Erica Kettlewell Date: Title Grade/Age level: 1st Domain: Math Activity Name: Count by Fives Using Nickels

MDES & CCSSM: CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 CCSS.Math.Content.1.NBT.C.4 Add within 100, including adding a two-digit number and a onedigit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. CCSS.Math.Content.1.NBT.C.5 Given a one-digit or two-digit number, mentally find 5 more or 5 less than the number, without having to count; explain the reasoning used. Prior Knowledge: Students count with money every morning at meeting time. They know: dime = 10 cents, nickel = 5 cents, and a penny = 1 cent. Students know their doubles and know how to count by 5s and 10s. Goal(s) & Rationale: For students to apply their knowledge of coins in order to count by 5s using nickels. For students to make real world connections between money and their own lives. Objectives: After doing the front page of the sheet, Explore and Explain, students will know to count by fives when counting nickels and be able to identify nickels in a group of coins. Materials/Preparation: Have slide 6 up and ready on the computer. Have document camera open and minimized. Have game open and minimized. Location of the lesson: During the worksheet: students are at their seats. During the extension: Sitting on the floor in front of the board.

Key vocabulary words or concepts: Nickel: Worth 5 cents or 5 pennies. Instructional procedures: I. Introduction & Hook Pick a student. _name_, you want to buy this pen from me. *Point to the purse* You have these coins in your pocket. You owe me 15 cents and you can only use nickels! II. Lesson/Activity Today we are learning about nickels. *Refer to the picture at the top and what it looks like compared to the other nickels. We use nickels during calendar time. How much is a nickel worth? 5 cents How many pennies makes one nickel? 5 pennies. When we count more than one nickel, what do we count by? We count by 5s. *On the sheet* How many nickels do we have in our purse? 3 nickels. Count with me to find the total. What is the total? *15 cents. Show me you are ready for the back by turning your paper over and putting your finger on See and Show. Again, we count by fives to get our total when counting nickels. It helps to remember that these nickels are worth 5 pennies. Count the nickels together by 5s. *count nickels. How many nickels do we have? 5 How much are they worth all together when you count by 5s? 25 cents. For 1 & 2, I am looking for friends to help me find out the amount of nickels we have in all. *Call on a student for each nickel for 1 & 2. Count by 5s in the end for practice* Talk math: - Read questions. - This question is saying that you will owe your friend 10 cents for 1 nickel. Is this equal? No - Why? 5 pennies equals 1 nickel. We would need to get 2 nickels! III. Concluding statement and questions Using nickels and counting by fives are things you will use now and when you get older! Next time you have your change, impress your mom, dad, sister, brother, or cousin by showing them you know what your money is worth and HOW to use it!

Accommodations: If students have a hard time hearing or seeing, they will sit at a spot that is closer to the board and myself.

Simplifications: Students who have a hard time understanding will be pulled aside to do the review with myself or Mrs. Simcox to show their understanding. Extensions: Every day if there is time, we always do a math game to extend their learning and increase their math fluency. Todays extension is called: Scrambled Math Assessment: Informal: I will be walking around to see that students are doing the work before the answers are written on the board. Also, the students called up to the board will show their learning and understanding of the concepts. Formal: The completed worksheet provides information about the students learning and understanding of counting by fives. Reflection: Describe what activity you chose and why:

Discuss how you implemented it with the students:

What went well during the activity?

Did you reach your objectives? Why or why not?

What changes, if any, would you make next time?