Title: Counting Coins

Grade level(s): 1

Subject area(s): Math

Materials Needed:
Large magnetic coins (two dimes, a nickel, and a quarter)
Medium whiteboard, marker, and eraser at carpet meeting area
A dry erase marker and eraser at each desk
A small collection of coins (20c or less, pennies, nickels, and dimes only) at each desk
Music ready to play on the computer
Crown, popsicle sticks, timer
Station 1 (in a numbered tub): Four iPads with Splash Math app
Station 2: Coin 4 square game (2 boards, 2 markers, 2 erasers, 2 spinners, 2 paper clips, 2
pencils)
Station 3: Coin Top It (4 sets of regular cards, 4 sets of challenge cards)
Station 4: Tic Tac Toe (2 boards, 2 markers, 2 erasers, 2 bags of coins)
Small group 1: BAM! Coins game (1 set of cards), five bags of fake coins, dry erase markers,
erasers
Small group 2: Five bags of fake coins, coin value cards (challenge), dry erase markers, erasers
Small group 3: Five bags of fake coins, coin value cards (on-level), dry erase markers, erasers
Small group 4: Four bags of fake coins, coin value cards (on-level), dry erase markers, erasers

Objectives:
I can name each coin and tell how much it is worth.
I can write how much a coin is worth using the cent symbol.
I can count by twos, fives, and tens to count a group of coins.

TEKS:
111.4(A) identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and
describe the relationships among them;
111.4(B) write a number with the cent symbol to describe the value of a coin;
111.4(C) use relationships to count by twos, fives, and tens to determine the value of a collection
of pennies, nickels, and/or dimes.

Context:
The class spent last week learning about coins. We practiced identifying coins, naming their
features (i.e. whos on the front of the penny? Whats on the back?), and identifying their values.
On Friday, the students took a quiz that involved identifying and counting small collections of
coins. While many of the students are able to identify coins and their features, most need
additional practice with counting collections of coins and quickly identifying their value. This
lesson gives students opportunities to connect the coins to numbers, add using coins, and count
collections of different sizes. They will also practice writing the value of coins using the cent
symbol. Students will be given additional practice for these objectives in stations and small
groups. If we have time, I will work with additional groups.

Modifications:
Number Talk: Instead of just putting the coins on the board to represent an addition problem, I
will also write the numbers underneath. This provides a support for students who need additional
practice connecting each coin to its value.
Musical Money: All students will practice counting collections of coins in a low-pressure
environment. No one has to give answers in front of the whole class; rather, I will quickly walk
around and check for understanding between each round. Also, the value of the coin collections
will be 20c or less and will use only pennies, nickels, and dimes.
Stations: For the math games, students will be working with a partner, so they have someone to
check their work and help them if necessary.
Small groups: Activities are differentiated based on students needs.

Anticipatory Focus:
Number talk:
10 + 10 (with magnetic coins)
10 + 10 + 5
25 + 10
Students will sit on the carpet and I will write one problem at a time on the board, putting up the
magnetic coins that go with the problem. When students have an answer and a strategy, they put
a thumbs up over their chest. If they have more than one strategy, they put up two fingers. After
ten seconds, I will call on a few students to give answers and write them on the board. Then I
will have those students explain their thinking. Students will solve and discuss three problems.

Setting Expectations:
We will discuss expectations for the Musical Money activity. I will also explain that after
Musical Money, students will choose a math station while I work with a small group.

Input:
1. Number talk (class discussion and strategies on the board)
2. Modeling before Musical Money
3. Counting coin collections on desks
4. Small group instruction
5. Math games and app on iPad
6. Partner discussion during math games

Modeling:
First, I will model walking around the room safely while the music plays. I will have a student
volunteer hit pause on the music and then I will stop, find an empty desk (without running or
pushing) and count the coins at the desk. Then I will write the number of coins on the desk with
a dry erase marker. When the student volunteer says Erase, I will erase the desk. The music
will play again and I will keep walking around the room. After discussing with the students what
they noticed, I will have one volunteer model, then three more. We will observe what they are
doing well and how they are following expectations.
Checking for Understanding:
I will ask specific questions to ensure the students understand. How should you move around
the room? (slowly, without pushing or arguing) What should your voice level be? (0) What
do you do when the music stops? (find an empty desk) Then what should you do? (count the
coins and write the amount on the desk) When do you erase the desk? (when you say Erase).
Dont forget to use the-- (cent symbol).

Guided Practice:
We will do a round of Musical Money with the whole class. I will play the music as they walk
around, then when I pause the music, they need to find a desk (without pushing or arguing),
count the coins, and write the number on the desk. When I say Erase, they will erase the desk.
When the music starts again, they will continue walking. If any students have trouble
participating safely, they will be told to sit quietly and watch.

Reteach:
In between rounds, we will reflect on how the class did with the activity. What was the voice
level? Did you have any problems? What did we do well? Then we will try again several
times until students have counted multiple collections of coins.

Independent Practice:
Students will sit at their desks and I will set expectations for math stations. We will quickly
review the different choices (all games they have played before) and review the Ask 3 before
me rule. When I have the crown on my head, no one may interrupt me unless it is an
emergency. First, I will call the students I am going to work with in a small group. They will go
to the small group table and start counting a bag of coins. Then, I will call the remaining students
(using popsicle sticks) to choose an activity. All the materials are in the tub so they will have
everything they need in one place. The tubs are already in the spot where I want them to work.
Each activity is full when it has four people. When all students have chosen their activity and are
working, I will go to the small group table and work with my first group.

Mastery Check:
The first group is made up of students who struggled with the Coin Quiz we took last week.
First, they will take turns drawing a coin from a bag. They will name their coin and its value. If
they get it right, they get to keep the coin. If not, they put it back in the bag. After several rounds
of this, I will ask students to count the coins that they have earned from the game (if they havent
earned very many, I will give them a few more). Finally, to check for mastery, I will prompt
them to Use your coins to show me and name different amounts like 5 cents, 7 cents, 10
cents, 15 cents, etc. I will record how students are doing to see what we still need to work on.

Extension:
*If we have time, I will pull another group for an enrichment activity. (Students in the first group
can go choose a station that has less than four people) These are students who have already
mastered identifying coins and counting small collections, so we will be adding quarters and
counting larger numbers. For the warmup, I will show students a collection of coins and they will
write the value on the table. Then, I will write an amount on the table and they have to draw a
group of coins to represent it. I will encourage divergent thinking with this activity, as there will
be multiple ways to represent each number. Finally, students will work with a partner at the
table. They will take turns pulling a card with an amount (25c, 50c, 75c) and work with their
partner to draw as many ways as they can think of to represent that amount with coins.

*The students in the on-level group(s) will each get a bag of coins, which they will count. Then I
will prompt them to Use your coins to show me and name different amounts. The amounts
will be slightly larger than those given to the below-level group. Finally, students will work with
a partner to pull a card with an amount (lower amounts than the above group) and draw coins to
represent it as many ways as they can.

Closure:
We will meet together on the carpet and discuss how the stations went, what we learned, what
we did well, and what we could do better next time.

Reflective Critique:
This lesson has opportunities for mental math (during Number Talks), movement (Musical
Money), small group instruction, and independent practice. As always, my biggest challenge will
be time management and keeping the lesson moving so that I can get to as many small groups as
possible. There is also some potential for issues while students are working at their stations - for
example, what if a pair finishes quickly and gets off-task? If we have time for a second rotation, I
will probably have each group rotate clockwise to the next station to make sure that everyone
gets to do something different. I wish I had time to meet with at least three groups, but I also
really wanted to do a number talk and a whole group activity, so it isnt likely that I will have
time to meet with multiple groups. My overall goals for this lesson are for students to become
more comfortable with counting collections of coins, and for every student to be engaged in a
meaningful activity at every point of the lesson.

Resources:
http://bps.solutions/MATH/Grade3-5_Number_Talks.pdf (Number talks format)
https://www.splashmath.com/ (app for the Ipad station)
Coin 4 Square and Tic Tac Toe - games from Mrs. Brinsons files
Coin Top It and BAM! Coin Game - downloaded free from TeachersPayTeachers