# lesson by shuifanglj

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Title: Money Sense using Coins with Technology Integration

Audience Targeted: Students with difficulties at counting coins/money

NJCCCS:

4.1.2 A. Number Sense
4. Count and perform simple computations with coins - amounts up to \$1.00 (using cents
notations
4.3.2 A. Patterns
1. Recognize, describe, extend, and create patterns - Whole number patterns that grow or
shrink as a result of repeatedly adding or subtracting a fixed number
4.5. F. Technology
2. Use computer spreadsheets, software, and graphing utilities to organize and display
quantitative information

Objectives:    Use software program effectively to count coins

Add up varying quantitative values of coins

Materials: paper, pencil, dry erase board, colored dry erase markers, real coins (pennies, nickels,

dimes, quarters), internet-based software program:

http://www.toonuniversity.com/flash.asp?err=569&engine=
Procedure:

Begin lesson by introducing student to software program on money. Before starting

program, review previous lesson on money, asking student to name the different coins used in

lesson (pennies, nickels, dimes, quarters), and their values. Then ask student if they are familiar

with the use of computers, particularly the mouse, which is the only device that will be used for

the software program. After showing student how to use the mouse, demonstrate the software

program to the student. The software is a game the different coins displayed on the bottom of

the screen. The rest of the screen is a curving coin slide that leads to a machine that tallies the

amounts dropped down the slide. The program, which "talks" to the student through the

speakers, asks for a specific amount of money and shows this amount at the top of the screen.

The student then must click and drag each individual coin from the bottom of the screen, drop

the coin down the slide, and continue to mix and match the amount until the exact amount is

reached. If the student goes over the amount, the program sounds a buzzer and asks the student

to try a different coin amount, thus providing instant feedback on incorrect responses.

After student has engaged with the program for awhile, ask them to complete one or two

more examples before turning off the program and moving into the next phase of the lesson. Ask

students for feedback on the game, and ask if they enjoyed and would like to play with the game

at another time.

Begin the next part of the lesson with guided practice on adding up varying amounts of

coins. Using the dry erase board, present student with mixed amounts of coins to be counted,

then ask them to count and write their responses on the board. Provide guidance and assistance

when needed, and encourage them to draw diagrams, or review counting by fixed quantities, to
reach their goals. Any strategy that student demonstrates, so long as it is valid, should be

encouraged, as well as offering differing strategies, such as grouping by similar values, then

adding up the small values, or by starting with the largest value and slowing adding subsequent

valued coins. Ensure that coins used for practice add up and reach the full dollar range value,

from 1¢ to \$1.00.

By end of lesson, have students count coins with little to not intervention until they have

completed the task. Have the student tell you when they are done, and review their result

immediately to provide instant feedback on their results.

Accommodations:

Students that demonstrate special needs during instruction can be accommodated

depending on their individual needs. Students with attention issues can be asked to respond

more frequently, asked to perform more demonstrations with coins, or be given small 2 minute

breaks to play with coins. Attempt should be made to play with coins in productive ways, such

as using the coins in a mock store setting, asking them to use the coins to purchase things in the

room without a strict adherence to the correct value on objects purchased.

If students exhibit grapho/motor deficits, allow students ample time to grab and count

coins, offer assistance in grouping and counting in pairs, and ask students to vocalize their

responses to ensure accurate representations of coins. In addition, extra time can be devoted to

using software program, with less time spend on actual coins. Students should be asked to be

more vocal on their interaction with program to assess understanding of materials and concepts.

If language is an issue, use smaller words to explain instructions and concepts, or ask

students for names of coins in their native language and allow them to demonstrate number
values using numbers. Focus is on additive properties of counting coins, so referring to coins in

alternate language can be addressed at a later date, or during their language arts or ESL class.

Extra time on software program is also acceptable, following same guidelines as with

grapho/motor issues.

Assessment/Evaluation:

Observation of student interaction on software program will be monitored, as well as

performance on guided practice activities, and noted on Evaluation sheet. In addition, a small

assessment of counting will be administered after guided practice and recorded on a rubric. This

assessment will be to determine if student can count varying amounts presented (same amounts

will be demonstrated using differing coin combinations).
Rubric

Correct    Incorrect                     Coins Used

16¢                                         1 dime, 1 nickel, 1 penny

50¢                                                 2 quarters

50¢                                                  5 dimes

70¢                                                 14 nickels

50¢                                             3 dimes, 4 nickels

94¢                                 3 quarters, 1 dime, 1 nickel, 4 pennies

57¢                                       2 quarters, 1 nickel, 2 pennies

99¢                                       3 quarters, 2 dimes, 4 pennies

46¢                                   1 quarter, 1 dime, 2 nickel, 1 penny

\$1                                                  4 quarters

Overall Score:   _______ / 10

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