SPECIAL EDUCATION CAPSTONE LESSON PLAN TEMPLATE

[Math] LESSON [1] of [3]

[Identifying the coins and their worth]

Teacher Jessica Barbis Date TBA
# of Students 6 students Time TBA
Grade Level (s) K-2 Duration 35 minutes
Structure X Whole class X Small group One-on-one Other
Central Focus
Summary
Central Focus:
Students will be able to:
List the value of a quarter, dime, nickel, and penny in dollar form.
Find the total monetary value of a set of quarters, dimes, nickels,
and pennies.
Calculate change received on a purchase.
Count and make change for dollars.

Academic Language Function:
Inform: Students will identify the different names of the coins. Order:
Students will order the coins in the correct order from least to greatest to
further their understanding of the value of the coins. Classify/Analyze:
Students will separate the coins into groups of the same value and then be
asked to separate them into groups that equal a dollar. Solve problems:
Students will then be asked to solve different money problems and then give
change of dollars in an activity.


Learning
Target(s)

Academic-Primary: By the end of the learning segment, students will
be able to identify the different coins by their name and value.

[Academic-Secondary/Functional]: By the end of the learning
segment, students will be able to be able to make changes of dollar bills.


Standard(s)


CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and symbols appropriately. Example: If you
have 2 dimes and 3 pennies, how many cents do you have?
CCSS.MATH.CONTENT.4.MD.A.2
Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money,
including problems involving simple fractions or decimals, and
problems that require expressing measurements given in a larger unit
in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement
scale.
Lesson
Objective(s)


Lesson Objectives:

Students will be able to identify all 4 coins (penny, nickel, dime, and quarter)
and the dollar bills up until 10 dollars by the end of the third day at 80%
accuracy.
Students will be able to verbally or express it in written from the value of
each coin and dollar bills at 80% accuracy.

Relevant IEP Goals and Benchmarks:
If a learner needs a scribe, they are given one during this lesson to help
them write what needs to be written. If a learner needs pictorials to choose
their answers, they will be given them for them to be part of the lesson. If a
learner needs extra time to complete what is asked of them in this lesson,
they are given that as well.

Key Vocabulary


Keywords: quarter, dime, nickel, penny, value, identify, and cent.
Materials and
Resources




Teacher Materials:
The Coin Counting Book by Rozanne
Lanczak Williams
SMART Board or white board
Expo markers
Coin worksheet
Plastic or real money- quarters, pennies,
nickels, and dimes- a collection in zipper type plastic sandwich
gags
Coin Song http://www.youtube.com/watch?v=3ARNqyQ0CuY

Student Materials:
Pencils
Launch/
Anticipatory Set
5 Minutes


******ALL VERBATIM*******

Do you know what we use to buy things that we need and want? Were you
ever given this to buy something that you really wanted?

What:
Boys and girls, today we are going to learn about money and what
each different coin and dollar is worth.

Why:
Boys and girls, we are learning about the different coins and their
value today because it is important for students to be able to identify
the value of a coin that you will later be able to make changes for a
dollar and count the coins to make up how much something costs in a
store. You will need what you learn today when you go to a store,
restaurant, and mall.

How:
First I will show you the different types of coins that are used in our
money system, where you will name the different coins that we use.
Then we will go over the value or how much each coin is worth. Then
you will practice on your own naming/identifying the coins and telling
a partner what each coin is worth.

Introduce the topic:
Before we begin, what do you know about the coins that we use
today?






Instruction
15 Minutes


******ALL VERBATIM*******

Input: First, we will start off today reading the book called The Coin
Counting Book by Rozanne Lanczak Williams. The teacher will read the
book to the class and ask questions as they go. This will give the students
a further understanding of what the coins are named and their values.
After reading the book, have pictures of the different coins either in a
PowerPoint, printed out on poster board, or have real coins. Hand out a zip
lock baggy with many different coins in the bag for each of the students.

