Design Topic _____Counting Money________ Subject(s) _______Math__________ Grade(s) ___1st___ Designer(s) Audrey, Jessie, Jessica, and Rachel

Understanding by Design

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic _____Counting Money________ Subject(s) _______Math__________ Grade(s) ___1st___ Designer(s) Audrey, Jessie, Jessica, and Rachel

STAGE 1 – DESIRED RESULTS

Unit Title: We can count our money, money, money!

Established Goals:

Math SOL 1.8: The student will determine the value of a collection of like coins (pennies, nickels, or dimes) whose
total value is 100 cents or less.

Understandings: Students will understand that… Essential Questions:

(Provide no more than three)
● Counting money is an important skill to learn
because people count money when they buy or sell
things.
(Provide 5)
● Why do we use money?
● Why does learning how to count money matter?
● Why is it important to know how to skip
count/count by fives and tens?
● Where are some places that you can use your
money-counting skills?
● How can you use skip counting in everyday life?

Students will know: Students will be able to:

(Give about 5 to 10)
● Pennies are worth one cent
● Nickels are worth five cents
● Dimes are worth ten cents
● Quarters are worth twenty-five cents
● Unitizing is the concept that a group of objects can
be counted as one unit (e.g., 10 pennies can be
counted as 1 dime.)
● Skip counting is counting forward by numbers other
than one (e.g., counting by 2, 5, 10, etc.). We use
skip counting to count money because it takes less
time than counting by ones.
● Counting coins is an application of unitizing.
● The last number stated (when counting) represents
the value of a collection of coins being counted.
● Counting money is important because people use
money to buy things and earn money when they
sell things.
● A ledger is a book that keeps record of money and
how it is spent.
(List at least 5 skills)
● Draw pennies to show the value of a given coin.
● Count up to a given amount using pennies, nickels,
dimes, and quarters.
● Use skip counting to count a collection of like
coins.
● Represent the value of coins using a variety of
organizers, such as five/ten frames or hundreds
charts, pictures.
● Trade the equivalent value of pennies for a nickel,
a dime, and a quarter, using play money.
● Manipulate physical models of money and count
forward to determine the value of a collection of
coins.
● 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 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.
● Use a ledger to record play money spending.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

● Farmers Market Frenzy! ● Quiz on coin values

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic _____Counting Money________ Subject(s) _______Math__________ Grade(s) ___1st___ Designer(s) Audrey, Jessie, Jessica, and Rachel

oShoppers have $3.00 in pennies, nickels, ● Chart

and dimes to skip count and spend at the o Students will be given a chart worksheet
local farmers market on items of their that provides a picture of each coin in
choice. They must spend a minimum of columns. The students will identify and
$2.00. Shoppers must correctly count out label a penny, nickel, dime, and quarter,
and record how they spend their money. and their values, underneath the picture of
● Piggy Bank each coin.
o Students will be in table pairs and will ● Sort
have print-out piggy banks that have o Students will be given a set of pretend
different amounts of money. The students coins. When prompted they will separate
will work together and use different coins each coin into its group, group a number
to match up the amount of coins with the of coins to be equivalent to a higher coin
piggy bank. value, and state the value of the last
● Coin Bingo number they counted.
o Students have a bingo that has 1 cent, 5
cents, 10 cents, and 25 cents. The
teacher will show different coins on the
smart screen and the students will take
their play coins and put on the correct
amount of cents. The first student(s) that
gets four in a row wins. The teacher will
have a clicker to change the pictures. The
teacher will have an assessment sheet
and check off if students have mastered
this concept.
Student Self-Assessment and Reflection

Entrance Ticket: A coin cup will be given to table groups or will be passed around the classroom. Students will count the
total value of the coins and write the total on the front of a sticky note. On the back of the sticky note, students will write
their name. They will place their sticky notes on the board/wall under self assessment categories such as: “Got It”, “Getting
There”, and “Guide Me”.

Farmers Market Reflection: Students will write a journal entry reflecting on the Farmers Market shopping activity. They will
reflect on how comfortable they were with skip counting as they shopped or what difficulties they encountered. Students
may also discuss how they felt about the amount of money spent and the items purchased.

Coin Unitizing Challenge: During a time limit, students will be given a specific total value and will write down different coin
combinations that add up to the same total. Students will be able to assess their knowledge and ability of unitizing.
(Example: Total is 12¢. Answer possibilities: one dime and two pennies, two nickels and two pennies, or seven pennies and
one nickel.)

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Pre-Assessment: Four corners: TTW have each classroom corner labeled with a picture of a penny, nickel, dime, or
quarter and ask the students to move to the corner that has a penny or nickel etc. If students are sticking with each
other you can see they need more help and how fast they move to a corner shows how confident they are with the
knowledge.
2. Hook: Teacher will show a jar of coins to the class and ask the students how much money they think is in the jar.
Students can share their answers, and the teacher will explain that it is important to know the different values of each
coin.
3. Introduction to Unit: TTW give an overview of the unit.
4. Content (Skip Counting): TTW review skip counting by 2s, 5s, and 10s from SOL 1.1. TTW have a 1-50 chart and
give each of the kids a little toy or manipulative (counting frog, bear, etc.). TTW have the whole class count by two’s to
twenty, count to 20 by fives and count to fifty by tens. Using their manipulatives to “hop” on the number as they say
them outloud.
5. Review: On a laminated 100 chart, TTW have the struggling students color the numbers skip counting by twos, fives,
and tens up to 50. Students who are on track will color the numbers by twos, fives, and tens to 100. Advanced students
will color the numbers by two, fives, and tens to 200. TTW observe the students to monitor their progress and accuracy.
. DIFFERENTIATION BY PRODUCT

