Transcript Odd and Even Numbers

Identify the Value of Coins
Unit of Study: Money
Global Concept Guide: 1 of 3
Content Development
 Standard Footnote: Students will not be expected to write the decimal
form of a coin. For example, a nickel does not need to be written as 0.05.
Students will not be expected to write the decimal notation for a
combination of coins.
 “The value of each coin is also a convention that students must simply be
told. For these values to make sense, students must have an understanding
of 5, 10, and 25. More than that, they need to be able to think of these
quantities without seeing countable objects. Nowhere else do we say, “this
is 5,” while pointing to a single item. A child whose number concepts
remain tied to counts of objects will be challenged to understand the value
of coins. Coin value lessons should focus on purchase power- a dime can
buy the same thing that 10 pennies can buy.” (Van de Walle, Elementary and
Middle School Mathematics, 2010, p. 385)
 Students will need exposure to real, plastic, and printed coins during this
unit.
Day 1
Essential Question: How can you use the attributes to name a coin?
The focus of today will be on the physical attributes of coins and how they can help us
identify the coins by name. The CPalms lesson, Mystery Coins, can be strategically used
over the next two days by highlighting parts of the lesson to meet the learning outcome.
 Engage: In the “Teaching Phase” of this lesson, the teacher gains the student interest by
sharing “things” (coins) found while cleaning and probing for previous knowledge, use
guiding questions 1 and 2 to promote discussion.
 Building Conceptual Knowledge: Provide examples of the different coins for students to
examine. Using guiding questions 3-6 from the lesson, create a class anchor chart of
physical attributes of each of the coins. Students with previous knowledge may share
the coin value. It is okay to add this to the chart if shared, but it is not the focus of the
discussion.
 Guided Practice: Play the game “Bankrupt” from the Mystery Coin lesson. Remember to
only ask students to name the coin.
 Closure: Use Coin Sort Mat 2 to sort a handful of mixed coins. You may use the anecdotal
recording sheet to assess students.
By the end of Day 1, students should be able to identify the coins by name.
Day 2
Essential Question: How can you use the attributes to identify the value of a coin?
The focus of today will be on the value of coins using the CPalms lesson, Mystery
Coins.
 Engage: In each small group have students use snap cubes to build/represent the
numbers 1, 5, 10, and 25. Once groups are done, present them with 1 of each coin.
Have students discuss what they know about each coin and see if they can connect
them to their value. Allow students to share their discoveries.
 Building Conceptual Knowledge: Refer back to the anchor chart created on Day 1.
Add any additional information to the chart that has been discussed. Present
students with a mixture of coins and Coin Sort Mat 3. Allow them time to sort their
coins and then discuss their reasoning.
 Independent Practice: Voyages Money Matching Cards. Students will match the
picture of a coin, value in numbers, word form, and value in words. Students can be
provided a bag of the precut cards and each student will match the cards using
values. For an extension, students can write other attributes they know abut each
coin.
By the end of Day 2, students should be able to identify the value of the coins.
Day 3
Essential Question: Why is it important to understand the value of different
coins?
 Engage: Provide pairs/groups of students a pre-made bag of coins (include
pennies, dimes, nickels, and quarters). Students will complete an open sort of
the coins and describe what attributes they used to sort. While your students
are sorting the coins, take anecdotal notes about how your students are
applying the knowledge from the first two days.
 Building Conceptual Knowledge: Voyages Heads and Tails Lesson: Putting into
Action. The teacher will prepare bags of various coins and students will use
their knowledge of the coins to determine if they prefer a bag of 1 nickel or a
bag of 5 pennies. Voyages Penny Wise: Students will determine the amount of
pennies for each coin.
 Independent Practice: Have students use coin manipulatives on their
comparison mat to answer each statement.
By the end of Day 3, students should be able to understand and communicate that
different coins have different values. (Ex. If I have 1 dime and you have 1 penny,
we do not have the same amount of money even though we both have one coin)
Enrich/Reteach/Intervention
 Crazy Coins (Lesson from Ohio Department of Education)
 Use Part 2 #6 to introduce a penny using attributes and
values. The lesson includes guiding questions. Provide
students coin manipulatives versus the paper copy- it is
important for students to hold and examine a coin to
understand the attributes. Complete the same
format/guiding questions with a dimes, nickels, and quarters.
 Build A Robot – Count the number of the given coin. Each
correct answer helps you build your robot.
 Coins for candy This is an interactive lesson where students
review the identification and value of coins.
 Names and Values Name the Value of coins displayed.
 Identify Coins Match the coin to the name
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