Counting Coins

Rationale: The purpose of this lesson

is for the student to learn how to
identify coins by their name as well as
monetary value, add coins to make
certain amounts, and order amounts
from least to greatest.

Materials/Equipment:

-A sheet of blank paper

-A bag of plastic coins (pennies, nickels,
dimes and quarters)
-A black marker
-A pencil
-Projector/camera

TEKS Achieved:
(1.1) Number, operation, and quantitative
reasoning. The student uses whole numbers to
describe and
compare quantities. The student is expected
to:
(A) compare and order whole numbers up to
99 (less than, greater than, or equal to) using
sets of concrete objects and pictorial models;
(C) identify individual coins by name and value
and describe relationships among them; and
(D) read and write numbers to 99 to describe
sets of concrete objects.

Blooms Taxonomy:
Knowledge
Comprehension
Synthesis
Application

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic

Visual/Spatial
Logical/Math

Classroom Strategies:
Cooperative Groups
Independent Activities
Charts/Graphs/Maps
Problem Solving
Peer tutoring

Hands-On
Simulation
Lecture
Whole-group
Pairing

Curriculum Integration:
Math
Reading
Writing

Submitted by: Megan Bush

EDUC 1301__
Assignment # _2_ for Grade Level(s) __1___

Objectives:

TSW identify the value of coins by their name and face.

TSW sort coins least to greatest.
TSW add coins together to reach certain monetary amounts. (How
many nickels will it take to make $1.00)
TSW know that one cent, 1, $0.01 are all equivalent values.

Lesson Plan:
Introduction (Anticipatory Set/Motivation):
1. Set out the bags of plastic coins and a sheet of paper on each
students desk. Seeing a bag of coins on their desk will spark enough
curiosity to get them to start asking questions and allow the teacher to
introduce the lesson.
Process:
1. Begin by explaining that the students will be counting coins and adding
their value to make up to $1.00.
2. Go over each coin and what their face value is and show some
examples under the projector camera of what 4 pennies plus 6 pennies
would equal, and so on.
3. Explain the equivalence of one cent, 1 and $0.01, and ask the
students to use at least one of each when filling out their chart.
4. Show the students how to fold, divide and label the paper with their
black marker from their pencil box.
5. Explain that the students will be using previously learned methods of
counting (skip counting by 5, 10 and now also 25) in order to correctly
count the coins.
6. Ask them to create as many addition problems as they can in each
box using previously learned methods of counting and solving addition
equations.

Accommodations:

1. This activity can be manipulated to be done in pairs, groups or as

independent work. If done in groups the teacher can group her special
needs students together and work on the activity with them, step by
step. Advanced students can be given higher dollar amounts to add up to
or even ask them to attempt subtraction equations using the coins.

Assessment/Evaluation:

1. In order to assess the progress of each student with this assignment,

the teacher will need to collect all of the charts once everyone has
completed them. Students who arent grasping the concepts may need
to be assigned to attend additional tutoring sessions or sent home with
more activities to help continue learning outside of school.