OBJECTIVES:
The Learner will:
• Identify a penny, nickel, dime, and quarter and its value with no more than 2 errors. (Knowledge)
ª Find the value of a set of coins to $1.00, using one denomination of coins. (N-2-E) (N-6-E) (M-1-E) (M-5-E) (Focus on pennies, nickels, and dimes)
• Demonstrate number sense and estimation skills, giving particular attention to common equivalent reference points (1)
• Apply a knowledge of basic math facts and arithmetic operations to real-life situations (2,4,5)
• Apply the concepts of length, area, weight, mass, time, money, and temperature to real-world experiences; (1,2,3,4,5)
• Demonstrate the connection of measurement to the other strands and to real-life situations. (2,4,5)
• Explore and identify imagery from a variety of sources and create visual representations; (2,3)
• Identify relationships among visual arts, other arts, and disciplines outside the arts; (1,4)
• Use elements and principles of design and basic art vocabulary for expressing responses to the work of others; (1,4,5)
TIME: 50 minutes
MATERIALS
Classroom standards
Appendices
PowerPoint
Real Coins – Pennies, Nickels, Dimes, and Quarters
Crayons
Coin Visuals
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will complete coin riddles with the students. The teacher will read riddle clues from riddle clues (Appendix A), and the students will be called on randomly to identify the coins.
ACTIVITY:
Teach/Model: The teacher will display visuals of coins on the board and write the value of each one under the coin as she explains them. The teacher will check the students’ understanding of the material from the previous day by spot-checking. The teacher will then model counting one denomination of coins to $1.00. The teacher will explain to the students that when counting nickels we must skip out by 5 because the value of a nickel is 5 cents. The teacher will also explain and model skip counting for dimes and quarters. The teacher will ask the students if they have any questions, the teacher will provide instructional feedback to the student. The teacher will ask the students to identify the coins and their value. The teacher will ask the students to raise their hand, and she will call on the students randomly to answer. The teacher will correct any off-task behaviors.
Guided Practice: . The teacher will introduce portrait to the students. The students will be told that a portrait is a visual representation of a particular person. The teacher will display an example of a portrait. The portrait will be discussed with the students. The students will be told that there are portraits on coins. Each coin has a portrait of a political leader on one side. The students will be told that the portrait of Abraham Lincoln can be found on pennies. Each student will be given a real penny, nickel, dime, quarter, and one sheet of paper. The students will be instructed to take out one crayon. Each student will be instructed to place one coin at a time under the sheet of paper to create a rubbing of the coins (heads and tails). The teacher will explain the idea of coins having texture to the students. After everyone is finished, the similarities and differences of the coins will be discussed (Comprehensive Curriculum Activity 2: Alike or Different) (Appendix B). The students will then be asked to identify the coins they made rubbings of by writing the name of the coin under the rubbing. The students will make a pattern using the coins. Each student will be given a sheet of paper (Appendix C). The students will create the pattern using specific colors and coins (Line 1 - dime, quarter, dime; Line 2 – quarter, dime, quarter; Line 3 – dime, quarter, dime). The students will be instructed to use warm colors for the color of the dimes and cool colors for the color of the quarters. As the students complete the activity, the teacher will monitor for accuracy and provide instructional feedback to students that are off task.
Independent Practice: Each student will be given a handout to complete (Appendix D) on identifying a penny, nickel, dime, and quarter and its value. The directions will be read aloud to the students. Early finishers can solve the “Challenging Problems” section of the worksheet. The students will be asked if they have any questions. After all questions are answered, the teacher will instruct the students to begin working on the handout. As the students complete the activity, the teacher will monitor them. After everyone is complete, the teacher will call on the students randomly to provide the answers to the problems. The teacher will provide feedback if the students are off-task.
Closure: The teacher will review coins, counting coins in one denomination and some art concepts through the use of a PowerPoint presentation (Appendix E). The students will be asked questions throughout the review. The teacher will ask the students why it is important to learn how to count money. The teacher will explain the importance of learning how to count money. Real life examples will be given. The teacher will provide positive appraisal for all students on how well they did throughout the lesson.
EVALUATION/ASSESSMENT:
Summative – The teacher will check the students’ answers for accuracy as they complete Activity 1b and 1c.
Formative – Objective 1 formatively assessed on a unit test after the completion of the unit.
ART CONTENT/CONCEPTS:
(VA-CE-E1) Explore and identify imagery from a variety of sources and create visual representations; (2,3)
(VA-CE-E6) Identify relationships among visual arts, other arts, and disciplines outside the arts; (1,4)
(VA-AP-E1) Use elements and principles of design and basic art vocabulary for expressing responses to the work of others; (1,4,5)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE 8: Find the value of a set of coins to $1.00, using one denomination of coins. (N-2-E) (N-6-E) (M-1-E) (M-5-E) (Focus on pennies, nickels, and dimes)
(N-2-E) Demonstrating number sense and estimation skills, giving particular attention to common equivalent reference points (1)
(N-6-E) Applying a knowledge of basic math facts and arithmetic operations to real-life situations (2,4,5)
(M-1-E) Applying the concepts of length, area, weight, mass, time, money, and temperature to real-world experiences; (1,2,3,4,5)
(M-5-E) Demonstrating the connection of measurement to the other strands and to real-life situations. (2,4,5)
(VA-CE-E1) Explore and identify imagery from a variety of sources and create visual representations; (2,3)
(VA-CE-E6) Identify relationships among visual arts, other arts, and disciplines outside the arts; (1,4)
(VA-AP-E1) Use elements and principles of design and basic art vocabulary for expressing responses to the work of others; (1,4,5)
MODIFICATIONS | ACCOMODATIONS:
Because of the variety of learning styles students have, the teacher will use a variety of instructional methods. For students that learn better by listening, the teacher will explain material orally. For visual learners, the teacher will use manipulatives and hands-on activities as well as a PowerPoint. To meet cultural differences, the teacher will call on students regardless of their cultural, religion, ethnic, and gender differences. Academically low students will be given addition time to complete activities and will be given encouragement to remain on task. High academic students will be given challenging problems as their early finishing activity. Throughout the lesson, all students are actively involved.
RESOURCES:
LA Mathematics Framework
Lafourche Parish Mathematics Curriculum Work Plan
Lafourche Parish School Board Comprehensive Curriculum
DOWNLOAD APPENDIX A
DOWNLOAD APPENDIX B
DOWNLOAD APPENDIX C
DOWNLOAD APPENDIX D
DOWNLOAD APPENDIX E
DOWNLOAD POWERPOINT
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