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Let’s Make a Coin CollectionLesson 1Topic: Math- moneySOL: 3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.Objective: Students will be able to identify names and values of U.S. coins and bills up to $5.Materials: Smartboard and presentationOverhead projector & transparenciesOverhead coins & billsBulletin board- What does it cost to be ready for math class?23 copies of coin recognition and value worksheet23 copies of counting coins worksheetPersonal chalkboard/white boards & markers/chalkPencilsProcedure:This lesson will take place at the beginning of the week and the unit. A warm up will take place in which students will solve problems posted on an overhead transparency to review fractions (3 questions), probability (3 questions), and addition/subtraction (4 problems). Fractions and probability are the past two units that students have learned, and addition/subtraction is a review that will be beneficial for adding and subtracting money. This warm up should take between 5 and 10 minutes. Students will leave their boards and chalk/markers on their desks during the next portion of the lesson.A transition will take place after the warm up is complete and students should move to the area in front of the Smartboard to begin the unit on money. This Smartboard presentation is a review of the names of coins along with their values. Students have learned the name and value of coins and bills up to $2, this lesson will include values up to $5. While at the Smartboard, students will review the names of coins, their values, and individuals who are on the coins. Discussion of how students can tell the differences amongst coins will take place to ensure that all students are able to recognize the differences in coins. Upon completion of the Smartboard presentation, students shall return to their seats. The teacher will set up the overhead materials while the students prepare their boards to respond to questions. Explain directions to students: On the overhead will be different coins or bills. The students should look at the overhead and determine which coin is present and write the name and value of the coin or bill displayed. Practice shall continue with displaying a few different coins and having students respond on their boards. Once students have appeared to sufficiently grasp the concept, place multiple coins on to the overhead and ask students to add the two values together (ex. 1 quarter & 1 dime = 35cents). Practice 5 different combinations before passing out a worksheet for students to complete. Combinations should include: 1 dime, 1 nickel, and 3 pennies; 2 quarters and 1 penny; I half dollar, 1 quarter; 5 pennies & 1 nickel; 1 dollar,1 quarter, & 1 penny. Following practice of the coin combinations, students shall clean off their boards and return them to the inside of their desks and take out a pencil. Pass out one coin value and recognition worksheet to each students, and instruct students to write their name and short hand the date at the top before beginning. When finished, students should place their papers in the math tray and read a book quietly until it is time to leave for encore. The evening’s homework will be the counting coins worksheet and will be reviewed at the beginning of the next day’s math session.Assessment: The teacher will monitor student understanding throughout the lesson. When it appears that there is misunderstanding or confusion, the teacher will rephrase a question or explanation in order to reach all students and clarify difficulties. The coin value and recognition worksheet will be graded following student completion.Differentiation: This lesson has various instructional components including auditory and visual aids that shall reach out to the various types of learners within the classroom. Technology is utilized in order to keep with current trends in education and students are provided with ample opportunities to practice today’s skill. For students that have difficult grasping the concept, the teacher shall monitor their individual work and review concepts as needed. Remediation may take place following teacher evaluation of the day’s assessment.Counting on and Counting up to $5Lesson 2Topic: Math-MoneySOL: 3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.Objective: Students will be able to count on to find the total value for a set of coins and bills.Materials:White board/chalk board and marker/chalkOverhead projector/transparencyPrevious night’s homework23 copies of Counting Money (houses) worksheet23 copies off Finding Values with Dollars worksheet12 envelopes containing various coins and dollars totaling less than $5Worksheet with chart to organize totals foundProcedure:This lesson will begin with a review of the previous night’s homework- coin counting worksheet. Teacher will use overhead to place amounts on the Smartboard that equal those on the worksheet. Students will share their answers and teacher shall use the overhead pieces to demonstrate the answer. The teacher shall also prompt students to use names and values of the coins to further ensure understanding of the previous day’s lesson. After homework is reviewed, students will complete a warm up lasting 5-10 minutes. Teacher will collect homework while students work on their warm up using their chalkboard or whiteboards. Discuss problems after students have had an opportunity to work them out. After warm up, the class will discuss how coins are different from one another and