ELED 433 Math Methods LESSON PLAN INSTRUCTIONS TITLE OF L SON Money: Finding Equivalent Values of Coins OF LESSON The students talk about money during their morning meeting each day. Their reward system is based off of money. All of the students are excited to get money, but not all students know how much each coin is worth. When a student misbehaves the teacher normally asks for a nickel or a dime depending on the action; most of the time the students will give her the incorrect coin and she will have to correct them, They are getting ready to cash in their money, so I think it is a great time to incorporate this lesson. LESSON CONCEPTS This activity uses children’s literature, smartboard activities, and fake money to investigate and determine equivalent values of coir LESSON OBJECTIVES: 1. Students wil investigate and find the equivalent amounts for certain coins up to $2.00 2. Students will determine the value for a set of coins, ASSESSMENT OF LEARNING 1, Students will complete a chart comparing the equivalent values of coins, 2. Students will label a diagram with the correct values of coins. What do you want the CEPTS LESSON OBJECTIVES | PLAN FOR ASSESSMENT How will you assess student leaning of the concept? (Attach a copy of the data collection instrument to this LESSON Ci How will the students demonstrate understanding of the concept? students to Learn as a result of this, activity? __document.) Concept 1: T want the students | 1. The students will 3. Students will complete a chart to be able recognize what investigate and find the comparing the equivalent each coin is worth and how to equivalent amounts for values of coins use them in different ways, as certain coins up to $2.00. | 4. Students will label a diagram. well as counting them. 2. Students will determine with the correct values of | the value for a set of coins. coins. RELATED VIRGINIA STANDARDS OF LEARNING Mathematics 3.8 The students will determine, by counting, the value of a collection of bills and eoins whose total value is $5.00 or less, compare the value of the bills and coins, and make change, ELED 433 1 Spring “14 WallaceMATERIALS NEEDED ‘© The Penny Pot by Stuatt J. Murphy( supplied by: Me) Fake coins (supplied by: cooperating teacher) Dice (supplied by: Me) Chailenge and Remedial problems copied (supplied by: Me) Assessment worksheet copied (supplied by: Me) Review sheet of each coin and what is worth (supplied by: Me) PROCEDURE BEFORE: The students have learned what each coin is. We will review the names and the values of all the coins. We will also discuss the equivalent coins. The smartboard lesson can be used for this. Then we will read the book The Penny Pot by Stuart J. Murphy. The book is about a young git] at a face-painting booth. She wants to get her face painted which costs 50 cents, but she doesn't have enough money. As other people get their face painted, they put their change in the penny pot. The main character adds up this change to hopefully have enough to get her face painted. Once we are finished with the book we will dive into dealing with the money. Start by asking what each coin is worth especially the dime. That is confusing for students, because the size is small when it is worth more than a penny or a nickel. ‘* How much is a dime worth? (Possible answers 10 cents, 10 pennies, or 2 nickels) © What are some ways in which we can create 50 cents like the git! in the book? Students will then use fake money to demonstrate some possible solutions. Possible Students responses ‘Teacher follow-up questions ‘We could use 50 pennies. Is there another way we can use fewer coins? We could use 2 quariers, Why would you use two quar We could use 10 pennies and 4 dimes Why? Explain your reason? Are there other ways? Why do you think there are so many ways to make 50 cents? © How much is three dimes, one nickel, and four pennies? Possible Students responses ‘Teacher follow-up questions 39 cents How did you get that? Show me. ee Tadded 3 dimes, which is 30 cents Could you use other coins to make 39 cents? (10+10+10=30). Then I added 5 for the nickel and 4 cents, because a penny is worth one cent. (S#1+1H1+1=9), 29 cenis f ‘Show me how you got 29 cents. Look at your chart make Tadded three dimes which is $+5+5=15 and | sure you know how much each coin is worth? What is a one nickel which is 10 cents and 4 pennies. | dime worth? Nickel? So 5+5+5+10+4=29 cents, ELED 433 Spring “14 Wallace¢ How much more money docs Meagan need if she has 39 cents now and she needs 50? Possible Students responses Teacher follow-up questions TT cents. Tadded a one to make 40 cents then] Can you explain that to a classmate using the fake added 10, which makes 11, money? Use the proper name of the coins. She needs 11 cents. If she needs 50 and she has | Explain how you got this. 39 cents. You just subtract $0 -39 =11 cents. DURING: Each student will get a bag of fake coins and a die to share at their table ‘They will be playing a game; it will be mostly independent competition. Students will roll the die to see how many pennies they start off with. © EXAMPLE: if they roll a 6, then they start off