Tool KitsOBJECTIVES To introduce the tool kits; and to find the

values of coin combinations.

4* "•L in«iii.ii*iia ^^•TV V ""•' "*T^ •

1 Teaching the LessonThe teacher distributes and discusses tool kits.

Children find the values of coin combinations.[Numeration; Measurement and Reference Frames]

(\ Math Journal 1, p. 2

a tool kit; Lost-and-Found Box

a 20 pennies, 5 nickels, 10 dimes, and 4 quarters

D overhead coins (optional)

See Advance Preparation

J* Ongoing Learning & Practice•BJ " ' ""

The teacher distributes and discusses the Pattern-BlockTemplate. [Geometry]

Children identify template shapes as well as make and colordesigns with the template. [Geometry]

D Pattern-Block Template

Options for Individualizing

Enrichment Children line up sequentially using their tool-kitnumbers. [Numeration]

Extra Practice Children count coins forward and backward.[Numeration]

D tool kit

D Minute Math®, p. 35

Additional InformationAdvance Preparation Put a Lost-and-Found Box in a prominent place in the room. Before distributing the tool kits in Part 1,assign a number to each child. Some teachers assign numbers in the thousands. If there is more than one section of secondgrade, each classroom might have a different thousands digit. Label the tool kits and their contents with correspondingnumbers, using a permanent, fine-point marker. Be prepared to distribute either real or play coins in case children did notbring enough from home.

Vocabulary • tool kit • Lost-and-Found Box • Pattern-Block Template

| Getting StartedMental Math and ReflexesDo "stop and start" counting. Have the class countby 10s from a multiple of 10 that you name; stop themftell them to continue but to count on by 5s; stop them;tell them to continue but to count on by Is.

22 Unit 1 Numbers and Routines

Math MessageHow much are these coins worth?

Teaching the Lesson

4-Math Message Follow-Up

WHOLE-CLASS ACTIVITY

Have children share strategies for solving the MathMessage problem. Children might share the following:

Strategy 1I put the coins in order by what they're worth andcounted up: 25, 50, 60, 70, 75 cents.

Strategy 2I traded each quarter for 2 dimes and 1 nickel. Then Ihad 6 dimes and 3 nickels. I know that 2 nickels equal1 dime, so I traded 2 nickels for 1 dime. Then I had7 dimes and 1 nickel. I counted the 7 dimes—10, 20, '30, 40, 50, 60, 70 cents—and counted 1 nickel to get75 cents. -/"•**"

Strategy 3 • •I know that two quarters are 50 cents. Then I countedup 10 for each dime—60, 70 cents. Finally I countedthe nickel to get 75 cents.

4Distributing Tool Kits

W H O L E - C L A S S D I S C U S S I O N

Ask questions such as the following:

• Who uses tools? Doctors? Plumbers? Who else?

• What tools do they use?

• What do they use their tools for?

• What tools belong in a tool box for mathematics?

Tell children that they will each have a tool kit to help intheir work with mathematics.

Distribute the tool kits. Point out that each tool kit has anumber written on the outside of it. Explain that thenumbers will help identify the owners of misplaced items.Show the Lost-and-Found Box and explain its purpose.Talk about the items now in the tool kits, identifying eachitem.

Call out the names of the children and have them saytheir tool-kit numbers. Be sure to keep a master list ofchildren's names along with their tool-kit numbers.

Adjusting the Activity If your childrendid not use First Grade EverydayMathematics, you may wish to havethem count this group of coins instead:(8) © (R) 40 cents

Other small items, such as a ruler, tape measure, dice,play bills, clock face, and calculator, will be added to the

tool kit as they are introduced.

NOTE: You might want to distribute tool kitsat random, or you might want to assignchildren their numbers (for example, inalphabetical order according to first names)ahead of time and then match children withtool-kit numbers. This matching providesopportunities for comparing the order of lettersin the alphabet with the order of numbers.

Lesson 1.2 23

4- Finding the Values of Coin Combinations

WHOLE-CLASS ACTIVITY flWMV

Have children show 2 quarters. Ask: How much money doyou have1? 50 cents Then have each child show 2 dimesand 2 nickels. Ask: How much money do you have now?30 cents Continue with simple combinations as needed.You might model these combinations on the overhead ifyou have overhead coins.

Ask children to show more complex coin combinations inrandom order of value; for example, 2 dimes, 1 quarter,2 pennies. Ask: How much money do you have? 47 centsHave children share strategies for solving this problem. Ifno one mentions it, have children line their coins up inorder of value from greatest to least and count as a class:25, 35, 45, 46, 47 cents.

+ More Oral Coin-Counting (Math Journal 1, p. 2)

INDEPENDENT ACTIVITY (j)

Have children turn to journal page 2. They may use theircoins to help them complete the page. Draw

on the board, and remind children that these symbolsstand for penny, nickel, dime, and quarter.

When most children have finished the problems on thejournal page, briefly review the answers.

Adjusting the Activity If children are having difficultycounting a group of coins, have them record the valueof each coin above the coin:

/04 10$

For the problems in which coins are displayed inrandom order, have children model the problems byplacing real coins in order of value.

I

24 Unit 1 Numbers and Routines

Ongoing Learning & Practice

4- Exploring the Pattern-Block Template

INDEPENDENT ACTIVITY (J)

Distribute the Pattern-Block Templates. Point toshapes on the Pattern-Block Template and ask children toname the shapes as you point to them.

Review how to use the Pattern-Block Template to drawshapes. Then let children play freely with their Pattern-Block Templates, creating and coloring their designs.

Options for Individualizing

ENRICHMENT Arranging Children in OrderUsing their Tool-Kit Numbers

WHOLE-CLASS ACTIVITY *£** 5-15min

Follow this procedure:

1. In their own small groups, have children stand in linefrom the lowest to the highest tool-kit numbers.

2. Ask the members from the group with the lowest tool-kit number to raise their hands. Have the group standin front of the room in order.

3. Determine the group with the next lowest number.Have the group with that number line up with the firstgroup, placing themselves in the correct order in thesequence.

4. Repeat the process until the entire class is in orderaccording to tool-kit numbers. Have children count offfrom the lowest to the highest number.

EXTRA PRACTICE Minute Math

SMALL-GROUP ACTIVITY MM 5-15 min

To offer children more experience with counting coins, seethe following page in Minute Math:

Counting: p. 35

hexagon

triangle -

Pattern-Block Template

Lesson 1.2 25