Day 2 of 3

Grade: 1

Kimberly Alessio
Minutes

Subject: Math

March 13, 2014

Time: 30

Objective:
Students will be able to
Learning: identify the names and values of common coins
Behavior: by learning the money song as a group and then individually identifying the common
coins in their personal piggy bank
Condition: after the teacher sings the money song
Blooms Taxonomy: Application, Comprehension, Knowledge, and Analysis
NJCCCS:
1.MD.C.4 Represent and interpret data.
1.3.P.B.1 Sing a variety of songs with expression, independently and with others.
Opening:
1. Good morning (afternoon) first grade students. Today we have the opportunity to learn
more about common coins and sing a money song. (Anticipatory Set)
2. First, we will refer back to yesterdays lesson and go over the names of the common
coins and then we will learn the words to a brand new money song. (Review)
3. The teacher will use the smart board with the song displayed on it and then hand out the
song lyrics so every student has it on his or her desk.
4. After the teacher sings the song, they then will repeat the song with the teacher as many
times as needed. Then the teacher will ask the students What is the name of the coin
that is worth one cent? What is the name of the coin that is worth five cents? What is
the name of the coin that is worth ten cents? What is the name of the coin that is worth
25 cents? (Assessment of Background Knowledge) A penny is worth one cent.
Nickel is worth five cents. Dime is worth ten cents. Quarter is worth 25 cents.
(Anticipated responses)
5. If no student raises their hand the teacher will start singing the song to help the students
remember.
6. If any student would like to sing the song in a group in front of the class they will have
the opportunity to do so.

7. Miniature piggy banks will be handed out to every student in the class, pennies, nickels,
dimes, and quarters will be located in it. This activity will help the students be hands on
and learn the value of each coin. (Purpose Setting)
Presentation:
8. The teacher will use a pointer to follow the lyrics on the smart board.
9. The teacher will sing one verse and have the students repeat it. The teacher will go verse
by verse with the students repeating after her.
10. The teacher will then explain the importance of knowing the names and values of coins.
The teacher will instruct the students to open their piggy bank and take out the coins.
(Input)
11. Every student will have pennies, nickels, dimes, and quarters located in their piggy
banks. Therefore the teacher will call out the names of the coins and display a picture of
the coins on the smart board. The teacher will then ask the students to give thumbs up or
thumbs down if the coins are in their individual piggy bank. Since all the students have
the same coins they should all have their thumbs up. (Checking for Understanding)
12. The teacher will then explain the value of each coin and have the students put the coins in
order from least to greatest. (Input)
13. The students can lay their coins on the table or stack the coins in four groups; whichever
way they prefer to do it is okay. Then the teacher will walk around and see what the
students are doing and if they are putting the coins in order correctly. (Checking for
understanding)
14. The teacher will then ask the students questions like what coin has the least value or
which coin has the greatest value. (Checking for understanding)
15. The teacher will leave the song lyrics on the smart board as a reference. The students can
also use their own copies of the lyrics which were previously handed out to them.
16. The teacher will have her own piggy bank and organize the coins from least to greatest as
well. Then the teacher will demonstrate for the students and write on the smart board the
names and values of the coins from least to greatest. (Modeling)
17. After the teacher will erase the smart board and have the students come up the smart
board and write by the picture of the coins the proper name and value. (Checking for
understanding)
Guided Practice:
18. The teacher will hand out a worksheet with pictures of money on it. The students will
have to label the correct name on the line. The teacher will walk around and monitor the
students. (Checking for understanding)
19. Then the teacher will call on a student to give her the answer so she can write it on the
smart board. If a student does not raise their hands the teacher will sing the money song
to help the students remember the coin names and values.
20. If any student still is struggling the teacher will make a group on the rug in the classroom
where she can review the song and count the coins in the piggy bank. The teacher can
retrace the steps and see where the problem/problems occurred.
21. For advance students they can pair off and quiz each other by pulling out a coin or two in
the piggy bank and identify the coins and its value or values.

Closure:
22. The teacher will have the students put all their worksheets in their home folders.
23. The teacher will then ask the students what they had learned today. (Anticipated
responses) We learned a money song. We learned the name and values of a coin.
(Summary of major points)
24. If no one raises their hand the teacher will then pull up the smart board and show them a
list of topics they accomplished in todays class.
25. The teacher will tell the students how important coins are in everyday life for example
purchasing something, being a cashier, or paying for bills. (Trying coherent parts to a
whole)
26. The teacher will tell the students what they learned today will be useful for tomorrows
lesson. Tomorrow they will be learning about how many pennies, nickels, dimes, and
quarters make up a dollar bill. This lesson will be presented on the smart board as well.
(Preview of future lesson)
Assessment
Formative:

Formative assessment takes place in steps 11, 13, and 16. By having the students
come up to the smart board, sing the money song, and put the coins in order they
are being assessed.
Formative assessment takes place when the students are filling out the
worksheets.

Individual Measurability:

Students who go to the smart board will be individually measured as well as the
students working on their worksheets at their desk.
Students will be able to individually put the coins in order from least to greatest.

Summative:

There will be a future lesson on how many pennies go into a dollar, how many
nickels go into a dollar, how many dimes go into a dollar, and how many quarters
go into a dollar. As well as how many coins can go into a dollar. After learning
this lesson, a test will be given on identifying common coins and how many
different and same coins go into a dollar.
There will be daily worksheets handed out to the students to review common
coins.

Differentiation
Varying Content:

The use of the smart board will help visual learners. (Learning styles)
The use of touching the coins and putting the coins in least to greatest order, as
well as coming up to the smart board will help kinesthetic learners. (Learning
styles)
By coming up the front and singing the money song will help sociable and
energetic students to get up out of their seat for a few minutes. (Learning styles)

The teacher is appealing the students interests by having the students get up and
move around whether it is singing or writing on the smart board. (Interests)

Varying Process:

By using the white board, smart board, and worksheets the students will be able to
succeed and have multiple resources to help if one was struggling. (Classroom
Organization)

Varying Product:

For any students who are struggling will have the opportunity to come to the rug
as a group and the teacher can review the song. After reviewing the song the coins
that are in the piggy bank will be taken out and re-taught. The teacher will also
retrace the steps and see where the problem/problems occurred.

Technology:
The smart board will be used throughout the presentation.