Quarters and Dollars

PEPE Lesson Plan Format

(Alabama Professional Education Personnel Evaluation Program)

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

I.  Preparing (to plan for instruction)

§       Materials:

Alabama Course of Study: Mathematics, page 26, numbers 44 and 45; children’s literature: Alexander Who Was Rich Last Sunday; piece of poster board with 25 pennies and one quarter glued on; piece of poster board with 100 pennies glued on and one dollar attached; piece of poster board with two dimes, one nickel and one quarter glued on; piece of poster board with four quarters glued on and one dollar attached; piece of poster board with five nickels and one quarter glued on; coin poem transparency (handout p.55); copy of coin poem for each child; overhead projector; various children’s toys with price tags on them (with prices less than or equal to two dollars); enough play money for every child to have one dollar bill and four quarters; game board spinner with one quarter, one dollar, one dime, and one nickel on it; enough bingo cards with different money amounts in each square (amounts should range from 25 cents to $3.00 for each child; enough crayons for each child to have one.

§       Objectives: The students will:

1.     (Knowledge) determine the value of quarters and dollars,

2.     (Application) solve real-life problems involving money,

3.     (Comprehension) compare values of sets of coins and bills.

§       Grade Level: second

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

§   Anticipatory Set:  The teacher will read the book Alexander Who Was Rich Last Sunday. The teacher will express to the students that they will be learning about quarters and dollars.  The teacher will say, “Learning the value of quarters and dollars will help you to better understand money, and will help you to be able to buy things that you might want more easily and know what change you should get.”

§   Purpose:  The teacher will say, “The purpose of this lesson is to help you all learn how much quarters and dollars are worth and to help you to be able to use quarters and dollars to buy and sell things. After today’s lesson you will be able to go into a store and use quarters and/or dollars to pay for something that you want.”

§   Connection to previous learning/Build background knowledge: The teacher will say, “You’ve already learned how much pennies, nickels and dimes are worth and how to use them to buy and sell.  Today we will add to that and find out how much quarters and dollars are worth.”

III. Presenting (to use sequential direct instruction)

Teaching Procedures:

§   The teacher will describe what a quarter looks like by pointing out the face on the front, the size, the silver color, and the ridges on the side. The teacher will say, “It’s important to know what a quarter looks like so that we can tell the difference between it and other coins.”  

§   The teacher will define the value of quarters.  The teacher will say, “A quarter is worth twenty-five cents.”

§   The teacher will show the piece of poster board that has the twenty-five pennies and one quarter glued on”.  The teacher will say, “See, one quarter is worth the same amount as twenty-five pennies.”

§   The teacher will ask, “Do you remember how much a nickel is worth? (pause to let students answer)” The teacher will say, “That’s right.  A nickel is worth five pennies.  And, five nickels are worth the same amount as one quarter.” The teacher will show the piece of poster board with the five nickels and one quarter.  

§   The teacher will say, “There is one other group of coins that is worth the same amount as one quarter. If you put two dimes and one nickel together, that is worth the same amount as one quarter.” The teacher will show the piece of poster board with two dimes and one nickel.  The teacher will ask, “What do these two dimes and one nickel look like to you? (pause to let students answer)” The teacher will say, “That’s right it looks like Mickey Mouse. So, whenever you see two dimes and one nickel that look like they make a "Mickey Mouse,"  you’ll know that they are worth the same amount as one quarter.”

§   The teacher will ask, “Do you remember the coin poem we’ve been practicing with pennies, nickels and dimes? (pause for students to answer)”  The teacher will say, “Well, now we can add quarters to our poem.”  

§   The teacher will show the coin poem on the overhead and make sure that all the students have a copy.  

§   The teacher will then recite the poem with the students.

§   The teacher will say, “Now that we’ve learned a little bit about quarters, let’s learn about dollars. People use dollars all the time to pay for the things that they want.”

§   The teacher will describe what a dollar looks like by pointing out the fact that it’s made out of paper,  that it’s green in color, and that it has a number one in the corner.

§   The teacher will define the value of a dollar.  The teacher will say, “A dollar is worth one hundred cents.”

§   The teacher will show the piece of poster board with one dollar attached and one hundred pennies glued on it. The teacher will say, “See, one dollar is worth the same amount as one hundred pennies.”

§   The teacher will ask, “Do you remember how much a quarter is worth?” (pause for students to answer) The teacher will say, “That’s right.  A quarter is worth twenty-five cents.  And, if we put four of those quarters together we get the same amount as one dollar.”

§   The teacher will show the piece of poster board with four quarters glued on and one dollar attached.  The teacher will say, “See, twenty-five, fifty, seventy-five, one hundred.  One dollar is worth one hundred cents and four quarters are worth one hundred cents.  That means that four quarters are the same amount as one dollar.”

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

Review:

§   (Knowledge) The teacher will call on volunteers to define how much a quarter is worth.

§   (Knowledge) The teacher will call on volunteers to define how much a dollar is worth.

§   (Comprehension) The teacher will call on volunteers to describe what a quarter looks like.

§   (Comprehension) The teacher will call on volunteers to describe what a one dollar bill looks like.

Guided Practice:

§   (Application) The teacher will give each child a one-dollar bill and four quarters of play money.  The teacher will then set out various toys with price tags, which do not exceed the amount of two dollars.  The prices should be varied though.  The students will then be able to “purchase” these toys with their play money from the teacher.  The teacher will guide the children in counting out their money and determining how much money they should give in order to “purchase” the toy.

Independent Practice:

§   The teacher will divide the students into groups of four or five.

§   (Comprehension) The teacher will instruct the students on how to play money bingo.  A game board spinner with one dollar, one quarter and one dime on it will be used.  Three spins will be made.  The money that each spin lands on must be added up and the total amount determined.  When the total amount is determined, the students will compare that amount with the amounts on their bingo card.  When they find an amount that matches the total amount determined by the three spins, the students may color in that square with their crayon.  The first child to get three squares colored in either diagonally, vertically or horizontally should say, “bingo”.  His or her answers should then be checked, and if he or she is correct, then he or she will be declared the winner.

Summarizing:

§       The teacher will say, “ Today we’ve learned how much quarters and dollars are worth, what they look like, how much groups of quarters and dollars together are worth, and how to use quarters and dollars to pay for things that we might want. Tonight, when you go home I want you to ask the grown-up at your house to give you some quarters and dollars to look at.  Practice figuring out how much a quarter is worth and how much a dollar is worth; then let the grown-up put the quarters and dollars into groups and let you tell him or her how much each group is worth.”

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

§   The teacher will use a checklist to assess the guided and independent practice activities.  The checklist will have the objectives listed as column headings.  Checks and minuses will be used to determine attainment.  For enrichment, students will be instructed to read the poem “Smart” by Shel Silverstein and determine why the boy’s father was mad at him at the end.  For remediation, students will practice counting out 25 pennies and showing that they equal one quarter.  Then the students will count out 100 pennies and show that they equal one dollar.   

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

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