Heather Turner

Title: Lesson 114

Subject Area: Morning Calendar

Grade Level: First

Description or Outcome Statement: The students will use their bodies to jump from box to box to show an amount. The students will use manipulatives to add money to find an amount.

QCC Objectives:

Topic: Money
Standard: Determines the value of a set of coins up to $0.50 using quarters, nickels, pennies, and dimes.

Topic: Money
Standard: Names and identifies values of coins (penny, nickel, dime, quarter) and dollar bills.

Topic: Counting
Standard: Counts by ones, fives, and tens to 100 and by twos to 20. Counts backwards from 20.

Specific Lesson Objectives:

The students will:

• gain a complete understanding of the value of a nickel, a penny, and a dime.
• learn different ways to make a certain value of money.

Materials:

• Calendar meeting board
• Play money
• Masking tape

Procedures:

PREPARATION: The teacher will use masking tape to make a three by three grid on the carpet. The boxes must be large enough to place a number on the inside, a large coin (dime, nickel or penny) and large enough for a student's feet. Inside the boxes either tape a ten, five or one and a cents sign.

CALENDAR: Ask the students to identify the shapes on the calendar and the shape pattern for the month. Ask the students to identify the date and today’s day of the week. Ask the students to identify the date on the first Thursday of this month.

NUMBER PATTERN: Put the pattern 4, 14, ___, 34, ___, ___. Ask the students to identify the missing numbers in the pattern. Read the pattern with the students.

COIN CUP: Put $1.10 in the coin cup. Ask the students to identify how much money is in the coin cup. Ask the students to come up with multiple ways to make $1.10.

MOTIVATION: The teacher will tell the students that they will have to jump across the grid to show the teacher how to make a certain amount of money.

STATEMENT OF PURPOSE: The purpose of this lesson is for the students to gain a complete understanding of the value of a nickel, a penny, and a dime. The students will also be able to count out a certain value of money.

TEACHER MODELING: The teacher will model for the students (i.e., $.19 jump on a five, call out five cents, jump to another five, call out ten cents, jump on or back to a five and call out fifteen cents, jump onto a one, call out sixteen cents, jump to another one, call out seventeen cents, jump onto another one, call out eighteen cents, jump onto another one and call out nineteen cents.)

CHECK FOR UNDERSTANDING: The teacher will pass out a bag of money for each child. The teacher will model for the students using the large money. The teacher will separate the money into two stacks. The teacher will tell the students to do the same. The teacher will tell the students to show what would equal 3 cents. The teacher will check the students’ coins for accuracy. The teacher will tell the students to show what would equal 5 cents. The teacher will check the students’ coins for accuracy.

GUIDED PRACTICE: The teacher will tell the students to show how to make the amount 7 cents. The teacher will tell the students that they must start by using one nickel. The teacher will model this for the students using the large coins (i.e., five, six, seven- nickel, penny, penny). The teacher will check the students’ coins as they work. The teacher will tell the students several amounts and have the students work to show each amount. (Show me 8 cents. Show me 12 cents. Show me 16 cents.) Choose about ten amounts for the students to manipulate the money and show the teacher. Collect the bags of money. The teacher will tell the students that they are going to add in a different way now. The teacher will show the students the grid on the carpet. The teacher will explain the game to the students.

INDEPENDENT PRACTICE: The teacher will say, "I will choose a student. I will call out an amount of money. You have to jump across the board/grid to show me how to make that amount. As you jump on each amount you will count on aloud." The teacher will also model how jumping on too many nickels will have equal too much. The teacher will call on the students to participate. Each child should take about three times. The teacher will assess each student as they complete their jumping by documenting it on the checklist.

Closure: To tie up the lesson, the teacher will ask the students what they learned in today’s lesson. Have the students tell what they learned.

Adaptations:

• For an ESL student I would do the following:
• Keep questions brief and to the point.
• Allow for extra time to complete assessments.
• Break down activities into small steps and provide a lot of verbal reinforcement.
• For a student with a mild intellectual disability I would do the following:
• Provide a sample of the finished product before beginning the activity.
• Have in place a clear roadmap for the child to follow. Sequence of steps precisely given to him.
• Change steps, eliminating multi-level tasks when needed.
• Place self-checking and self-rewarding activities after each step to motivate the student.

Assessments: The teacher will assess each student as they complete their jumping by documenting it on a checklist.

Extensions: To extend this lesson, you can make a larger grid by using quarters, dimes, nickels, and pennies.

Remediation: For students who need extra help with this lesson, you can make the grid smaller. Make a two by two grid using only nickels and pennies.