BIM Format

Sierra Harrold

Exploring Pennies and Dimes

LESSON SUBJECT: Number Cents

LEARNERS GRADE LEVEL(s): Second Grade

PLANNED LESSON DURATION: One hour

LESSON TOPIC: Exploring Pennies and Dimes

RATIONALE: By having students practice using coins up to 60 cents, they will gain a better understanding into money and how it works. Knowing and understanding money is crucial for students to know in society, because that is how the United States functions. Students need to learn about cents and later dollar amounts so that they can, for instance, use a cash register at their first job.

CALIFORNIA ACADEMIC CONTENT STANDARDS:

Mathematics

Number Sense

5.0 Students model and solve problems by representing, adding, and subtracting amounts of money:

5.1 Solve problems using combinations of coins and bills.

5.2 Know and use the decimal notation and the dollar and cent symbols for money.

OBJECTIVES:

1. Students will be able to model pennies and dimes up to 60 cents.

2. Students will be able to identify words and symbols that represent cents.

3. Students will be able to recognize differences in pennies and dimes.

INSTRUCTIONAL STRATEGIES: Direct Instruction

UNIVERSAL ACCESS:

ADHD: I will allow my student with ADHD, along with the rest of the class to get up every 20 minutes and take a quick break. During this break students can choose to stretch, go to the bathroom, or get a drink of water. This way I will be giving my student a chance to move around, but they will not be put on the spot as the hyper kid.

Challenge-Gate Student: I will give my student that needs a challenge more than 60 cents worth of coins to work with in class. This student will also get nickels and quarters. I will provide an extra worksheet that will have different totals of money, and the student will have to determine how to combine the pennies, nickels, dimes and quarters to get the total needed. This will allow the student to participate in the same process as the rest of the class, but also have more of a challenge. If the student finishes early, they will have an extra worksheet to work on while the rest of the class finishes up.

ELL: The word wall of terms will be a great way to help the ELL student with how to write the terms correctly. I also will have the main terms like cents, pennies, and dimes written in their native language of Spanish. This will greatly help the ELL student because it will be a lot easier for them to identify the terms used in class and to be able to distinguish between pennies and dimes. Also, the words written in Spanish will allow the rest of the class to learn basic words in Spanish. These words are crucial to know if they ever travel to a Spanish speaking country like Mexico for example.

Introduction:

1. I will begin the lesson by asking my students about their previous knowledge they have regarding money. On the board I will ask them to raise their hands and I will call on them one at a time to give me words and terms that they are familiar with that have to do with money. (3 min.)

2. I will read the book Alexander Who Used to Be Rich Last Sunday to the class. I will then ask the students to work with a partner and model the amounts of money (using their two combined bags of money) Alexander spends on page 12 where he buys bubble gum.

(10 min.)

Activity Sequence:

3. I will hold up a penny and ask the students to find a penny in their bag of coins. I will ask them to describe the penny and to record their observations on their chart paper. I will model how to make a drawing of their pennies and dimes by holding a piece of paper over the coin and rubbing crayon over the top to show the size and structure of the coin. I will then ask them to rub crayon on paper over the tops of their coins. After they have completed this task, I will instruct the students to record the coins value in both words (1 cent) and using the () sign. They will do the same process for the dime. (10 min.)

4. I will then ask the students to tell me what similarities and differences that they notice between the coins. I will create a word wall that I will hang in front of the classroom that they can refer to whenever they need help.(5 min.)

5. I will pass out the Ten Frame activity sheet. I explain to the class that they will use the Ten Frame activity sheet to figure out how to exchange pennies and dimes. I give an example on the overhead by showing an example of putting 10 pennies into the Ten Frame (1 in each frame) and showing that I can exchange all 10 pennies for just one dime. I ask the class to find out how many dimes worth of pennies they have in their bag. I remind the students that they must include the number (ex: 5) and the unit (ex: cents, dimes) must be included to represent that amount of money. (10 min.)

6. I will then put the students into pairs. Each pair will get a number cube and a paper bag. I ask the students to put all of their coins from their plastic bags onto the piece of paper. Have both students roll the number cube, with one student determining the number of dimes to put in the paper bag, and one student determining the number of pennies to put in their paper bag. After they have both rolled and put the number of coins in the paper bag, I will ask them to record the amounts of money they have in the paper bag and to see if their prediction was correct or incorrect. I will ask the students to repeat the activity two more times. The students will record their results on the Paper Bag activity sheet. (10 min.)

Closure:

7. Once the students have completed the paper bag activity sheet, I will ask for volunteers to show the rest of the class the amounts of coins they modeled, and show it in coins on the overhead in front of the whole class. I will have the students write in their new journal entry for this unit on Number cents to write one amount of coins that they found and to draw the coins that represent that amount. (12 min.)

Assessment: I will informally assess my students throughout the whole lesson, by seeing if my students understand the distinguishing characteristics between a dime and a penny. Also, by having volunteers show the whole class the amount of money they used, I will be able to informally assess if they got the correct number of coins and if they understood the whole activity that we did in class. For the students that didnt volunteer, I will be able to informally assess the students as well by looking at their journal entries and their Ten Frame activity sheet. All three of these assessments will give me further insight into whether I need to go over the basic symbols and words for the lesson or if I need to go over some other aspect of the lesson. This will allow me to know if I can go onto our next lesson that includes estimation and also nickels included. I will formally assess my students by the Paper Bag Activity Sheet. If the students get 80% of their pennies and dimes correct of the numbered cubes in their Paper Bag then I will know that they have reached the learning objective which is to be able to model pennies and dimes up to 60 cents. The students predictions of the amount of dimes and pennies needed to equal the same amount as the numbered cube will reflect if they understand conceptually pennies and dimes through mathematical reasoning.

MATERIALS:

Plastic bags, each containing 24 pennies and 3 dimes Book: Alexander Who Used to Be Rich Last Sunday Paper and crayons Paper bags Ten Frame Activity Sheet Paper Bag Activity Sheet

REFERENCES:

http://illuminations.nctm.org/LessonDetail.aspx?ID=L130 Lesson prepared by Grace M. Burton

Elementary and Middle School Mathematics: Teaching Developmentally, Seventh Edition

by John A. Van de Walle; Karen S. Karp; Jennifer M. Bay-Williams

http://standards.nctm.org/document/chapter4/numb.htm