RATIONAL: Students will review the different ways to make up a whole dollar This lesson is important so students can

an understand the concept of money, and to practice making up 100 several different ways 2.OA.1- Use addition and subtraction within 100 2.NBT.2- Skip count by 5s, 10s and 100 2.NBT.5- Fluently add and subtract within 100 using strategies based on place value OBJECTIVE Students will be able to make up one whole dollar several different ways using the penny, nickel, dime and quarter I expect students to be able to identify the penny, nickel, dime and quarter and their individual values, and I expect them to be able to understand that one dollar is equal to the value of 100 Students will also be able to count to 100 using different coin values LESSON PROGRESSION Students will first be called to the rug by their birthdays and are expected to sit quietly Introduce the lesson by showing the students a penny, nickel, dime and quarter and have them pass around each coin as a review As a review, pull up on smart board an enlarged picture of each coin and ask students to call out characteristics of each coin and their values Students will be presented a velcro board with enlarged coin pictures attached to the board First, ask the students to independently come up with a way to make 50 cents, 75 cents and 80 cents for a warm up To start the lesson, call on a student to come up to the velcro board and make 50 cents one way and show the class Go over the dollar and its specific characteristics Explain to students that in order to make a dollar, one must add coins to make a value of 100 Split students into groups of two or three based on ability level Present each group their own velcro board and have them come up with five different ways to make 100, or one dollar with the coins provided When students come up with an answer on their velcro board, they will raise their hands and have me come check it If students provide the correct answer, then they will receive one fake dollar as a prize (At the end of the school year the person with the most fake money will be given a prize, students have opportunities to win money all through out the school year) Once students are done coming up with five ways to make one dollar, they will go back to their seats and work on a worksheet provided

OTHER CONSIDERATIONS Materials needed for this lesson are a smart board for demonstration purposes, real money to pass around to the students for visual purposes, a velcro board, fake money for the activity, and the worksheet provided During the lesson, I will walk around and ask students if they are understanding what I am asking of them When they come up with a final answer, I will ask them exactly how they got that answer and why. For example, I will want them to tell me, We got this answer because 5 nickels is 25 cents, and 3 quarters is 75 cents, so 75+25=100. When planning this lesson, I am breaking up students in groups with similar abilities so that one student is not coming up with the answer, and that they are both working together I will provide pencils and paper for the students if they need to add on paper instead of in their heads Students will work wherever they choose in the classroom to be as comfortable as possible I expect students to feel challenged because there are several different answers to get up to 100, I also expect them to be motivated by the prize money I will be handing out When students are done making their velcro board, they will hang it up in the front of the class for everyone to see DIFFERENTIATION Students will be differentiated in groups of two or three based on ability level Students are using visuals and doing a hands on activity so students who learn visually can benefit If a certain amount of students are having a hard time, I will pull them aside in a group and review ASSESSMENT Students will be assessed by coming up with the correct answer on their velcro board I will observe to see if students can make 100 or one dollar five different ways, and I will see how many times it takes them to come up with a the correct answer I will also assess them on a worksheet which includes several different ways to make 100 I will also see how long it takes the students to understand the concept of making 100

 I will see if students are working cooperatively together as a team and coming up with multiple answers