Lesson Planning Template

Teacher: Chupp/Citro Date: 1.10.11 Subject/Block/Unit: Math

Aims: What is my standards-based, bite-sized aim for this lesson? Make Assessment of Mastery of the Aim:
sure this aim fits in a logical sequence with other aims from this unit.
- informal observation of slates
- SWBAT identify coins and know their value. - independent practice of journal p. 126
- SWBAT practice finding the value of a collection of coins. - Math Boxes 6.9

Vocabulary: What words do students need to know to be successful with this material? What other vocab words (Tier 2) could be
tied in?

quarter
Quick Questions/Do now: Generally focused on cumulative Materials:
review (based on IA data, yesterday’s lesson, prerequisite skills or preview
for today)
- Math Journal 2, p. 126
- Math Boxes 6.9
Ask children to show the coins needed to solve each of the - Home Link 6.8
following problems. Encourage them to use the fewest - tool kit coins
number of coins. Have children share their solution strategies - slates
after solving each problem. Record solutions using P, N, and - Story of Money poster
D. - 1 magnifying lens per partnership
• Fernando had 45 cents in his piggy bank. His father
gave him 25 cents for walking the dog. How much
money did Fernando have then? [70 cents]
• Rose wants to buy a new jump rope for $1.00. She has
saved 70 cents. How much more money does Rose
need? [30 cents]
• Juanita is making a fruit salad that uses 3 pounds of
bananas. Bananas cost 12 cents a pound. How much
money will Juanita need? [thirty six cents]

Review: What essential content from previous lessons do students need to practice to maintain fluency? Quick fire.

Briefly review Home Link 6.8. Ask children what can be purchased with a quarter.

Hook/Motivation: How will you convey the importance of today’s objective and/or make it interesting?

Math Message: Use your tool-kit coins. Show two different ways to make 25 cents using dimes, nickels, and
pennies.

Have children describe different ways of showing 25 cents using a combination of dimes, nickels, and
pennies. Record combinations on the board using coin symbols.

Tell children that today they will learn about the quarter, a coin that is worth 25 cents. Write quarter on the
board.

Mini-Lesson / Modeling (the “I” or “I/We”) and Guided Practice (the “We”):

Children share magnifying lenses for a closer inspection of what is on a quarter. Mention the following about
the quarter:

• The quarter was first issued in 1932 to commemorate the 200th anniversary of George Washington’s
birth.
• George Washington is on the heads side. For quarters minted through 1998, an eagle with inverted
wings over two laurel branches is shown on the tails side. Starting in 1999, quarters were introduced
on which the tails side represents one of the 50 states in the United States. These quarters are being
introduced gradually, in the order in which the states became part of the Union.
• John Flanagan designed the bust of George Washington. His initials, JF, appear on the very bottom of
the bust toward the rear of Washington’s head.

Fill in the “quarter” column on the Story of Money poster begun in previous lesson.

Have each child hold up one quarter. Ask for and record estimates of the total amount of money shown by
the class. Then count the quarters, first by cents, and then by dollars and cents, with each child adding to
the count in turn. You may want to record the counts on the board. Note that when counting by cents, the
total goes over 500 cents for a class of more than 20 children.

Ask children to name things that can be purchased for about the total amount.

Now, briefly review counting coins. Ask children to come to the front of the class, as follows:

• 2 children, each with a quarter

• 3 children, each with a dime
• 1 child with a nickel
• 4 children, each with a penny

Have the 10 children form a line, with the “quarters” at the left end of the line, followed by the “dimes,”
“nickels,” and “pennies.” Walk behind the children, starting with the quarters, and tap each on the head as
the class counts the value of the coins together. [25, 50, 60, 70, 80, 85, 86, 87, 88, 89] Write 89 cents in
cent notation and dollars-and-cents notation on the board.

Practice finding the value of coins. Use coins on the SMART board. Children should count their own coins and
writ the total value on their slates, using either cents or dollars-and-cents notation. Write the answers on the
board, using both notations. Children then count the coins in unison.

“What is the value of:

• 2 quarters and 2 dimes? [70 cents] Count: 25 cents, 50 cents, 60 cents, 70 cents.”
• 1 quarter, 3 dimes, and 2 nickels? [65 cents] Count: 25 cents, 35 cents, 45 cents, 55 cents, 60 cents,
65 cents.”
• 3 quarters, 1 dime, 3 nickels, and 2 pennies. [102 cents or $1.02] Count: 25 cents, 50 cents, 75
cents, 85 cents, 90 cents, 95 cents, 100 cents (or 1 dollar), 101 cents (or 1 dollar and 1 cent), 102
cents (or 1 dollar and 2 cents).”
• 4 quarters, 6 nickels, and 1 penny? [131 cents or $1.31] Count: 25 cents, 50 cents, 75 cents, 1 dollar,
1 dollar and 5 cents, 1 dollar and 10 cents, 1 dollar and 15 cents, 1 dollar and 20 cents, 1 dollar and
25 cents, 1 dollar and 30 cents, 1 dollar and 31 cents.”

Key questions/strategy to check for understanding before Independent Practice: How w ill I
know if students are ready to move into independent practice?

Write an amount such as $.46 on the board. Ask each partnership to show the exact amount with their coins.
Let them share some possibilities with the rest of the class. Then ask them to show the amount, using the
fewest number of coins.

Do more problems as needed.

Independent Practice (the “You”): What will be the product? What will students do? Students need lots of AT BATS,
and they need to be able to do these successfully and independently.

Students will work independently to complete journal p. 126. When children finish, they will complete Math
Boxes 6.9, using #1 as a mini-assessment.

If students finish early, they may find a partner and play Quarter-Dime-Nickel Exchange.

**Citro will pull low group to play Penny-Nickel-Dime Exchange.

Final Check for Understanding/Share:

Bring students back together to review a few of the answers from independent practice.

Homework: Am I totally confidently that all students can do the homework independently and successfully?

Extension: Display a laminated map of the United States. Using available state quarters, ask the children to
find the states that the quarters represent. Tape available state quarters to the map to make a geography
connection.

Post-Lesson Reflection: What do you want to change about this lesson for next year?