Lesson Plan-Teaching Coins

• written by: Cortney Compton (Spring, 2001)

• graphics, editing, & formatting by:  Dr. Beth McCulloch Vinson

"Special thanks to my mother, Mrs. Betty Compton, for support and ideas. 

I appreciate everything you do to support my education. 

Love, Cortney"

Subject: Problem Solving Using Coin Identity and Coin Value

Grade: Kindergarten

I.  Behavioral Objective:

     After a teacher-directed math lesson, the students of Miss Compton’s kindergarten

class will: identify the characteristics of a penny, nickel, dime, and quarter, match the value

of coins, and finally, learn how to use money for a purchase. Each student will use a

group of pennies, nickels, dimes, and quarters to construct sets for coin value, pencil

shade each coin, and purchase priced fish manipulatives using coins. Each student will problem

solve at an accuracy rate of at least 90%.

II.  Instruction/Method:

A.  Anticipatory Set:

1.     Explain that today they will learn about coins.

2.     Sing the song, along with the cassette tape, called One Penny.                                        

3.     Read the book, What’s in the Piggy Bank?

4.     Supply the following definitions and specific characteristics to ensure understanding: “ penny,” “nickel,” “dime,” and “quarter.”

5.     Use the song, One Penny and the large coin displays to refresh the students on the value of the penny, nickel, dime, and quarter before using the coins to make a purchase.

B.  Statement of Objective:

“When we finish today you will be able to identify coins, understand coin value, and use coins to make a simple purchase.”

C.  Instructional Input:

1.  Use the large coin displays to review the identity and characteristics of the penny, nickel, dime, and quarter.

2.  Review the song called One Penny.

3.  Illustrate simple coin rubbing with each coin. For example, begin with the penny and build up to the quarter.

4.  Using the cassette taped song, called One Penny, and the coin displays, bring out the meanings of the words “penny,” “nickel,” “dime,” and “quarter” at this time.

            D.  Modeling:

1.     Illustrate the proper method of shading each coin by placing it underneath a piece of paper and rubbing over it with a pencil.

2.     Using the coin displays, identify individual characteristics of each coin. “A penny is copper brown. A nickel is thick and fat. A dime is little and thin.  A quarter is big and bold.”  Point out the value of each coin.”

3.     Show the children the symbolic representation of the shaded coin’s value on the overhead projector (1 penny = 1 cent).

E.  Checking for Understanding:

1.  After sharing the coin characteristics ask the students to figure out the name of each coin and the coin’s value.  

2.  Quiz the children on their responses and the reason for the responses.

F.  Guided Process:

1.  Place the students in a circle position on the floor for the fishing pond game.  Instruct each child about the fish, fishing pole, and specific price of the fish caught.

2.  Give each child several pennies, nickels, dimes, and quarters to purchase fish from the pond. (Each of the fish in the pond will have a different price on it, along with a paper clip.)

3.  Instruct the children to use a fishing pole with a magnet as a hook to catch a fish.  Allow each child to catch a fish from the pond.  The children should count out the correct coins to purchase the priced fish.  

G.     Independent Practice:

1.  Make sure each student has plenty of coins.

2.  Ask students to use a variety of coin sets for the correct purchase price of the fish caught from the pond.

3.  Oversee this activity in case someone needs help.

1.  Strategies to use with Exceptional Children:

a.  For enrichment, increase the number of coins and the price of the fish given to the gifted children.

b.  For remediation, children will be allowed to use a smaller amount of coins for the purchase price of the fish.

2.     Activities which Value Cultural Diversity:

a.  Children who speak English as a second language will count the different coins in their primary language.

b.  Children from other cultures will bring in several coins from home related to the culture to make coin comparisons.

3.  Activities which Foster Active Inquiry, Critical Thinking, and Problem solving:

a.  Ask the student how coins are saved. Demonstrate how coins can be placed in change rolls from the bank for simple collection. 

b.  The class will also take a field trip to the local bank to see the many practical ways coins are used daily.

H.     Closure and Summary:

1.     Bring the session to a close by having the children orally relate the identity of the value of the penny, nickel, dime, and quarter.

2.     Ask the children to look for ways to save coins at home to make future purchases.

III.  Assessment Techniques:

           The students of Miss Compton’s kindergarten class will demonstrate an understanding of the identity and value of the penny, nickel, dime, and quarter at an accuracy rate of at least 90%.

            It must be determined whether a child understands the identity and value of the penny, nickel, dime, and quarter. In order to determine whether a child can identify coins and understand the value coins, the teacher could individually assess children during the participation of the fishing game. In order to conclude whether the children understand the identity and value of each coin, the children should be given coins to use the correct change to purchase the priced fish.

IV.  Materials:

           large coin displays of the penny, nickel, dime, and quarter, several different coins for each student, one fishing pole, ten large and small priced fish, magnet hook, paper clips for fish, pencils, paper

Books:  Craig, J.  (2000).  What’s in the Piggy Bank?  New York: Troll Communications.  (ISBN 0-8167-6363-1)

These things are attached to this lesson plan:  (a) coin article, (b) coin textbook page, (c) the page of the Alabama Course of Study for Mathematics.

  See the Money PowerPoint Slide Shows at:

http://www.athens.edu/pt3/vinson/coins.ppt