This lesson introduces students to identifying coins through various activities. Students will start by examining real coins in groups. They will then watch a video and create an anchor chart on what they know and want to learn about coins. Working in pairs, students will practice sorting coins on a computer game or activity sheets. For assessment, students can choose a labeling worksheet or matching activity to complete, or take a computer quiz where questions are read aloud. The lesson provides multiple ways for students to engage with and demonstrate their understanding of coin identification.
This lesson introduces students to identifying coins through various activities. Students will start by examining real coins in groups. They will then watch a video and create an anchor chart on what they know and want to learn about coins. Working in pairs, students will practice sorting coins on a computer game or activity sheets. For assessment, students can choose a labeling worksheet or matching activity to complete, or take a computer quiz where questions are read aloud. The lesson provides multiple ways for students to engage with and demonstrate their understanding of coin identification.
This lesson introduces students to identifying coins through various activities. Students will start by examining real coins in groups. They will then watch a video and create an anchor chart on what they know and want to learn about coins. Working in pairs, students will practice sorting coins on a computer game or activity sheets. For assessment, students can choose a labeling worksheet or matching activity to complete, or take a computer quiz where questions are read aloud. The lesson provides multiple ways for students to engage with and demonstrate their understanding of coin identification.
This lesson introduces students to identifying coins through various activities. Students will start by examining real coins in groups. They will then watch a video and create an anchor chart on what they know and want to learn about coins. Working in pairs, students will practice sorting coins on a computer game or activity sheets. For assessment, students can choose a labeling worksheet or matching activity to complete, or take a computer quiz where questions are read aloud. The lesson provides multiple ways for students to engage with and demonstrate their understanding of coin identification.
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Coins
Jennifer Hyson print lesson
About This Lesson
Description
The lesson topic is identifying coins. Students will practice identifying the correct coin vocabulary term and matching the word to its picture. Prerequisites
-Counting of numbers 1-25
-Identifying different shapes and sizes -Identifying different colors/symbols Estimated Time
45 minutes Potential Use PURPOSE:
Classroom Instruction, Small Group
GRADES:
K-1
CONTENT AREAS:
Math
COMMON CORE:
Mathematics
o Geometry Identify and describe shapes.
CCSS.Math.Content.K.G.A.1 (grade K): Count to 100 by ones
from a given number within the known sequence (instead of having to begin at 1).
CCSS.Math.Content.K.G.A.3 (grade K): Write numbers from 0 to
20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Reason with shapes and their attributes.
CCSS.Math.Content.1.G.A.1 (grade 1): Distinguish between
defining attributes (e.g., triangles are closed and three-sided) versus non- defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.
Goals Instructional Goals
-Students will identify different coin features of quarters, dimes, nickels and pennies.
Objectives
-Students will be introduced to quarters, dimes, nickels and pennies.
-Students will collaborate with groups to discuss coin attributes.
-Students will practice sorting coins on the computer and/or on a worksheet.
-Students will complete an assessment on identifying quarter, dimes, nickels and
pennies.
-Students will create a class anchor chart describing coin features and values.
Variability Students will have access to visuals, audio and manipulatives in order to make sure they meet the objectives. They will have access to technology and they will have choice when it comes to what activities or assessments they choose will work best for them.
1. Mike has a learning disability & struggles to read grade level text. Mike cannot comprehend what is read and the classroom teacher reports that he is reading three grade levels below his current grade. He can answer comprehension questions when the text is read to him. Mike has limited written expression, but his oral expression is appropriate for his age. Classroom teacher reads material to Mike and he is able to answer questions. Mike often gets frustrated with his work and classroom expectations and becomes verbally abusive toward the teacher and his peers. Mikes teacher is reading passages to him so that he can practice comprehension skills. Mike will be able to listen to the brain pop video. He will be able to complete his practice on the computer if he choices to do so. He also will be able to take the assessment on a computer where the questions will be read to him. Mike will have access to the computer as his High Tech device to complete work. Mike will have a communication board to use with velcro and icons, to let the teacher know if he needs help, needs a break or is finished.
2. Jim is a student in the class. Jims testing indicated significant delays in speech/ language, motor, and social development. Also, his cognitive development was well below expectations for his age. Jims functional vocabulary is small, but allows him to communicate basic needs to those familiar with him. Jim is usually quiet, but when he speaks he usually becomes frustrated and gives up. Jim is in a wheelchair and unable to manually manipulate himself which causes him frustration. His peers mostly talk At him instead of with him. Jim will need room to move around the room. He will be paired with a student he feels comfortable with. He will be able to use an IPad with a Text to Speech App in order to communicate with his peers/ teachers. Jim will be able to move freely around the classroom because of the way the classroom is set up. It is set up as student-centered learning, so all students will be able to work wherever they want, which will help Jim feel included. He will be paired with a student he feels most comfortable in working with and a student that is familiar with his communication device. Jim will use a communication board with words/phrase to help them collaborate with his peers. He will be able to use the computer for practice and assessment.
