- Kinesthetic Learner
- Visual Learner
- Auditory Learner
- Technology Integration
Money
Concept: Money
Grade Level: K-2
Objective
Students will:
- Recognize the value of the penny, nickel, dime, quarter and dollar
- Demonstrate how different coin combinations equal the same amounts of money
- For Advanced learners: Students will write money amounts using the decimal point and dollar sign
Differentiated Strategies
These strategies are used to meet the varied needs of all learners:
Varying academic levels: uses heterogeneous grouping to allow students of differeing abilities to support learning
Visual learners: incorporates visual aids
Kinesthetic learners: provides an opportunity for students to count their coins
Coins for each group of students
Envelopes or baggies for each student, each displaying a different amount of money on the front
Markers
Set of coins for teacher display
The Penny Pot by Stuart J. Murphy
*White board (Optional)
- Review skip counting by 1’s, 5’s and 10’s to 100.
- Identify each coin and its value with students.
- Discuss which coins have the greatest value, and which have the least value.
- Give students piles of plastic coins and sort them into groups of like coins. Lead students as you count the total value of each set of coins.
- Count the penny pile by ones, the nickels by fives, the dimes by tens.
- Group students in mixed ability pairs.
- Write a money amount on the board. (Ex: $0.23)
- Ask pairs to create the amount with their coins. Discuss if there is more than one way to make this amount with their coins. Show all examples. (two dimes, three pennies; twenty-three pennies; four nickels, three pennies; two nickels, one dime, three pennies, etc.)
- Continue until all students are successful matching coin amounts to the problem presented.
- Challenge students to try to find more than one way to show the amount with their coins.
- Ask pairs to share their answers orally.
- Give each pair two envelopes or baggies. (Each has a pre-determined money amount written on the front.)
- Ask students to find the correct amount of coins for their problem and place it in the envelope or baggie.
- Ask the pairs to then switch with their partner and check to see if the money amount is correct.
- Students can then try their partner’s problem, trying to create the money amount in a new way.
- Switch envelopes and partners, and play again.
- Read The Penny Pot by Stuart J. Murphy
The Educational Strategies in Mathematics Grades 6-12 consists of five modules. Each unit provides an interactive experience in which program users watch and listen to video clips of a classroom lesson, interviews with a guest educator, and an interview with the teacher of the video lesson. Units may be used individually or combined for custom courses. Lessons are designed to be self paced for independent instruction, district facilitated for professional development, or university instructor-led for accreditation or re-certification. These robust courses are approved for both college and CEU credits.
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