Stage 1: Identify Desired Results

Established Goals Unit 13: Counting Money: Lesson 2-Games and 13.1
MathStandard: Work with time and money.
Benchmarks: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
symbols appropriately.
21st Century SkillsStandard: Communicate and work appropriately with others to complete tasks.
Benchmark: Work appropriately and productively with others.
Principles used: 1, 3, 4, 5, 6, 7, and 8.
Enduring Understandings (Key
Understandings)
Students will understand that
A dollar bill can be a coin or paper. Both worth
$1.00 or 100.
A quarter looks a certain way and is worth $0.25
or 25.
A dime looks a certain way and is worth $0.10 or
10.
A nickel looks a certain way and is worth $0.05
or 5.
A penny looks a certain way and is worth $0.01
or 1.
Communicating and working together can
complete tasks better.

Essential Questions (Focus on Higher Level

Questions)
What is the difference between the
-dollar coin?
-dollar bill?
-quarter?
-dime?
-nickel?
-penny?
Why do they look the way they look?
Why are they shaped the way they are shaped?
Why do we have them?
Why will working together help me counting
money?
Why do I work with others?

Students will be able to (In your own words)

Know the difference between all of the coins and know what they are worth. They will know
how to count coins. They will know how to work effectively in a group to get work done.

Stage 2: Determine Evidence for Assessing Learning

Performance Tasks: Performance Indicators:
Projects, Unit Tests, Academic Prompts etc..

Other Evidence: Formative Assessment

Asking what coins are what and how much each
is worth.
At the end of the unit they will be taking a test
If students are able to play the games the correct
that tells me how much they know and if they
way it will show me that they understand money
understood money. It will also tell me whether we
and are able to do what their target goal is, to
can move on or not.
learn the different money.
They will also have daily worksheets to show if
they are performing to the Iowa Cores Standards.

Stage 3: Build Learning Plan

Learning Activities: (step by step from start to finish, detailed enough for another teacher to follow)
1. Anticipatory Set:
Everyone needs to have their money bags out to use today.
Review money/coins again.
Review poems and video clips if needed.

Elaborating on Principle #1 being used in this lesson:

I am fully aware that students learn in different ways and at different paces. This is why I have designed this
lesson to work with the students and their needs. Some students really enjoy book work and others really love
hands-on work. I put them both in this lesson. I also have the students using their coin bags so that they have an
extra tool when they are doing either the games or seatwork. Since I am aware that the students all learn in
different ways, they can carry around and use their coin bags or they can recall one of the poems they were
given or the catchy video clip. These are all tools for them to use. One may work for some but others might
work for other students. I also know that we have different levels of understanding and this is why I paired up
the partners the way I did. I put a low with a high so that the high can explain to the low how to do the activity.
This challenges the low to do their absolute best and work the hardest they can. It also challenges the high
students because now they become the teacher. They might think they know how to do it all but this challenges
them to think about what they are doing and forces them to not just think it but to verbally explain to their
partner on what they are doing and why it works. This helps everyone learn!