with 6 cents. © Students continue rolling the dice and collecting money. When they have enough money to exchange for another coin, they must do so. © EXAMPLE: once I have 6 cents or 6 pennies I must trade 5 pennies for a nickel and keep one penny. * Students will fill out a chatt as they take each turn also drawing each coin, ( turn in for assessment) Example: Boginning Amount | Added Amount ‘New amount Exchange }, Gents (6 pennies) | 4 cents (4 pennies) | 10 pennies 4 dimes 2. Weents (1 dime) | 3 cents (3 pennies) | 13 cents (gime+3 no exchange pennies) © The purpose of the chart and this game is for the students to reach $2.00, with the least amount of coins. If there is enough time we will go up to $5.00. AFTER: + Students will complete the assessment chart and diagram. + Then we will come together as a class and work with the smartboard, using ‘Coins® from SMART Exchange (www-exchange.smarttech.com), The objective of this Smart Board activity is for the students to label the equivalent amount of coins for the given amount. After students have given the equivalent amounts, they must solve math problems by making change. ELED 433 3 Spring 14 Wallace© want students to understand how to us chose what they diel * To follow up I will give the students a fun work sheet for homework. The worksheet will consist of the alphabet and each letter is worth so much money. Each student will write their name and see how much it is worth in the chart. money as well as be able to explain why they MODIFICATIONS FOR STUDENTS WITH SPECIAL NEEDS/CHALLENGE For students/ groups who finish eatly and need additional challenge, I will provide fake money and give them the following problem: ‘* Can you find 10 different ways to make a dollar? Fill in the chart with each. + Which way uses the least amount of coins? Which way uses the most? Number of Quarters | Namber of Dimes Number of Nickels Number of pennies 1 REMEDIA’ DN ‘Those students who are struggling to find the equivalent values of coins will be given a cent model, showing how much each coin is worth along with the size. | will continue by starting out small like how many pennies are equal to a nickel? Dime? WHAT COULD GO WRONG WITH THIS ACTIVITY AND WHAT WILL YOU DO ABOUT IT? ‘The students may have a hard time with identifying the coins correctly, which is when I Will go over the coins again and give them a cent model showing each coin and its value. The students may have a difficult time playing the game using the die. It could become a behavior temptation for many. If it becomes an issue I will provide numbers in a cup and they will have to pick a number; it serves the same purpose. REFLECTION As soon as possible following your activity, write your response to the following questions, Be thorough in your reflection and cite specific examples of the children’s language, involvement, reactions, exploration, and learning, A. Based on your plan for assessing learning and the data you collected, evaluate the success of the lesson. Be thorough in your description, Cite multiple examples of student behavior and language that document your conclusions. ELED 433 4 Spring ‘14 WallaceGetsit Has some good ideas, but Does not get it Student A” Student Student [Student [Student E | Student F a Cierra | Daniel Amic | Brandon | Ken Erica has an Understands... | understood | understood | understood | understood | understood | aide with her the all the | the material | the concept | how toadd | what each | most of the material | clearly. The | of money and | money. | coinwas__| day and The coins, | coins, the | how to useiit. and how | during this the values | values of the | She still much it | activity she of the coins, and —_| needs work was worth | also hada coins, and | howto use | with her partner. She how to use | them. addition was able to them. using coins, identify the coins b. Confused | At first Daniel was | The Exchanging | When it | She was still about Cierra rolling the di | directions of | the money | came to | confused wanted to | and doing the | the game | for the least | apply what | about how make sure | math inhis | were hard for | amount, | Ken knew | much money she headandT | Amie to Brandon's |hehada | each coin was understood | had to make | understand. | partner hard time. | worth, even the him use the | She was understood | It wasn't | after giving directions | manipulatives | confused that | how to use | necessarily | her a picture of the toshowhis | shehadto | the least | the money _| of each coin game, thinking, add onto the | amount of | asit was | and going Once she original coins, so | his over what understood amount that | his partner | addition, | each one was what she she rolled was. He got it | and how was until she constantly | with time, | much it was supposed reached two | correcting | but it was a | worth, to do; she dollars. Brandon, | very slow excelled process. Even when ELED 433 5 Spring “14 Wallacehe finished | adding he couldn't exchange it for the least amount of coins. ©. Questions to | Throughout | T watched “Ms, Dyer, |Tnoticed | Ken's “Erica, How ask to clarify | the activity | Daniel rot! | don’t get | Brandon | partner got_| much is this what iknow [Tasked the di; this.” Amie | wasn’t frustrated | coin worth? Cierra if | creating the | stated. Iwent | exchanging | of having | as I pointed to shecould | change for | overtoher | all of his | to wait for | the quarter show me | the money for | and asked, | money for _| him, so she | “5,"was her another | the least “what don’t | the least | asked if'she | response. wayto —|amount of —_| you amount of | could work | Then as I make 50 | change to understand?” | coins. I saw | by herself. | observed her cents. She | begin with. 1 | “Tunderstand | there were | I went over | with her aide replied, 2 | asked him to | weroll to get | two dimes, | withKen | and partner quarters.” 