Name: D’Anniqua Taylor LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Identify US coins, including pennies, nickels, dimes and Students will identify US coins and their values
quarters by value and describe the difference between 90% of the time.
them.
Specific Measureable Attainable Relevant _Time
Grade: 1st grade Subject: Mathematics

Task Analysis: (C4) What lang. must be taught: Strategy to teach Language: (C4)
Money currency
What skills must be taught: Money coin games/ word wall with coin
Adding subtracting count by 1,5, 10’s and 25. Skip count and be pictures.
able to identify the coin value.

Assessment: (C5)
As a whole group discuss how much value/ worth each coin is, and be able to compare it to the number of coins.
Determine what is better to have more of a certain type of coin than another coin.

Strategies for Success: (C6) Element of Technology: (C6)

Anchor chart/ Web graphic organizer whiteboard

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Teacher will handout real/larger size coins 1- Marble for each student
2- 5 dimes 5 nickels &10 pennies for each
Auditory – basket(real coins)
Teacher will say aloud the coins and the
3- Large paper coins images
Kinesethic – values
4- Handouts for independent activity
Hands-on activity with real coins and
paper handout
Higher Order Questions to ask: (C6)

1. Can the student arrange the coins in order from smaller to largest value?

2. Can they determine how many different sets of coins could equal up to 25 cents
3.
Practice counting different amounts of coins to add up to various values given on paper?

Hook: (C7) Closure: (C7)

 1. Teacher Input / Direct Instruction / Modeling: (C6)
The teacher will introduce the US coins to the students and ask them if they know what each is. Teacher will ask if
the students know what the coins are used for, and have they ever used them before. Teacher will explain that
they will be examining coins to learn how to use them correctly. Give each student a basket of different coins and
explain to them how they should be used and that they only should be out when looking at the coins. They MUST
never leave the room.

2. Student Activities / Guided Practice: (C6)

Ask students to take out a dime and ask several questions to create a web chart with their responses. What is this
specific coin called? By only looking at it what do you know? Who is on the dime? What do you know about
him/her? Illustrate where it says “ten cent” tell them that every coin has a value. Repeat this process with a
different coin ask them to identify the difference between a dime and now a penny. Review the values of the coins
and ask if they know which coin has the higher value. Which has the least? Ask does the size of the coins matter
when it comes to value?

3. Independent Practice: (C6)

Give the students a paper of US coins in where they will need to cut out each coin and match the fronts and backs
of the different coins.
Have them place their coins in pairs on a sheet of paper and identify write the coins value by each pair, then
partner answer check.
Have students in pairs hold up coins and see if they can identify the coin by looking at one side of coin and the
value as well.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE:
Rigor

OPENING:
Retrieval

TEACHER INPUT:
Relevance

MODEL:
Routing

GUIDED PRACTICE:
Retaining / Rehearsing

INDEPENDENT PRACTICE:

CHECK FOR UNDERSTANDING:

Recognizing

ASSESSMENT:

RESOURCES / MATERIALS:

CLOSURE:
Re-exposure