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic _____Counting Money________ Subject(s) _______Math__________ Grade(s) ___1st___ Designer(s) Audrey, Jessie, Jessica, and Rachel

6. Content (Penny and Nickel): Teacher will show the class the front and back of a penny and explain that the total value
of one penny is 1¢. Teacher will show the class the front and back of a nickel and explain that the total value of one
nickel is 5¢. Further instruction about the images on the coins will be given.
7. Learning Centers: Students will rotate through four centers in groups. Centers focus on skip counting, pennies, and
nickels. COOPERATIVE LEARNING
8. Content (Dime and Quarter): Teacher will show the class the front and back of a dime and explain that the total value
of one dime is 10¢. Teacher will show the class the front and back of a quarter and explain that the total value of one
quarter is 25¢. Further instruction about the images on the coins will be given.
9. Chart: Students will be given a chart worksheet that provides a picture of each coin in columns. The students will
identify and label a penny, nickel, dime, and quarter, and their values, underneath the picture of each coin.
10. Coin Bingo: Students have a bingo that has 1 cent, 5 cents, 10 cents, and 25 cents. The teacher will show different
coins on the smart screen and the students will take their play coins and put on the correct amount of cents. The first
student(s) that gets four in a row wins. The teacher will have a clicker to change the pictures. The teacher will have an
assessment sheet and check off if students have mastered this concept.
11. Quiz: Students will take a quiz on coin values.
12. Introduction to GRASPS: TTW introduce the Farmer’s Market Frenzy GRASPS to students.
13. Content (Ledgers): In small groups, TTW display pictures of incomplete and complete ledgers on the smartboard and
use Think Aloud to model how to use ledgers (Instruction for All Students, p. 64). TTW differentiate small group ledger
instruction with scaffolding, choosing to provide more or less complete ledgers for each group based on ability/need for
support. INSTRUCTIONAL STRATEGY, DIFFERENTIATION BY PROCESS
14. Class Ledger: As a guided learning activity, the teacher will introduce the “Class Ledger”. This will be on the board for
the class to view. Throughout the lesson, different coins and totals will be added to the ledger. Students will add values
to the ledger and individually total them at the end of the lesson.
15. Content (Grouping and Unitizing): TTW introduce the concept that coins can be grouped to equal the value of
another coin. Five pennies equal one nickel, ten pennies equal one dime, and twenty five pennies equal one quarter.
This can also be applied to other coins, such as two nickels equal one dime. By grouping coins, students can learn to
unitize and count coins without needing to count by ones.
16. Piggy Bank Learning Activity: Students will be in table pairs and will have print-out piggy banks that have different
amounts of money. The students will work together and use different coins to match up the amount of coins with the
piggy bank. COOPERATIVE LEARNING
17. Sort: Students will be given a set of pretend coins. When prompted they will separate each coin into its group, group a
number of coins to be equivalent to a higher coin value, and state the value of the last number they counted. For
struggling students TTW provide paper categories that the students can sort them into. If they need further help,
include a picture of each coin next to the name. Students can choose to do the sort in groups or individually.
DIFFERENTIATION BY PROCESS
18. GRASPS: Shoppers have $3.00 in pennies, nickels, and dimes to skip count and spend at the local farmers market on
items of their choice. They must spend a minimum of $2.00. Shoppers must correctly count out and record how they
spend their money.
19. Farmers Market Reflection: Students will write a journal entry reflecting on the Farmers Market shopping activity.
They will reflect on how comfortable they were with skip counting as they shopped or what difficulties they
encountered. Students may also discuss how they felt about the amount of money spent and the items purchased.
20. Review for Test: Students will ask and answer questions related to coin values, unitizing, and skip counting. Teacher
will lead a group review on the unit to help students prepare for the test.
21. Test: Have the students color pennies, nickels, dimes and quarter different colors. For another section have the kids
draw how many pennies represent a nickel and how many nickels represent a quarter.
22. 3-2-1 Reflection: TSW write down three important things to remember, two questions they still have, and one thing
they enjoyed learning. TSW will do think-pair-share about their reflections. (Instruction for All Students, p. 114).
COOPERATIVE LEARNING

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic _____Counting Money________ Subject(s) _______Math__________ Grade(s) ___1st___ Designer(s) Audrey, Jessie, Jessica, and Rachel

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
1. Pre-Assessment 4. Content (Skip 6. Content (Pennies and 8. Content (Dimes and 10. Coin Bingo
2. Hook Counting) Nickels) Quarters) 11. Quiz
3. Introduction of Unit 5. Review 7. Learning Centers 9. Chart

6. 7. 8. . 10.
12. Introduction to 15. Content (Grouping 18. GRASPS 20. Review for Test 21. Test
GRASPS and Unitizing) 19. Farmers Market 22. 3-2-1 Reflection
13. Content (Ledgers) 16. Piggy Bank Learning Reflection
14. Class Ledger Learning Activity
Activity 17. Sort

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic _____Counting Money________ Subject(s) _______Math__________ Grade(s) ___1st___ Designer(s) Audrey, Jessie, Jessica, and Rachel

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)