Bianca Johnson First Grade Term III Math Introduction to Dimes Lesson Plan Core Decisions What The

e curricular content to be learned by students throughout this lesson is the value of a dime in relation to pennies and nickels. The lesson will introduce students, who are already familiar with the penny and nickel, to the dime. Through a visual representation using a tenframe, students will be able to see that a dime is equivalent to ten pennies. Using the ten-frame, students will be able to place pennies into each of the ten boxes. Once student have successfully placed ten pennies onto the ten-frame they will be given a dime to put in the piggy bank next to the ten-frame. Throughout the game, students will be asked how many more pennies they need in order to receive a dime. Through this game, I hope to build off of students understanding of place valued to help them see that three dimes means the three goes in the tens place, not the ones. Chapin & Johnson (2006, p. 25) suggest that in order to help students understand place value, first students must be able to organize objects into specific-size groups (tens, hundreds) and realize that they can count these groups. In class students have worked extensively with place value, especially with tens. In the past, I have definitely seen that students have mastered skip-counting by ten. Using Chapin & Johnsons suggestion, I believe that having student organize pennies into three groups of ten using the ten frame, and receiving a dime for each group of ten, they will begin to make sense of counting dimes as tensthen exchange these pennies for one dime. A corresponding activity will follow in which students compete against their partner to make 50 30 cents. Taking turns rolling the die, each student will place pennies into a ten-frame until the frame contains ten pennies. Once a ten-frame is filled, students will trade their pennies with the banker in exchange for one dime. The first student to fill their board with get 50 30 cents in pennies and 30 cents in dimes wins the game. The key mathematical concepts in the lesson include the decomposition of a dime into ten pennies. Ideally, students will see that ten pennies or one dime are both worth ten cents. Students will also need to use their understanding of place value This one to ten relationship is important for place value especially when counting a group of dimes and pennies. to recognize that 50 cents is the same as five dimes, or ten five times.

Comment [C1]: Now can you relate this skill/knowledge to the understanding of place value, unitizing that they are also developing? Here you are describing your plan rather than the mathematical concepts that you are focusing on

How I plan to teach this content in way that hopefully will not overwhelm students. From a pedagogical standpoint, I have decided to omit the value of nickel in my lesson on the dimes in an effort to eliminate the need to add or skip count by fives. I hope that by only showing the dime in relation to the penny, students will have a clear understanding that a dime is worth ten cents, which is also ten pennies. This, I believe is important for place value because the dime represents the number in the tens place and the pennies represent the number in the ones place. In order to teach this content, I plan to use detailed explanations, questions that lead to conversations, as well as visuals (the ten-frame) to aid in student understanding. In an effort to engage students, I have created a game that will be played with a partner, similar to the math

Comment [C2]: and the one to ten relationship is important for place value ?

