(Quarters, Dimes, and Nickels)  

PEPE Lesson Plan Format

(Alabama Professional Education Personnel Evaluation Program)

written by:  Julie Davis, Athens State University (Fall 2001) jbd6171@corrcomm.net

editing, graphics, and formatting by: Dr. Beth McCulloch Vinson

I.  Preparing (to plan for instruction)

· Materials:

Alabama Course of Study: Mathematics, page 37, numbers 44 & 45, children’s literature: The Magic Moneybox, concrete models of quarters, dimes, and nickels, a reference poster, a chalkboard, small candy, and a handout    

·  Objectives:   The students will:

·  (Application) add and subtract coins,

·  (Evaluation) decide which coins to use to purchase an item,

·  (Analysis) compare values of sets of coins.

·  Grade Level:  2nd grade

II.  Orienting (to establish purpose, build background, sustain motivation, and provide directions)                                               

Anticipatory Set:  The teacher will read the book The Magic Moneybox.  The teacher will explain to the students that they will be learning how to choose the correct coins needed to purchase an item. The teacher will say, “When you know the monetary value of each coin, you will know what you can buy with the amount of money you have.”

Purpose:   The teacher will say, “The purpose of this lesson is to give all of you the ability to know which coins to use when you want to buy something. After today’s lesson, you will be able to go to the concession stand and know which coins to give the worker to pay for your snack.

Connection to previous learning/Build background knowledge: The teacher will say, “I know all of you can identify quarters, dimes, and nickels and know their monetary values. Today you will learn how to choose the correct coins to use when paying for something.” 

III.  Presenting (to use sequential direct instruction)

·  Teaching Procedures:

The teacher will explain to the students that they need to know how to count and add money, so that when they buy something they will know which coins to use and also know if they should get any change back.

The teacher will review monetary value of coins by showing the students a quarter, a dime, and a nickel. 

The teacher will say, “This is a quarter, how much is it worth? This is a dime, how much is it worth? This is a nickel, how much is it worth?”

 The teacher will say, “I want to buy a pack of gum that costs fifty-five cents. First, I have to count the coins I have and figure out if I have at least fifty-five cents.” 

The teacher will demonstrate counting the coins she has. The teacher will say, “One quarter is worth twenty-five cents, two quarters is worth fifty cents, and three quarters is worth seventy-five cents.  I have more than fifty-five cents. Yes, I can buy a pack of gum that costs fifty-five cents with three quarters.”  

The teacher will relate the content to other subjects by giving examples of how to count coins and figure out the correct coins to use to buy something. 

The teacher will say, “When you get ready to start your science poster, you will need to count out fifty cents and give it to me to buy a poster board and the other supplies you will need.”

IV.  Practicing and Summarizing (to reinforce and extend ideas)

·  Review:

(Application) The teacher will call on volunteers to tell the purpose of being able to count coins and know which ones to use when buying something.

(Analysis) The teacher will call on volunteers to tell and demonstrate how to count coins.

(Comprehension) The teacher will call on volunteers to come to the board and show us how to add a group of coins, to see if there is enough change to buy an item.

·  Guided Practice:

The teacher will ask the students to get out their bag of coins. The teacher will choose an item for the students to purchase and tell them the cost.  The teacher will instruct the students to choose the coins that they need to use to buy the object and lay them on their desk.  The teacher will call on volunteers to show the coins they chose and to add the coins out loud.  The teacher will write the correct answer when given on the chalkboard to be seen by all students.

·  Independent Practice:

The teacher will pass out a handout for the students to complete in  groups of two.  The teacher will instruct the students to take turns in their groups. One student will choose an item for the other student to purchase and the other student will count out the correct amount of coins needed to buy the item. Then the students will switch roles until the handout is complete.  

·  Summarizing:

The teacher will say, “Today, we have learned how to purchase items using the exact coins (quarters, dimes, and nickels). I want everyone to go home and ask your mom, dad, brother, or sister to help you practice purchasing items that cost less than a dollar with the correct change.”

V.  Assessment: (to check for attainment of objectives)

The teacher will use a rubric to assess the guided practice and independent practice activities. The rubric will list the objectives and the students will receive a plus or minus as to whether or not they obtained the objective. 

For enrichment, those students will be instructed to practice purchasing two or three items at one time. They should add the items together to get a total and figure out the exact amount of change they will need to purchase the items.

For remediation, those students will practice purchasing items that cost exactly a quarter, a dime, or a nickel.

  See the PowerPoint slide show entitled, “The Value of Coins” at:

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