##
* *Reflection: Data Analysis
Which coin is which? - Section 4: Independent Practice

Check out an example of some student's work, as well as hear some of the other potential student responses you might have, in my reflection video. Going through student work like this helps me look for trends within my own classroom, and helps me differentiate work for the next day!

*Student Work*

*Data Analysis: Student Work*

# Which coin is which?

Lesson 6 of 14

## Objective: SWBAT identify differences amongst coins. SWBAT sort coins into groups.

#### Objective/Hook

*10 min*

**CCSS Context:**

In 2nd grade, students are expected to use coins to solve word problems. This lesson works great as an extension to the first grade curriculum or as an intro in 2nd grade. Students have to create a list of the defining attributes for each coin, because as all teachers who have ever taught money know, remembering the differences between the coins is the first big hurdle!

**Hook: Sing ****a song!**

Songs are a great way to help kids get moving and wiggling, while also being a great mnemonic device for kids. My favorite Coin Song will have kids breaking it down all over the place!

**Connect to Real Life:**

Today's lesson is important because when we use money in real life, we have to be able to use the correct coins to pay for things.

**Objective:**

Your thinking job is: What do I call each coin? How are the coins different?

*expand content*

#### Opening Discussion

*20 min*

**Partner Sort:**

I am going to get kids interacting with coins from the very beginning!

*Students will sort a bag of a small number of coins with a partner. I want students used to looking closely at the coin features. I am not pushing the vocabulary yet, just the features! Students will sort the coins into 4 groups; they will put the coins into link coins using the attached Sorting Mat!*

**Directions: **Sort the coins into groups. Make sure that each coin in the group is exactly the same. If you finish, talk with your partner about what your coins look like.

**Bring students back together**.

**Present task: We made 3 different groups of coins just using what we notice about their features. Let’s look closely at the coins and see how they are the same/different. **

- I'll set up 4 mini anchor charts-one for each coin. See Coin Anchor Charts for how our charts turned out!

I'll present coins one by one: Have students list what makes that coin look different from the others. Expect some wild noticings! My favorite is that the nickel has a ponytail and you can see his jacket collar.

**Guiding Questions:**

- How do you know for sure this is a penny and not one of the other coins?
- How is this coin different from the others?

I’ll list all of the noticings about each coin on the chart. After the discussion for each coin, I’ll also quickly list the coin value and reference our coin song. This is largely just for exposure. Students will work more on identifying coin values in later lessons.

*expand content*

#### Partner Share & Game

*15 min*

**Teacher prep: **I'll print a copy of each Coin Cards sheet for partner groups. I will have pre-cut groups of cards for the partner groups and each group will get a bag of play coins.

**Student Share Game**

1. Partner 1 pulls a card and reads the coin name.

2. Partner 2 finds all of those coins in her bag and gives them to partner 1.

3. Partner 1 says: How do you know?

4. Partner 2 gives at least 2 reasons.

5. Partner 1 checks and makes sure.

Switch!

We will play a round or 2 before students play independently. The "how do you know" portion gets at the CCSS MP3, “Construct viable arguments and critique the reasoning of others”. Students are working in partners for this activity so they can practice defending their reasoning for the coin, and then their partner can agree or disagree.

I’ll give students 10 minutes to play.

Watch this video of 2 students playing this game. You'll hear student explanations for why they know which coin is which. The little boy says a great reason he knows the coin is a nickel at the very end!

#### Resources

*expand content*

#### Independent Practice

*15 min*

**Independent Practice:** Students will do a cut and paste coin sort at their desks to practice identifying the coins. I'll leave the charts we created hanging so students can refer back to them.

**Watch this video for how one student models using the anchor charts to help her determine which coin she has. **This is a classic example of why anchor charts are so important! Students learn to reference them and can find answers to their own questions, which is aligned to the CCSS emphasis on independence.

**Group A: Intervention**

For these students, we will start with just the dime, nickel and penny. They also have picture support on their sort.

**Group B: Right on Track**

Students sort all the 4 coins into like groups. I integrate writing across the curriculum and MP3 (Construct viable arguments) into the bottom portion of the sort. Students write about how they know the coins belong in the group. This is aligned to MP3-Construct viable arguments. Students are writing down their thinking for why that coin fits in the group they chose.

**Coin Sort is attached!**

#### Resources

*expand content*

#### Closing

*5 min*

Watch this Brainpop Video to review the day's learning. It is free on the site and integrates the CCSS emphasis on technology into the classroom.

*expand content*

#### Possible Extension

*20 min*

Students can make one or all of these fun foldable books about the coins! They are free from Jenna Bailey's TPT store. They have great images of the coins, and reviews the coin values. I'll give kids time to make a few of the books to keep as a reference of to take home and practice!

*expand content*

Thank you. This is just what I need for a few students still struggling in 2nd grade. This should help.

| 8 months ago | Reply

My first grade team and I really appreciate your money lessons! Thanks SO much! Awesome lessons!

Amy Manville

##### Similar Lessons

###### Introduction to Money

*Favorites(7)*

*Resources(21)*

Environment: Suburban

###### Identifying Coins

*Favorites(18)*

*Resources(13)*

Environment: Suburban

Environment: Urban

- UNIT 1: Creating a Culture of Math
- UNIT 2: Count to 100 Every Day!
- UNIT 3: 10: A First Grader's Best Friend
- UNIT 4: Charting and Analyzing Data
- UNIT 5: Inch by Inch, Paperclip by Paperclip
- UNIT 6: Properties of Addition and Subtraction
- UNIT 7: Shapes and Blocks
- UNIT 8: Understanding Equality
- UNIT 9: Adding and Subtracting: Base Ten
- UNIT 10: Solving 3 Addend Problems
- UNIT 11: Missing Parts: Unknowns in All Positions
- UNIT 12: Parts of a Whole
- UNIT 13: Tick Tock, Tick Tock
- UNIT 14: Time is Money: Hitting all the MD Standards
- UNIT 15: Base 10 Bonanza
- UNIT 16: What the WHAT?! Teaching Challenging Story Problems

- LESSON 1: The Garden Clock
- LESSON 2: Concentration
- LESSON 3: Who's got the time?
- LESSON 4: Mice Measurement
- LESSON 5: Making a Robot: Measurement Project
- LESSON 6: Which coin is which?
- LESSON 7: Money Bounce
- LESSON 8: Show me the Money!
- LESSON 9: For the Love of Money
- LESSON 10: Tens and Ones, Dimes and Pennies
- LESSON 11: Working Hard for the Money
- LESSON 12: Coin Mixer
- LESSON 13: Ways to Make: Coin Values
- LESSON 14: Closing Money Project & Assessment