then order these from greatest to least. This will then lead into the next portion of the lesson.Using the bulletin board, the teacher will introduce today’s lesson. On the board there are 5 different materials needed for school with various prices attached. There are also images of coins present with each price. The teacher will demonstrate how coins are counted on starting with the largest value until all coins have been used. Reminding students how they had just ordered coins from greatest to least, they will count the sample amounts together as a class. The teacher will then place a couple of examples on the overhead to complete as a class and then a few to complete on their own. Once students have had a chance to practice a couple of problems, the teacher will pass out the 12 envelopes that contain various coins and dollars totaling less than $5. The teacher will choose 1 student to pass out worksheets to each student. After all students have received the materials, the teacher will provide instructions to the students. Each pair should work together to determine the value of the coins and bills within their particular envelope. After finding the value of the envelope, the students should be sure to place all coins and bills back into the envelope and write their value down in the corresponding box on their chart. Students should be sure they are counting on starting with the greatest valued piece within their envelope and finishing with the coin of least value. Once students have completed the envelope, the teacher will direct students to pass the envelope to the pair seated next to them. This will continue on until all pairs have received and found the value of all 12 envelopes. This portion of the lesson should not exceed 30 minutes. After each partnership has worked through all 12 envelopes, the class will discuss the amounts in each envelope prior to turning in the worksheets and receiving today’s assessment sheet (Counting Money- Houses). Assessment:The in class assessment will be the counting money- houses worksheet which students will work independently on. Students will work with a partner throughout the class period to practice counting on to find the total value of a set of coins and bills within their envelope. The teacher will monitor understanding throughout this lesson by walking around the room and observing student work.Further practice will be given in the form of homework for the evening- Finding values with dollars.Differentiation: All students are being included within this lesson in that they are able to work hands on with materials, utilize a peer-partner to clarify misunderstandings, and are given ample opportunities to work on the skills being focused upon throughout the lesson.Coins, Coins, so many CombinationsLesson 3Topic: Math-moneySOL: 3.8 the student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.Objective: Students will be able to create different combinations of coins and/or bills to add to a given value.Materials:Bulletin board23 copies of Monkey business worksheet23 copies of Floating Fortunes worksheetOverhead projector/transparenciesOverhead money piecesChalkboard/white board and marker/chalkProcedure:This lesson will begin with reviewing the previous night’s homework (finding value with dollars). After reviewing the homework, students will take out their chalkboards/white boards and complete the day’s warm up that is posted on the overhead. The warm up should take approximately 5-10 minutes. Following completion of the warm up, students shall direct their attention to the money bulletin board. This board has been viewed during the previous day’s lesson and is being revisited during today’s lesson with a different skill being focused on. The teacher shall inform students that today they will be working on creating different combinations of coins and/or bills to add up to a given value. The teacher shall point out the coins used to create $0.50 on the board. There are two different materials posted that are valued at $0.50. The teacher shall ask the students to share differences they notice in the way the totals were made (different coins used) and what can they learn from this example (you can use different coins to equal the same amount). Using the overhead bills and coins, set up various amounts at the top and have students write a total on their boards. Students should then draw the coins/bills he or she could use to create another combination that is equivalent to the amount on the overhead. ( Ex: $0.85= 3 quarters and 1 dime or 5 dimes, 1 quarter, 2 nickels). The teacher should walk around and monitor student understanding as they draw out the possible combinations. To assess student understanding, the teacher shall make sure that students are counting on to the coin with the greatest value and not beginning with some random coin. After about 10 problems, students will receive a copy of the ‘Monkey Business” worksheet to complete in class. While the worksheet is being passed out, students should put away their boards and markers/chalk and take out a pencil and write their name at the top as soon as they receive their paper. Students will work independently on this worksheet and should place it in the math bin when they are finished and read a book silently until it is time to go to Encore.Assessment:The in- class assessment will be taken through teacher observations of student work and understanding through practice with the overhead problems and using the bulletin board. A formal