Lesson Plans

Lesson Plan:

Grade: 1^st/2^nd

Topic: Learning American Coins – Summing It Up

Herber Format

I. PRE-INSTRUCTION PHASE

1. NYS Standards:

Math Standards 1, 4, 5 and 7

Math Standard 1 – Students use mathematical reasoning to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.

1A. Students will observe likenesses and differences, using at least two categories at a time.

1C. Students will clarify problems, using discussions with the teacher or knowledge with others.

Math Standard 4 – Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating and connecting to mathematical information and relationships.

4B. Record information with tallies.

4C. Compare dimensions of various objects

4E. Compare attributes of objects – size, shape, weight, etc.

Math Standard 5 – Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.

5E. Collect and display data

5F. Compare data in terms of number, equality, inequality, similarities and differences.

Math Standard 7 – Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.

7H. Utilize children’s literature for motivation, exploration and problem solving.

ELA Standards 1,2,3,4

Students will read, write, listen and speak for:

Information and understanding

Literary response and expression

Critical analysis and evaluation

Social interaction

CDOS Standard 2

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

2. Objectives:

Cognitive: Learner will demonstrate ability to discriminate between different currency, recognize and express its value and apply this mathematical knowledge to real world situations.

Affective/Social: Students will work cooperatively in groups, listen and respond to their fellow group members and contribute to a final group product.

3. Content:

A. Concept: Each coin is unique, has a different monetary value, and can be added

to other coins to make sums.

B. Key Vocabulary: Currency- The money used in a country

Purchase-To get something by paying money

Compare-To study to find out how things are alike or different

Contrast-To show differences based on comparing

Observe-To see or notice

Data-Individual facts, figures and other items of information

Log Sheet-To make a written record of

Cost-An amount of money paid for something

Sum-The number that results from adding two or more

numbers

Feature-A part of quality of something

Value-The worth, usefulness or importance of something

Total-Being all there is; making up the whole; entire

Price-The amount of money for which something is sold

C. Facts: We can rely on counting coins.

Each piece of currency is unique.

People use money sums in everyday life.

It is important to know how to calculate money amounts.

D. Task Analysis:

Listen to Read Aloud

Work with a book’s page numbers

Fill in the blank

Weigh an Item

Measure an Item

Use Study Cards or Remember Values

Total money to $1.00

Use a magnifying glass

Work within a group to draw conclusions

Use data to determine outcomes

Use imagination

Shop for a pet and its accessories

Write money amounts down

Total money amounts

Write a paragraph

Draw

Share items in front of the classroom

Watch a video

4. Instructional Aids/Resources:

2 Paper Bags

A Dollar Bill

50 Pennies

Poem Sheets

Book: The Coin Counting Book

Xerox copies of The Coin Counting Book

Data Sheets

Conclusion Sheets

Rulers

Study Cards

Scales

Magnifying Glasses

7 ea: Penny, Nickel, Dime, Quarter, Half Dollar, Dollar Coin,

Dollar Bill

Price Lists

Log Sheets

Pet Store Items: Pet Food and Equipment

Crayons or Markers

Television

Internet for Virtual Tour *Appointment Needed

Popcorn

5. Student Modifications

Allow use of study cards for activities

Provide vocabulary list

Shorten poem worksheet to three problems instead of seven

Provide immediate feedback during activities

Provide a highlighted copy of The Coin Counting Book’s

xerox pages

Allow additional time during writing activities.

II. INTERACTIVE PHASE

1. Set/Focusing Event: Which Sounds Like More Money?

Set two paper bags in front of the students. Ask the students, “Can you tell me which of these paper bags has more money in it?” (No). “How about, if I help you figure that out. I will shake each bag. Listen carefully.” Shake each bag. One will have a dollar bill in it and will make little or no sound. The other bag will have 50 pennies in it. This will make a lot of sound. Now have the students raise their hands according to the bag which they estimate to have had the most money in it. Have two students count the hands and write the number on the board. After the votes have been totaled, open the bags and show the students the contents. Count the money and write this on the board. The students will observe that the bag with more money was actually quieter. Ask the students, “Could we rely on the sound of the money or could we rely on our counting and adding money?” Be certain the students know that we need to rely on adding and counting money as a skill.

Bridge: Now please meet me at the reading area. We are going to read a book that will show you how money can be added together.

2. Implementation/Practice:

A. Activity One: Fill in the Blank Money Poems

Have the students join you in the reading area. Read the book The Coin Counting Book by Rozanne Lanczak Williams. After reading the book, give each student Xerox copies of the book that they may refer to. Now instruct the students to go back to their desks and have two students hand out the “Money Poems” page. Each student can use their xerox pages to assist them in completing the poems on this paper. The poems have been taken from the book and this is a literal activity. Page numbers are given on the worksheet to assist the students.

Formative Check: Circulate the classroom while the students are filling in the Money Poems page. Are they referring to their Xeroxed book? Are they finding the correct answers and comprehending their answers?

Questions: Is there more than one way to have five cents?

How many ways can you think of to make twenty five cents?

A dime equals ten cents, what else does?

Mini-Closure: Students should find their summer partner and take turns reading their money poems to each other.

Bridge: Ask the students to please return the poem sheets to the teacher’s desk. Take out their rulers and study cards. Count off by 7’s and form groups to prepare for the next activity.