Modeling:
The teacher will hold up the different pictures of the coin and have the
students raise their hands to tell the teacher what the coin is called. The
students will also be asked to find that coin in their bag so that they can feel
and see and hear what that coin is called. The teacher will do this for about
4 minutes showing the picture of the coins and having the students name
and find the coin in their pill of coins that are on their desk. The other adults
in the room will walk around and make sure that each student is finding the
correct coin and making sure that they are saying the correct name for that
coin.

Once the students have a good understanding of what the name of each
coin is called, the teacher will then go into what each coin is worth. This is
where the teacher will put the picture of the coin on the white board or wall
where ever the students can see it then the teacher will go over the amount
each coin is worth by writing the number form of the amount and then
explaining that you always need to put a cent sign after the number so that
everyone knows what that number stands for. Go over this for about 6
minutes and make sure all the students have a good understanding what
each coin is worth.

Then have the students listen to the video clip on you tube to further their
understanding of the names and value of the coins.
http://www.youtube.com/watch?v=3ARNqyQ0CuY


Structured
Practice and
Application
10 Minutes






******ALL VERBATIM*******

Structured Practice:
The students will then have the chance to practice naming the coin and
matching the coin value to each coin by a matching game that would be
created on a SMART Board or on the white board by having pictures of
each coin, the name of the coins, and the value of each coin. This would be
as a whole class, where each student will have the chance to come up to
the board and draw a line to the correct coin.

Independent Practice:
The students will then do a worksheet where they will have to choice the
correct name of the coin and find the correct value of that coin. This will be
done by their selves to see who understands the concept and what they
need further clarification on.

Extension or Sponge Activities:
Students would be able to play money games on the computer if allowed in
the schools or as a class play money bingo. Also, as a review the teacher
could give the students another worksheet that has the students actually
writing the name of each coin and what it is worth.


Closure
5 Minutes


******ALL VERBATIM*******

The teacher would conclude the lesson with having the class come back
together as a whole class and review the name of the coins and then the
values of the coin to further their understanding of the concept that was just
learned today. Also, this will be a chance for the students to ask questions
about what they learned today and if they have any comments about it.



Assessment
Lesson
objective
being
assessed
Type of
assessment
(Informal or
Formal,
Formative or
Summative)
Description/
format of
assessment
Modifications to the
assessment so that all
students can
demonstrate their
learning
Evaluation Criteria
What are the criteria
(scores/rubrics) that
will demonstrate
student learning
(related to the
learning objectives
and central focus)?
Students
will be able
to identify all
4 coins
(penny,
nickel, dime,
and quarter)
and the
dollar bills
up until 10
dollars by
the end of
the third day
at a 80%
accuracy.
Students
will be able
to verbally
or express it
in written
from the
value of
each coin
and dollar
bills at a
80%
accuracy.


Informal Matching the
coin to its name
and value on
either the
SMART Board
or white board,
where each
student will
have a chance
to answer one
or more in front
of the
classroom.
The assessment is
already modified to
meet all the students
needs of the
classroom.
This would be an
observation, where
the teacher would
watch and help out if
the student matched
the wrong name or
value to the coin.
The teacher would
then correct it and
have them try a
different question.
Same as
above.



Formal The students
will then do a
worksheet
where they will
have to choice
The assessment is
already modified to
meet all the students
needs of the
classroom.
This would be a
graded assessment
that would be based
on if they got the
correct name for
the correct
name of the
coin and find
the correct
value of that
coin. This will
be done by their
selves to see
who
understands the
concept and
what they need
further
clarification on.

each coin and if they
put the right value of
the coin as well. This
would be a grade out
of 8 points.
Materials and
Resources
Bibliography
Lanczak R. (2001). The coin counting book. Watertown, MA:
Charlesbridge Publishing.

Teachers pay teachers. (2012). Retrieved from:
http://www.teacherspayteachers.com/Product/Math-Lesson-
Plans-Unit-on-Money-FREE-235630