MATHEMATICS LESSON PLAN FOR 1st GRADE

Yeliz Tuna

Date: 04/09/2016
Teacher: Ms. Tuna
Lesson Topic Coin Counting
Subject: Math
Grade: 1
Description/Abstract of Lesson: The student needs to learn the value and
combination of values of money in order to successfully pay for their lunch in the
short term, and lead productive lives, in the long term.
Timeline of Lesson: 1 hour
TEKS Objectives: 111.3. Mathematics, Grade 1, Adopted 2012 (b) Knowledge and
skills. (1) Mathematical process standards. The student uses mathematical
processes to acquire and demonstrate mathematical understanding. The student is
expected to: (A) apply mathematics to problems arising in everyday life, society,
and the workplace; (B) use a problem-solving model that incorporates analyzing
given information, formulating a plan or strategy, determining a solution, justifying
the solution, and evaluating the problem-solving process and the reasonableness of
the solution; (C) select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental math, estimation,
and number sense as appropriate, to solve problems; (D) communicate
mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate
mathematical ideas; (F) analyze mathematical relationships to connect and
communicate mathematical ideas; and (G) display, explain, and justify
mathematical ideas and arguments using precise mathematical language in written
or oral communication.
Vocabulary: combination, sum, fewest
Lesson Goals and Objectives:
1. The students
dime.
2. The students
memory.
3. The students
pre-determined

should able to visually distinguish between a penny, nickel, and

should be able to recite the value of a penny, nickel, and dime from
should be able to manipulate the values of each coin to achieve a
monetary value.

Instructional Objective:

Upon successful completion of this lesson, students will be able to recognize coins
and their values. They will able to calculate the value of the group of coins and
organize them according to given value.
Materials Needed:
25 students
Large paper coins
A Piggy Bank
50 song papers
Student Coins
Store Advertisements
Blackboard
Chalk
Candy
Pack of Gum
Worksheets
25 Coin Necklaces
Preparing for Lesson Introduction:
Before The lesson, hand out the 25 Coin Necklaces to random members of the class
and song papers to all members of the class.
Content Outline
Anticipatory Set: (2-3 minutes)
1) Show a piggy Bank and ask, Who can tell me what this is/used for?
2) Raise you hand if you have a Piggy Bank?
3) Choose a child and ask how much money they have in the bank and how they
know that.
4) Today, I am going to teach you how you can count your money, and you know
what friends? It pretty easy, do you want to learn how?
Instructional Activity: (5 minutes)
1) Review monetary values by holding up the large coins and asking:
a) What is this?
b) How did you know that? (color, size)
c) How much is it worth?
d) Also review the signs for dollars and cents
The teacher will ask each student to take a sheet of paper and write how much each
coin is worth:
* 1 nickel = 5 pennies
* 1 dime = 10 pennies
* 1 quarter = 25 pennies
* 1 dime = 2 nickels

* 1 quarter = 5 nickels

Modeling: (10 minutes)

1) Ask for a student wearing the Penny Necklace to come to the front of class.
2) Ask the class How much is this penny worth?
3) Take out a pack of and tell the class it is worth 10 cents. Ask them, How many
pennies will I need to buy this pack of gum?
4) After someone answers, have the e rest of the pennies come up to the front pf
class.
5) Choose a student to check the answer by counting the students (i.e. 10 students
= 10 cents)
6) Write 10 pennies = 10 cents on the board
7) Have the Pennies sit down
8) Ask Does anyone know a quicker way of getting to ten cents and not using any
pennies? If a dime comes up go to # 13 and come back to #9.
9) Where is my nickel
10) Have the nickel come up and ask how much is this Nickel worth?
11) How many Nickels do I need to get 10 cents? Write answer on board under the
penny:
10 pennies = 10 cents
2 nickels = 10 cents
12) Ask the Nickels to sit down and ask, Does
anyone know a ANOTHER way to get 10 cents, without using pennies or nickels?
13) Ask Who is my Dime?
14) When the person comes up ask how much they are worth
15) Then ask, How many dimes do I need to buy my gum?
16) When the question is answered write
1 dime = 10 cents
underneath the penny and nickel statement
Assessment : (5 minutes)
1) Tell them you would like them to take out their coins carefully while you collect
the Coin Necklaces
2) Now, tell them to count out how much each product costs that you hold up on
their desk without talking while you go around and check it.
3) Before beginning tell them your secret
a) Show them the tens column
b) Anything starting in the tens column, start by count a that many dimes.
4) If there is a huge misunderstanding review worth of money and basic counting
money concepts.
Independent Practice: (5 minutes)
1) Have the students put their coins to the side
2) Have them complete their worksheets

