Melgar 1

Thematic Unit: Dogs

MATH LESSON

TEK: Grade 1: (4) Number and operations. The student applies mathematical process standards
to identify coins, their values, and the relationships among them in order to recognize the need
for monetary transactions. The student is expected to: (A) identify U.S. coins, including pennies,
nickels, dimes, and quarters, by value and describe the relationships among them

Materials: How Much is that Doggie in the Window? Words & Music by Bob Merrill, Retold &
Illustrated by Iza Trapani, grocery cut outs, play coin money, piggy bank,

Objective: After learning about the value of U.S. coins, students will be able to practice the
combination of values of money in order to successfully buy grocery items with the play money
provided.

Anticipatory Set:

I will show the students a piggy Bank and ask if anyone can tell me what the purpose of this
piggy bank is.

“Boys and girls, today I am going to teach you how you can count your money, and you
know what friends? It pretty easy, do you want to learn how?
We are first going to start off by taking a look at this piggy bank I brought in today.
Can anyone tell me what this is or what it is used for?
Raise your hand if you have a form of a piggy bank at home.”

I will then choose a child and ask how much money they have in their piggy bank and how they
know that.

“After we read about a young boy who wanted to purchase a doggie with a waggely tail
in How Much is that Doggie in the Window?, we’re going to apply some math skills
using play coins to make our own purchases on grocery.”

I’ll remind the students that we are studying a thematic unit on dogs.

Input and Modeling:

I will read the book with the class calling on different students. Here are some questions I intend
to ask while reading it:

 How many of you have ever went and purchased a dog or animal?
 Did any of you save up for that pet of choice?
 Has anyone sold lemonade outside their house? How did it go?
 Does anyone have younger siblings? What have you done as a way to cheer them up?
 Melgar 2

 Have you ever been surprised with something you really wanted? What was it?

After asking the questions, I will do a quick Think-Pair-Share activity. I will have the students
reflect for a moment on these questions:

 Were you surprised to learn that the parents bought the doggie for him as a thank you for
all the kind actions he had done?
 If you could have done one more act of kindness, what would it have been? And to who?

I will instruct them to turn to a partner and discuss their responses to these questions. Thereafter,
they can share their thoughts with a larger group.

“Today we’re going to learn about counting U.S. coins. The head of the coin always
contains the face of a famous president and the tail represents something about that
president or our country. The reason we learn about counting U.S. coins is because from
an early age, kids see money everywhere, and it is important to know that having money
is essential to getting the things we want and need. Not only this, but it will help you all
become more flexible as you learn to count to the same number in different ways, with
different groups of coins.”

“There are 4 different U.S. coins, and today we’re going to learn about them all. Who can
tell me the name of one of the four?”

I will have this anchor chart on the board, and I will read each coin and its worth:

I will then show them another chart that I will place on the board, and I will point out the values
made and describe the relationships among them.
 Melgar 3

I will ask the students to read each coin and its value and count along with me the different ways
coins can be used.

“Boys and girls, let’s look at this chart. As you can see, a number of the same coins can equal
to many different sums. We always start counting coins by starting with the largest and
adding on to make a total. It is important to learn how to use the least possible number of
coins when counting to a total amount.”

I will emphasis on how we can make 45 cents with a quarter and 2 dimes instead of 9 nickels.

I will then play a YouTube video of “The Coin Song.”

https://www.youtube.com/watch?v=-SGDAMKtHTE

I will have the names of each coin on the board along with a short list of miscellaneous items. I
will then ask the students to count the coins that I’ve drawn on the board, and show me how
much the different items cost.

Guided Practice:
 Melgar 4

I will divide the class into groups and give each group a bag of coins. Then I will write a money
amount on the board and have the students use their coins to show the amount that I have written
on the board.

“With your group, I want you to use your coins to show the amount that I have written on
the board. You may show the amount in more than one way; lets all try.”

Independent Practice:

After learning about the value of U.S. coins, the students will be able to practice the combination
of values of money in order to successfully buy grocery items with the coins provided.

“Each of you have received a couple of flashcards with pictures of a grocery item on the
front. I would like you all to practice the combinations of the coins to make the amount
listed for the grocery item. Remember what we said about counting coins: we always
start counting coins by starting with the largest and adding on to make a total. It is also
important to learn how to use the least possible number of coins when counting to a total
amount.”

Closure:

“Boys and girls, without looking at our anchor charts, who can tell me the value of a
nickel and a combination of coins that make the amount 23?”

We will then go over the answers to the independent work.

Early Finishers:

The students may draw out their own anchor chart with ways that help them remember the value
of U.S. coins.