Stage 1: Identify Desired Results

Established Goals Unit 13: Counting Money: Lesson 3- 13.2

MathStandard: Work with time and money.
Benchmarks: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
symbols appropriately.
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.
Put coins in greatest to least order.
Counting on.

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?

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.

Stage 2: Determine Evidence for Assessing Learning

Performance Tasks: Performance Indicators:
Projects, Unit Tests, Academic Prompts etc..
At the end of the unit they will be taking a test that
tells me how much they know and if they understood
money. It will also tell me whether we can move on
or not.
They will also have daily worksheets to show if they
are performing to the Iowa Cores Standards.

Other Evidence: Formative Assessment

Asking what coins are what and how much each is
worth.
The worksheet is a formative assessment since they
have to do well in order for me to know if they
understand it or not and then we can move on to the
next lesson.

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 should have their money bags.
Review the coins using the poems/video clips/by memory.
Intro to todays lesson to get them thinking about coins.

Elaborating on Principle #8 being used in this lesson:

I try to have the students do a lot of think-pare-share while doing this money unit. I think it is good for them to
get the perspective of their neighbor or friend because they have all had different experiences. They experience
ranges from not knowing anything about money and spending money to knowing more than a second grader
should know. There are students in my class that have been going to the store on their own to buy thing because
their mom/dad/whoever is watching them sends them to pick something up. That is why I think that think-pareshare is very effective for my class when working with money. I also have them put their heads together to
come up with answers/questions/comments for the lesson or for activities during class. I also like this because
they are getting each others perspectives which forces them to think in different ways. This broadens their
vision and that causes them to become better learners.