once the students have attempted to solve the problem the teacher will
start a class discussion inviting the students to share the methods they used
to find the answer. The teacher will also ask the students if they think the
logic their classmates used to solve the problem was correct and if there is
any other ways they think they can solve the problem. The teacher should make
sure that by the end of the discussion the students all understand that
subtraction is a method that can be used to see how much change can be given
back.
The teacher will then explain that the amount of money left
over, which is extra is called change. The teacher will assist the students on
making a Frayer model for the word “change.”
Sequenced Activities-
The teacher will split the class into groups of two. The
teacher will hand each group a list of the prices the items they can buy in the
cafeteria. The teacher will then hand
each group a jar with Popsicle sticks with amounts of money up to $1.99. The
teacher will then explain the activity to the students. For this activity each
student will draw a Popsicle stick from the jar and then will choose an item
that is less than the amount on their Popsicle stick and then calculate the
change they will receive after purchasing the item. The teacher will then
explain to the students how to record their actions on the exchange back sheet.
The teacher should have the students take seven turns drawing Popsicle sticks.
Closing-
After the students are finished taking seven turns the
teacher will ask the students if they had challenges with making change with
any of the amounts they drew. The teacher should lead the class in a discussion
about the challenges they had. If the students did not bring up any challenges
the teacher should ask the students if they found difficulty making change with
amounts over a dollar and lead a discussion having the students bring up
examples of what they did during the game when this occurred.
Adaptations- The
poem “Smart” can be translated for ELL students (a Spanish version and an
Italian version have been attached). ELL students can receive a word bank with
pictures and definitions used in previous money lesson plan. Advanced students
can be given values above $1.99 for the change game. Students that need extra
help can use base ten block manipulatives for the subtraction. These students
can also use one of the websites included at the end of the lesson plan for
on-line games for making change to get extra practice.
Homework- None
Resources-
Poem-
Silverstien, Shel. “Smart” <http://www.fi.edu/pieces/knox/smart.htm>.
On-line games for making change-
http://justkidsgames.com/play.php?MakingChange
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