Lesson Title/Topic:Counting Coins!

Target Concept:Determining the value of all coins up to one dollar.

Standards/Rationale:Second grade, Math, 111.4 b.5.a :The student is expected to
determine the value of a collection of coins up to one dollar.
Lesson Objectives:TLW choose three
items in a mock store with a total value of
$1 or less and two out of three items
correctly paid for with plastic coins.

Assessment: Selecting 3 items.

Materials:Fake coins, pictures of products with prices,pictures/cutouts of coins, whiteboards and

markers.
The teacher will:
The student will:
Focus/Mental Set:Begin with a KWL
chart asking students what they know about
coins. On the board, write K, W and
L making three columns. K is what the
students know based on previous
knowledge, W stands for what they
would like to know and L is what they
learned (which will be reviewed at the end
of the lesson). Under the K column, ask
the students the following questions and
write their responses on the board.
Questions for the K column:
Do you have an allowance or piggy
bank?
What is in there?
What do you use coins for?
What do they look like?
Do you know how much they are
worth?
Questions for the W column:
Ask the students what they would
like to know about coins.
State that the students will have an
opportunity to shopat the end of class.

Answer the given questions asked by the

teacher and share their own experience and
knowledge that they have about coins.

Ask questions and provide comments for

the KWL chart.

Teacher Input:
Show the large visual images of each coin:
a quarter, dime, nickel and penny. There
will be two images for each coin showing
the front and the back of the coin. Tape
each coin (front and back next to each
other) on the board for the entire class to
see. Then pass outone of each coin to each
student.
Begin by stating that there are four coins
which can be used interchangeably (or
together) to equal various amounts when
purchasing items such as books, food, toys,
movie tickets, etc.

Look at the coins.

Observe as the teacher demonstrates and

reviews the coins which have been handed
out.

Review the front and back of each of the

following coins with the students. Begin by
asking the students what they observe or
know about each coin.
If they miss any of the following points, be
sure to verbalize the items missing for each
coin.

Work with a table group to create a circle

organizer in their journal with the given
coin in the middle and bubbles outside of it
stating the value, color, symbols on them,
and how many of them equal a dollar.

The Quarter:
Validate the following aspects of the coins
- The value is 25 cents.
Share together as a class, ensuring that the
- Silver in color.
aspects listed on the teacher input section
- Largest coin of all four coins.
are correct for all students organizers.
- Four quarters equals one dollar.
- Giant head on the front, a picture on
the back.
Under the picture of the quarter, write the
value on the board: $0.25.
The Dime:
Validate the following aspects of the coins
- The value is 10 cents.
- Silver in color.
- Thinnest and smallest silver coin.
- Ten dimes equal one dollar.
- Mans face on the front and a torch
and plant branches on the back.
Under the picture of the dime, write the
value on the board: $0.10.

The Nickel:
Validate the following aspects of the coins
- The value is 5 cents.
- Silver in color.
- It is the middle silver sized coin.
- Twenty nickels equal one dollar.
- Mans face on the front and a
picture of a building (Monticello)
on the back.
Under the picture of the nickel, write the
value on the board: $0.05.
The Penny:
Validate the following aspects of the coins
- The value is worth 1 cent.
- Copper (brown) in color.
- One hundred pennies equal one
dollar.
- Abraham Lincoln is on the front
with the Lincoln Memorial on the
back.
Under the picture of the penny, write the
value on the board: $0.01.
The Fifty Cent Piece:
The teacher will state the following:
- The value is worth $.50.
- This is the largest coin.
- Rarely used in circulation.
Under the picture of the half dollar piece,
write the value on the board: $0.50.
Show representations of which coins make
up the value of another using premade
cards on the board. Prior to giving
examples of what other coins make up the
value of the first coin, ask the students if
they can provide examples such as:
I have two quarters. What other coins
make up the same value?
First being with a few examples of
multiples of each coin:
- Two quarters is fifty cents.

Observe the first couple of examples then

partake by answering the questions and
providing various combinations.

Seven dimes is seventy cents.

Eight nickels is forty cents.
Sixty pennies is sixty cents.

