STEM 433/533 Lesson Planning Template

Name: Abigail Sisk Grade: 1 Topic: Value of coins

Brief Lesson Description: Students will learn how count coins (pennies, nickels, and dimes) whose total value is 100 cents.

Specific Learning Outcomes:

 Count by ones to determine the value of a collection of pennies whose total value is 100 cents or less.
 Group a collection of pennies by fives and tens as a way to determine the value. The total value of the collection is 100 cents
or less.
 Count by fives to determine the value of a collection of nickels whose total value is 100 cents or less.
 Count by tens to determine the value of a collection of dimes whose total value is 100 cents or less

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies?
This lesson plan was developed as a result of my examination of research and data about employing culturally sustaining pedagogical
strategies because throughout my lesson, the students have opportunities to work together, work independently, see visuals, and put using
money into practice. This allows various ways for the students to be able to learn.

Narrative / Background Information

Prior Student Knowledge:
K.1 The student will a) tell how many are in a given set of 20 or fewer objects by counting orally
K.7 The student will recognize the attributes of a penny, nickel, dime, and quarter and identify the number of pennies
equivalent to a nickel, a dime, and a quarter.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

1.8 The student will determine the value 1.4 The student will share a response to 2.MD 8. Solve word problems involving
of a collection of like coins (pennies, art and explain why viewers may have dollar bills, quarters, dimes, nickels, and
nickels, or dimes) whose total value is different responses to works of art. pennies, using $ and ¢ symbols
100 cents or less. appropriately

Specific Problem Solving Strategy being used:

Plan a trip to other continents to view their art. Each continent will use a different currency (pennies, nickels, or dimes) and the
trip to each country must costs up to 100 cents or below.

 Collaboration
 Integration
 Visual Representation
 Real-life Practice
Possible Preconceptions/Misconceptions:
 Students may lack the understanding that 5 pennies are equal to a nickel, 10 pennies are equal to a dime, 2 nickels are equal
to a dime, and vice versa
 Students may have difficulty counting up by ones, fives, or tens.
 Students may have a hard time determining the difference between pennies, dimes, and nickels.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:

Day 1: ~45 minutes

 Bring in real pennies, nickels, and dimes into the classroom.
 Hold up a penny and ask questions like “what is this coin? How much does this coin cost?” Have a
discussion of this and let the students will have opportunity to ask their own questions. Do the
same thing for nickels and dimes.
  Play the music video about money.
https://www.youtube.com/watch?v=MbtmucV-U2c
 Review the video. Hold up 5 pennies. Ask questions like “how many pennies is this? What is the
cost? What is this equivalent to?” Let students lead the discussions and ask any other questions
or make any other comments they may have. Do the same thing with 10 pennies and 2 nickels.
For the gifted students, also add questions about the quarter and it’s value.
 Have the students discuss places around the world that they would like to visit. This will be an
open discussion to get the students excited to begin the activity for the next day.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Day 2: ~ 1 hour
We will be doing a trip around the world to see other forms of art! Students will be given the
opportunity to work as teams (6 teams total) to figure out the cost of trips around the world.
 Give each team a trip card that shows art from other countries along with a bag with a certain
amount of money.
 Let the students work as a team to figure out how much money is in the bag to find the cost to
travel to that certain continent. They should fill in their findings on a worksheet. They will also
have to discuss the art they see.
 Each bag of money should contain different amounts. For Asia, put 25 pennies in the bag. For
Europe, put 50 pennies in the bag. For Africa, put 33 pennies in the bag. For South America, put
20 nickels in the bag. For Australia, put 10 dimes in the bag. For North America, put 40 pennies, 4
dimes, and 4 nickels.
 After 10 minutes, have the students switch to another continent. There will be six stations in all.
 *While students are working, walk around the classroom, making sure students are on task,
answer questions, and/or offer more assistance.
 *For gifted students, give them a few quarters and have them count coins up to 200 cents.*
 *For remedial students, give them fewer number of coins to count. Offer more assistance while
walking around the classroom.*
Materials:
 Trip cards:
https://docs.google.com/document/d/140knkJwIZEkvP8S7SswmmbE9K8ReuxrNYPrbFsEtmTA/
edit?usp=sharing
 Work sheet:
https://docs.google.com/document/d/1hLdzo3dTjE09MMmLV5J0W5_GEkKqOTELp_9_fFYtcLg/
edit?usp=sharing
 Pencils
 Pennies, nickels, dimes, and quarters
 Bags to hold money in
EXPLAIN: Concepts Explained and Vocabulary Defined:

Day 3: ~45 minutes

 Ask the students, “how did they felt about counting the money from the day before. What did
they understand? What did they have a difficult time with? Did anyone use strategies to help
them count the money? What are those strategies?” Students should be participating in this
discussion.
 Clarify any misconceptions by doing the entire problem of any problems the majority of the class
got incorrect. Go over North America card- this is the most difficult card, using all three of the
coins at once. When going over the problem, ask the students, “what did you do first? Why did
you do this? What is the next step? How did you organize the coins?”
  Go over vocabulary and have students add the vocabulary to their math journals. Students
should also write their own definitions and draw pictures. *For ELL students, have the vocabulary
available in their native language.* *For students who need remediation, have the vocabulary
printed out. Still have them create their own definition and draw pictures.*
 Pass out money booklets template. Explain to the students that this is a book that they can use if
they need to remember information.
 Let students cut and fold the book. Show them how to fold the book.
Vocabulary:
 Amount
 Cents
 Collection
 Count
 Dime
 Nickel
 Penny
 Value

