Stage 1: Identify Desired Results

Established Goals Unit 13: Counting Money: Lesson 7- Review

MathStandard: Work with time and money.
Benchmarks: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
symbols appropriately.
Principles used: 1, 3, 4, 5, 6, 7, and 8.
Enduring Understandings (Key
Understandings)
Students will understand that
-A dollar bill can be a coin or paper. Both
worth $1.00 or 100.
-A quarter looks a certain way and is worth
$0.25 or 25.
-A dime looks a certain way and is worth
$0.10 or 10.
-A nickel looks a certain way and is worth
$0.05 or 5.
-A penny looks a certain way and is worth
$0.01 or 1.
-Put coins in greatest to least order.
-Counting on.
-There are different ways to show amounts of
money.
-Counting on is the same as adding.
-Once we get to 100 it switches over to
$1.00
-What an organized list is and how they
work/why they are helpful.
-There are many ways to show the same total
amount

Essential Questions (Focus on Higher Level

Questions)
+What is the difference between the
-dollar coin?
-dollar bill?
-quarter?
-dime?
-nickel?
-penny?
+Why do they look the way they look?
+Why are they shaped the way they are shaped?
+Why do we have them?
+What is the difference between a dollar bill and a
dollar coin?
+Why do we put coins from greatest to least?
+Why are there different ways to make total amounts
of money? Like $1.00. How many ways can you
make $1.00?
+What is the difference between a dollar bill and a
dollar coin?
+What is the difference in $ and ?
+What is an organized list?
+Why do we have them?
+Why do we use them?
+What do we use them for?

Students will be able to (In your own words)

Know the difference between all of the coins and know what they are worth.
They will know how to count coins.
Put coins in greatest to least order and count on/add them together.
They will also be able to make the same total amount of coins in several different ways.
Know when/why we use $ and .
Know/understand organized lists and why we have/use them.
Know that there is more than one way to show the same total amount.

Stage 2: Determine Evidence for Assessing Learning

Performance Tasks: Performance Indicators:
Projects, Unit Tests, Academic Prompts etc..
At the end of the unit they will be taking a
test that tells me how much they know and if
they understood money. It will also tell me

Other Evidence: Formative Assessment

Asking what coins are what and how much
each is worth.
The worksheet is a formative assessment
since they have to do well in order for me to

Elaborating on Principle #6 being used in this lesson:

This was the last lesson before their unit test and I wanted to do as much testing for understanding as possible. I
wanted to go through the Essential Questions as much as possible and hit on the key words in the review so
that they will have no problem when it comes to the real test tomorrow. I made sure each student knew what
was going to be ahead of them when it comes to the unit test. I know it will be tough for some but I know they
will all do their personal best and do well. Checking for understanding in all areas of the review was my job so
that I can make sure I do the best job in teaching them what they need to know.