assessment will be taken by the worksheet students complete during class called ‘Monkey Business’. To allow students to have further practice with the skill learned today, they will receive a worksheet called ‘Floating fortunes’ to complete as homework.Differentiation: All learners will be accommodated throughout this lesson because there are both visual and auditory components to instruction. There is lots of visual aid in the overhead projections problems and the worksheet provided. Students are given opportunities to ask questions and work with the skills learned all throughout the lesson. The teacher is walking around monitoring student understanding and will assist students who appear to be having difficulties. Students who cannot easily see the overhead may move to the area in front of the overhead screen so they can better see.Greater Then, Less Then or Equal to,Comparing coins collectionsLesson 4Topic: Math-moneySOL: 3.8 the student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.Objective: Students will be able to compare value of a set of coins and bills using greater than, less than, or equal to.Materials:Smartboard & presentationOverhead projector and transparency23 copies of comparing values of coins worksheet23 copies of Money in the Bank worksheet12 envelopes with 2 cards each to compare valuesChalkboard/whiteboard and marker/chalkPencilProcedure:The morning shall begin with a review of the previous night’s homework (Floating fortunes). After reviewing homework, students should take out their boards and chalk or marker and work on completing the warm-up questions posted on the overhead. As students work on the questions, the teacher will walk around and collect homework. The warm up should take approximately 5-10 minutes. The teacher shall monitor student understanding through the practice problems that are on the warm up. After completing the warm up, the teacher will explain to students the skill that they will be working on today: comparing the values of a set of coins and bills. The teacher shall remind students that they have used this skill numerous times in different areas such as fractions. The class will move to the area in front of the Smartboard to complete a presentation on money that focuses on comparing two different values. The teacher will make sure students are engaged and focused on the activity by calling on volunteers to solve problems and offer answers. The presentation should take approximately 15 minutes depending upon student understanding and ability to grasp the concept. This presentation includes skills that students have been working on throughout the unit (counting on, identifying coins, etc.) so it allows for further practice of these necessary skills.Following completion of the Smartboard activity, students will return to their seats and will take out a piece of paper and write their name at the top. Students will work with a partner to compare the value of sets of two picture cards that are located in 12 envelopes that will be passed around the room. The partners will determine the value on the cards and then decide how the can compare the two (greater than, less than, or equal to). Once they have determined their answer, they should write the number of the envelope along with the two values and the comparison symbol. Both partners do need to write down their answers. This activity should take approximately 20-25 minutes and when finished, students will share their answers to each of the envelopes and discuss any confusion with the answers. The teacher will then pass out today’s in class worksheet (comparing values of coins) that students should work on independently. They will place these in the math bin with their name on it when complete. If they finish early, students should read quietly at their seats until it is time to leave for encore.Assessment:The teacher will take mental observational notes of student understanding and progress throughout this lesson. A formative assessment will be taken in the form of the Comparing values of coins worksheet that will be completed after whole group instruction and partner practice. Students will be given further opportunity to practice today’s skill in completing their homework ‘money in the bank’ worksheet which will be reviewed the following day.Differentiation:This lesson has various instructional components including auditory and visual aids that shall reach out to the various types of learners within the classroom. Technology is utilized in order to keep with current trends in education and students are provided with ample opportunities to practice today’s skill. All students are being included within this lesson in that they are able to work hands on with materials, utilize a peer-partner to clarify misunderstandings, and are given ample opportunities to work on the skills being focused upon throughout the lesson.Don’t Forget Your Change!Lesson 5Topic: Math-MoneySOL: 3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.Objective: Students will be able to identify the correct amount of change owed from $5.Materials:Bulletin boardChalkboard/whiteboard and chalk/markers23 copies of Snack Attack with Money Back worksheet23 copies of Pay the Bill worksheetOverhead projector and transparencySmartboard and presentationPencilProcedure:Begin this lesson by reviewing the previous night’s homework (money in the bank). After going over homework, students should take out their boards and marker/chalk and work on completing the warm up problems