Materials:
 Math Journals
 Pencils
 Money booklet template. (First page of link)
https://www.canva.com/design/DAFDbURgMvY/b5EiutnQAcz1K-wC4_Lkbg/edit?
utm_content=DAFDbURgMvY&utm_campaign=designshare&utm_medium=link2&utm_source=s
harebutton

ELABORATE: Applications and Extensions:

Day 3~ 60 minutes
 Ask students, “what are ways that you have witnessed coins being used for? Why is money an
important thing to learn? Do your guardians spend money? On what? Have you spent money?
On what? How did you receive it?”
 Pass out money booklets template. Explain to the students that this is a book that they can use if
they need to remember information.
 Let students cut and fold the book. Show them how to fold the book.
 Pass out worksheet. Let the students work on the worksheet. They may work individually or in
groups up to 3.
 Explain that after they are finished with the worksheet, they may bring it to the teacher to get it
checked. After they completed the worksheet, the teacher will hand each student a bag of
money.
 Tell the students that they will be using their money to purchase items in the class store. All
items should be purchased to complete the activity.
 Items should be labeled as: Eraser: 50 cents in dimes. Candy: 80 cents in nickels Pencil: 3 groups
of 10s in pennies. Pencil grip: 12 groups of 5s in pennies. *If you do not have enough money for
this, having students draw this is an acceptable alternative. You may also add other items for
students to purchase*
 *For gifted students, you should have them buy items up to 200 cents and/or also use quarters*
 *For remedial students, lower the amount that they can purchase items for and/or offer extra
assistance with counting*
Materials:
  Worksheet (2nd and 3rd page of link)
https://www.canva.com/design/DAFDbURgMvY/b5EiutnQAcz1K-wC4_Lkbg/edit?
utm_content=DAFDbURgMvY&utm_campaign=designshare&utm_medium=link2&utm_source=s
harebutton
 Pencils
 Items for students to purchase (erasers, pencils, candy, grips, etc.)
 Bags of pennies, nickels, and dimes (and quarters for gift students) (or blank paper and pencil if
not enough money. Students can draw money instead of using real money)

EVALUATE:

Formative Monitoring (Questioning / Discussion):

 A Trip Around the World Worksheet. This allows me to see where students are and how much
they understand about money, how to count pennies, nickels, and dimes, and if they know how
to group pennies by 5s and 10s. This also shows me their responses to art.
 Class discussion. Participation in the class discussion allows me to observe if the students are
picking up the content and the context of the money. This allows the students to explain their
different views of art.
 Counting coin worksheets. The completion and correctness of the worksheet allows me to see if
the students have picked up the excelled with the learning objectives.
 Buying items. This allows me to see if the students have picked up the excelled with the learning
objectives because they are putting the objectives into practice.

The formative assessments are allowing me to know if the students can count pennies up to 100 cents,
nickels up to 100 cents, dimes up to 100 cents and group pennies in 5s and 10s to count up to 100 cents.
Summative Assessment (Quiz / Project / Report) (Include a rubric):

Day 4: ~45minutes
 The students will complete a quiz to assess which learning targets they have mastered.
 If students finish early, they may work at math centers silently.

This assessment will allow me to see if the students are understanding the values of coins, adding the
values of pennies, nickels, and dimes, and grouping pennies by 5s and 10s.

Materials:
 Pencils
 Quiz (page 1-3) Attached Below
 Rubric (Page 4) Attached Below
 https://www.canva.com/design/DAFDboxWYOs/2mhWPO8CAv8-rPq1jmS-QQ/edit?
utm_content=DAFDboxWYOs&utm_campaign=designshare&utm_medium=link2&utm_source=s
harebutton
Plan for differentiation:
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)- The
students can be allotted with more time, work independently, or do 4/6 of the problems. All
 students needs are different, so the differentiation will be on a per student basis.
 ELL- I will go over vocabulary with the students and provide and extra page with the English
vocabulary and with their language vocabulary on the back, that way they are able to better
translate their language with English. There will also visuals of the pennies, nickels, and dimes
labeled with their values.
 Gifted learners- They will be able to count past 100 cents and try and go up to 200 cents. They
will also use quarters.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
I will evaluate my practice by self-monitoring. If the students did well on this lesson, then I know that the
teaching was effective. If the students do not do a good job on this lesson, then I know I need to take a
step back and find where I can improve my teaching skills. Either way, there is always room for
improvement and by looking over the students work, I can find an area where I can improve.

 Where might/did learners struggle in the lesson?

The learners may struggle with the counting portion of this assignment. They are going to have to add
the values of the pennies, nickels, and dimes.
 How can the lesson be strengthened for improved student learning?
This lesson can be strengthened to improve student learning by making sure the students understand
the importance of understanding money and making sure they know different algorithms of addition
before starting this lesson
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
This lesson can reflect cultural sustaining pedagogies by sharing ways that students have interacted with
money. The students have many opportunities to collaborate with each other, listen to music, and apply
it to real world application.