Closure Final Assessment: (2-3 minutes)

1) Tell the students you have a special treat for them and it costs 57 cents.
2) They may only get the treat if they count out the correct amount of money
Assessment Evaluation: (Lesson effectiveness / evidence of student learning selfanalysis.)
Rubric: Students will be observed via a check list.
_____ Student will be able to exchange pennies, nickels and dimes for quarters.
_____ Student will be able to add or subtract simple math problems.
_____ Student will be able to show money using coins.
_____ Students will pass the written assessment given.
Differentiation:
Students have fewer coins and a different worksheet.
Students have a dollar bill in addition to the other coins.
Students play the One-Dollar Exchange Game.
Playing One-Dollar Exchange.
Materials:
1 dollar, 20 dimes, 20 pennies 1 Place-Value Mat per player 2 six-sided dice 1 sheet
of paper labeled Bank.
Players: 2
Skill: Coin and bill equivalencies
Object of the game: To make the exchange for a dollar.
Directions: 1. Place all of the money in the Bank. 2. Players take turns. When it is
your turn: * Roll the dice and find the total number of dots. * Take that number of
cents from the bank and place the coins on the Place-Value Mat. * If there are 10 or
more pennies in the Pennies column, exchange 10 pennies for 1 dime. * If there are
10 or more dimes in the Dime column, exchange 10 dimes for 1 dollar. 3. The
winner is the first player to make the exchange for a dollar.
Read: Alexander, Who Used to Be Rich Last Sunday by Judith Viorst and ask
following questions:
Predict:

What do you think this story is going to be about?

What does it mean to be rich?
How much is rich?
What do you think happened last Sunday?
Why do you think he is reading this book?

(How to be Very Rich) What do you think Alexanders going to do with his
money?
How much is two dollars and three quarters and one dime and seven
nickels and eighteen pennies? $3.38 Why isnt it fair his brother Anthony has
this money?
How much does Nick have? one dollar and two quarters and five dimes
and five nickels and thirteen pennies. $2.38
What is the difference between Anthony and Nicks money? $1.00 Again, he
says it isnt fair. Why do you think he says this? What isnt fair?
How do you think he gets the bus tokens? What will he do with these bus
tokens? (Where do you think he is in the line of siblings? - youngest) Do you
think this makes a difference in this story? Why or why not? What does this
mean?
And even when Im very rich, I know that pretty soon what Ill have is bus
tokens. Do you know what a lox is? How much money did Grandma Betty
and Grandpa Louie give the 3 boys? ($1.00 each = $3.00 total) Why do you
think Mom says it isnt nice to say that we like money? If Alexander had
buried the dollar in the garden do you think a dollar three would grow? Why
do you think his brother told him to do this? Why is saving money hard?
What is a walkie-talkie? Why do you think his friend David wouldnt buy the
gum that was in his mouth for a nickel? Does your Mom make you pay if you
bet her money? Why do you think he thought his Mom wasnt going to make
him pay?
What does he mean? Good-bye another fifteen cents? If his father fined him
five cents for each word he said that wasnt nice, how many words did he say
since he had to pay his father a dime? What do you think his father does with
the money he collects for fines?
Why does he keep repeating Last Sunday, when I used to be rich? Look at
this picture. Why do you think that all the money he spends or loses have
wings on it?
What do you think he is going to do with a half-melted candle, a bear with
one eye and a deck of cards that was perfect except for no seven of clubs
and no two of diamonds?
Why do you think he told his grandma and grandpa to come back?