games played daily in class. I believe that this type of game offers an interactive aspect that allows students to practice their mathematical skills, and demonstrate an understanding of the value of a dim as well as its relation to ten pennies, while having fun. The below lesson has been shaped through the use of tasks, discourse, tools and norms. The norms that I plan to establish will be similar to those established by my classroom mentor on the first day of school. By this I mean that students will be reminded that they are still in school and although they are not in their regular classroom, they must still behave as though they are. Additionally, I plan to establish the norm that student questions and the sharing of conversations math strategies about math or problem solving are welcomed and encouraged. The key tool in this lesson will be the coins. I plan on using real coins, rather than the plastic coins my classroom mentor has, in order to relate the lesson more closely to real life. I have purposefully chosen to do this, as I believe using real coins might help students to better understand what the coins actually look like. Another important tool is the ten-frame. In a way, this will serve as a type of graphic organizer for students to see how ten cents can be broken into ten pennies, which can be exchanged for a dime. I think that this will also tie in to what the students are learning about and already understand about unitization. I would like for students to see that although there are three dimes, the three goes in the tens place not the ones. I hope that by having all of the pennies laid out in the ten-frame students will see that the 30 ones is the same as the three tens. The exchange aspect of this lesson is important in that it demonstrates an equal exchange of money, ultimately proving a dimes worth. The tasks within the lesson include making certain amounts of money using the pennies and then the dime and pennies. This task will help me assess students understanding of the penny/dime equivalency. y and whether they are able to count by groups of tens as well as by ones. Another task within the lesson is the playing of the Change Exchange Game through which I will again be able to assess students in their ability to successful ly make ten cents using pennies. Why There were many specific decisions that were made throughout this lesson planning process. Specifically, I went back and forth deciding on whether or not I should include the nickel in the ten-frame filling activity. I originally thought that the ten-frame might work well to demonstrate that one square of the frame equals one penny, one row of the frame equals a nickel, a whole block equals a dime, and that both ten pennies and two nickels equals a dime. I decided, however, that because this is an introductory lesson, I wanted to stick solely to the use of pennies to teach the dime. Although I ultimately decided not to include the nickel in the lesson, students who find the activity too easy will be challenged to make ten cents using nickels. I have decided to incorporate the pedagogical focus of assessing student understanding through listening to and making sense of student solution strategies and explanations. Through the use of a math game with a partner as well as individual work, I hope to observe how students formulate their strategies. selecting and using representations to make mathematics meaningful and draw connections between mathematical concepts. Although this focus will be present throughout, I will also strive to foster mathematical discussion. Another idea that grappled with was how to incorporate place value. At first, I wanted to structure the lesson around the students current understanding of place value. Each morning, my classroom mentor talks the students through the calendar and weather. Many mathematical lessons are embedded within this morning activity, and place value is something that is always discussed. There are two coffee cans that sit on a bookshelf next to the calendar, one is the tens can, and the other is the ones can. I contemplated using place value as a way to introduce the dime by explaining that the 3 in 38 cents is not 3, but rather 30 or 3 tens. I decided, however, that

Comment [C3]: how? understanding of what?

Comment [C4]: this is vague...

Comment [C5]: connect to the concept of unitizing here

Comment [C6]: and whether they are able to count by groups of ten as well as by ones

instead of basing the lesson on dimes around place value, I would teach the lesson and then connect the lesson to unitizing and place value. Similarly, I decided that rather than starting the lesson with a discussion about place value and then teaching the dime, I would teach the lesson and then briefly draw connections to place value. Mathematics Lesson Plan
I've made suggestions for questions to ask to get the kids thinking, reflecting and more engaged throughout and also ways to structure the lesson to respect the developmental nature of learning these concepts. Kids don't just get it or not get it--some will need to count by ones and then trade, others will be able to think in tens without modeling it out. You want to allow all kids to use strategies that make sense and the strategies they use will give you important information about what the understanding and don't yet understand.
Formatted: Left

Date/Time to be Implemented: Tuesday 11/26 Students: First Grade at the Penn Alexander School Anticipated Time: 35 minutes Goals / Objectives The goal of this lesson is to teach students about the value of the dime, specifically focusing on the fact that a dime is worth 10 pennies. Students will be able to: Differentiate between the penny, nickel, and dime by the coins attributes and valueand value, recognizing that although a dime is smaller than a nickel it is worth more money Use pennies and dimes to make certain amounts of moneyvarious coin combinations up to one dollar Show the equivalency between 10 pennies and a dime (using a ten-frame) and use the equivalence to make even exchanges between the two Standards CC.2.1.1.B.2: Use place value concepts to represent amounts of tens and ones and to compare two digit numbers. CC.2.2.1.A.2: Understand and apply properties of operations and the relationship between addition and subtraction. CC.2.4.2.A.3: Solve problems and make change using coins and paper currency with appropriate symbols. Materials and preparation List the materials you will need to prepare for the lesson. 4 wallets (plastic baggies containing 50 pennies each) 20 dimes 4 nickels (for more advanced students who might find the material too easy) 5 10-fame worksheets (one for teacher and one for each student) 2 dice Classroom arrangement and management issues Four students will partake in this lesson seated around a circular table.

Comment [C7]: up to $1?