1 | add pennies | ournumber, | two and she really asked, “is then but then nickels, and | playeda | struggled. 1 there other | exchange it | what.” I four few rounds | had a sheet ways to get | forthe least | replied, pennies.“ | with him, | that was SOcents?” | amountof | When you | Brandon, | He easier for her, By the time / coins, so he | roll the canwe | understood | but she would Lasked the | could see | number you | exchange | the money, | still have the question | other ways of | get represents | you coins | butit was | issue of shehad an | adding the | thenumber | to useless | the identifying immediate | coins. He was | of pennies | coins for | addition _| the coins. So answer, | ableto show | youaddto | thesame | that was her aide told “yes, you | me withno | the original | amount. He | holding —_| her what to could use S | problem. | amount. Then | looked at | him back. | write down as ELED 433 6 Spring ‘14 Wallacedimes.” At that point I saw her using the coins adding them and filling out the chart quickly as well as correctly. ‘you continue to add to that number until you get two dollars.” Amie started counting on her fingers. “Amie use the coins they will help you.” She was able to count the pennies, but had a harder time adding 25 and 25. ‘them and | In his said, “no. Tthen asked, “how much isa nickel worth?” He responded, “5 cents, “How much is dime worth?” He responded, “10 cents.” T responded, “If we have two nickels how much money do we have?” He then realized what I was doing, “oh!” He then traded the two nickels for a dime. she went over assessment | each coin as you could | they were tell it was a | working with problem | it his numbers weren"t matching up with the coins and he got 1/3, of what the class was able to do. ELED 433 Spring “14 WallacedQ Ideasto | This would [This would | This would] T would get | I would do | I would do work on next | work with | work with | work with | Brandon to | group work | group work more more more letall the} and puta | and puta explanation | explanation | explanation | ways to | certain few | certain few in of of directions | of directions | come up | init and we | it and we directions | of the game. I | of the game. 1 | with select | would would review of the did an did an values, | review _| adding in one game, did | exampleon | exampleon | Therefore, | adding in | coins in anexample | the board | the board | he would one coins | another, and on the with the with the be forced to | in another, | then the board with | teacher, but it | teacher, but it | see which | and then | trading up the teacher, | wasn’t wasn’t one is the | the trading | game but it enough for | enough for | least up game. wasn't the student to | the student to | amount and enough for | fully fully what is the the student | understand at | understand. 1 | greatest to fully | first, would also | amount understand do some at first. adding by 5's, 10°s, and 25's asa review to help them get thinking it the amounts of the coins they are working, with, ELED 433, 8 Spring ‘14 WallaceSee errr B._How did vour actual lesson differ fiom your plans? Describe the changes you made and explain why you made them, Be thorough and specific in our description, When beginning my lesson my teacher allowed less time than what she had told me, but not a problem. She had already introduced money by the time J had taught my lesson. I gave out an image of the coins we were going to be working with. Then I had matching activity on the Smartboard for the class to get nvolved. The activity was matching the values to the correct coins. All the students wete interested and wanted to participate. Once we completed the activity we read Penny Pot. I stopped and made some comprehension checks. The students got to count the coins on each page. Then | explained the game after the book. My cooperating teacher and I modeled the game, but I Iet the students start playing too early. Many students didn't understand the directions as explained. | then went to each group and explained and modeled what they were to be doing. | went around to the students I knew that would need help and gave extra assistance fo them. My cooperating teacher cut my lesson off, because she had something else planned before the end of the day that she did not communicate with me. I had brought a fun worksheet/ activity, so each student could find out how much his