3. Cindy is an ELL student. She moved to the United States from Ecuador a year ago. She is still improving on her use of English when speaking to her peers and teachers in school. She is still having difficulty reading unfamiliar sight words. In order for Cindy to be successful, she will be paired with a partner that she is comfortable with during the partner work. She will be able to gain new knowledge during the brain pop video, and she will be able to take the assessment on the computer so that is can be read to her.
4. Joey is a GT student. He is very gifted in math. Joey will be engaged during the lesson because he is very motivated when using the computer. Joey will be able to have extra practice, as well as have the opportunity to guide his peers to gain a better understanding of money. An extension activity is available on paper and the computer for when Joey has completed his assessment. He will be addressing the next concept of how much each coin costs and counting money.
Author's Reflection The goals and objectives consider the variability of all learners because I made goals clear and flexible. Students are asked to complete, practice and create things. They are not told how they have to do it and are given choices. Students are able to learn visually, auditorially and kinesthetically during this lesson.
Assessments Formative Assessments
- Students will be practicing sorting coins in different ways. As they are completing their anchor chart as a class and as they engage in practice with a partner, I will walk around to gauge understanding and give feedback.
Summative Assessments
-Students will complete a worksheet either on the computer or on paper. They will match the vocabulary word to the correct coin. -Students will complete the class KWL chart with things that learned as a wrap up of the lesson on sticky notes. Author's Reflection As I worked through this section, I realized that the students are all being measured on the same outcome. They may be doing it in a different way (computer quiz, labeling or cutting/pasting to match), but they are all showing that they understand the different coin terms and their pictures.
Instructional Methods Opening
Hook
Students will start out in groups. They will be given different coins to look at and discuss. They will answer questions." What shapes are they?" "Are they all the same size?" "Are they all the same color?" "What pictures are on them?" "What do you think they are?" "What might we use them for? Introduction
After 5 minutes of looking at the coins, the class will complete a KWL anchor chart. We will add in what we know about coins and what we want to know.
During
Introduce New Knowledge
We will use the interactive board to view a brain pop video Dollars and Cents to gain new knowledge about coins and their attributes.
Guided Practice:
Students will work in pairs to complete a sorting activity on ABCya. If they choose to, they will be able to review before starting the sorting activity using the "learn" option. The teacher will circulate to make sure students are on task and completing the work correctly. Students will use the sorting mats to sort the different coins on the correct piggy bank "Quarter, Dimes, Nickels and Pennies". The teacher will circulate to make sure students are on task and completing the work correctly.
Independent Practice:
Students will complete an assessment. Some students will be able to choose if what worksheet they want to use. (Labeling or cutting and pasting). Some students will take a quiz on the computer where they will be read the questions. There is an extension activity available for those who finish early.
Closing After students are all finished their assessments, sticky notes will be handed out to each group of tables. They will discuss one thing they learned today and one student will write it down on the sticky notes. One student from each group will post the sticky note on the KWL anchor chart under the "Learned" section. I will review the sticky notes with the class.
Author's Reflection I have included many different options throughout the lesson to keep all learned engaged. The activities are all very different. They are first collaborating with each other about something maybe some students dont have a lot of knowledge about. Many students enjoy brain pop videos because it puts a "funny" twist on new information. Anchor charts are used to help give students visual and organize the information in a way that is easy to read. The anchor chart can then be copied and given to students that may need an extra resource in later lessons. Students are able to express their understanding in different ways during practice and independent work (worksheet, manipulatives, computer/iPad, and paper/glue).
Materials Materials and Supplies
- Coins for intro to the lesson
-Brainpop video -Anchor chart paper and markers -Pictures of the coins and labels for anchor chart -ABCya sorting website -Sorting mats and coins -Computers/iPad -Assessment worksheets and access to worksheets on the devices
Resources Included Brain pop Junior Video- Dollars and Cents Why it's included: Introduction to coins and their values https://jr.brainpop.com/math/money/dollarsandcents/
ABCYA Sorting website
Why it's included: Students can sort coins but also go back and review about them before starting the sorting activity. http://www.abcya.com/learning_coins.htm Sorting Mat Why it's included: Students can use physical coins to help practice sorting http://www.themeasuredmom.com/free-coin-sorting-mat/ Assessment WorkSheet Why it's included: Option of worksheet - labeling Assessment Workseet 2 Why it's included: cut and paste option Assessment option 3 Why it's included: boardmaker online matching activity/quiz Will also read to the students Coin amount matching worksheet Why it's included: extension activity for students https://www.moneyinstructor.com/wsp/wsp0003.asp Author's Reflection I feel that all the materials and resources used in this lesson will interest and engage students. Money is something they see their parents/family using every day. This will further help them to use it on their own in the real-world. Students are also able to collaborate with peers so they can interact with the information given to them. Students have choice in which activities they want to complete to express the new knowledge.