Comment [C8]: A place value standard would fit here better. There is a first grade NBT standard that specifically deals with the ten to one relationship

 For time and noise purposes, this lesson will take place in a small room located on the main floor of the building. Before the lesson begins, students will be reminded that although this is not their regular classroom, they must behave the same way they do in class. This means that they must be respectful of other when they are speaking, they may not misuse any materials, and they must be seated properly throughout the lesson. Plan 1. Launch. (15 minutes) This portion of the lesson will draw connections to students prior knowledge of coins through questions such as, What do you remember from what you learned last week about the nickel? Anticipated answers include, the penny is worth one cent and the nickel is worth five cents. To draw on prior knowledge and keep students engages, teacher will ask students to observe a dime, penny, and nickel and tell what they notice about the dimeThis will serve as a transition for teacher to introduce the dime . Teacher will show the students a penny, nickel and dime and will explain that although the dime is smaller than the nickel, it is worth more. Teacher will ask if anyone knows how much a dime is worth. If a student says the correct answer, teacher will restate what the child said in correct terms, for example, teacher might say, Exactly. A dime is worth ten cents. Next, the teacher will ask students, If one penny is worth one cent, how much would ten pennies be worth? If students think they know, teacher will have them explain. If students provide incorrect answers, teacher will ask the other students if they think they have another idea. This will provide students the opportunity to share and discuss what they think and know. Teacher will then take out one ten-frame worksheet and have students count together while teacher places one penny into teach spot on the ten-frame. Once the ten pennies have been placed down, the teacher will the ask students how many cents there are. If students are able to say ten, teacher will then ask how many dimes this ten cents is equal to. distribute a tenframe worksheet to each student. Next, the teacher will ask students, If one penny is worth one cent, how much would ten pennies be worth? If students think they know, teacher will have them explain. If students provide incorrect answers, teacher will ask the other students if they think they have another idea. This will provide students the opportunity to share and discuss what they think and know. The teacher will also hand each student a wallet. As wallets are being handed out, teacher will tell students that these coins are not toys and are here to help us learn. Teacher will then ask students to fill each box of the first ten-frame with a penny. Once the each childs ten-frame contains ten pennies, teacher will explain that because ten pennies equals ten cents and one dime equals ten cents, students can trade their ten pennies for one dime. Teacher will say, The trade of ten pennies for one dime is an equal and fair trade because both are worth the same amount. Now that you each have ten pennies, Im going to collect your pennies and give you a dime in exchange. Teacher will then take the ten penniesOnce you have ten pennies, I will then give you a dime to put in your piggy bank. from each student and replace them with a dime. The ten-frame worksheet will include a box next to each frame where students can place their dime, as well as a line for students to keep track of how many pennies theyve placed down so far.

Comment [C9]: You could ask students to tell you what they notice about the dime and then someone will probably say that it is smaller than the dime. This will allow you to draw on prior knowledge and keep them more engaged. Formatted: Bullets and Numbering

Comment [C10]: You can also pull out ten pennies or draw on the board so that you can count together Formatted: Font: Times New Roman, 12 pt Comment [C11]: I would suggest talking about the ten frame first, then handing out the materials. You can begin by asking, if we fill in each box on the ten frame with a penny, how much will we have? How do you know? (you'll get more interesting answers) Then pass them out and do it and talk about how this is the same as a dime. Formatted: Bullets and Numbering Formatted: Font: Times New Roman, 12 pt Formatted: Bullets and Numbering Comment [C12]: You can also pull out ten pennies or draw on the board so that you can count together Formatted: Bullets and Numbering

Comment [C13]: How about having them give the ten pennies to you and then you give them a dime? Note that once you trade in the pennies, they can no longer see that its worth ten pennies. An alternative would be to keep the ten frame filled in with the dimes on the side so they have two ways to count (by ones or tens)

