CSE 624
Fall 2010
Kathleen Shumway
3Lesson Mini Unit
Lesson 1Objective: As a result of this lesson, first graders will be able to identify a penny, nickel, and dime. Oregon State Math Standards:1.1 Develop an understanding of whole number relationships, including grouping in tens and ones.
1.1.5 Determine the value of like groupings of pennies, nickels and dimes.
Oregon Technology Common Curriculum Goal:ET.6 Technology Operations and Concepts: students utilize technology concepts and tools to learn.
Materials for the lesson:Large color photos of the tails and heads side of each of the following coins: penny, nickel, dime, quarter, one dollar coin, 50 cent piece and some state quarters.
A carpet area to sit on with access to a whiteboard and tray.
Whiteboard markers.
Chart paper and markers.
Tape.
Document camera and projector linked to a computer with internet access.
Computer lab with internet access.
In the classroom (20-25 minutes):With students seated on the carpet area, begin by asking what students know about coins. Do a think, pair, share to build background knowledge and discuss any misconceptions.
Display the large color photos of coin heads (penny, nickel dime only at first) one at a time, asking for the name of each coin. Set the pictures on the white board tray and label on the white board as students identify the names of the coins.
Repeat this process with the tails pictures. Ask students for their help in matching the head picture to the tail picture. Spend some time discussing the different features of each of the three coins.
Tell students that United States money consists of more than these three coins, but that these are the ones they must recognize as first graders. The students will see quarters (state quarters as well), 50 cent pieces and one dollar coins later in the lesson, so pictures of each should be shown as well.
Go back to the focus on the penny, nickel, and dime. Tell the students you want to show them how to play a game in the computer lab today. Ask them to turn and face the projection screen.
Using the document camera, show the game:
http://www.usmint.gov/kids/games/coinMemoryGame/
Explain how to make matches and verbalize what you are looking for in each coin as you determine whether or not you have a match. Allow volunteers to come to the computer to try to make matches.
In the computer lab (15-20 minutes):Once the students are in the computer lab and logged into the teacher’s folder, have them begin matching coins. Circulate the room helping to troubleshoot and asking guiding questions, such as “what are you looking for in a match to that coin?”, “why are those two not a match?”, and “what is the name of that coin?”
In the classroom (5-10 minutes):Back on the carpet, ask the students about the names and features of each of the three coins of focus---penny, nickel, and dime. Make a list together to keep up in the room that highlights features of each coin. Tape the pictures of the heads and nickels of each of the three coins next to the features of each on the list.
Revisit this list in lesson two.
Lesson 2Objective: As a result of this lesson, first graders will be able to identify the value of a penny, nickel, and dime.
Oregon State Math Standards:1.1 Develop an understanding of whole number relationships, including grouping in tens and ones.
1.1.5 Determine the value of like groupings of pennies, nickels and dimes.
Oregon Technology Common Curriculum Goal:ET.6 Technology Operations and Concepts: students utilize technology concepts and tools to learn.
Materials for the lesson:The list of coin features and color photos created in lesson 1.
Document camera, projection screen, internet access.
Computer lab with internet access.
Money song written on chart paper.
Color photos of a quarter (head and tail) from lesson 1----not on features list.
Additional color pictures of a penny, nickel, and dime (heads and tails) to add to the song chart.
Markers.
Tape.
In the classroom (15-20 minutes):*Ahead of time, write the following song on chart paper to display during the lesson:A penny is one,
A nickel is five,
A dime is ten,
And a quarter 25
(Sung to the tune of “The Farmer in the Dell)
At the carpet area, direct students’ attention to the features list created yesterday. Do a think, pair, share about what they remember about each coin. Spend some time discussing answers and misconceptions.
Tell students that today they will learn the value of each coin on the list. Ask, “what does the word ‘value’ mean?” After discussion tell the students you would like to teach them a song to help them remember coin values.
Display the song chart and sing the song for the kids one time. Have students sing with you. Sing the song again, this time stopping to underline the name of the coin and its value on each line. Sing the song again, this time asking for help from a student to tape up the heads pictures of each coin. Sing the song again, this time asking for help from a student to tape the tails pictures of each coin. Sing the song one more time.
Tell the students you want to show them how to play a game in the computer lab today. Ask them to turn and face the projection screen.
Using the document camera, show the game at:
http://www.beaconlearningcenter.com/WebLessons/CoinsForCandy/money0131.htm
Play the game together as a group.
In the computer lab (10-15 minutes):After the students are logged in and playing the game, circulate the room helping to troubleshoot and asking guiding questions, such as “what is the name of that coin?” and “how much is a ______ worth?”
In the classroom (5-10 minutes):Ask students to think, pair, share about the values of a penny, nickel and dime. Revisit the song chart one more time.
Save the features chart and song chart for use in lesson three.
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