Lesson Map

Day 1
Basics/Pre-concepts
1. Identify coins/know values
2. Count to at least 100 and be able to
add up to 100
3. Categorize coins
4. Add like coins
5. Finding the difference between
numbers that equal up to 500
Introduce topic

Day 2
Work with coins and value up to $1.00
Talk about equality

Work on combination of bills and coins

value up to $5.00

Overview topic
We will determine the value of a
variety of bills and coins whose
value adds up to $5.00 or less
We will compare the value of bills
and coins
We will learn how to make change

Day 3
Discuss comparison between value of
different bills and coins

Day 4
In order to make change, teach different
concepts: counting up, mental calculating

Money relates to fractions- coins equal part

of 100, or a dollar
Understand basic coins, their values, and
the order they go in.
Understand bills, their values, and the order
they go in.
Understand that all basic coins BY
THEMSELVES are less than the lowest
BILL, but when combined can equal bills
Briefly introduce fancy coins
Day 5
Do simulations: have students pretend they are at a store and are giving change, bank
teller, etc.
Unit test

Show examples of foreign money BUT DO NOT talk about value. Fun activity
Lesson Plan Objectives
Day 1
After covering the basics and pre-concepts necessary for this Unit, SWBAT identify coins
on a worksheet, circle like coins, and add like coins up to 100, with 100% accuracy.

After class discussion and hands on activities, SWBAT tell us the value of each coin
when presented to them, with 100% accuracy.

After freshening up on subtraction and finding the difference between numbers,

SWBAT tell us the AMOUNT of change an individual should get with 100% accuracy.
(Does not need to be able to make change).

Lesson Opening
The classroom will be set up with various stations resembling grocery stores and
bank stations. These will be used later on in the week for simulations and activities that
allow to students to apply what they have learned. There will be different pictures around
the room, with cartoons featuring money, pictures of different forms of currency, and
other money-related objects. On Day 1, when the students walk into the classroom, they
will each be handed a bill or coin, anywhere from a penny to $100 (some will be fake )
and I will tell them that when they walk into the room, I want for them to find a space on
the floor and sit with the other students who have their same currency. After everyone has
settled into the room and gotten in their groups, we will go around the room and see if

everyone can name what each currency item is in each group and if they can tell me the
value. After students have done this successfully, I will then ask the students if they can
line up in order of increasing value of their currency. After we have completed this
activity, I will ask all students to return their money to me and bring their desks back into
the middle of the room and set them up. Once the students are seated, I will start talking
to the them about the basics and pre-concepts that they need to know for this unit,
relating it to the activity that they just completed and previous concepts that they have
covered- ability to count to at least 100, add up to 100, able to categorize coins and
identify value of coins like they just did in the introductory activity. After we have
discussed the previous knowledge necessary for this unit, I will tell them the different
topics that we will be covering over the upcoming week.

Connecting to Prior Learning

How many of you have ever had a lemonade stand? Or a bake sale? (Wait for
students to raise their hands). Now, lets say you sold each cup of lemonade for 50, but
someone came up to you and asked for one cup of lemonade but handed a dollar bill.
How did you figure out how much money to give them back? I will then wait for
responses from the students, prompting them if necessary by saying, Did you start
counting at 50 and count up to 100 and figure out what coins you needed to use to make
that number?, Did you know that between 50 and 100, there is a 50 difference?,
etc. Once students provide me with different ideas of how they figured out how much
change they were supposed to give, I would then say These are all really good ways to
figure it out. Later this week, we are going to be doing just that- figuring out the best way

to figure out how to give change to someone. You can do it by counting up from what is
owed to what they gave you, you can mentally calculate the difference- theres many
different ways.

Content (Instructional Strategies)

Today, we are going to be doing review on basic money and math skills that you
all have learned over the past 2 years, so that they are fresh in your mind for all that we
will be doing this week. We started off class with the activity where you guys showed me
that you were able to identify coins and bills and tell me the values of them, so now I am
going to hand out a worksheet which has pictures of different coins and bills and I want
you to tell me the name of each of them and how much they are worth. There will also be
questions that have pictures of coins and I want you to add up all of the coins and tell me
their value. (Hand out worksheets) When you are done with your worksheet, I want
you to flip it over and draw me a picture on the back so that I know who is done and who
is still working. (Wait for class to finish) (Time- depends) I will then go over the
worksheet with the class and have them as a whole tell me what the answer is for each
question and ensure that everyone has the same answer and everyones worksheet has
100% accuracy. (Strategy- think-aloud, shared instruction) After we have finished the
worksheets, the students will then work on a worksheet within pairs that focuses on
finding the difference between numbers that equal up to 100 (Strategy- group work)
(Time- 10 minutes). After everyone is done, each pair will answer each question and, as a
class, we will make sure that everyone in the class has answered each question with
100% accuracy (Strategy- think-aloud, group work, shared instruction). After we have

reviewed all of these basics and students are able to do them all with total proficiency, I
will hand out to the students packets containing worksheets that they will use for the rest
of the week and do a class discussion that quickly reviews everything we have done, to
end the day.

Products, also all used for Assessment/Closure

Coin identification worksheet
Finding the difference worksheet
Class activity where students tell us the value and name of coins and bills

Homework
None on first day

Differentiation
See Attached

Materials/Equipment
Pictures and stations for around room
Worksheets
Coins and bills