Lesson 3: Dimes

Author:CharlyHolik
Datecreated:11/13/20167:07PMCDTDatemodified:11/14/20165:13PMCDT

VITALINFORMATION
Date November 14, 2016

Subject(s) Lesson Plan 3, Mathematics

Topic/Unit of Study & Time Identifying dimes by names, appearance, and value
Allotment

Grade/Level Kindergarten

Standards (TEKS)
TX- Texas Essential Knowledge and Skills (TEKS) (2012)
Chapter: Chapter 111. Mathematics
Subchapter: Elementary
Grade/Course: Kindergarten
Standard:
(4) Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary
transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters.

Objective Purpose: The student will be able to identify dimes by name, appearance, and value.

Learning Goal: Students will accurately identify dimes by name, appearance, and value.

LOTS: The student will identify the value of specific amounts of dimes.

HOTS: The student will organize US coins into two groups: Dimes and Other Coins (by appearance)

Summary Using dimes and grocery item cards, students will identify the value of various amount of dimes to "buy" grocery items. Then
students will organize coins by their appearance (as dimes or not dimes). Students will review the characteristics of dimes
and why it is important for us to learn about dimes.

IMPLEMENTATION
Background Knowledge
Materials
a handful of dimes
object cards with amount for grocery shopping
a small bag of US coins
a sheet of paper and pencil (for extension)

Introduction I will begin telling my students that I am thinking of an object and if they are very quiet I will give them hints to guess what it
is. Once the students are quiet, I will begin giving them clues.

Examples of clues:

I am thinking of something that is round.

It is silver.
It is really thin.
President Franklin D Roosevelt is on this object.
You use this object to buy things.
It is worth 10 cents.
It begins with the /d/ sound.

Once a student correctly guesses a dime. I will tell the class we will be learning about dimes today!

Procedure
1. I will tell the students that a dime is worth $0.10. I will ask the group how can we know how much three dimes is
worth? If they don't answer it themselves, I will tell them we can count by 10.
2. Practice counting dimes by 10s.
3. I will model activity 1 in front of the group. I will pick a grocery item card and read how much it cost. Ex: "Banana
$0.40" I will read it aloud and ask the students how many dimes I will need to buy the banana. Ask how they know that
we need 4 dimes. Finally, check your answer by counting the dimes by 10s to get to 40. Ask if there is any other way to
get the right answer. If the students have different approaches, discuss how we can get the correct answer in different
ways. (teacher model)

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 4. Give each student a handful of dimes. Allow them to study and play with them for a moment then give each student a stack of grocery item
cards.
5. I will regain students' attention and ask them to work a problem with me. We will do this the same as step 3 except now students will follow
along with their own dimes. I will have have students intentionally pick out the same card to avoid confusion. Again, if student have different
approaches we will discuss how we can use different strategies to get the correct answers. Some questions to ask here: "How much money
would we have if we took away one dime?" "What if we added one dime?" "How many dimes are in $1.00?"(guided practice)

ACTIVITY ONE:

1. I will ask students to go grocery shopping. To go grocery shopping, students will choose one item and count out how many dimes it would take
to buy the item. Once a students has enough money to buy the item they will raise their hand so I can "sell" them the item! Repeat 3-5 times.
2. This time ask students what item they can buy with _______ amount of dimes. Ex: What item or items can you buy if you have 4 dimes. If
students need extra guidance, I will ask "How many cents is 4 dimes?" Repeat 3-5 times.
3. I will ask the students to clean up their supplies and get ready for our next activity.

ACTIVITY TWO:

1. I will give students a small bag of coins.

2. Ask the students to pick a dime out of the bag.
3. Ask students to show the heads side of the dime then the tails side.
4. Finally ask the students to organize their coins into dimes and other coins (not dimes).
5. Once students have organized their coins: Ask students to count how many dimes they have. Ask students how many
cents that is.

Closure Iwillaskthestudents:"Whatdidyoulearntoday?""Whatdoesadimelooklike?""Howmuchisadimeworth?"(Iwillaskmorerelated
questions,ifnecessary.)
Wewillhaveabriefdiscussionaboutwhythisisimportantforstudentstoknow.

ASSESSMENTAndEXTENSIONACTIVITY
Assessment/Rubrics Studentsaccuratelyidentifieddimesbyname,appearance,andvalue.
Thestudentlabeledthevalueofspecificamountsofdimes.
ThestudentorganizeUScoinsintotwogroups:DimesandOtherCoins(byappearance)

Seestapledchecklist.
Attachments:

1. dimes checklist.docx
2. dimes checklist.docx

Extension Activity I will give the student a blank piece of paper and ask them to trace _______ amount of dimes. Repeat.

Ex: Trace 30 cents worth of dimes.

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