from the overhead which will include problems that focus on skills that have been taught throughout the course of the unit (coin value, counting on, combinations, and comparisons) as well as some subtractions problems to review this skill as well. While working on the warm up, the teacher will walk around collecting homework and monitoring student progress and completion on the warm up problems. The warm up should take approximately 10 minutes to complete.Following completion of the warm up, students will transition into today’s lesson by moving in front of the Smartboard for today’s activity. The teacher will explain to students that today they are going to focus on making change. When I mean ‘making change’ means making a purchase such as $2.85 for a bag of candy and paying for this bag with a $5. The change being made is the amount of money left over from the $5 you paid with. As a class, go through the Smartboard presentation and practice different scenarios of finding the cost of an item, the amount paid for such an item, and making change. The teacher should make sure students are engaged and focused by calling upon different students to provide responses and suggestions for steps to finding a solution. Once the Smartboard activity is completed, students should return to their desks and focus on the bulletin board which has been used multiple times throughout the unit. Students should use their boards to determine to total value of the supplies needed to be ready for math class. After finding the total cost of these items, the students should then work out the amount of change they are owed if they were purchasing these items. Have a student come to the chalkboard and demonstrate how they found their answer. The teacher will pass out copies of ‘Pay the bill’ worksheet to each student. As a class, work out the first problem on the page to make sure students understand what they are to do with the problems. Students are to then complete the remaining problems and turn it in to the math tray when they are finished. If finished early, students should read silently at their seats until it is time to leave for Encore.Assessment:The teacher will take mental observational notes of student understanding and progress throughout this lesson. A formative assessment will be taken in the form of the Pay the bill worksheet that will be completed after whole group instruction and practice. Students will be given further opportunity to practice today’s skill in completing their homework ‘Snack attack with money back’ worksheet which will be reviewed the following day.Differentiation:This lesson has various instructional components including auditory and visual aids that shall reach out to the various types of learners within the classroom. Technology is utilized in order to keep with current trends in education and students are provided with ample opportunities to practice today’s skill. Money, Money, Money All AroundLesson 6 Wrap UpTopic: Math- MoneySOL 3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.Objective: Students will be able to apply skills learned in identifying the value of coins/bills, comparing values of a set of coins/bills, and finding the amount of change owed up to $5.Materials:12 stations around the roomPaper bills and coinsWorksheet to complete stationsOverhead projector and transparencyChalkboard/Whiteboard and chalk/markerProcedure:Review previous night’s homework to begin the day’s lesson. Allow students to come to the board to work out the problems. After reviewing the homework, students should quickly take out their boards and marker/chalk to complete today’s warm up. The teacher will walk around and collect homework while students work on the problems. The warm up should take no longer than 5 minutes or so to ensure students have ample time to complete the 12 stations around the room. After the warm up is complete, the teacher shall explain to students that they are going to work on completing stations around the room with a partner. There are 12 stations, so there should be no more than 1 group at each station at a time. Each station contains a problem related to money and the skills they have been using all week. The students will be able to touch the materials (coins and bills will be at a few stations) and will be given real life scenarios such as making purchases at the store. Students will be given the majority of the class period to work on these stations with a partner. Students will need to show the teacher their worksheet prior to turning it into the basket. If finished early, students may play review games in the center of the room until everyone is finished.Assessment:Today’s lesson provides the students an opportunity to work together with a partner to solve problems and clarify any misunderstandings that still remain in the skill of counting coins and making change. The worksheet will be checked after all students have completed the stations. The teacher will be monitoring all students’ interactions and methods of solving the problems. She should walk around the room to ensure student understanding with the various problems and skills.Differentiation:Today’s lesson is very hands on and allows the students to work at a pace appropriate for them and their partner. Students such as Joey and Yorick, who often work at a slower pace, shall be paired together to enable them ample time to solve problems and not feel rushed by their peers. ................
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