Brittany BrooksEDU 510Lesson Plan

Title of Lesson: Making a Dollar.

Length of Lesson: Two Math blocks about two 45 minute periods.

Concepts targeted in this lesson: Ways to make a dollar, coin recognition, adding and subtracting money, giving correct change.

Grade Level: 2-3 (for book and lesson)

1. Learning Objectivesa. Students will review values of coins (pennies, nickels, dimes)b. Students will practice adding coins to get correct values asked of them.c. Students will practice using coins to purchase items.d. Students will be able to make connections between different pieces of change and how they

can be used to make a dollar.e. Students will be able to practice effectively making a dollar out of the change they are

given.f. Students will be able to make a connection with real life in regards to the book and

Alexander getting a dollar from his Grandmother.

2. Assessmenta. What should students know before this lesson?

Basic knowledge of values of coin as well as a dollar. Students should already be able to identify coins as well as a dollar bill.

Students should be comfortable adding one and two digit numbers as well as the decomposition of one and two digit numbers.

b. Focus of assessment in this lesson Teacher will assess student’s fluency in adding coins together to form a dollar, after

story, activities and homeworks. Add and subtract coins while making a real life connection when making fake

purchases. c. Method of assessment in this lesson

Students will complete worksheets to practice adding and subtracting money. Discussion in small groups and numbered heads together will take place. Students will be paired in groups of four and work on completing a worksheet (attached) Students will be numbered one through four and out of these four they will be responsible for one question on the paper. After they complete the worksheet, we will come back whole group and the teacher will ask a random number to stand. Four children should be standing the teacher will then ask each student to go over with the class how they came up with their answer. Quiz will be given the next day about forming a dollar. (attached)

3. Target VocabularyDime, nickel, penny, dollar, tokens, change, returnable bottles vs. non returnable (can discuss deposit and how Alexander would have five more cents.)

Materialsa. Bookb. Math Journalsc. Worksheets

Classwork/homework (attached)d. Manipulatives (penny, nickel, dime, quarter, dollar)e. Access to computers for virtual manipulatives (www.nlvm.usu.edu webpage)

4. Lesson Process(a.) Introduction (Engage)

Teacher will connect the lesson to the previous days reading. Students will share what they wrote in their math journals after the reading yesterday and what concepts they thought the story highlighted.

(b.) Learning procedures relating to objectives How would the students be grouped:

Students will be grouped in pairs of two to work on a practice activity with manipulatives.

Description of the task: Students will split up into their groups of two (assigned by teacher) to

practice identifying coins and their values. To practice and build confidence with coin values students will work in

groups to complete worksheets. Different groups may have different worksheets (dependant on ability.) (attached)

Once they have mastered identifying coins and values students will practice making a dollar with coin manipulatives.

Product expected Students in groups of two will practice making a dollar and try to come up

with as many ways to make a dollar as they can think of together Students will take turns coming up with an idea about what change they will

use to get to one dollar, they will practice this with manipulatives.

o EX + + + + + +

+ + + + + =

These groups will write their ideas on a sheet of paper. After they write the idea they will have to add their coin values to make sure they add up to one dollar.

o EX- Two quarters, four dimes, one nickel, five pennies. 25+25+10+10+10+10+5+1+1+1+1+1= 100 OR $1.00

Students from groups of two will share their ideas with the entire class of how to make a dollar until we have covered a considerable amount of options as a class. (this will be noted in a chart in front of the room)

Dollars Quarters Dimes Nickels Pennies1 0 0 0 00 4 0 0 00 2 5 0 00 1 4 6 5

Differentiation of the task and/or product

Students with physical disabilities These children might find it easier to use virtual manipulatives to practice making a dollar as well as adding and subtracting money. Also, students will have an opportunity to display their knowledge in whatever way is best for them. A one on one meeting with the teacher for an accurate assessment of what they gained from the lesson. (task/product)

Students with learning disabilities Children will have an opportunity to display their knowledge in whatever way is best for them. A one on one meeting with the teacher for an accurate assessment of what they gained from the lesson. (product)

ESLThese students might need to review copy of text with an ESL teacher to make sure they understand the target vocabulary and have an understanding of our American currency and its values. English language learners might have a reference chart at their seats with them that will have the coin and its value. They can refer to this chart if they get stuck. Also, this chart will allow them to memorize our currency. .(task/product)

Standards targeted in the core

2. PS. 3 Act out or model with manipulatives activities involving mathematical content from literature and/or story telling

2. CN. 7 Recognize the presence of mathematics in their daily lives

2. M.6 Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20)

2. M. 8 Identify equivalent combinations to make one dollar

(c.) ConclusionTeacher will review different ways to make a dollar, allowing for student’s input to be shared. Also, students will share their purchase problems with the class and teacher will lead a discussion about this and ask open ended questions that might lead to a class discussion.

5. Extensions

Try to have students come up with variations of their previous purchases. Teacher could ask “were there any other ways you could have made that purpose?, Can you show me?” Also, students could practice giving change. Worksheets will be available for students who finish early or need more of a challenge. (attached)

6. References

Worksheets taken fromhttp://www.mathfactcafe.com/money/moneyworksheet.aspx?vid=1&t

http://www.dositey.com/worksheet/money/moneyc1p.htm

QUIZ on Making a Dollar

Name:_______________________

Date:________________________

1. Please write down two ways you can make a dollar using coins and one way you can make a dollar without using any coins. (Draw them as best you can and please remember to label your coins well)

2. If I had two Quarters, what else would I need to make a dollar?

3. If I had five dimes, what else would I need to make a dollar?

4. I have seventy-five cents in my hand, I have a quarter in my pocket but I want to save that for a piece of gum after school. I have a bunch more change in a sock in my backpack, could you help me find some change other than my quarter, to add to seventy-five cents to make a dollar? Please help me find two ways.

****BONUS****How much money did Alexander have at the end of the story?