or her name was worth. There was a chart on the page that said how much each letter is worth and the students are suppose to match the letters of their , sinee I didn’t get name with the chart. Then show how much money that is. | assigned this for homewor the proper closer that I had prepared for. C. Based on this experience, what changes would you ifyou were to present this activity again? Why? Cite at least one way you could incorporate developmentally appropriate practice in a better or more thorough way. Based on my experience of this lesson I would model what I expected of the group more, give more time for the students to soak in the information, and ask for questions more often, I would also like to do this in small groups; | think it would be more meaningful and the students would get more one-on- one attention Once the game got going each child was engaged even if it was with help of a teacher, aid, or classmate. ELED 433 9 Spring “14 WallaceELED 433 Spring ‘14 Wallace did you learn from this experience about children, teaching, and yourself? ult of plan sing and conducting this Identify two things you learned about children a activity. Relate this new knowledge to principles of child development or appropriate curriculum from your READ and ELED courses, No child learns or thinks the same. In my practicum placement I have students at different developmental stages, and it makes it hard to differentiate for cach student, but being fully prepared helps you teach to each student regardless of how they are thinking. Manipulative helped many children to learn, because it was concrete not abstract. It helps their thinking about coins as they added they saw a visual. It was good practice with relevant information that students could relate to, Literature can help students make connections, because it helps put what they are learning in perspective for them. They are able to make powerful connections and see how itis relevant to them. Identify two things you leaned about teaching as a result of planning and condueting this activity. Describe how you will apply this new knowledge to upcoming opportunities for developing learning experiences for children, Teaching is a lot of preparation, but when situations are thrown at you, you have to regroup and make the best of it. The main point is to help our students learn and help them make connection to understand the material. 1 will continue to have extra activities and ideas just in case something comes up whatever it may be. ‘Teaching requires a lot of explanation and modeling in order for the students to understand what you expect of them. For example, my game I wasn’t clear enough, so my students tried their best to do what I wanted. I had to go back and explain again. If | write and practice saying the directions clearly the students with understand~ Ido believe there are times to give limited examples/ models so you don’t mess with the student's creativity. In this case I needed to model more so they knew exactly what they needed to do. activity. learned that I am very flexible and well organized, which allowed me to be prepared when my cooperating teacher threw a curve ball at me. I was prepared and I was able to make it work to benefit the students learning, I will continue to be flexible and organized, These two traits will help me be the best teacher I can be. ELED 433 im Spring "14 Wallaceeocecece S$662656 26862686 E86 2ES6 SSO DS 96 S26@2e86Nome Money Workshee!s Coin Values Worksheet k at the pictures of the nthe left and the amounts of mi ch coin with the correct am on the right. Draw a line to mote money, Money Worksheets | @ Copyright Kids| earningStation com | www kidslegrnings ation cormTrading Up Materials: + 1 bag of money for each player + 5 pennies + 2nickels + 2dimes + 4 quarters + One dolar bill + 2dice + Trading Up gameboard Directions: + Players toss two dice each. Player with highest sum goes first + Player A tosses both dice and finds the sum. Player A takes that many cents from his/her money bag and arranges it on the gameboard using the fewest coins possible. + Player B tosses both dice and finds the sum. Player B takes that many cents from his/her money bag and arranges it on the gameboard using the fewest coins possible. + Player A tosses both dice and finds the sum. Player A takes that many cents from his/her money bag and arranges it on the gameboard, trad- ing up to larger value coins as much as possible. NOTE: Player Amay not have more coins in a row than there are outlines in that row. + Player B plays the same as Player A above. + The first player to trade up to a dollar bill wins the game. NOTE: The winning player may go over one dollar. 1 THE UNITED STATES OF AMERICA 1 OO cxsnoxne © rating Up Game 2 ‘kawasqpmatwite.comTrading Up ‘THE UNITED STATES OF AMERICA 1 Dollar 77 —@OGE {@@ Dimes ©. ©. Nickels @®. @) Pennies ® ® Q®@ Tating Up Game: calor gameboard ‘hewas@mathwite.comTrading up Beginning amount 4¢ ‘Added Amount, 3¢ New amount I2¢ Exchange one dime two pennie,Trading wp Beginning amount ‘Added Amount New amount Exchange FY i ay f if od f (| \ “Zi \ ? AQ boul. ae / YE Ne