2. Work and explore. (15 minutes) After the introduction, the teacher will say to students, I just traded you ten pennies for a dime, and now were going to play a fun new game that involves doing the same thing. Students will be introduced to the game Change Exchange. To model this, the teacher will pick one student to be her partner. Teacher will explain to the class the rules of the game and will demonstrate one round with partner (student). Rules: One student will go first (teacher will select which student will roll the die first to clear up any confusion or potential arguments) The student who is selected to go first will roll the die. Depending on the number that is rolled, student will place that many pennies onto the ten-frame. Once each square of the ten-frame contains a penny (10 in all), student must trade those 10 pennies with the banker for a dime. If, for example, a student rolls a five on their first turn and a four on their second turn, if they roll anything higher than a one on the next turn they will fill the tenframe with one dime and begin the next ten-frame with the additional pennies from that turn. Immediately after, they must exchange the first ten-frame of pennies for a dime and then continue filling the second frame they started. The student who collects three five dimes first, in that pair, will win the game. Following the direct modeling, teacher will ask students if they have any questions about how to play. 3. Debrief and wrap up. (5 minutes) As a way to end the lesson, the teacher will tell students, Now, without using the ten-frame, I want you to make 2270 cents using only dimes. Teacher will pause a few seconds until everyone has made an attempt and will then call on a student and ask them to share how they did it. This will continue two more times as the teacher asks students to make 13 34 cents without using the ten-frame and 22 70 cents. This quick activity will serve as a final assessment of each students ability to correctly make change coin amounts using both pennies and dimes. The wrap up will take the form of a group discussion in which students share various ways of making the aforementioned money amounts. The discussion aspect of this provides an opportunity for students to learn from one another and for the whole class to clarify key ideas. Anticipating students responses and your possible responses Most of the students are very inquisitive. Even when my classroom mentor clearly explains and models instructions, students typically still have questions. Although I plan to be as clear as possible when giving this lesson and explaining tasks, I anticipate that students will have many questions. While I hope that they are not, I think students may be a bit confused at first about the game. I will remind them throughout the game that they should be thinking about what they would need to roll next in order to make ten cents. Usually, they are a bit slow and unanimated in the beginning of any new math game. Managerial challenges that might arise could be keeping partners from getting rowdy or loud while they are competing to fill their tenframe with pennies during the game. To prevent and/or address this, should it happen, teacher will remind students of classroom behaviors. Additionally, since I plan to use real coins in this lesson, students may be tempted to take or keep some of the coins. I will remind students when I hand them their wallets that we will all be counting how much we have at the end to make sure it is all still there.

Comment [C14]: Note that they will probably first add on the pennies, then make the exchange for a dime. What about asking them to say how much money they have after each turn? This would allow you see how they are dealing with and thinking about the groups of ten and reinforce the idea that money has value. If they struggle to count by tens, they can count the spaces on the ten frames that are filled in. You should also periodically ask students this question and ask them how much more they need to get to 50 cents Comment [C15]: This is going to take a while, if you are only using one die with 1-6. Each player will need to take about 10 turns. I fyou make it a smaller amount--30 cents--they can play twice and not get bored. Comment [C16]: Do you want to start with an easier number? Will some kids need to use pennies to make the amount and then trade for dimes? You could pose this as a more interesting question, for example, by saying something (e.g, an eraser) costs 42 cents. How could you make that amount with just dimes and pennies? Help them connect that it is both 42 pennies and 4 dimes and 2 pennies (Some might even be able to say 3 dimes and 12 pennies!) Comment [C17]: You aren't really making change, you are making amounts Comment [C18]: So what are the main things about the game that you will remind them to keep them on track?

Comment [C19]: Then, do you want to state up front that you need to have 50 cents back (or whatever it is) and ask them to count and confirm at the end of the lesson (which would be a useful activity anyway)

Assessment of the goals/objectives listed above My goal is for students to have a concrete understanding of the fact that a dime is worth ten pennies. For students to have reached this goal, they will be able to show, using a ten-frame, that ten pennies is the same as one dime. They will be able to further demonstrate an understanding of this concept through their ability to make amounts such as 13 cents using both a dime and pennies, rather than using only pennies. Additionally, I am interested in seeing how whether students can express, based on the game, that 5 dimes is equal to 50 cents, or 50 pennies, thus 70 cents is equal to 7 dimes or 70 pennies. Accommodations If a student or students seem to find the material too challenging, the teacher will try to identify what the child is confused about and will work with the student to try to clarify. Teacher will ask students who find activities too easy, to think of another way that a dime can be made besides using ten pennies. If student answers, with two nickels teacher will then allow the student to play the game with nickels in their wallet. Thus, if a student rolls a 6, they may place a nickel and a penny on the Accommodations for students who may need greater challenge and/or finish early?

Comment [C20]: Yes, but keep in mind that this is developmental, so you want to keep it open so that they can use the strategy that makes sense. If they still count by ones, that tells you something important. You don't just want to know if they get it or not, but where they are in their understanding.