MATHEMATICS LESSON PLAN FOR 1st GRADE

Yeliz Tuna

Date: 04/09/2016
Teacher: Ms. Tuna
Lesson Topic Coin Counting
Subject: Math
Grade: 1
Description/Abstract of Lesson: The student needs to learn the value and combination of values of
money in order to successfully pay for their lunch in the short term, and lead productive lives, in the
long term.
Timeline of Lesson: 1 hour
TEKS Objectives: 111.3. Mathematics, Grade 1, Adopted 2012 (b) Knowledge and skills. (1) Mathematical
process standards. The student uses mathematical processes to acquire and demonstrate mathematical
understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life,
society, and the workplace; (B) use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating
the problem-solving process and the reasonableness of the solution; (C) select tools, including real
objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve problems; (D) communicate mathematical
ideas, reasoning, and their implications using multiple representations, including symbols, diagrams,
graphs, and language as appropriate; (E) create and use representations to organize, record, and
communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate
mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Vocabulary: combination, sum, fewest
Lesson Goals and Objectives:
1. The students should able to visually distinguish between a penny, nickel, and dime.
2. The students should be able to recite the value of a penny, nickel, and dime from memory.
3. The students should be able to manipulate the values of each coin to achieve a pre-determined
monetary value.
Materials Needed:
25 students
Large paper coins
A Piggy Bank
50 song papers
Student Coins
Store Advertisements

Blackboard
Chalk
Candy
Pack of Gum
Worksheets
25 Coin Necklaces
Preparing for Lesson Introduction:
Before The lesson, hand out the 25 Coin Necklaces to random members of the class and song papers to
all members of the class.
Content Outline
Anticipatory Set: (2-3 minutes)
1) Show a piggy Bank and ask, Who can tell me what this is/used for?
2) Raise you hand if you have a Piggy Bank?
3) Choose a child and ask how much money they have in the bank and how they know that.
4) Today, I am going to teach you how you can count your money, and you know what friends? It pretty
easy, do you want to learn how?
Instructional Activity: (5 minutes)
1) Review monetary values by holding up the large coins and asking:
a) What is this?
b) How did you know that? (color, size)
c) How much is it worth?
d) Also review the signs for dollars and cents
The teacher will ask each student to take a sheet of paper and write how much each coin is worth:
* 1 nickel = 5 pennies
* 1 dime = 10 pennies
* 1 quarter = 25 pennies
* 1 dime = 2 nickels
* 1 quarter = 5 nickels

Modeling: (10 minutes)

1) Ask for a student wearing the Penny Necklace to come to the front of class.
2) Ask the class How much is this penny worth?
3) Take out a pack of and tell the class it is worth 10 cents. Ask them, How many pennies will I need to
buy this pack of gum?
4) After someone answers, have the e rest of the pennies come up to the front pf class.
5) Choose a student to check the answer by counting the students (i.e. 10 students = 10 cents)
6) Write 10 pennies = 10 cents on the board

7) Have the Pennies sit down

8) Ask Does anyone know a quicker way of getting to ten cents and not using any pennies? If a dime
comes up go to # 13 and come back to #9.
9) Where is my nickel
10) Have the nickel come up and ask how much is this Nickel worth?
11) How many Nickels do I need to get 10 cents? Write answer on board under the penny:
10 pennies = 10 cents
2 nickels = 10 cents
12) Ask the Nickels to sit down and ask, Does
anyone know a ANOTHER way to get 10 cents, without using pennies or nickels?
13) Ask Who is my Dime?
14) When the person comes up ask how much they are worth
15) Then ask, How many dimes do I need to buy my gum?
16) When the question is answered write
1 dime = 10 cents
underneath the penny and nickel statement
Assessment : (5 minutes)
1) Tell them you would like them to take out their coins carefully while you collect the Coin Necklaces
2) Now, tell them to count out how much each product costs that you hold up on their desk without
talking while you go around and check it.
3) Before beginning tell them your secret
a) Show them the tens column
b) Anything starting in the tens column, start by count a that many dimes.
4) If there is a huge misunderstanding review worth of money and basic counting money concepts.
Independent Practice: (5 minutes)
1) Have the students put their coins to the side
2) Have them complete their worksheets
Closure Final Assessment: (2-3 minutes)
1) Tell the students you have a special treat for them and it costs 57 cents.
2) They may only get the treat if they count out the correct amount of money
Assessment Evaluation: (Lesson effectiveness / evidence of student learning self-analysis.)
Rubric: Students will be observed via a check list.
_____ Student will be able to exchange pennies, nickels and dimes for quarters.
_____ Student will be able to add or subtract simple math problems.
_____ Student will be able to show money using coins.
_____ Students will pass the written assessment given.
Differentiation:
Students have fewer coins and a different worksheet.

 Students have a dollar bill in addition to the other coins.

Students play the One-Dollar Exchange Game.
Playing One-Dollar Exchange.
Materials:
1 dollar, 20 dimes, 20 pennies 1 Place-Value Mat per player 2 six-sided dice 1 sheet of paper labeled
Bank.
Players: 2
Skill: Coin and bill equivalencies
Object of the game: To make the exchange for a dollar.
Directions: 1. Place all of the money in the Bank. 2. Players take turns. When it is your turn: * Roll the
dice and find the total number of dots. * Take that number of cents from the bank and place the coins
on the Place-Value Mat. * If there are 10 or more pennies in the Pennies column, exchange 10 pennies
for 1 dime. * If there are 10 or more dimes in the Dime column, exchange 10 dimes for 1 dollar. 3. The
winner is the first player to make the exchange for a dollar.
Read: Alexander, Who Used to Be Rich Last Sunday by Judith Viorst and ask following questions:
Predict:

What do you think this story is going to be about?

What does it mean to be rich?
How much is rich?
What do you think happened last Sunday?
Why do you think he is reading this book?
(How to be Very Rich) What do you think Alexanders going to do with his money?
How much is two dollars and three quarters and one dime and seven nickels and eighteen
pennies? $3.38 Why isnt it fair his brother Anthony has this money?
How much does Nick have? one dollar and two quarters and five dimes and five nickels and
thirteen pennies. $2.38
What is the difference between Anthony and Nicks money? $1.00 Again, he says it isnt fair.
Why do you think he says this? What isnt fair?
How do you think he gets the bus tokens? What will he do with these bus tokens? (Where do
you think he is in the line of siblings? - youngest) Do you think this makes a difference in this
story? Why or why not? What does this mean?
And even when Im very rich, I know that pretty soon what Ill have is bus tokens. Do you
know what a lox is? How much money did Grandma Betty and Grandpa Louie give the 3 boys?
($1.00 each = $3.00 total) Why do you think Mom says it isnt nice to say that we like money? If
Alexander had buried the dollar in the garden do you think a dollar three would grow? Why do
you think his brother told him to do this? Why is saving money hard?

What is a walkie-talkie? Why do you think his friend David wouldnt buy the gum that was in his
mouth for a nickel? Does your Mom make you pay if you bet her money? Why do you think he
thought his Mom wasnt going to make him pay?
What does he mean? Good-bye another fifteen cents? If his father fined him five cents for
each word he said that wasnt nice, how many words did he say since he had to pay his father a
dime? What do you think his father does with the money he collects for fines?
Why does he keep repeating Last Sunday, when I used to be rich? Look at this picture. Why do
you think that all the money he spends or loses have wings on it?
What do you think he is going to do with a half-melted candle, a bear with one eye and a deck of
cards that was perfect except for no seven of clubs and no two of diamonds?
Why do you think he told his grandma and grandpa to come back?