B. Activity Two: Compare/Contrast Currency

There will be seven stations in this activity. Each station will have a different piece of currency. Each station will have several examples of the currency. Students will be bringing their rulers and study cards with them to the stations. Provide a small scale and some magnifying glasses at each station. Each group will rotate through the stations and work on individual Data Sheets. Use an auditory signal to tell the students when one minute is left and when time at each station is complete. The students will work together yet fill out individual data sheets. After they have filled out their data sheets, give each group a Conclusion Sheet. The students will then continue to work in their groups to fill out a group Conclusion Sheet. The students will apply the information that they have gathered. They will need to use their Data Sheets to fill out the Conclusion Sheet.

Questions: Did your magnifying glass help you find any special features?

How many pieces of currency were made of paper? How many of metal?

Did you find a gold colored coin?

Which coin took the most of to total one dollar?

Does the largest coin have the greatest value?

Does the smallest coin have the least value?

Formative Check: Be certain to circulate around the different stations while the students are working on their data sheets. Are they using the measuring and observation tools in the correct way? Are they stretching their selves by using precise measurements and detailed features? When the groups are working on the conclusion sheet, are they able to come to a concensus and understand the value of everyone’s work?

Mini-Closure: After the conclusion sheets are filled out, each member of the group agree to the answers, sign the sheet and turn it into the teacher.

Bridge: We have now thoroughly studied our coins. Let’s use some real world skills with our coins. I would like you to please close your eyes and pretend that you have entered the Little Creatures Pet Shop.

C. Activity Three: Totally Pets

We are going to visit the Little Creatures Pet Shop. Have items set up in an area within the room or on tables in the hallway or cafeteria. Each item will be labeled with a price card that shows the cost. The price card will have the actual coins and a price listed. For instance, the goldfish bowl will have a card in front of it that reads “Cost: (below this will be taped two quarters) Below that is written “50 Cents”. The price sheets will also be on display in within the Little Creatures Pet Shop Area. In this way, the kids may take the prices from the price sheet or from the price cards. The price sheet will use coin stamps for the students to figure the cost from. Have kids write down what pet they wish to buy and what other items they would need to buy for this pet. They should log the price of the pet and all of the items needed. The students would then add to find the total amount it would cost to bring this pet home.

After their log sheets are complete, they need to write about their pet. The subject of their writing would be the pet they chose and in their opinion, would this pet be worth the money it would cost. Students will use critical thinking to assess the cost of the pet and its value. Instruct the students to begin their paper as follows “I would choose a ______________ for a pet. This pet would cost ______________ to bring home. In my opinion, this pet would/would not be worth this money because ………… Have the students list three supporting reasons or facts and conclude with a strong concluding sentence that supports their paper. While the students are writing their paragraphs, you can play the song “How Much Is That Doggie In The Window”.

Questions: Do you understand how much a hamster costs?

Why did you choose this pet?

What items does he absolutely have to have at first?

Would this be a pet you would choose in real life?

Do you think this pet would like your choices? Why?

Do you think that is a lot of money to spend on a pet? Why/Why not?

Formative Check: Walk around while the students are shopping and making decisions. Are they using their log sheet correctly? Are they thinking about their options and making individual choices?

Mini-Closure: Have the students draw a picture of their pet in his new home. Try to include some of the items you purchased in this drawing.

3. Questions: Are asked throughout the lesson plan.

4. Closure: Have the children share their total cost, writing and pictures from the Little Creatures Pet Shop with the classroom. After everyone has shared their work, the pictures and paragraphs should be put on display within the classroom.

5. Extending Activity: Virtual Tour of the US Department of Treasury

We will have a virtual field trip. This field trip is available at http://www.ustreas.gov/offices/management/curator/virtual/index.html. We will take the complete tour of the treasury building. Explain to the children that the Treasury Department is a part of the United States government. Some of its many duties is to produce money and to supervise our nation’s banks. Today we are going to Washington D.C., our nation’s capitol and tour our nation’s treasury building. This is a virtual tour that comes to us from the internet. This tour will last seven minutes. Please find a seat on the floor in front of the television. I will hand out some popcorn and we can start our virtual field trip.

Name: _________________________________

Date:___________________________________

Money Poems

Please fill in the blanks on these money poems. You may use The Coin Counting Book to help you.

One penny, two pennies,

Three pennies, four.

What will we get

When we add just one more?

________________________(P. 3)

Let’s count our five pennies

Just one more time.

If we add five more pennies,

We’ll have

_____________________(P. 5)

What else equals

A dime or ten cents?

Five pennies and one __________(P. 6)

Makes perfect math sense.

Two dimes and a ___________(P. 12)

Make one quarter, too.

So do five nickels

Five nickels for you.

What else makes one dollar?

It is important to know.

____________Nickels

__________ Quarters

___________ Dimes In A Row.

“Acceptance of one’s life has nothing to do with resignation, it does not mean running away from the struggle. On the contrary, it means accepting it as it comes” Bartlett’s Quotations

Summary: A Chinese family moves from Chungking, China to Brooklyn, New York in 1947. This requires the main character, a ten year old Chinese girl, to honor her Chinese heritage and assimilate into American culture. Stickball, Jackie Robinson and Brooklyn Dodger baseball help Shirley Temple Wong find America as a land of acceptance and opportunity.

Bandit, Sixth Cousin, finds out she is moving to America with her mother to join her father. She is given an official name by her Grandfather – Shirley Temple Wong.