Lesson Plan : Exploring Use and Function of Coins

Teacher Name:
 Miss. Barnett
 Grade 1

 Money: Coins, Counting
 Cooperative Learning Structure: Think-Pair-Share Rationale: I want the students to investigate the coins on their own, then be able to discuss with a partner what they observed, then share the observations with the class, so students can hear about observations they might have missed. This Cooperative Learning structure involves personal reflection, but is also interactive and fits well into the math/money unit we are studying. Vocabulary: penny, nickel, dime, and quarter.
 TEKS: The student will 1.1 C: identify individual coins by name and value and describe relationships among them; 1.12 A: explain and record observations using objects, words, pictures, numbers, and technology; 1.12 B: relate informal language to mathematical language and symbols;
 The student will: -investigate a penny, nickel, dime, and quarter -identify and explain similarities and differences between the coins -identify coins by name
 10 sets of real coins in a plastic cup (penny, nickel, dime, quarter), white butcher paper, colored marker
 Teacher will put students in partners and give each group a cup of real coins. Teacher should explain that students need to share the coins with their partner and should NOT throw, spin, or flip the coins. Then let students look at the coins for 2-3 minutes.
 Teacher will demonstrate what students will be doing for the remainder of the lesson - such as students should look closely at both sides of the coins, share with other students, talk about coin attributes, and similarities and differences between the coins.
 Students will share with their partners attributes of each coin (penny, nickel, dime, and quarter) and how coins are alike and different. Teacher will walk around to be sure students are on task and understand the assignment.
 Pair ESL students with students who act as peer tutors.
Checking For Understanding:
 Call out the name of a coin and have one of the partners place it in the cup. Teacher will walk around and check for understanding. Teacher will call out the name of another coin and have the other partner place it in the cup, walking around to check for understanding. Students will alternate until all have identified each coin. Teacher should use a checklist to record students' understanding.
 Review chart that students came up with and explain that it will be placed in the classroom for students to use if they need help remembering the different coins' names and values.
 Checking for Understanding activity will be used for Evaluation.
Teacher Reflections:
 The lesson went very well. Students, for the most part, were able to identify coins after the lesson (there was still a lot of confusion before the lesson). Students worked very well together - the peer tutors were especially helpful to the ESL students. The peer tutors helped the ESL students understand what they were looking for and how to express it to the class. The chart that was created will stay up in the classroom to be an aid to students in the future, in case they forget the coin values, etc. later on.

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