On the board, display the following with

the first coin on the left and the second
coins listed on the right.
- (L): one quarter (R): five nickels
- (L): one quarter (R): two dimes and
one nickel
- (L): one dime (R): two nickels
- (L): one nickel (R): five pennies
- (L): two quarters (R): three dimes,
two nickels, ten pennies.
During this practice, the teacher will check
for understanding by monitoring and
adjusting appropriately.
Guided Practice:
Display a sample of coins valued at less
than a dollar projected on the screen for
students to consider and write the value of
the coins on their whiteboard. Examples:
- 3 quarters, 2 nickels, and 1 penny
- 1 50cent piece, 3 dimes, 8 pennies
- 8 dimes, 6 nickels, 12 pennies
- 15 nickels, 4 pennies
- 1 quarter, 6 dimes, 32 pennies
etc

Write on white boards the total value of the

coins that are represented on the overhead.
Answer by stating the value of each of the
coins represented and state the addition
required to get to the total amount of the
collection of coins. Answer questions based
off coins.

Ask students the amount they see

represented and have them walk through
how to get to the total value by counting
each coin aloud after students have had
time to write their answers on their
individual board and raise them for the
teacher to see.

With a partner, work with fake coins to

create a collection which equates to various
amounts which are displayed on the board.
Share ideas of how they have made the
amount in various ways and share these
ways with the class. Consider how many
coins or how few coins can be used to
make a given amount.

What would this amount be if I added

another coin?
What would this amount be if I took away
one of the coins?
What would this amount be if I had double
this amount of coins?
Could I replace just one of these coins and

replace it with other coins to have the same

amount? Which coins would I need?
The teacher will display a written value of
a dollar or less on a board and students can
select the appropriate coins to show value
of that amount with fake coins. Examples
given will be written on the board in the
correct format both with the cent symbol as
well as the decimal symbol so students will
have experience seeing both formats. The
teacher will ensure that amounts vary from
easy examples such as $0.25 to ones that
require more coins such as $0.84. To
encourage thinking of the various ways to
make these amounts, the teacher will
explore students understanding by asking:
Are there other ways to make that amount
with the coins you have?
How many ways can you think of to make
that amount?
What is a way to make this amount with
the most possible coins?
Independent Practice:Set up a mock store
with various objects and corresponding
prices. These objects will be printed and
laminated with a picture of the object along
with the cost, there will be multiples of
each item.
The items will be:
5- Banana $0.20
5- Balls $0.50
5- Pencils $0.25
5- Erasers $1.09
5- Apple $0.35
5- Popsicles $0.55
5- Loaf of bread $1.37
5- Ice cream cone $0.32
5- Egg $0.17
5- Stickers $0.23
5- Lemonade $0.58
5-Cookie $0.05
5- Cupcake $0.21
5-Milk $0.33
5-Markers $0.56

Individually go into the mock store and

choose three items that have a value of
$1.00 or less. Once the three items have
been selected students will return to their
seats and begin corresponding the value to
each product.
Bring this amount of coins to the teacher
for verification of the amount they have
made.

5-Fruit snacks $0.46

The teacher must also provide each table of
students with $10.00 worth of coins (there
are four tables of students). There will be
$10.00 in coins (coins will be $2.00 worth
of quarters, $4.00 worth of dimes, $3.00
worth of nickels, and $1.00 in pennies) on
each of the four tables.
The students will walk through the store
one table group at a time and pick out three
items that are each less than $1. They will
take their three items and sit down at their
desks. On their desks there will be the
$10.00 worth of coins. The students will
then use the coins to show the value of
each product. Have the students place each
value on top of the corresponding picture.
Once the student has completed all of the
three items he/she will raise their hand to
be checked. If they have corresponded the
values correctly they will return their coins
and stack their items on their desk, if they
have not corresponded the values correctly
the teacher will mentally assess and guide
students to the correct value.
Closure:The teacher will go back to the
L in the KWL chart and ask each student
what they learned. The teacher will write
the students responses on the board. The
teacher will ask if the students have any
additional questions.

Each student will each verbalize or

demonstrate something that they learned in
the lesson.

Begin by asking the students: Why do you

think its important to identify and count
coins?
Options:
Enrichment:

Reteach: