Name: Macey Conrad

Date & Time 1/31/2017 # of Whole Class X Or Small Age of 2nd

children Group children Grade
Name of Activity/Routine
Coin Muffins
Kansas Mathematics Standard(s) Curricular Objective(s) Learning Outcomes(s)
CCSS.MATH.CONTENT.2.MD.C.8 -Student will be able to create their own -Connect given coin value to what coins could
Solve word problems involving dollar bills, representation of given coin value, using: pennies, represent the value Ex: 5 to a nickel
quarters, dimes, nickels, and pennies, using nickels, dimes and quarters. -Have the ability to create different variations of
$ and symbols appropriately. -Student will generate multiple variations of given coin values
Standard For Mathematical Practices coin value. Ex: 20 using two dimes and four
nickels and twenty pennies
Make sense of problems and persevere in
solving them
Materials & Equipment
Coins, muffin tins, marker and scoreboard/dry erase board

Key Vocabulary Words Associated with the Activity

Quarter, dime, nickel, penny, addition, subtraction, amount, total, cents, value

Description of Activity
1. Children divide up into pairs with another student sitting near them
2. A pile of change is distributed into the middle of the pair and they are each given a set number of muffin tins on each side of the
table
3. The goal of the game is explained as the students will use the coins to total the written money amount at the bottom of the muffin
tin
4. The teacher models how the student who fills all of their muffin tins with the proper change amounts first will be declared the
victor
5. Students participate in a practice round where they are given two muffin tins to fill with change amounts
6. The teacher then explains that now the actual game will begin and the students may start when she says Begin!
7. After the game is played for several rounds the students reflect on what they learn
8. The teacher stresses the importance of how many amounts can be represented in various ways
9. The class reviews the different coin values and discusses positives and negatives of the game
 Addressing Universal Design for Learning for all Children
Means of representation:
- Activity steps are verbally presented and demonstrated/modeled
Means of engagement:
- Active participation with the materials
- Choice on how they represent the given amount with various coins
- Scaffolding to ensure that children are challenged but not frustrated
- Students that need more of a challenge may need extra materials that provide the next step, which could include using single dollar bills
Means of expression:
- Children respond verbally, gesture, and/or choral response when assistance or recognition is needed
- If needed, children may be provided with visual sheet allowing student to circle correct response for given coin value instead of manipulative coins

Pre-assessment Using an exit slip that already has printed pictures of pennies, nickels, dimes and quarters ask the students to circle what represents
the given coin value. Have enough examples so we can get a grasp of what the students may already know and what we may need to cover before
using the game.

Formative Assessment To monitor progress and understanding after the game we may use the exit slip again but instead of using pictures let the
students create their own representation of given coin value to show their knowledge of multiple ways it can be shown. Also, while playing this game
walking around the room and observing students during the game could be a way of formative assessment.

Extensions Allowing the students to create their own coin value and have a partner create a representation of that with their coins, switching back
and forth between partners letting them explore the teacher role. If this activity is too easy for the children asking them to add different small coin
values together Ex: .29 + .10 = .39

Questions to Ask
1. What do we use coins for?
2. Is there only ONE way to create coin values? If no, show me an example.
3. What do we count pennies by? Nickels by? Dimes by? Quarters by?

Resources: http://lifeovercs.com/math-with-cupcake-liners-counting-money-game/