Lesson Plan

Adding Pennies, Nickels and Dimes

Main Subject Area: Mathematics

Duration of Lesson:  45 minutes

Keywords:

• Addition
• Coin Combinations
• Coins
• Counting
• Dime
• Money
• Nickel
• Number Sense
• Penny
• Value

Brief Description:

Students will add pennies, nickels and dimes and will organize the coins to display a variety of price values from real life examples.

National Standard(s):

• Number and Operations
• Problem Solving
• Communication
• Connections

Additional Subject Area Standard(s):

Objectives:

Students will add pennies, nickels and dimes and will organize the coins to display a variety of price values. Students will discuss the importance of money in the day-to-day world.

Materials (online):

Materials (offline):

Several full and empty containers for grocery store products

Large paper coins Pocket Chart (for large paper coins)

Number chart (1-100)

Mint tins (one for each student) 10 pennies, 5 nickels, 5 dimes (real or plastic) for each tin

Price strips (strips of paper with product pictures and prices on them)

Pencils

Coins Used in Lesson:

Circulating U.S. pennies, nickels, and dimes

Grade Level(s):   K-2  

Procedures (online):

Procedures (offline):

1. Motivation- Fill a student's hands with several grocery store products and ask your class some questions:

- If I went to the store and wanted to buy all these items what do I need to know about them before I can pay? (price of each item)

- Why? (So, you'll know how much money you'll need)

- To do what? (To pay the cashier)

2. Introduce the activity by stating, "Today you'll be adding pennies, nickels and dimes so that you will be able to purchase things you need."

3. Start a discussion about the uses of money:

- What do we use money for in our daily lives?

- What kind of things can you buy with money?

- I can think of some times when I don't actually buy something, but I'm paying for a machine or person to do something for me. Can anyone think of one of these types of purchases? (arcade games, movie, riding public transportation, etc.)

4. Explain that today you'll to be discussing how to use coins to buy certain items. Review coin names and values with class. Which coin is worth the most in value? The least?

5. Hold up one of the grocery items and tell the class that at the grocery store this item cost 47 cents.

- What coins could we use to make 47 cents? (pennies, nickels and dimes) Why?

- What coin would we start with to count out the price of this product? (a dime) Why? (It's worth the most of these three coins, and when we are trying to figure out change, we are always going to start by counting the most valuable coin we can use) - If we start with a dime, what are we going to be counting by (10s)

6. Start counting together by placing the large paper coins in the pocket chart for all students to see.

- If I put in one dime, how much money do I have? (10 cents) If I add another dime, how much money do I have now? (20 cents) If I add another one? (30 cents)And another? (40 cents)

- Should I add another dime? Use the number chart to show the students your goal (47) and how much money you currently have. Why should we or should we not add another dime?

- How much more change do we need to get to 47 cents? (7 cents) What coins do we have that are less than 7 cents? Which is the larger of the 2 coins that are less than 7 cents? If I add a nickel to the 40 cents we already have how much money will I have? Add the nickel to the pocket.

- If I add another nickel is that too much or too little money? So, what coin should we use to get to 47 cents? How many pennies should we add to get from 45 cents to 47 cents? Add 2 pennies to the pocket.

7. As a class count the value of all the coins (10, 20, 30, 40, 45, 46, 47 cents)

8. Gauge the class' comprehension and ask some volunteers to demonstrate how to add coins to find the value of a second product.

9. Have the students work independently to figure out the prices of 2 more items with the change in their tins. Review the rules for using the coins before distributing them.

10. Have your students work in partnersand give each pair 2 price sheets (a strip of paper with a picture of a grocery item and a corresponding price and area for the student to write). One student will count and lay out the coins on the sheet, and their partner will check their work. When the student partner has checked the work, go around to verify the pair's work.

11. Once the work has been verified, the first partner will trace the coins onto the strip and write the value of the coin inside each circle.

12. While the tracing is going on, the second partner can begin to count out the coins for the second product.

13. Repeat the verification and tracing process for this second strip.

14. Allow some of the students to share their work with the class.

15. Review with the class what they worked on today.

Assessment / Evaluation:

Were the students able to organize the coins from the information they learned? Were they able to create correct coin combinations using dimes, nickels and pennies? Use a rubric to evaluate the students' problem solving process.

Differentiated Learning Options:

Begin a discussion of greater than and less than as an extension of this activity.